Curriculum Framework

Human Body Systems Unit 2 Lesson 2

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Describe what occurs at the system and cellular level when a person responds to an external stimulus.
T2 Explain the differences between voluntary and reflex responses of the nervous system.
T3- Recognize that the structure of cells, tissues, and organs are related to their function in the body.
T4 Describe how the systems of the body work together to maintain homeostasis and overall good health.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Neurons convey information using electrical and chemical
Q1 How would the transmission of a neurological stimulus be
signals.
altered if the action of neurotransmitters was impaired?
U2 - The bodys reaction time to reflex and voluntary actions is
Q2 Why does reaction time typically differ in reflex and voluntary
related to the degree of processing in the nervous system.
actions?
U3 - Errors in electrical communication can impact homeostasis
Q3 How could the technology used to collect and analyze
in the human body.
response time be improved?
Q4- How can technology be used to alter human response time?
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Recognize that the nervous system relies on specialized
S1 - Outline what goes on in the human body from an initial
cells called neurons to pass signals to and from the brain and
stimulus to a response. U1, U2, U3
spinal cord. U1, U2, U3
S2 - Analyze experimental data to explore reaction time and
K2 - Describe how the movement of ions across the cell
reflexes in the human body. U2
membrane of a neuron generates an action potential and
S3 - Analyze case studies to determine the effects of a
propogates electrical signals. U1, U2, U3
communication breakdown in the nervous system on the human
K3 - Explain how neurons communicate at the synapse. U1, U2,
body. U1, U3
U3
K4 - Describe how brain processing differs in reflex and voluntary
responses. U2, U3
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Evidence (stage 2)

Students will demonstrate knowledge

and skills by
Investigating the structure and
function of neurons. (A2.2.1)
Students will

1. Build a model of sensory, motor,

and association neurons and
label the parts.
2. Create a flow chart that details
the nervous systems response
to stimuli.

Assessments for
Learning

1. The instructor will

review the
models and
concept maps for
accuracy and
give feedback.
2. All conclusion
questions will be
reviewed.

Assessments of
Learning

1. Students will
build and
discuss their
neuron models
and the flow
chart detailing
their
interactions
with other
neurons

Learning Plan (stage 3)

Activities (A), Projects (P),

and Problems (B)
A.2.2.1
A 2.2.2
P 2.2.3
P 2.2.4
P 2.2.5

Knowledge and Skills

K1, S1
K1, K2, K3, S1
K4, S2, S3
K4, S2, S3
K1, K2, K3, K4, S3

2. They will
answer all
conclusion
questions.

Determining how neurons

communicate with each other. (A2.2.2)
Students will

1. Complete a virtual action

potential exercise.
2. Summarize the action of
communication between
neurons.
3. Create trivia questions to share
with the class.

1. The teacher will

review the
Student
Response sheet
and paragraphs
and give
feedback.
2. All conclusion
questions will be
reviewed.

1. Students will
complete the
Student
Response
Sheet.
2. They will write
two
paragraphs
using
neurological
terms
3. They will
answer all
conclusion

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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

questions.

Differentiate between reflexes

(involuntary) and voluntary reactions.
(A2.2.3)
Students will

1. Conduct an experiment to
investigate reflexes and voluntary
responses and their respective
neurological pathway

1. The teacher will

review the
students
experimental
results and
drawing and give
feedback.
2. All conclusion
questions will be
reviewed.

1. Students will
share and
explain their
results.
2. They will draw
a cross section
of spinal cord
and its role in
the reflex
action.
3. They will
answer all
conclusion
questions.

Measuring the reaction time to stimuli.

(A2.2.4)
Students will

1. Complete a virtual fastball

reaction time activity.
2. Conduct an experiment to
measure the reaction time to
stimuli.
3. Use the experimental data to
analyze trends of the reaction
time for the class.

1. The instructor will

review the
students results
and give
feedback.

1. Students will
analyze and
explain their
data with the
class.

2. All conclusion
questions will be
reviewed.

2. They will
discuss the
importance
and use of
reaction time.
3. They will
answer all
conclusion

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Curriculum Framework HBS Unit 2 Lesson 2.2 Page 4
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

questions.

Examining the impact of neurological

disorders on a patients health.
(P2.2.5)
Students will

1. Analyze case studies of patients

with various neurological
conditions to determine a
diagnosis and recommend
treatments.
2. Identify the areas of the brain
that are impacted by the
disorders.
3. Identify the healthcare
professionals who treat
neurological patients.

1. The instructor
review their
presentation and
career journals
and give
feedback.
2. All assessment
questions will be
reviewed.

1. Students will
present their
patients
diagnosis
(symptoms
and the
affected brain
areas) and
treatment
recommendati
ons to the
class.
2. They will
research
neuroscience
professionals
that can treat
their patient
and record the
information in
their career
journals.
3. They will
answer all
assessment
questions.

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Curriculum Framework HBS Unit 2 Lesson 2.2 Page 5
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD