Lessons Integrating Information and Communication Technology within a Curriculum Area


Jan Mac Donald


Body Systems Workstations

Grade Level


Subject Area


Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

This lesson is to be done at the end of for the unit on cells. The students will do research and activities on the circulatory, respiratory, digestive and skeletal systems over eight lessons. Students should have knowledge of basic computer skills.

Correlations to ICT and curriculum outcomes

Integration of ICT Outcomes:

BOC 9.1 – operate a wide variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision

PTS 9.2 – explore curriculum concepts under study using specialized software; measuring, sampling and recording equipment; and computer-based simulations, with teacher assistance

PTS 9.3 – explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select

RPSD 9.1 – select appropriate measuring and recording devices and/or software to collect data, discover patterns of change over time, solve problems and make logical decisions based on their investigations; with teacher assistance

RPSD 9.2 – create and use electronic charts, maps, tables, graphs, spread sheets and databases to collect, analyse and display data independently


Science 8: Cells, Tissues, Organs, and Systems Outcomes:

  • evaluate individual and group processes used in researching the roles of the main organ systems (211-4)
  • describe the basic factors that affect the functions and efficiency of the human respiratory, circulatory, digestive, excretory, and nervous systems (304-9)
  • rephrase questions into testable form about the factors that affect physical fitness and health (208-1)
  • design and carry out an experiment to compare and contrast heart rate and breathing rate in an individual during various levels of activity, and identify and control the major variables (208-6, 209-1)
  • suggest explanations for variations in the heart rate and the breathing rate of an individual during various levels of activity when the experiment is repeated (210-7)
  • describe three examples of the interdependence of various systems of the human body (304-10)

Projected timeline for preparation and for carrying out activities

Preparation time:

1 day to run off sheets and gather supplies.

Lesson time:

  • 1 class as an introduction to using the probes.
  • 1 class as a walk through the work stations so students will know how it will flow and what is expected at each station.
  • 8 classes for workstation activities
  • 1 class for discussion and presentations

Equipment Requirements: (computers, software, etc)

  • 2-4 computers
  • Data Studio software
  • Pasco science probes – Heart rate sensor
  • Lab equipment – see Resources sheet (Word format) (pdf format)

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Organization materials:


Worksheets for activity stations:

Circulatory System:

Students are to indicate the passage of the blood through the heart, using red colored pencil (oxygen-rich blood) and blue colored pencil (oxygen-poor blood).

Heart Rate Activity:


Digestive System

Digestive System Activity:

  • Diagram of Digestive System (jpg format)
  • Blackline Masters from Science and Technology 8 Teachers’ Resource are not included here:
    • 1.23.1 – Outline of Body Blackline master
    • 1.23.2 – The Digestive System


Respiratory System

Respiratory Activity:

Choose either one of the lung capacity activities - you may not have the equipment for water displacement, but all students should be able to do the balloon measurement method.

  • Measure the Capacity of Your Lungs (using water displacement) (Word format) (pdf format)
  • Measure the Capacity of Your Lungs (using balloon measurement) (Word format) (pdf format)

    NOTE: These files include teacher information, student instructions and student worksheet.


Skeletal System

Skeletal Activities:

NOTE: These files include teacher information (where applicable), student instructions and student worksheet.


Assessment Materials:

Resources available for teacher/student use (websites, references, etc)

I used whatever posters, books, and models that were available at my school. I bought the The Incredible Human Body Flipchart and took it apart for the workstations. This lesson is easily adaptable for whatever resources you have available at your school by changing the fill-in sheets or hands-on activities.

See Resources sheet for full information. (Word format) (pdf format)


Tik Liem’s book, Invitations to Science Inquiry, 2 nd edition, is no longer in print. It can be purchased through second-hand booksellers.

The entire text has been scanned and posted online through the ERIC system in Washington, DC. Click here to access the electronic copy.

Heart Rate Activity:

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

See Organization Materials for more information:

Student products expected

Each student should have completed:

  • Fill-in worksheets for each body system
  • Digestive System puzzle
  • Lung Capacity record and responses to questions
  • Two Skeletal activity worksheets
  • Heart Rate Record

Samples (include teacher notes, assessment information, student work if available)

Answer sheets for fill-ins provided:


Assessment materials:

Logistics (organization, grouping, management issues, access to technology)

There is a great deal of preparation up front in this activity but once it is done, the activities will flow very well.

At Circulatory System Station B, I found two computers were enough for it to work. As one student does the heart rate activity , the other could operate the probe. This makes it easier for the resting rate to be measured, because the person being monitored can concentrate on lowering their heart rate. They do not have to think about tracking the activity.

Problems can arise if a student is absent. I dealt with absentees in the following way. I scheduled one lunch time session for all students who missed any stations, and they did those stations in that lunch hour. If there were more than one student who needed to do any specific activity, they worked in pairs. They passed in both worksheets with the best one on top to be marked.

Supplies to have on hand are:

colored pencils
glue stick
8 two liter clear pop bottles
permanent marker
plastic tubing
balloons – these must be round, not the long ones
I bought large straws that would fit snugly inside the tubing and cut them in half. As each student did the respiration lab, their used straw was thrown away and a new one was inserted for the next person.

Assessment information (e.g., rubrics for products and/or process)

Answer sheets for fill-ins provided:

Assessment materials:

Possible extensions

Adaptations for students requiring additional support


The Active Reader books are used to provide for the varied levels of reading ability in each classroom.

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