Human Body Fun Facts

Grade 12 Exercise Science – Human Body Fun Facts

Mary Birkner, Philip Bonadonna, Corey Lambing, Ryan Soulliere 

This is an interactive presentation which includes fun facts about the human body and impressive human feats. Students are given the opportunity to use self-direction to navigate the Google Presentation at their own pace.

Google Presentation- The Human Body Fun Facts

Link: Below is the link to access the full screen presentation for use in the classroom:

Lesson Plan

LESSON TITLE: The Human Body
GRADE, COURSE TYPE & CODE: Exercise Science, Grade 12, University Preparation (PSE4U)

DURATION: 75 Minutes (Total Class Time)

  • Introductory Activity (5-10 Minutes)
  • Main Activity (60-65 Minutes)
  • Concluding Activity (5 Minutes)

TOPIC: Human Anatomy/Physiology


  • Students will participate in both individual activities as well as class activities.
  • Students will be able to collaborate with each other through small group discussions.
  • Students will see how fascinating and complex the human body is.
  • Students will understand the difference between anatomy and physiology, and how to define both key terms.


  • Students will be able to describe the structure and function of the body and of physiological principles relating to human performance


  • Students will be able to use correct anatomical terminology when describing human performance;
  • Students will be able to describe the various parts of the skeletal and muscular systems, and the ways in which they relate to human performance (ex. according to their location, structure, function)


  • As this is the first lesson of the Anatomy and Physiology portion of the class, students may only have some background knowledge on the topic. Students in this class will have had either a Grade 11 Physical Education class or Grade 11 University Biology or other Science class to give them some information in regards to anatomy and physiology.
  • Glossary of Key Terms:
    • Anatomy: the science dealing with the structure of animals and plants
    • Physiology: the branch of biology dealing with the functions and activities of living organisms and their parts, including physical and chemical processes


  • This course in general is cross-curricular as it heavily involves knowledge based on both physical education/fitness and biology.


  • Fact or Fiction Activity
  • Facts About the Human Body Presentation
  • Reflection Handout


  • Anticipation Guide: The instructor will read a list (attached below) containing different statements about the human body. Students will be asked to determine whether those statements are Fact or Fiction.
  • This activity will bring into focus the complexities of the human body.MAIN ACTIVITY:
  • The instructor will provide the students with an interactive presentation titled The Human Body, which contains interesting facts in regards to the human body, and amazing human feats. After the presentation has been played, the students will be given a reflection handout Human Body Facts Reflection (attached below), which they are to complete individually.
  • After the students have completed their worksheets individually, the students are asked to find a partner and share their responses. Students will be given a short amount of time (~5 Minutes) to share their responses with their partner.
  • Once the partners have shared all of their responses, the discussion will be taken to the whole class level. The instructor will ask the class to share their responses from their worksheet, share their partners responses from their worksheet, as well as other anatomy/physiological questions will be asked.
  • Once the discussion has ended, the instructor will go over key definitions that are crucial for the students’ understanding of this class. The instructor will define: Anatomy, Physiology, Structure, and Function. The students will be asked to take notes at this time.


  • Students are asked to research two interesting facts about the human body that we did not discuss today in class. The students should be prepared to share their findings with the class for the following day.


  • There is no summative evaluation for this introductory class; however, students are always being monitored for their individual participation.
  • Monitoring participation from every group at least once during the main activity will provide the instructor with a formative assessment.
  • The students’ homework activity will be taken up as the introductory activity for tomorrow’s class. The students will share their facts with the class and perhaps there will be a class discussion based on those interesting facts.

Lesson Plan Attachments

Multiliteracies Lesson Plan Official

Fact or Fiction- Anticipation Guide

Reflection Worksheet- Student Handout

Praxis Paper

As intermediate and senior Physical Education teachers, we are given the opportunity to teach a cross-curricular class called Exercise Science. This class will cover both Physical Education and Science topics, more specifically, Biology and Anatomy. The goal of our multiliteracies project was to construct a pedagogical instrument that will allow students to be engaged and understand key anatomical and physiological concepts in a multitude of different ways. It is clear that students learn and comprehend concepts in a variety of ways, and we tried to demonstrate this through our interactive presentation.

The lesson that we have incorporated our multiliteracies project into is an introductory lesson to the Human Anatomy and Physiology unit of Exercise Science. We begin our lesson with an anticipation guide and a Fact or Fiction activity, which allows the students to understand that the human body is complex, and there is more to it than many people think. Following the anticipation guide, we will focus on our multiliteracies tool. Since our tool is an interactive presentation, it allows each student to individually go through the presentation at their own pace. The interactive aspect of our presentation provides students with a multimodal learning environment by emphasizing student-directed learning. Our presentation provides students with images, videos as well as text to describe each topic being discussed to ensure that all students are being reached in a medium that speaks to them.

By pairing our multiliteracies presentation with the reflection activity and homework assignment, we allow students to participate in a well-rounded classroom experience. By pairing our multiliteracies presentation with traditional written activities, such as our proposed homework assignment, it allows for the teacher to get some concrete assessment of each student’s learning.

Overall, our multiliteracies project is a great indication of future classroom interaction. Our project allows for our students to learn at their own pace, learn through various methods, including media methods, and show initiative through student-directed learning. The ability to set students up for success by building differentiated instruction into a simple interactive presentation, allows the students to follow their interests while still learning and comprehending the material given.

Praxis Paper Attachment

Praxis Paper Final

Group Members:

Mary Birkner 103406150, Philip Bonadonna 103405632, Corey Lambing 103400828, Ryan Soulliere 103318196