B5 The Skeletal and Muscular Systems
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1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) Skeleton Identify that many organisms have a skeleton 7 weeks Autumn Muscles Recognise some of the main roles of the skeleton Approx. 28 lessons Exercise Identify some of the main bones in the body The heart Recognise that many organisms have muscles Circulatory system Identify the main role of muscles Blood vessels State common injuries Artificial limbs and hearts Identify the role of the heart Recognise that blood is transported around the body Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) - Pre-unit test (baseline) - Badger (formative) - 6 mark question (formative) - Scientific skills investigation (formative) - End of unit test (summative) - diagnostic marking on badger - diagnostic marking on 6 mark question - diagnostic marking on skills investigation - feedback on progress after end of topic test (*these opportunities in AfL column) Page 1 of 9 I can name the main bones in the skeleton (G) I can describe the main functions of the skeleton (E) I can explain the structure and functions of the features of bones (D) I can state the two types of skeletons (G) I can name organisms that possess each type of skeleton (F) I can describe and classify the similarities and differences between groups of organisms (D)I can name the different types of joints and give examples (G) I can label a diagram of a joint (F) I can describe the function of each part of a joint (D)I can state different muscle types skeletal muscle (voluntary), smooth muscle and cardiac muscle (involuntary) (G) I can name the main muscles in the body (F) I can explain the importance of voluntary and involuntary muscles (D) I state the components of muscle tissue (G) I can describe muscle contractions in terms of overlapping of muscle fibres (D) I can explain why muscle cells need to respire in order to contract (C) I can name the main antagonistic muscle pairs (G) I can describe what happens to each muscle in the pair in terms of relaxation and contraction (E) I can explain the importance of these muscles (D)I can define a force (F) I can state the equation for calculating the force (E) I can accurately measure muscle force of different muscles (D) I can name injuries to bones and muscles (G) I can describe how injuries might occur (F) I can describe the main treatments for these injuries (E) I can state why someone might need a prosthetic limb (G) I can describe the material and structure of prosthetic limbs (F) I can evaluate advantages and disadvantages of using these (C)I can state that blood cells are made in the bone marrow (G) I can describe the components of blood (F) I can explain the function of each component of the blood (D) I can name three main blood vessels (G) I can describe the role of each blood vessel (F) I can explain functional adaptations for each blood vessel (D)I can state that the heart is a type of muscle cardiac muscle (G)
2 I can describe why the heart is considered a muscle (F) I can explain the role of the cardiac muscle in the body (D)I can name the 4 chambers of the heart (G) I can describe what happens to the chambers to allow blood to be pumped (F) I can evaluate the functional adaptations of the heart and blood vessels (C) I can safely carry out a dissection (G) I can identify major blood vessels (F) I can identify chambers (F) I can describe the route taken by blood around the heart (E)I can state that circulation in humans is a double circulatory system (G) I can describe what is meant by double circulatory system (F) I can describe the journey of blood around the body (E) I can explain why it is necessary to have a double circulatory system (D) I can define pulse rate, resting rate and recovery rate. (G) I can describe the effect of regular exercise on the heart, bones and muscles (F) I can state some safety precautions during scientific investigations (G) I can identify the independent and dependent variables in an investigation (F) I can identify the control variables in an investigation (E) I can explain the importance of control variables (D)I can apply mathematical concepts to calculate results (average) (G) I can present observations and data using an appropriate table (F) I can present observations and data using an appropriate line graph (D) I can interpret observations and data to identify simple patterns of correlation (G) I can draw more complex conclusions from the interpretation of data (D) I can describe how to improve accuracy, precision, repeatability, reproducibility and objectivity (C) I can evaluate data, with reference to potential sources of random and systematic error (B) I can state different diseases of the heart (G) I can describe symptoms of these diseases (F) I can explain the risk factors and preventative measures of heart disease (D) I can state what an artificial heart is made of (G) I can describe how an artificial heart works (F) I can evaluate advantages and disadvantages of this treatment (C) I can score 1-2 marks on the 6 mark question (G) I can score 3-4 marks on the 6 mark question (E) I can score 5-6 marks on the 6 mark question (C) Page 2 of 9
3 Lesson 1. Pre unit test Clear learning intentions (KQ) How much do I know from KS2? Clear success criteria (Bands) (Keywords) To complete exam Hook (starter) Word-search on keywords from KS2 Presentation of content (teacher input) Mind map of what pupils remember from KS2 as refreshers before exam Guided practice (pupil activities) Pupils complete baseline test in silence Requisition (per group) Independent practice (homework) None Closure (AfL) Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is 2. The skeleton What is the function of the skeleton? I can name the main bones in the skeleton (F) I can describe the main functions of the skeleton (D) I can explain the structure and functions of the features of bones (C) Cut up picture of human skeleton (pieces in envelopes) pair work to assemble the skeleton correctly Ext add labels for main bones 1. Introduce the skeleton and explain 4 main functions protection, support, movement, making blood cells 2. Provide diagram of bone structure explain how bones are adapted lightweight but strong 1. 4 subheadings students to summarise each function and give examples 2. Students to label diagram of bone structure and summarise how bones are adapted for their role Large skeleton model Homework 1 set 10 question whiteboard quiz identifying main bones, identifying the role for each bone, identifying which organ is protected, identifying movement 3. Types of skeletons 4. Joints How do the skeletons of different animals differ? How do we move? I can state the two types of skeletons (F) I can describe and classify the similarities and differences between groups of organisms (E) I can explain why organisms have each type of skeleton (D) I can analyse the important of the skeleton (B) I can name the different types of joints and give examples (F) I can label a diagram of a joint (E) I can describe the function of each part of a joint (D) I can explain how a joint works (C) Write definitions for vertebrates and invertebrates Write a list of as many examples of joints as they can think of 1. Introduce the idea of different skeletal structures 2. Use PowerPoint to show images of various organisms and their x-rays to show differences 3. Provide worksheet for students to work through 1. PowerPoint showing the types of joints (synovial, fixed, slightly movable joints) 2. Give a list of parts of a joint - Chicken leg dissection to help explain structure of joints and function of each part 1. Students to match movement and joint to type 2. Students carry out chicken leg dissection to try to identify parts of the joint and work out the function of each part Chicken leg/ pigs trotter dissection equipment Answer exam style question Label diagram of a joint Page 3 of 9
4 5. Muscles 6. Muscle contractions 7. Antagonistic muscle pairs Why do we need muscles? What is muscle made of and how does it contract? How do muscles help us to move? I can state different muscle types skeletal muscle (voluntary), smooth muscle and cardiac muscle (involuntary) (F) I can name and describe the function of the main muscles in the body (D) I can explain the importance of voluntary and involuntary muscles (C) I state the components of muscle tissue (F) I can describe muscle contractions in terms of overlapping of muscle fibres (D) I can explain why muscle cells need to respire in order to contract (C) I can analyse the effect of contracting muscles on respiration (B) I can name the main antagonistic muscle pairs (F) I can describe what happens to each muscle in the pair in terms of relaxation and contraction (D) I can explain the importance of these muscles (C) Naming muscles - word search Write a list of 3 voluntary muscle movements and 3 involuntary muscle movements Can you think of pairs of muscles that work together? Draw onto a body diagram 1. Show pictures/labels of different muscle movements 2. Introduce idea of different muscle types voluntary and involuntary 3. Students to discuss in small groups why we need voluntary and involuntary muscles and how they think these muscles are controlled 1. Introduce the structure of muscle tissue 2. Show animation of muscle contracting 3. Ask students if they think muscle cells respire? 1. Make an antagonistic muscle pair RESOURCE 2. Ask what they notice about what happens to the muscles when the arm bends then straightens? 1. Ask students to categorise them (ideally voluntary movements and involuntary movements) 2. Students to write their own definition and examples 3. Students to order statements pf how each muscle type is controlled 2.Students to write a description of what they notice 3. Answer exam style question - explain why muscle cells respire Exam style question - Students to summarise what antagonistic muscles are Homework 1 due Homework 2 set Page 4 of 9
5 8. Measuring muscle force 9. Injuries How can we measure the force exerted by different muscles? How can bones and muscles be damaged? I can define a force (F) I can calculate a force suing the equation (D) I can accurately measure muscle force of different muscles (C) I can analyse more complex problems involving forces (B) I can name injuries and describe how they might occur to bones (E) I can describe the main treatments for these injuries (D) I can suggest ways to prevent injuries (C) Practical lesson measuring muscle forces Case study lesson 10. Prosthetic limbs mark question What other treatments are there for muscle and bone injuries? Can I write a detailed 6 mark question using key scientific terms? I can state why someone might need a prosthetic limb (G) I can describe the material and structure of prosthetic limbs (F) I can evaluate advantages and disadvantages of using these (C) I can score 1-2 marks on the 6 mark question (G) I can score 3-4 marks on the 6 mark question (E) I can score 5-6 marks on the 6 mark question (C) David weir case study Video 6MQ: Evaluate the use of prosthetic limbs. Homework 2 due Homework 3 set 12. Bone marrow and blood What is in blood and what are the functions? I can state that blood cells are made in the bone marrow (G) I can describe the components of blood (F) I can explain the function of each component of the blood (D) Page 5 of 9
6 13. Blood vessels How is blood transported around the body? I can name three main blood vessels (G) I can describe the role of each blood vessel (F) I can explain functional adaptations for each blood vessel (D) Looking at blood vessels under microscope Homework 3 due Homework 4 set 14. Cardiac muscle 15. The heart What is the role of cardiac muscle? What is the structure of the heart? I can state that the heart is a type of muscle cardiac muscle (G) I can describe why the heart is considered a muscle (F) I can explain the role of the cardiac muscle in the body (D) I can name the 4 chambers of the heart (G) I can describe what happens to the chambers to allow blood to be pumped (F) I can evaluate the functional adaptations of the heart and blood vessels (C) 16. Heart dissections 17. The circulatory system What does a real heart look like? What is the journey of blood around the body? I can safely carry out a dissection (G) I can identify major blood vessels (F) I can identify chambers (F) I can describe the route taken by blood around the heart (E) I can describe what is meant by double circulatory system (F) I can describe the journey of blood around the body (D) I can explain why it is necessary to have a double circulatory system (C) Dissection equipment Homework 4 due Homework 5 set Page 6 of 9
7 18. Effect of exercise on the heart, bones and muscles 19. Investigation 20. Investigation What effect does exercise have on the heart, muscles and bones? How do we plan an investigation? How do we represent our results? I can define pulse rate, resting rate and recovery rate (E) I can describe the effect of regular exercise on the heart, bones and muscles (D) I can explain the effect of regular exercise on the heart, bones and muscles (C) I can analyse data related to exercise (B) I can state some safety precautions during scientific investigations (G) I can identify the independent and dependent variables in an investigation (F) I can identify the control variables in an investigation (E) I can explain the importance of control variables (B) I can apply mathematical concepts to calculate results (average) (G) I can present observations and data using an appropriate table (F) I can present observations and data using an appropriate line graph (D) Students plan an investigation to investigate the effect of different forms of exercise on resting rate and pulse rate between a sporty person and nonsporty person Walking Jogging Sprinting Ensure they consider control variables and confounding variables Students carry out their experiment and collect data Homework 5 due Homework 6 set Page 7 of 9
8 21. Investigation 22. Heart disease 23. Artificial hearts How do we write an evaluation and conclusion? What causes heart disease? How can heart problems be treated with an artificial heart? 24. GAT Should we use a Robo heart? I can interpret observations and data to identify simple patterns of correlation (G) I can draw more complex conclusions from the interpretation of data (D) I can describe how to improve accuracy, precision, repeatability, reproducibility and objectivity (C) I can evaluate data, with reference to potential sources of random and systematic error (B) I can state different diseases of the heart (E) I can describe symptoms of these diseases (D) I can explain the risk factors and preventative measures of heart disease (C) I can analyse date related to heart disease(b) I can state what an artificial heart is made of (G) I can describe how an artificial heart works (F) I can evaluate advantages and disadvantages of this treatment (C) See grade descriptor on GAT. Research and presentation What is a heart transplant? Do you agree with using them? Students write an analysis of the results and evaluation Improvements Anomalies Error Introduce GAT Pupils complete GAT Page 8 of 9
9 25. Revision How much do I know? PLC from success criteria for this topic. Match keywords with their definition What did we cover in the unit? What did you clearly understand What do you need to revise? Identity areas of weakness Make revision notes Produce a mind map for the topic Homework 6 due Set revision homework 26. End of unit test What grade am I working at on this topic? Page 9 of 9
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