Instructional Planner for Human Body- Urinary system

Date(s) of lesson/sequence of lessons

Learning Targets and Assessments

Long-term Targets Supporting Targets Assessments

 I can describe the  I can describe the structure of the Urinary Formative: Exit
structure and explain System. ticket quiz,
the functions of the  I can explain how kidneys remove wastes
different parts of the from the body. Summative: Pen
Urinary System. and paper test
 I can explain how kidneys maintain the
amount of water in the body.

Introduction: Building engagement and setting purpose

Why is this lesson/sequence of lessons important and exciting work to do?
What will cause students to be curious and want to learn?
How will you provide students with a vision of the long-term target(s) in a way that involves them?

Instructional Steps Resources

Required ( per
crew)
Day 1 PPT

LT: I can listen attentively to the person who is speaking while waiting patiently for my
turn.
Teacher will project the picture (city infested with trash)

Ask students to predict what would happen if the trash of the city is never picked up
and removed?
Random responses

Teacher brings their attention to what happens to food in small intestine and
large intestine.
What about the leftover food after the absorption?

Adapted from the work of Expeditionary Learning

 Do you think our bodies also produce waste?

 "How do you think wastes are removed from our bodies?"

Popcorn sharing

LT: I can make minute observations.

 Teacher distributes two dried kidney beans to each crew. They are a hint to the body
system we will explore today. We are not eating these items, we are only thinking about
their shape, color, and name. These items represent organs in your body.
Teacher::
Now, turn to your partner and discuss the shape, colour and what it might resemble inside our
body.
Teacher elicits:
 Do you know which organ? What body system do you think that might be? (Elicit
responses that include the word "kidney.")
 Once kidney has been established as the basic organ for today's system, lead them into the
conceptual LT and unpack it:
LT: 1) I can describe the structure and explain the functions of the different parts of the
Urinary System.

 For achieving this LT, we shall first watch a video followed by the reading of a
text to find out more about the kidneys and the body system to which they belong.

Instructional Steps Resources

Required
LT2: Copies of text on
2) I can be focused on the task at hand. Urinary System

Task 1: Watch the video attentively to extract the relevant information.

https://www.youtube.com/watch?v=TZMJeZL-BVg#!

And

https://www.twig-world.com/film/kidneys-1016/

Viewer’s purpose:
What are the different parts of the Urinary System?
What is the structure and function of each part?

 Students view the video and teacher pauses the video at necessary points for
note making

Task 2: Read the given text with the reader’s purpose in mind
Reader’s Purpose
What are the different parts of the Urinary System?

Adapted from the work of Expeditionary Learning

What is the structure and function of each part?

 Students read the text individually and silently and respond to Reader’s purpose
questions
 Pair and share
 Sharing in crews
 Each crew reports out to the class when the teacher consolidates
Closure
How will students synthesize their understanding?
How will we assess the effectiveness of the lesson?
Instructional Steps Resources
Required
Exit Ticket:
Quiz
1. What are the two names for the liquid waste removal system?
Excretory and urinary

2. What are the four main parts of the excretory system?

Kidneys, ureters, bladder, urethra

3. What connects the kidneys to the bladder? Ureters

4. Why are there two urethers?

Each kidney has a ureter to lead to the bladder.

5. Why is there only one urethra?

We have only one bladder and one way for the urine to leave the body
6. What does the sphincter muscle do?

Instructional Steps Resources

Required ( per
crew)
Day 2
LT: 1) I can explain through a simulation, how kidneys work to regulate the amount of salts
and water in our body.
2) I can make minute observations and record accurately in the given format.

 Teacher releases and unpacks the above mentioned LTs.(10 min)

 Teacher will conduct the experiment (demonstration)
 Students individually record observations in the notebooks.

Adapted from the work of Expeditionary Learning

Experiment instructions

Take two peeled half potato and scoop them to make cups.
Set up -1
Put the potato cup A in a container containing water till the brim of the potato cup
carefully.
Pour slowly sugar/salt solution in the potato cup.
Leave this undisturbed.

Set up -2
Put the potato cup in a container containing sugar/salt solution till the brim of the
potato cup.
Pour slowly water in the potato cup.
Leave this undisturbed.

Teacher consolidates with questions

What is the solvent and the solute in this sugar solution? (solvent- water,
solute- sugar)

1. Which solution is more concentrated? one inside the potato cup or one in the
beaker?(or we can ask where is more water present? )
Sugar solution (inside potato cup) is more concentrated.
2. What happens to the level of sugar solution in the potato cup kept in a beaker of
water?
The level of sugar solution inside potato cup increases after leaving it undisturbed for
sometime
3. How is it happening? From where extra solution is coming?
Water moves from the outside of the potato to the inside(from beaker of water to inside
potato cup)
4. How does water get inside the potato cup?
Water moves due to presence of pores in the potato which allow flow of water

5. What happens to the level of water in the potato cup kept in a beaker of sugar solution?
The level of water in the potato cup decreases
6. Do you expect same kind of observations if instead of potato cup we use a plastic cup?
Plastic cup will not allow flow as there are no pores in it
7. What is special about potato cup that it allows this kind of flow of water?
Presence of pores in potato allow the flow of water
8.. Can you consolidate your understanding of movement of water in the two
cases?
The movement of a solvent through a membrane separating two solutions of
different concentrations. The solvent from the side of weaker concentration
usually moves to the stronger concentration, diluting it, until the concentrations of
the solutions are equal on both sides of the membrane.
Or Diffusion of fluid through a semi permeable membrane from a less
concentrated solution to more concentrated solution until both solutions are of
same concentration.

Adapted from the work of Expeditionary Learning

Closure:

HW: text on working of kidneys.

Teacher explains LT for HW.
LT: I can explain how kidneys remove waste from the blood
I can explain how kidneys maintain the amount of water in the body.
.

Instructional Steps Resources

Required

Day-3
LT: Character Targets: I can stay focused on the task.

Task-1
Discussion around ‘working of kidneys’ reading
Pair sharing (7 min)
Crew sharing (15 min)
Each crew reports out(20 min)
Teacher writes down points on flip chart to consolidate.

Revisit learning targets

Traffic signal to check status of students

Resources
Required
EXIT TICKET

1. What are the functions of the excretory system?

2. List the organs that make up the excretory system.
3. What is urine made up of?
4. Outline how the kidneys filter blood.
5. What is the purpose of the urinary bladder?
6. The walls of the urinary bladder are stretchy, what do you think is the
advantage to having these stretchy walls?
7. What connects the kidneys to the urinary bladder?
8. What does antidiuretic hormone do?
9. What is a urinary tract infection?

Adapted from the work of Expeditionary Learning

10. Why is kidney failure such a serious health problem?

Adapted from the work of Expeditionary Learning