Curriculum Framework

Human Body Systems Unit 1 Lesson 2

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Understand that the structure of body tissue contributes to human identity.
T2 Recognize that organs in the body are composed of different types of tissues. (Unit level)
T3- Recognize that the structure of cells, tissues, and organs are related to their function in the body.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - A tissue is a group of similar cells designed to carry out a
Q1 How does the structure of specific human tissue provide
specific function.
clues as to its function in the human body?

U2 - The bones of the human skeletal system protect the bodys

internal organs while allowing for movement and great range of
mobility.

U3 - The specific structure of bone reveals information about a

persons gender, stature, age, and ethnicity.

U4 - The length of long bones in the human body can be used to

mathematically predict the overall height of an individual.

Q2 Why is it useful to analyze tissue when determining

information about a persons gender, ethnicity, age, or stature?

Q3 How do all tissues in the body contribute to the identity of a

person?

Q4- What are the limitations in using bone measurements to

determine aspects of human identity?

Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Identify characteristics of the four categories of human
S1 - Analyze the structure of various human tissue types to infer
tissue. U1
function. U1
K2 - Describe the functions of the human skeletal system. U2
S2 - Identify and locate bones of the human skeletal system. U2
K3 - Recognize that differences in bone structure contribute to a
S3 - Interpret bone markings, bone landmarks, and bone
persons unique identity. U3
measurements to determine a persons gender, age, stature, and
ethnicity. U3
K4 - Recognize that there is a relationship between the length of
long bones and the overall height of an individual. U4
S4 - Derive and analyze a linear equation. U4
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Evidence (stage 2)

Students will demonstrate

knowledge and skills by
Learning about the four types
of tissues (epithelial, muscle,
connective, and nervous).
(A1.2.1)
Students will

1. Review the structure

and function of the
different types of
connective tissues.
2. Create a concept map
with the different types
of tissues.
3. Use a microscope to
view bone, adipose,
and sketelal muscle
tissue prepared slides.
4. Identify the bones and
muscles of the skull
and neck.
5. Use clay to sculpt the
facial features of their
Maniken.

Identifying the bones in the

body. (A1.2.2)
Students will

1. Identify and label

bones using the

Assessments for
Learning

1. The teacher will

review the concept
map, Manikens
facial features, and
graphic organizers
and give feedback.
2. All the conclusion
questions will be
reviewed.

Assessments of
Learning

1. Students will
complete a
concept map with
text and images.

Activities (A), Projects (P),

and Problems (B)
A.1.2.1
A 1.2.2
P 1.2.3
A 1.2.4

Learning Plan (stage 3)

Knowledge and Skills
K1, S1
K2, S2
K3, S3
K4, S4

2. Students will label

the muscles on
their skeletal
graphic organizer.
3. They will draw
pictures of tissue
samples in their
lab notebooks.
4. Each group will
showcase their
molded Maniken
face.
5. Students will
answer all the
conclusion
questions.

1. The instructor will

review the labeled
Manikens for
accuracy and give
feedback.

1. Students will label

the names of the
bones from
memory. They will
record their
oresults.

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Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Manken as a guide.
2. Participate in a skeletal
scavenger hunt.

2. The scavenger hunt

questions will be
reviewed and
feedback will be
given.
3. All the conclusion
questions will be
reviewed.

2. Students will
exchange their
labeled Mankens
with another
group and label
the bones on a
sheet of paper.
3. They will
complete the
scavenger hunt
questions.
4. Students will
answer all the
conclusion
questions

Use the principles of forensic

anthropology to identify the
characteristics of bones.
(P1.2.3)
Students will

1. Examine bones to
determine the gender,
race, and age of the
person.
2. Label the location of
the bones on the
Maniken.

1. The teacher will

review the Learning
Bones activity
results, Student
Data Sheet, and
case report to give
feedback.
2. All the conclusion
questions will be
reviewed.

1. They will record

their results from
Learning Bones
activity.
2. Students will
complete the
Student Data
Sheet during the
bone exercise.
3. They will prepare
a case report.

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Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

4. Students will
answer all the
conclusion
questions.

Calculating and estimating a

persons height using bones.
(A1.2.4)
Students will

1. Use the Trotter System

to calculate the height
of a person using
bones.
2. Compare and contrast
the stature of people of
different ethinicities,
gender, and age.
3. Derive and test an
equation to predict
their height using their
femur.

1. The instructor will

review the students
calculations and
their height
estimation formula
and give feedback.
2. All the conclusion
questions will be
reviewed.

1. Students will
develop and test
an equation to
estimate their
height.
2. They will
complete all the
calcuations for
the activity.
3. They will answer
all the conclusion
questions.

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Curriculum Framework Human Body Systems Unit 1 Lesson 1.2 Page 5
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD