Mammalian Systems · SHS2 Biology

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.2 - Discuss the excretory system of humans and relate the parts to their functions in homeostasis.

By the end of the lesson, learners can:

Identify the four main excretory organs of humans (kidneys, skin, lungs, and liver) and state the primary waste product each removes.
Describe the structure of the kidney, including the renal cortex, medulla, pelvis, ureter, bladder, and urethra, and match each part to its function.
Explain how the kidney performs its excretory and homeostatic functions through the processes of filtration, reabsorption, and urine formation.
Predict what happens to the body when an excretory organ, such as the kidney, fails, and suggest adjustments the body makes to cope.
Construct a summary table comparing the morphological and physiological features of the liver, kidney, skin, and lungs as excretory organs.

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Mammalian Systems (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate knowledge and understanding of the cardio-vascular and excretory systems in humans. 2.4.1.LO.1 Explain how the cardiovascular and excretory systems of humans, function to ensure good health.
Indicator: 2.4.1.LI.2 - Discuss the excretory system of humans and relate the parts to their functions in homeostasis.
Suggested placement: Semester 2, Week 13 (Week 33 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. 82

Exemplars (from the NaCCA curriculum)

Observational/Virtual Experiential Learning: study charts and or watch PowerPoint presentations and videos on the excretory system of mammals, observing and discussing the organs of excretion. Learners build self-confidence and self-respect as they contribute to group learning.
Differential Group Project Learning: in gender-neutral, all-inclusive, differential groups, obtain cardboards and draw the liver, kidney, skin and lungs, displaying these diagrams on your classroom walls. Study the diagrams further and construct a summary table on the morphological and physiological differences and similarities of these organs. Learners take part in group learning, and this ensures tolerance in one another.
Talk for Learning: mixed ability groups brainstorm and discuss the effects of an excretory organ failure (e.g. the kidney) on the body of a named mammal, and how its body may adjust to such
mishaps; each group member reflects on his or her contribution in the group to build self-confidence and develop self-acceptance and respect.
Teaching and Learning Materials:
- * Dissecting kit * Board * Pins
- * Water * Cotton wool * A small mammal (albino rat, guinea pig rabbit, etc.)
- * Models of * LCD
- the cardiovascular system projector/TV/mobile phone
Assessment (2.4.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.