SHS3 Biology · Semester 2 Week 12: Mammalian Systems

Lesson notes

Learning Objectives

Indicator: 3.4.1.LI.3 - Describe with labelled drawings how the musculoskeletal system in mammals functions and works together with other systems to ensure healthy living.

By the end of the lesson, learners can:

Draw and label the major parts of the human skeleton (skull, vertebral column, ribs with sternum, and limbs with their girdles) with at least 80% accuracy.
State the function of each major part of the skeleton and describe at least one adaptive feature of each part.
Demonstrate with a simple model or body movement how antagonistic muscles (biceps and triceps) work on bones to produce movement.
Explain at least two ways the musculoskeletal system works together with other body systems (such as the respiratory, nervous, or circulatory systems) to maintain healthy living.
Construct an improvised model of a mammalian skeleton in a group and present its parts and functions to the class.

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Mammalian Systems (4.1)
Content standard: 3.4.1.CS.1 - Demonstrate knowledge and understanding of mammalian systems with specific emphasis on human Respiratory, Reproductive, musculoskeletal, Nervous and Hormonal systems and how they function to ensure sustenance of human life 3.4.1.LO.1 Explain how the mammalian respiratory, reproductive, musculoskeletal, nervous and hormonal systems are related in their functions to ensure the sustenance of life.
Indicator: 3.4.1.LI.3 - Describe with labelled drawings how the musculoskeletal system in mammal's functions and works together with other systems to ensure healthy living.
Suggested placement: Semester 2, Week 12 (Week 32 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 114

Exemplars (from the NaCCA curriculum)

Differential Task-Based Learning: in mixed-ability, all-inclusive groups, learners create an improvised structure of the mammalian skeleton (e.g. humans) and point out the various parts and discuss their importance in group presentation: Differential learning allows each member of the group to perform one task or another, thereby recognising the importance of each member in the group. Learners are also connected emotionally as they seek to achieve set goals in the group.
Creative and Imaginative Learning: learners in mixed ability groups identify the major parts of the skeletal system and draw the structures, (the skull, vertebrae, the limbs with their girdles and the ribs with the sternum) with annotations on specific functions and adaptive features and discuss the drawings: learners acquire the skills of observation and exactness. Learners acknowledge the skills of peers and learn from them.
Demonstrative Learning: show how muscles act on bones (e.g., antagonistic movements of biceps and triceps on the limbs) to bring about movements on body parts and prepare a general presentation on the lesson: learners are able to emotionally connect with the lessons through demonstrations.
Teaching and Learning Materials:
- * Models of main organ systems of humans * Appropriate textbooks
- * LCD/ TV * Posters
- * Photos and of humans.
- videos on organ systems
Assessment (3.4.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.