Understanding By Design Unit Template

The Human Body 20

Title of Unit Grade Level
Health Science 20 25 lessons + 2 presentation days
Subject Time Frame
Anna Wheeler
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?
The Broad Areas of Learning are Life long learners, Sense of Self, Community, and Place, and Engaged Citizens. These are incorporated
throughout this unit by examining how the body system function separately and work together to create a healthy human. Students will
also participate in lab activities that provide a real-world medical context to what is being taught. Through this learning the students
will discover how various pathologies affect the lifestyle of their patients and how various world-views can influence this lifestyle and
the treatment patients receive. By studying these areas students will become more informed about the choices needed to live a healthy
lifestyle and will be able to critically examine their choices and the world around them in order to have a healthy lifestyle.
Cross curricular Competencies
How will this unit promote the CCC?
Through this unit students will develop a deeper understanding of the human body. Students will think contextually and critically about
how many pathologies affect the human body, as well as how lifestyle can impact our health. Through this examination of lifestyle
students are forced to be aware of their own lifestyle and also develop an understanding for the challenges a person with a pathology
will experience. In order to reach these goals the students will develop their scientific literacy through the proper use of terminology
and vocabulary as well as the anatomy and physiology of the human body.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
HS20-HB1- Analyze the anatomy and physiology of a healthy human
HS20-HB2- Investigate the effects of various injuries, disorders and diseases on human cells, tissue, organs, and systems.
HS20-DT1- Explore the tools and procedures used to diagnose and monitor medical conditions
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry linked
now) to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that...
Parts come together to function as a whole in a system and
all systems are interconnected
Diagnostics can summarize your health but also highlight
localized issues
Proper communication is important in healthcare
Terminology (shared language) helps communication
become more effective
There is an acceptable range of values in diagnostics and our
body strives for homeostasis
Anatomy knowledge is essential in making informed choices
There is more than one perspective on the human body and
healthcare
Scientific understanding of anatomy and physiology of
humans is always changing
Pathologies have a cause and an effect
Treatment is reflective of both cause/ effect and worldview
Choices affect your health and your treatment
Pathogens affect an individuals overall health, but can
target specific systems
Pathologies have various identifiable causes and stages
Who you are affects how you talk about pathologies
Health affects lifestyle
Diseases have interesting histories
Related misconceptions
Body systems only work by themselves and do not effect one
another
Pathologies do not effect the lifestyle of the patient
Male and female skeletal systems are the same
Knowing about health care is only important if you are a
doctor
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Content specific
Why can one unhealthy system affect my overall health?
Why do we have those tests? (blood work, etc.)
Why do they use such fancy and large words in the
healthcare field?
If your rates are not ideal, does that mean you are
unhealthy?
How can basic systems do such complex things?
How does knowing the map of our body affect our
overall health?
How is our understanding of anatomy and physiology
changing?
Why do people get sick?
Why arent all pathologies treated the same?
Why isnt there just one test for determining what is
making us sick?
Why do some people refuse both check ups and
treatments?
What does it mean to be sick?
Why do we get shots, have to sneeze in our elbows and
wash our hands?
FNMI, multicultural, cross-curricular
How can worldview affect our understanding of anatomy
and physiology?
How do different cultures view individuals with different
pathologies?
How are first nations, Metis and other holistic
perspectives different from those of the western world?
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will know...
Key vocabulary and anatomical terminology related to body
planes, anatomy, physiology and pathologies.
The anatomy and physiology of various body systems
How the body is effected by pathologies
The function of organs and systems
Various world views of anatomy, pathologies, and treatments
Societal effect of pathologies
Identification of different forms pathology and its stages
Assessing vital signs
ABO and Rh Blood Types
The importance of homeostasis
Students will be able to
Examine First Nations, Mtis, and other holistic
perspectives of the human body.
Describe the anatomy (structure) and physiology
(function) of all human body systems
Identify the normal value or range for the common vital
signs
Demonstrate the scientific use of anatomical terminology,
including directional terms, body planes, body regions,
and body cavities, to locate anatomical features
Investigate the anatomical locations of organs in
mammals such as pigs, rats, or cats through dissection or
virtual simulation.
Design and carry out an investigation to examine baseline
values used for assessing health such as heart rate, O2
saturation, blood pressure, temperature, and respiratory
rate.
Discuss the interrelationships between the ABO and Rh
blood group systems, an individuals blood type, and
blood donor compatibilities.
Investigate benefits of normal flora in the body (e.g.,
swab skin and examine results).
Research advances in scientific understanding of the
anatomy and physiology of humans.
Differentiate among the ways in which medical
practitioners and the public describe pathologies using
terms such as disease, illness, ailment, disorder,
infection, medical condition, syndrome, and abnormal
condition.
Examine how the interrelationship between a persons
lifestyle and the human immune system affect how the
body responds to pathogens (e.g., risky behaviors, poor
hygiene, autoimmune, immunocompromised, innate, and
adaptive immunity)
Research the symptoms, possible causes, stages, scope
(e.g., cells, tissues, organs and/or systems) and
prevention of a pathology that affects one or more body
systems.
Create a representation (e.g., illness narrative, journal,
timeline, story, video, or diorama)of the progression of a
pathology from the perspective of a real or hypothetical
individual, including impacts on their lifestyle.
Outline the history of a disease or illness and its causes,
including societal and cultural perspectives.
Assess the significance of monitoring vital signs in health
care, including accurate medical history and patient
perception of pain.
 Identify examples of tools and procedures used for non-
invasive observations in health care.
Perform observations and record vital signs of self and/or
other students.
Explain the procedures and relevance of common
laboratory tests in medical diagnosis.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal By completing this task students will understand various pathologies that affect the human body
What should students accomplish by and the impacts that these can have on the lives of people with them. Students will be taking on
completing this task? the roll of a doctor by completing research on a specific pathology. The students will research the
R Role history, symptoms, causes, diagnostics, treatment/management options, lifestyle changes and
What role (perspective) will your cultural implications and follow the progression of their pathology in the human body showing the
students be taking? systems affected and the course the pathology takes. The students will share their findings in a
A Audience written paper and also in a conference style in-class presentation for their peers.
Who is the relevant audience?
S Situation
The context or challenge provided to
the student.
P Product, Performance
What product/performance will the
student
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
 Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
Other evidence will include a written exam on the cardiovascular Students will self-assess by completing worksheets and pre-tests
and respiratory systems including terminology, anatomy, and the to assess the areas in which they have developed understanding
normal values of the vital signs. Students will also be given a short and the areas they struggle. These worksheets will be used for
assignment on the skeletal and muscular system where they will most major concepts and pre-tests will be handed our in advance
be required to locate and label bones and muscles with the help of of any testing. These will be marked as a group in class, but will
technology. As well, every lab will have a hand in portion that will not be handed in for marks. Students will also self-assess at the
be marked based on completion and the students ability to follow end of their major assignment, by assessing their contribution to
instructions and complete the tasks. The nervous system lab will their group and by working with their partner to assess how well
also include a small write-up answering specific questions from they worked as a team.
the lab handout, while the dissection lab will have a larger hand-in
portion where students will prove their knowledge of locating and
identifying the various organs. Formative assessments will be
done during the first lesson of each topic. This assessment will be
done in the form of a class discussion including questioning from
the teacher. This assessment will guide the unit and inform the
teacher of next steps and what topics require further review.
Formative assessment will also occur through class work. Many
handouts and other worksheets will not be for marks, but will
instead inform the progression of the unit and determine which
areas may need more or less focus.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
The students will be coming into this class with various backgrounds. Students should be entering this class with a general background of
body systems, and the image healthy lifestyle. In this unit the main focus is for the students to develop a deeper understanding of the
human body and how it works together as a unit to create a healthy, functioning body. In order to succeed we will build off of the
students prior knowledge to reach this intended goal by reviewing previous material and continuing in a more in-depth manner. To
ensure the students know where we are going they will be informed to the topic for the day and will wrap-up the class by introducing the
topics that will be discussed the next day. The students will also by given a class outline that will include the topics that will be discussed
in this unit. The students will be engaged in this unit through the variety of instructional strategies and activities as well as the variety of
topics that will be discussed. This lesson will primarily occur in the science classroom, with the use of the computer labs on days where
computer use is necessary. The classroom however will be used in many different ways including a lecture setting and a laboratory
setting.
How will you engage students at the beginning of the unit? (motivational set)

We will begin by watching Crash Course Intro to Anatomy and Physiology Video. This video introduces anatomy and physiology, as well
as the levels of organization within the body, homeostasis, and directional terms. Students will then be given a short period of time to
research, on the class set of iPads, the advances that have occurred in the understanding of human anatomy and physiology. This can
occur individually or in small groupings. After the 15 min are up each student or group will be given 2 min to share with the class what
advances they were able to find. This will be compiled into a list on the SMARTboard and will be referred back to in future lessons.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Introduction to body systems. Focusing on the definitions of anatomy and physiology. DT, DL, Class iPad
Introduction Basic introduction to the levels of organization, homeostasis, and directional terms DSR Set
through the Crash Course Video. Students will then research the advances that have
occurred in the understanding of human anatomy and physiology, which will be shared
with the rest of the class.
2 Directional terms- body planes, body regions, body cavities. Recap of what was discussed DL Class notes,
Terminology in the Crash Course video. Students will work in groups to complete worksheets worksheet,
demonstrating the body planes. textbooks
3 Introduction to pathology will include key vocabulary including disease, illness, ailment, DL, Class notes,
Pathology disorder, infection, medical condition, syndrome, abnormal condition, pathogen, DSR, textbooks
autoimmune, immunocompromised, innate, adaptive immunity, symptoms, cause, stages, DII
scope, pathology, tissue, hygiene. This section will also include a discussion about
lifestyles of patients as well as the different worldviews and their ideas on pathologies.
4 Hand out final assessment, and allow students a class period to choose groups and topics. DT, DII, Computer
Assignment Have students confirm both with you before they continue working for the rest of the DL, Lab,
period. DSR textbooks
5 Vital Signs Vital Signs lab- students will practice taking blood pressure, heart rate, and temperature of DT, DII, Demonstrati
their group members. Students will be able to determine normal ranges of these vital DL, on video
signs and know what it means when vital signs are not normal. This activity will be used as DSR
an introduction into the cardiovascular and respiratory systems.
6 Cardiovascul The cardiovascular system will include the physiology of the heart, blood typing and the DT, DL Class notes,
ar difference between veins and arteries. In this section homeostasis will also be discussed textbooks
along with more detail about blood pressure, heart rate, and O2 levels.

7 Respiratory The respiratory system will include the airway and lungs with a large focus on the lower DT, DL Class notes,
airway and the function of the lungs and how we breathe. textbooks

8 Exam on Cardiovascular/ Respiratory terminology and physiology. A pre-test review will be DT, DL
Cardiovascul given to the students a week in advance. This will not be marked, but is to help students
ar/ prepare for the exam.
Respiratory
9 Work period for students to continue working on their Pathologies Project. Students will DT, DII, Computer
Pathologies work on computers for the class period to continue their research for the written and DL, lab,
Project presentation portions of the project. DSR textbooks
10 The digestive system will include the anatomy and physiology of the mouth, esophagus, DT, DL Class notes,
Digestive stomach, and the large and small intestines. We will follow a piece of food through the textbooks
digestive system from beginning to end in order to examine each organs function in the
 process. This section will also touch on the functions of the liver, gallbladder and
pancreas.
11 The nervous system will include the brain, spinal cord and nerves. This section will discuss DT, DL Class notes,
Nervous anatomy as well as the function of neurons and synapses. textbooks

12 Students will examine how the body responds to different stimuli including sight, sound, DT, DL, Class notes,
Nervous touch, and temperature. Students will record data and be able to determine which stimuli DII videos
system lab most affect the body.
13 The skeletal system will include bone classifications, anatomy, and bone growth. The DT, DL Class notes,
Skeletal/ muscular system will include discussions on the various types of muscles as well as body textbooks
Muscular movement.
14 Work period for students to continue working on their Pathologies Project. Students should DT, DII, Computer
Pathology be completing the research and written portion of their presentation. DL, lab,
DSR textbooks
15 This section on the reproductive system will look at the anatomy of both the male and DT, DII, Class notes,
Reproduction female reproductive organs, with an in depth look at the menstrual cycle and the changes DL, textbooks
that occur in a womans body during pregnancy. DSR
16 Students will dissect a rat in the classroom, or choose the option of a virtual dissection. DT, DL Class notes,
Dissection This lab will allow students to apply their knowledge to locate various organs within their textbooks,
specimen. There will be a larger final write-up with this lab requiring students to computers
summarize the information learned in all areas and demonstrate their ability to find and
identify organs.
17 Work period for students to continue working on their Pathologies Project. Students have DT, DII, Computer
Pathology completed the research and written portion of their project and should be working on DL, lab,
completing the presentation. DSR textbooks
18 Presentations Presentations of final pathologies project. Each group will be given 10 minutes to complete DT, DII,
their presentation. DL,
DSR

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: The outcomes for this unit guide the learning experience and performance
Is there alignment between outcomes, assessment. The learning experiences that will occur during class time will
performance assessment and learning provide information to help the students complete their final performance task
experiences? demonstrating their ability to meet the outcomes.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
For struggling students this unit can be adapted in many ways. Notes and
PowerPoints can be printed off in advance and turned into a fill-in-the-blank
style sheet for students to follow along with the notes. The test can be modified
to allow students to focus on different content and not go as in-depth with the
materials. During labs and exams students can be provided with more time or
 different supports to help them achieve the given task. The final project allows
for many adaptations to be made. Students can chose to work separately or
with a partner and are given the option of which pathology they would like to
choose. For struggling students a list of well-known pathologies could be
provided for them to choose from along with a list of suggested resources. This
final project could also be adapted so that the student can share their
knowledge in a way that is more comfortable for them. This could be done by
adjusting the weight of the written and presentation portions so that the
student will achieve a higher level of success.

For students who need a challenge:

For students who need to be challenged in this unit the final performance task
will give them the opportunity to go above the expectations. By allowing
students to choose their own pathology, students can take the opportunity to
pick a more challenging pathology with multiple stages and many levels of
treatment. The rubric has been created to allow students to go above the
expectations in what the research, write, and present.

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
This unit uses a wide variety of student and teacher directed learning. There is
a great deal of information covered in this unit and in order to effectively share
this with the students portions of most classes will be in a lecture format.
However, this unit will also include many hands-on lab activities, small group
work, and interactive activities to keep the students engaged in the content.

Resource Based Learning: Students in this class are not given a textbook to use, however there are many
Do the students have access to various resources other resources that they may access. Students will be able to access the
on an ongoing basis? internet for resources in many classes through the use of the class set of iPads
that can be brought into the classroom. On occasions where a computer is
required the school computer lab will be used to allow students to access the
proper resources. As well students will always have access to a variety of
textbooks from the high school to university levels in the classroom, which they
may borrow upon request.

FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
This unit provides the opportunity to discuss the different worldviews of
Canadian cultures. This allows students to look at the FNM/I perspectives and
also the perspectives of other cultures that may be found in our classroom.
These worldview can be seen in the general lifestyles, lifestyles of people with
various pathologies, and treatment and management options used by different
cultures. In this unit we also will discuss the anatomical differences and
similarities between men and women, with a particular focus on the menstrual
cycle and pregnancy. This provides gender equity and informs everyone of what
makes each body unique. During the dissection portion of this unit the option
will be provided to students to complete a virtual dissection rather than on a
specimen. This is to ensure cultural and personal preferences are met, while
still allowing the students to complete the activity.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
Outcome 1
This unit allows students to clearly demonstrate the curricular outcomes and
indicators. This unit focuses on three curricular outcomes, which will be met
through participation in group discussions, receiving direct lecture style instruction,
participating in a hands-on lab activities, completing various assessments and the
final performance task. Through these learning strategies students will be able to
demonstrate their understanding of the human body and therefor their
achievement of curricular outcomes and indicators. Students will by formatively
assessed through the completion class work and pre-tests allowing them to assess
their own progress and for me to determine where the students are struggling.

Outcome 2
My overall goal for this unit is for the students to achieve a better understanding of
the human body as a whole, and the impact of a pathology affecting the bodys
function. My lesson activities are laid out so that it will be clear to see the
information that will be covered under each topic. This is a large unit and therefor
multiple lessons will be taught in order to cover all the information under each
topic. The information listed in the unit plan is not only a goal of what will be
covered in class, but also what the students will be able to share and demonstrate
in later practical situations such as their dissection and final performance task.
Many topics also include specific tasks such as researching advancements in the
human understanding of anatomy and physiology and sharing them with the class.
Through meeting the individual topic goals the students will be able to achieve the
lesson goal and the required outcomes.

Outcome 3
This unit will incorporate many instructional strategies throughout the course
of the lessons. Many classes will include some portion of direct lecture-style
instruction. As this class requires the sharing and explanation of a great deal of
information direct instruction is often the best option to ensure the students
receive adequate and accurate information. This unit however will also include
many hands-on lab activities including taking the vital signs of their peers,
examining the bodys response times to various stimuli, and participating in a
dissection. The students will also have the opportunity to participate in
independent instruction. Independent instruction will occur by having students
participate in jigsaw type activities where each student will research a topic and
share their findings with their classmates. Independent learning will also occur
during the research stages of the final performance task, however the sharing of
information during their presentations will be interactive instruction where
students are teaching their peers about a topic in which they have become an
expert.

Outcome 5
There will be multiple opportunities for formative assessment in this unit.
Many of the topics covered in this class will begin with a review of what the
students already know. This will be question based and will encourage the students
to share what they already know. Through this pre-assessment I will be able to
determine the next steps for the unit and which areas need more review before we
can move on to new material. Many of the worksheets that will be handed out will
be a method of formative assessment. The students will be expected to complete
these worksheets, however the progress and success the students have achieved
will be used to inform the units progress and determine next steps. If the students
have clearly grasped the content then we may move on, whereas if the students
are struggling to complete the task further time and instruction will be required for
them to be successful. A Pre-test will also be handed out to the students. This will
mostly serve as a means of self-assessment for the students before writing the
marked exam, however their level of success on the pre-test will inform my
teaching and give feedback on the effectiveness of the instructional strategies
used. If the students are not achieving on the pre-test further review of the
concepts will be needed, and modification of the instructional strategies will be
required.

Outcome 6
This unit has multiple summative assessments where the students will be able
to demonstrate their progress. These assessments are in a variety of different
forms including a written exam on the cardiovascular and respiratory systems and
an anatomy assignment on the skeletal and muscular systems, which the students
will complete with the help of technology. The students will also complete a short
write-up after each lab activity for students to demonstrate their practical
understanding of the topic. This will include a larger assignment after completing
the dissection activity, as this lab brings together all the topics that have been
discussed in the unit. The final performance task is the largest of the summative
assessments and will allow students to demonstrate their learning through a
written and presentation piece.

Outcome 7
In my previous assignment I addressed a goal as becoming more familiar with
the Health Sciences 20 curriculum in order to prepare lessons that fit within the
curriculum. I believe that after completing this unit plan I have developed a better
understanding of this curriculum and the content that is to be addressed with the
students. I have consulted with my co-op teacher, who is currently teaching this
course, and spent time focusing on the content matter in the curriculum and I feel
that through this unit plan I have shown that I can prepare lessons based around
topics that fit within the curriculum. I also discussed the goal of continuing to
include a variety of instructional strategies in my teaching. This unit provides
many opportunities to vary instructional strategies as it includes lessons that are
lecture based, hands-on, and students lead. As future goals I hope to become more
comfortable with integrating assessments into my lessons, particularly focusing on
formative assessment and the success of my students. I would also like to continue
to focus on using a variety of instructional strategies in my lessons. With this
content it is easy for the course to become strictly lecture-based, but I hope to use
a variety of methods to keep students engaged, while still providing them with the
required information.

Outcome 14
 This unit plan includes many ways to differentiate and adapt for students who
are struggling and students who need a further challenge. The first way in which
differentiation occurs is through the use of a variety of instructional strategies,
including practical application of their knowledge. This variety allows students the
opportunity to learn the information through a method that best suits them. During
classes that are mainly lecture-based, differentiation can occur by including
discussion, videos and visual portions to allow the students to stay focused and
engaged. During these lecture classes notes and presentations could be printed in
advance for struggling students or turned into a fill-in-the-blank style handout. This
will allow the students to stay focused on the topic being presented and not have
to worry about taking down all the notes. Differentiation can also occur in many
ways during the assessments. More time can be given for exams and lab activities.
Students can also be given other necessary supports such as an EA or resource
time to complete these tasks. Students can also chose the option of a virtual
dissection to ensure personal and cultural preferences are met, while not limiting
the students learning opportunities. The final performance task also offers many
opportunities for adaptation. For struggling students a more well known pathology
can be chosen, and the method of presenting their research can be adapted to fit
the students strengths. For students who need a challenge they can choose a more
complex pathology with multiple stages and various treatment/management
options. The rubric is also set up in a way that allows students to know what is
required to exceed the expectations of the project.

Outcome 15
This unit is designed to inform students of the information required to
complete the lab activities and the final performance task. This provides many
opportunities for the student to take ownership of their learning and be engaged in
the materials. The largest aspect of student directed learning is through the final
performance task. This is a large research task, and while the students will be
provided with a substantial period of time to complete the project, the project will
require the students to work on it outside of the classroom. This requires students
to take ownership of their learning outside of the classroom. The rest of the unit
leading up to this project allows opportunity for student engagement through lab
activities, class discussions, jigsaw activities, and a variety of other learning
strategies.

Outcome 16
This unit is heavily focused on increasing the students scientific literacy
surrounding health sciences and the human body. This includes presenting
students with a large amount of vocabulary and terminology. This class is focused
on preparing students for a potential career in areas around the health sciences
and this is important information that they will be required to build upon in future
classes in both high school and university. Students will also develop their scientific
literacy through the lab activities where the students will apply their knowledge to
practical situations. The students will also have the opportunity to self-assess their
learning through the completion of these lab activities, as well as a pre-test which
the students will complete before taking the test on the cardiovascular and
respiratory systems. The students will also have the opportunity to self-assess
through the completion of class worksheets, which will not be taken in for marks,
but will be corrected to inform the students learning.

Outcome 17
This unit uses a variety of lessons and assessments to provide the students
many opportunities to meet the intended outcomes. Through the use of class
discussion, worksheets, lab activities, lectures, exams, assignments and the final
performance task, combined with the many levels of differentiation and adaptation
discussed in outcome 14 students are provided many opportunities to successfully
demonstrate they have met the desired outcomes. This unit also connects well to
the CCCs as students achievement within the outcomes meets the required levels
of achievement within the CCCs by engaging students in thinking about how their
lifestyle, and the lifestyles of other affect overall health. The students also develop
their literacies through learning proper terminology and vocabulary and applying it
in practical lab situations. The students also develop a better understanding of
how pathologies affect the lifestyle of their patients and how their lifestyle can
change as the pathology progresses.

Outcome 18
The final performance task for this unit will allow students to make real world
connections and develop a deeper understanding of the human body and how the
systems are affected by various pathologies. It also allows students to see the
implications that various pathologies have on the lives of those who deal with
them everyday. The format of this assignment also gives students a taste of the
professional world, as many doctors and university students present their research
at conferences. Through this real world application the students will take on the
role of doctors who are experts on a specific pathology. This task also allows
students the opportunity to develop their research, writing, and presentation skills,
which will be very helpful to them as they continue their education.

Outcome 19
This unit assesses the outcomes through a variety of assessment strategies.
Formative assessment will occur in many different ways, the largest of which will
occur during the first lesson of each major topic. This formative pre-assessment
will guide the unit by informing the teacher of students previous knowledge.
Students will participate in a teacher guided class discussion by answering and
discussing a variety of questions. From this assessment the teacher can determine
if more review and background knowledge is required before moving on to new
information. Formative assessment will also occur from the worksheets that are
completed by the students. These worksheets will inform the teacher of students
progress and determine which areas may need more focus. Summative
assessment occurs in many different ways through an exam, lab write-ups, class
discussions, and the final performance tasks. Through these many levels of
assessment the teacher is able to collect information on the students success and
have a great deal of evidence that the students have achieved the desired
outcomes.