11/10 Integumentary System

Teacher: Gainous

Unit/Session: Integumentary System

Date of Instruction:  November 10th , 2021

Standard/s:  S7L2  Obtain, evaluate, and communicate information to describe how cell structures, cells,

tissues, organs, and organ systems interact to maintain the basic needs of organisms. 

c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes.

Learning Target:  

-I can describe how different organ systems interact with one another to carry out life processes.  

Success Criteria:

-I can compare and contrast different organ systems and their functions. 

-I can identify different organs within an organ system.

-I can create a diagram of different organ systems. 

-I can identify the location of each organ system in the body

-I can describe how each system works together to help the body function. 

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION:

Warrior 5 warm up 

DIRECT INSTRUCTION: Video

Introduce the integumentary system by referring to the function of epithelial tissues. Students make the connection of “coverings” to the function of the integumentary system. The teacher presents the information (organs and functions) to the class

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE: 

Students will take notes on the integumentary system’s functions along with the different organs present along with their location in the body. 

Once notes are taken, we explore a few videos on people who hold the Guiness Record for longest nails and hair.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

BrainPop on skin 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

BrainPop questions

Formative Assessment :  

Homework