Scheme of work: BTEC National Applied Science – Unit 11: Physiology of human
body systems
SB = Student Book
AS = Activity sheet
NS = Non-supervised individual study time
SS = Skills sheet
R = Research
Duration of session: 3 hours per week
Number of weeks: 20
Guided learning time: 60 hours
Tutor Subject Area(s): Biology, Chemistry
Total learning time: 100 hours
Credits: 10
TT= Tutor/technician sheet
Week
1
2
3
4
Outcome
Content
LO1 Know the
levels of
organisation
within the
human body
•
LO1 Know the
levels of
organisation
within the
human body
•
LO1 Know the
levels of
organisation
within the
human body
LO2 Be able to
relate the
structure of
the circulatory
system to its
function in a
multi-cellular
organism
•
•
Light and
electron
microscope.
Ultrastructure of
an animal cell.
Tissue types.
Structure of the
cardiovascular
system.
Learner activity
•
•
•
•
Resources
Grading Criteria
& PLTS
Define magnification and resolution.
Standard operating procedure.
Research the different types of
microscopes used in scientific
industries/workplace. Compare and
contrast the electron and light
microscope.
Student Book
P1,
PLTS: IE, EP.
Introduce learners to the concept that
cytoplasm is an ordered structure with
organelles within it. Learners to
produce a poster about the
ultrastructure of the animal cell.
Provide learners with electron
micrographs of animal cells, learners
to annotate organelles and their
function.
Student Book
Introduce learners to the four types of
tissue type in the human body.
Produce a wall display about tissues in
the human body.
Student Book
P2, M1,D1
Prepared slides of tissues
Papers, pens, colours, notice
board, adhesive
PLTS: CT, TW
Dissection of a sheep’s/cow’s heart.
Learners could photograph the
dissection for labelling. Introduce
learners to the detailed structure of the
heart. Reinforce the idea of the heart
as a double pump. Introduce the
cardiac cycle. Summarise learning
Student Book
LP11.2, AS2, TT2
P3, M2
Diagram of light microscope to
label
Internet access
Stretch and
support
Provide help
sheets and
images for
less able.
Scientific
principles
behind EM.
LP11.1, AS1, TT1
Electron micrograph images of
cells
Pens, pencils, colours, paper
sheep/cow heart, scalpel,
scissors, cutting board,
disinfectant, gloves, apron
Pens, pencils, colours, paper
P1, M1, D1 .
PLTS: CT, SM
PLTS: IE, EP.
Open-ended
task to cater
for all abilities.
Open-ended
task to cater
for all abilities.
Display
images of the
method and
results for less
able.
BTEC National Applied Science
© Pearson Education Ltd 2010. Copyright permitted for purchasing institution only. This material is not copyright free.
LP = Lesson plan
Academic year:
1
2
through the production of a fact sheet.
6
7
8
9
•
LO2 Be able to
relate the
structure of
the circulatory
system to its
function in a
multi-cellular
organism
•
LO2 Be able to
relate the
structure of
the circulatory
system to its
function in a
multi-cellular
organism
•
LO3 Be able to
relate the
structure of
the respiratory
system to its
function
•
LO3 Be able to
relate the
structure of
the respiratory
system to its
function
Structure of the
cardiovascular
system.
•
Functions of the
cardiovascular
system.
•
Functions of the
cardiovascular
system.
•
Structure of the
respiratory
system.
•
Adaptations.
•
Functions of the
respiratory
system.
•
•
Introduce the concept that the blood
transports glucose and oxygen to
every cell in the body and that is does
this through a series of tubes called
blood vessels. Learners prepare a
double spread of a fictitious (KS4)
revision book about the ‘Circulation of
the Blood’.
Student Book
Prepared slides of tissues
Introduce the idea that blood is
involved in the distribution of heat and
regulation of body temperature:
defence, source of materials for cells,
transport of hormones, raw materials
and waste. Learners to research and
produce a booklet called ‘Why do you
need blood?’
Student Book
P3, M2, D2
Prepared slides of tissues
Paper, pens, colours
PLTS: CT, IE
Introduce the learners to
measurements of pulse and blood
pressure and the use of a
stethoscope. Learners to perform
these measurements on each other in
small groups, write up method and
record results, draw conclusions and
evaluate. Produce a booklet about the
baselines and the health implications
of abnormal readings.
Student Book
P3
Sphygmomanometer,
stethoscope
Paper, pens, colours
PLTS: RL, EP.
Explain what energy is, why we need it
and where it comes from; describe the
processes of aerobic and anaerobic
respiration. Introduce function of the
respiratory system to provide a gasexchange surface and a series of air
passages. Produce a fact sheet.
Student Book
Introduce the concept that the alveoli
are ventilated by the action of the
diaphragm and the intercostal
muscles. Using a spirometer, or show
learners an animation, demonstrate
breathing rate and tidal volume. Use
Student Book
Paper, pens, colours
P4, M3, D2
Help sheets
for less able.
Spirometer or video clip
Spirometer traces
Ruler
PLTS: EP
More able can
calculate
oxygen
consumption
P3, M2, D1,
D2
Paper, pens, colours,
PLTS: CT; SM
,
P4, M3
Paper, pens, colours
PLTS: IE, CT
Nature of
activity will
enable 1:1
tutor time to
support.
Nature of
activity will
enable 1:1
tutor time to
support.
Less able will
need
assistance
using
equipment.
More able
should be
encouraged to
use symbol
equations.
BTEC National Applied Science
© Pearson Education Ltd 2010. Copyright permitted for purchasing institution only. This material is not copyright free.
5
LO2 Be able to
relate the
structure of
the circulatory
system to its
function in a
multi-cellular
organism
10
12
13
•
•
LO4 Be able to
relate the
structure of
the digestive
system to its
function
•
LO4 Be able to
relate the
structure of
the digestive
system to its
function
•
LO4 Be able to
relate the
structure of
the digestive
system to its
function
•
Essential dietary
nutrients.
Biochemical food
tests.
Structure of the
digestive system.
Functions of the
digestive system.
Functions of the
digestive system.
•
•
•
•
Calculators
Revisit the idea of a balanced diet;
what constitutes a balanced diet; why
is a balanced diet essential for health?
Introduce the five main food groups in
terms of their chemical composition.
Learners to carry out biochemical tests
on a range of foods to find out their
composition. Tests to be included are
Biuret (protein), Benedict’s (reducing
sugars), ethanol (lipids) and iodine
(starch) DCPIP (vitamin C) and flame
tests for some minerals present as
cations (calcium, sodium, potassium,
magnesium).
Student Book
LP11.4(1), AS4, TT4
P5
Biuret and Benedict’s solutions
Iodine and DCPIP solutions
Ethanol
PLTS: IE, EP.
Using a torso model, show the parts of
the digestive system. Provide
secondary sources including texts,
internet and prepared slides to view
under light microscope. Learners to
produce a large annotated poster
about the detailed structure of the
digestive system.
Learners to investigate the chemical
break down of food by making a model
gut using visking tubing, starch
solution and amylase and investigate
the effect of pH on the action of
protease using photographic film.
Explain that chemical digestion is part
of the digestive process. Introduce the
processes of Ingestion; digestion
(physical and chemical); absorption;
assimilation; and egestion. Learners to
produce a display to summarise the
digestive process in a simple but
correct way.
in a range of
conditions.
Help sheets
for less able.
More able
should
research the
scientific
.principle
behind each
test.
Bunsen burner
Nichrome wire
HCl, watch glass
Test-tubes, pipettes, spatulae
Samples of food to test
Student Book
M4, D2
LP11.4(2), AS5, TT5
Torso model
PLTS: CT, SM.
Prepared slides of tissues
Paper, pens, colours
Nature of
activity will
enable 1:1
tutor time to
support
Starch solution, iodine, amylase
M4
Visking tubing
Protease, buffers of 5, 7 and 8
Help sheet for
procedures.
PLTS: IE, EP
Research
scientific
principles
behind tests.
Student Book
M4, D2
Torso model
Paper, pens, colours, adhesive
PLTS: CT, TW
Nature of
activity will
enable 1:1
tutor time to
support.
Test tubes, timer, photographic
film
BTEC National Applied Science
© Pearson Education Ltd 2010. Copyright permitted for purchasing institution only. This material is not copyright free.
11
LO4 Be able to
relate the
structure of
the digestive
system to its
function
trace to calculate oxygen
consumption. Explain vital capacity,
residual air and dead space and their
significance.
3
4
14
16 –
20
•
LO5
Understand
the
immunological
function of the
lymphatic
system
•
Structure of the
lymphatic
system.
•
Functions of the
lymphatic
system.
Review and
catch-up
Functions of the
digestive system.
•
•
•
Absorption and assimilation need to
be outlined and then structure of the
small intestine and its adaptations for
absorption. Learners should produce a
fact sheet about the small intestine
and its role in the processes of
absorption.
Student Book
P6, M4, D2
Torso model
Paper, pens, colours, adhesive
PLTS: CT, TW
Introduce the concept of defence
against invading pathogens with a
video clip from ‘Osmosis Jones’. Using
torso and animations outline the
organs involved in the lymphatic
system. Learners should research the
structures of the lymphatic system and
produce a fact sheet about them.
video clip ‘Osmosis Jones- Fight
against Thrax’ (available from You
Tube)
Model villus
Student Book
Torso model
Paper, pens, colours, adhesive
P7, M5, D3
PLTS: IE, CT.
Nature of
activity will
enable 1:1
tutor time to
support.
Nature of
activity will
enable 1:1
tutor time to
support.
Learners should work individually with
support where required to catch up on
unfinished work or improve to higher
grading criteria.
BTEC National Applied Science
© Pearson Education Ltd 2010. Copyright permitted for purchasing institution only. This material is not copyright free.
15
LO4 Be able to
relate the
structure of
the digestive
system to its
function