Year 12 Biology
UNIT2: The Control Tower
UNIT OVERVIEW:Students will learn that multicellular organisms are comprised of separate, yet equally important sets of interrelated systems and that the way these systems are organised influences their functioning as well as the functioning of the organism, including the way it survives, adapts and functions in its environment. They will also learn how changes in the external and internal environment can affect organisms, and how the systems in multicellular organisms work together to maintain a stable internal environment (Homeostasis). For homeostasis to operate effectively all interrelated body systems must be functioning correctly. Students will also investigate how lifestyle choices can, and do, have a significant impact on the human body’s ability to maintain homeostasis.
ASSESSMENT:Written Task (Supervised Exam) Extended Response Task (ERT)
UNIT DETAILS:
No / Learning Goal / Success Criteria(I Know I’ve got it when I can …)
1 / List, define and describe homeostasis and the systems involved in homeostasis / I Know I’ve got it when I can correctly Define what homeostasis is, List all of the human body systems that are involved in maintaining homeostasis, and correctly describe in detail HOW each of these systems is involved in homeostasis, and HOW they work together to maintain a stable internal environment.
2 / List and describe the cells and organs of the endocrine and nervous system and explain how they are involved in maintaining homeostasis. / I Know I’ve got it when I cancorrectly label the cells and organs of the endocrine and nervous system, and explain in detail how the organs of the nervous and endocrine systems are involved, both individually and as part of a system, in the maintenance of a stable internal environment.
3 / Describe how the human body responds to changes in the internal and external environments. / I Know I’ve got it when I canexplain in detail how the human body responds to changes in the internal and external environments, citing explicit examples.
4 / List and describe plant hormones and their role in regulation in plants / I Know I’ve got it when I canexplain how plant hormones are involved in their growth and development, as well as the different roles of different hormones, citing explicit examples.
5 / Analyse and evaluate a range of sources to draw justified conclusions and make recommendations / I Know I’ve got it when I canevaluate the reliability, authenticity, bias and relevance of a variety of sources tosynthesise information anddiscuss the impact of a chosen lifestyle choice on homeostasis and make a justified conclusion regarding legislation and possible treatments.
6 / Compare and contrast qualitative and quantitative observations. / I Know I’ve got it when I can contrast observations of quantity as being measurable and observations of quality as being unable to be measured using standard methods, e.g. measurements of length (mm, cm, etc.) and beauty (no standard units)
7 / Interpret observations to infer and generalise in order to explain predictions. / I Know I’ve got it when I can discussobservations to explain and justify inferences drawn from an observation
8 / Define fair testing. / I Know I’ve got it when I can analyse an experiment to identify the requirements of a fair test and apply them to the modified and designed experiments in the EEI.
9 / Design a fair test and identify variables that need to be changed, measured or controlled. / I Know I’ve got it when I can design an experiment in which all variables are controlled, and only one is changed, so I can measure the effect of this change.
10 / Evaluate experiments and suggest improvements to obtain more reliable results. / I Know I’ve got it when I can critically analyse experimental design to identify improvements needed to achieve the aim.
11 / Evaluate experiments and suggest improvements to obtain more reliable results. / I Know I’ve got it when I can critically analyse experimental design to identify improvements needed to achieve the aim.
Verb List: Evaluate, Analyse, Observe, Design, Identify, Define, Identify, Describe, Contrast, Explain, Discuss, Justify, Synthesise and Compare.