Download Unit K: The Human Body

Unit K: Body Systems
Quarter 4
Standards Addressed
During Unit
Overview
Students study the systems of the human body to develop a deeper understanding of how
systems work together to improve function. Students will study human reproduction and
development.
SC.912.L.14.26
Fundamental Skills:
Blood flowSC.912.L.14.36





major parts of the brain
blood flow through the cardiovascular system
basic functions of the immune system
basic functions of the reproductive system and fetal development
Science laboratory safety practices including an SDS.
Highlighted Nature of
Science Standards
Brain –
Practice of ScienceSC.912.N.1.3
Immune System-
SC.912.L.14.52
SC.912.L.14.6 .
Reproductive System
SC.912.L.16.13
Coherence
In the grade prior students…
Grade 6: Human body systems/interactions to maintain homeostasis


Distinguish types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory,
immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
Unit K: Body Systems
Essential Question: How do different body systems work together to maintain life?
Standards:
SC.912.L.14.26 Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and
antibiotics
SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from
fertilization to birth and major changes that occur in each trimester of pregnancy.
SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of
both individual and public health.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The different body systems work interdependently to maintain life.
1.
2.
3.
4.
5.
Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts.
Each of the brains major structures.
There are major functions of the cardiovascular system
Lifestyle does affect the cardiovascular system
There are basic functions of the immune system
Vaccines are manufactured and they work in the body to
improve health
6. The human reproductive system has specific structures and
function necessary to generate new life
7. There is a process of human development from fertilization to
birth with major events in each trimester.
1. Identify the major parts of the brain on diagrams or models.
2. Identify major organs of the cardiovascular system and state
their functions.
3. Prove that lifestyle affects the cardiovascular system
4. Engage in discourse and debates on the pros and cons of
administering vaccines to living things.
5. Create a timeline to identify the major events of from conception
to birth.
Performance Task:
Suppose you are an obstetrician or midwife working with pregnant women. Develop a presentation that explains how a female’s body changes
throughout a pregnancy. You must include changes that take place in the brain, cardiovascular system and immune system.
Alternative ‐ Suppose you are an obstetrician or midwife working with pregnant women. Develop a presentation that explains the development
of the brain, cardiovascular system and immune system of an embryo, fetus and newborn baby.
Science Assessment Resources
EOC key terms: EOC Key terms are presented in glossary or flash card
format depending on your preference. You may also access them
through Quizet.com at: http://quizlet.com/_6s71t
Additional Unit Resources
Literature Connections:
Technology Connections: Online Resources
Video: From Conception to Birth
EOC Success for Me Student and Teacher Resource page
http://www.schooltube.com/video/5a5fce789bade03efb6c/parts-of-thebrain Pinky & the Brain - Parts of the Brain
The Brain, Cardiovascular, Immune System
http://www.phschool.com/science/biology_place/labbench/lab10/intro.ht
ml Pearson LabBench - Circulatory Physiology
http://assessment.aaas.org/topics
http://www.phschool.com/science/biology_place/biocoach/cardio1/intro.h
tml Pearson BioCoach Activity - Cardiovascular System
Unit Deeper Learning Experiences
http://www.ehow.com/video_4973822_the-immune-system-work.html
How Does the Immune System Work?
http://www.guardian.co.uk/science/video/2010/nov/01/immune-systemviruses-cells How the Immune System Destroys Viruses in Cells.
Scientific Argumentation or CER (Claim, Evidence, Reasoning):
Activity 19: Healthy Diet and Weight
*Copy of Scientific Argumentation in Biology book and Biology POGIL
book provided to each HS

ClassZone – Biology (McDougal Little) Please note, the chapters do not
correlate to the Pearson text!
http://www.classzone.com/cz/books/bio_12_fl/book_home.htm?state=FL
o Virtual Labs
http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/vi
rtual_labs/virtualLabs.html
o





Interactive Reviews (key concepts, vocab games, concept maps,
animations, quizzes)
http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/in
teractive_review/bio_intrev.html
o Webquests
http://www.classzone.com/cz/books/bio_12_fl/get_chapter_group
.htm?cin=1&rg=activities&at=web_quests&var=web_quests
o Virtual Dissections
http://www.classzone.com/cz/books/bio_12_fl/page_build.htm?id
=resources/jsp/virtual_dissections/virtual_dissections
o SciLinks
http://www.classzone.com/cz/books/bio_12_fl/page_build.htm?id
=resources/jsp/sci_links/sci_links
Hands-On Activities for Teaching Biology
http://serendip.brynmawr.edu/sci_edu/waldron/
Online Labs http://onlinelabs.in/biology
Science 360 (videos and images) http://science360.gov/files/
Pearson – The Biology Place
http://www.phschool.com/science/biology_place/
o BioCoach activities allow students to visualize and apply their
understanding of biological concepts. During these practice
activities, students manipulate graphs, complete biological puzzles,
and answer questions.
http://www.phschool.com/science/biology_place/biocoach/index.
html
o LabBench provides students with pre- and post-lab reviews.
Animations and interactive questions connect laboratory
procedures to biological principles. Designed for advanced
students, these activities correspond to the AP* Lab Manual and
include sections on key concepts, experiment design, analysis of
results, as well as a lab quiz.
http://www.phschool.com/science/biology_place/labbench/index.
html
The Biology Corner – Worksheets/Activities
http://www.biologycorner.com/worksheets.html
Unit K: Human Body Systems
Grade Concept:
Sample Scale
Score 4.0
In addition to Score 3.0, in-depth inferences and applications
that go beyond what was taught.

Score 3.5
Score 3.0
Identify errors or problems with specific regions of the brain and
function.
Explain functions of the major parts of the brain
Identify parts of the brain on a model or diagram
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
The student:


Score 1.5
Score 1.0

I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
The student:
 Draw and label a human brain with the major parts.

Score 2.5
Score 2.0
Sample Performance Tasks

Match the parts of the brain to a diagram
Can identify that the brain has different areas.
Can list the parts of the brain
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler
details and processes and some of the more complex ideas and
processes.
Key Learning: Describe the location of the major areas of the brain.
Concept: Brain parts
Driving Questions:
What are the different parts of the brain?
SC.912.L.14.26
Identify the major parts of the brain on diagrams or
What do each of the brain areas control and
models.
how does that affect a person’s function?
Student Investigations:
Sample Formative Assessment Task:
Match the colored region of the brain to
the following categories: frontal lobe,
parietal lobe, occipital lobe, temporal
lobe, cerebellum, brain stem
There are many brain cap projects
available online. Have students research
and explore brain part location and
function to complete their brain cap.
Vocabulary
Cerebrum, Cerebellum, Pons, Medulla oblongata,
Brain stem, Frontal lobe, Parietal lobe, Occipital lobe,
Temporal lobe, brain stem
Resources
Student Text:
Textbook and other complex text sources
Pearson Textbook Reference
Chapter 31 section 2
Student Misconceptions:
Deeper Learning Opportunities:
Probes
Write the following terms on the board:
cerebrum, cerebellum, frontal lobe, temporal
lobe, parietal lobe, occipital lobe explaining
what they have learned about each part.
Original Digital Student Tutorial
Brain Basics
http://www.cpalms.org/Public/PreviewResourceS
tudentTutorial/Preview/116392
Mapping the Brain
Complex Text
Researchers Turn Brains Transparent by
Sucking Out the Fat
Meet your master: the brain video
Interventions
Tier II Interventions
Have students work with a model of a brain or create their own, watch videos or use interactive online models to identify parts of the brain
locations and functions. Then have students create a written response of what they learned. Student may also work through the following tutorial
http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/116392
Key Learning: Explain how the heart circulates blood through the body and factors that affect it.
Concept: Blood flow through cardiovascular
system
SC.912.L.14.36 Describe the factors affecting blood
flow through the cardiovascular system.
Driving Questions:
How are materials moved by the circulatory
system?
What factors affect the ability of the
circulatory system to transport materials?
Student Investigations:
Vocabulary
Cardiovascular, Blood pressure, Blood volume,
Resistance, Blood viscosity, heart Disease, Exercise,
Plaque, artery, vein, atrium, ventricle
Organize students into groups and have them
create a large-scale chalk diagram of the
cardiovascular system labeled with arrows
showing the flow of blood and exchange of
oxygen.
Have students take their blood pressure at
rest. Then have students exercise for 15
minutes and take their blood pressure again.
Have students compare and contrast their
experience and what occurred with their blood
pressure.
Sample Formative Assessment Task:
Heart rate, or the rate at which the muscles
in the heart contract, is controlled by the
sinoatrial node, a group of cells in the
cardiac muscle of the right atrium. Heart
rate decreases when you are asleep and
increases when you are awake. Some
people require an artificial pacemaker to
regulate their heart rate if it is too slow.
Which hypothesis explains how the body
might be affected by a dangerously slow
heart rate?
a) The body might have trouble falling asleep
or feeling rested after a full night of sleep.
b) Cells in the body might not receive
enough oxygen, which could cause the
person to faint.
c) The adrenal gland might not produce
enough hormones to prepare the body for a
quick reaction.
d) Breathing might become shallow, which
could cause the person to retain too much
carbon dioxide.
Resources
Student Text:
Textbook and other complex text sources
Pearson Textbook Reference
Chapter 33 section 1
Complex Text
Replacing butter with vegetable oils does not cut
heart disease risk
Regular exercise critical for heart health,
longevity
Fast food intake increases risk of diabetes and
heart disease in Singapore
Student Misconceptions:
Probes
 What color is your blood? Why do most
textbooks add the colors blue and red?
 Based on the diagram of the
cardiovascular system below, draw arrows
showing direction of blood flow and identify
veins and arteries. List 2 factors and how
those factors affect blood flow.
Deeper Learning Opportunities:
Pogil – The Circulatory System
how the heart actually pumps blood ted ed
lesson
The Heart of the Problem From Heart Attack to
Kidney Failure This case study may require
scaffolding. It links cardiac failure to respiratory
and renal failure due to blood flow issue.
Original Digital Student Tutorial
What makes your blood?
http://www.cpalms.org/Public/PreviewResourc
eStudentTutorial/Preview/116899
Key Learning: Explain the basic function of the immune system and distinguish between nonspecific and
specific responses, as well as, how vaccine prevent and antibiotics treat infection.
Concept: Immune system and vaccines
Driving Questions:
Sample Formative Assessment Task:
SC.912.L.14.52 Explain the basic functions of the
human immune system, including specific and
nonspecific immune response, vaccines, and
antibiotics
How does the body fight against invading organisms that
may disrupt homeostasis?
SC.912.L.14.6 Explain the significance of genetic
How do humans prevent and fight the spread of
disease?
factors, environmental factors, and pathogenic
agents to health from the perspectives of both
individual and public health.
How do people contract infectious diseases?
How does a body defend against infection?
What happens when the immune system does not
function properly?
Student Investigations:
Vocabulary
Specific immune response, Nonspecific immune
response, Vaccine, Antibiotic, Pathogenic, Interferon,
Antibodies, antigens
*A patient with sneezing, congestion, fever
and a cough visits the doctor and asks for an
antibiotic as treatment. Which of the
following is a reason why the doctor should
agree to prescribe an antibiotic?
a) These symptoms often indicate a virus
and an antibiotic can only treat bacteria, not
viruses.
b) Antibiotic treatment for mild infections
will allow surviving bacteria to become
resistant to antibiotics, leading to illnesses
that are much more difficult to treat.
c) The patient has already been treated with
viral therapy and the infection has persisted
for more than a week and spread to include
a deep cough.
d) The patient asks for antibiotics each time
they get any type of cold or sore throat
because she does not want to develop a
worse infection.
Resources
Student Text:
Explain Textbook and other complex text
sources
Pearson Textbook Reference
Chapter 35 sections 1, 2, and 3
Complex Text
Cholera: Tracking the First Truly Global Disease
Anti-vaccine Movement Causes the Worst
Measles Epidemic in 20 Years
Student Misconceptions:
Deeper Learning Opportunities:
Probes
Define antigen and antibody. Explain the
relationship between them. How does the body
use this relationship to maintain homeostasis?
A Case Study Involving Influenza and the
Influenza Vaccine
The case study looks into common influenza
misconceptions and how vaccines work. (This
site requires a $25/year fee for answer keys)
Original Digital Student Tutorial
The Immune System: Your Body’s Private
Defense
http://www.cpalms.org/Public/PreviewResou
rceStudentTutorial/Preview/117031
Straight Talk About Vaccination
Antibody appears to attack cancer cells, leaving
other cells unscathed
Sepsis: Sneak attack or false alarm?
Your Cells Mutate Daily
Spread of Pathogens – POGIL
Key Learning: Identify and describe the male and female reproductive system .
Concept: reproduction and fetal
development
SC.912.L.16.13 Describe the basic anatomy and
physiology of the human reproductive system.
Describe the process of human development from
fertilization to birth and major changes that occur in
each trimester of pregnancy.
Driving Questions:
What body structures enable humans to
produce offspring?
How does a human develop from a single cell
to a newborn baby?
Sample Formative Assessment Task:
A fertilized egg undergoes several stages
before it is successfully implanted. The
diagram below shows these stages as the
fertilized egg travels through the female
human reproductive system.
Student Investigations:
Vocabulary
What Happened to 28 Days? A Clicker Case
About the Human Menstrual Cycle
- Students may need assistance with the
hormones released and where they are
Vesicle, Prostate Gland, Vas Deferens, Urethra,
Epididymis, Scrotum, Testes, Penis, Ovaries, Fallopian released. At the end of the case study,
students should be able to predict ovulation.
Tube, Uterus, Cervix, Vagina
In which of the following structures of the
female human reproductive system is the
blastocyst implanted during normal human
development?
A. ovary
B. uterus
C. vagina
D. amniotic sac
Resources
Student Text:
Textbook and other complex text sources
Pearson Textbook Reference
Chapter 34.3 and 34.4
Complex Text
Stress Puts Double Whammy On Reproductive
System, Fertility
As obesity epidemic grows, research shows fitness
benefits fetal development
Pelvic pain may be common among reproductive-age
women, study finds
Student Misconceptions:
Probes
Label the following diagram to the best
of your ability and explain the function
or role of each part.
Deeper Learning Opportunities:
Reproductive System Web Quest
Out of Stride p. 1005 in Pearson Textbook
Chapter mystery
HHMI human development animation
The human embryonic brain development
BIOLOGY EOC- Content Limits
SC.912.L.14.26
Items are limited to the cerebrum, cerebellum, pons, medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital lobe, and
temporal lobe.
Items will not assess the function of the major parts of the brain.
SC.912.L.14.36
Items may address factors such as blood pressure, blood volume, resistance, disease, and exercise.
SC.912.L.14.52
Items assessing the significance of genetic factors, environmental factors, and pathogenic agents to health are limited to a
conceptual understanding.
SC.912.L.16.13
Items referring to the male human reproductive system are limited to the seminal vesicle, prostate gland, vas deferens,
urethra,epididymis, scrotum, penis, and testes.
Items referring to the female human reproductive system are limited to the ovaries, oviduct (fallopian tube), uterus, cervix, and vagina.
Items assessing the function of the placenta, umbilical cord, amniotic sac, and amniotic fluid are limited to how these structures relate to
the development of the fetus.
Items will not assess physiological or hormonal changes of the mother during pregnancy.
Items assessing the production of hormones in the context of the physiology of the human reproductive system are limited to a
conceptual understanding of the production of hormones.
Items will not assess hormonal control during pregnancy.
Items may refer to the early stages of development (implantation, morula, blastocyst, gastrulation, neurulation) but will not
assess the definition of these terms.
Items referring to changes in each trimester are limited to normal human development.
Items will not assess specific knowledge of malformations in the human fetus, miscarriages, maternal preexisting conditions,
genetic conditions, or the impact of exposure to environmental conditions.
Items will not assess the utilization of technology to assist in or prevent fertilization or monitor development of the fetus.
Items will not address or assess the menstrual cycle.