Download Conceptual Hierarchy Human Body Systems and

Sixth Grade Science
Fall, 2009
Iowa Core Curriculum – Life Science: Grades 6-8
Understand and apply knowledge of the functions and interconnections of the major human body
systems including the breakdown in structure or function that disease causes.
The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination,
and for protection from disease. These systems interact with one another.
Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others
are the result of damage by infection by other organisms.
Understand and apply knowledge of the basic components and functions of cells, tissues, organs, and organ systems.
Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization
for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems.
Specialized cells perform specialized functions in multi-cellular organism. Groups of specialized cells cooperate to form a tissue, such as a
muscle. Different tissues are, in turn, grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a
distinct structure and set of functions that serve the organism as a whole.
Understand and apply knowledge of the interdependency of organisms, changes in environmental conditions, and survival of
individuals and species.
All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly
changing external environment.
Regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep
conditions within the range required to survive.
Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires
coordination and communication on many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions
determined in part by heredity and in part from experience.
Working Draft – 8.21.2009
Page 1
Conceptual Hierarchy
Human Body Systems and
Health
Students will understand that the human body’s systems work together to carry out essential functions for
survival.
Working Draft – 8.21.2009
Organ Systems
Choice
Response
Levels of Organization
Structure &
Function
Adaptation
Impact of Environment
Pathology
Importance of
Homeostasis
Constancy
Page 2
Unit 1: The Human Body
Students will understand that the human body’s systems work together to carry out essential functions for survival.
Essential Concepts:
Constancy
Adaptation
Structure/Function
Essential
Questions
Students will know:
1.1 Organization of the Human Body
How does
Relationship between the
organization
levels of organization in the
increase
human body (cells, tissues,
efficiency?
organs, organ systems, etc)
1.2 Structure and Support in the Human Body
How could it be Structures and Functions of
possible to live Skeletal and Muscular Systems
without bones?
Bones and bone
Muscles?
marrow
Muscles
Joints
Students will be able to:
Working Draft – 8.21.2009
Print, Technology, and Community
Resources*
Describe the relationship
between cells, tissues, organs,
organ systems, and the
human body.
HRW Book D, Chapter 1.1
Describe how bones and
muscles work together to
provide structure and
movement.
HRW Book D, Chapter 1.2
HRW Book D, Chapter 1.3
Identify the role of muscles in
digestive, circulatory,
respiratory and excretory
functions.
http://www.innerbody.com/
Identify the role of bone
marrow.
1.3 Transport within the Human Body
Structures and Functions of
the Circulatory System:
Heart (atria,
ventricles, aorta,
valves)
Veins
Assessments/ Evidence of
Student Understanding
Identify the basic structures
and functions of the
circulatory system.
Identify the four parts of
blood and their specific roles.
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
National Institute of Health Supplement (see
website)
http://scienceeducation.nih.gov/customers.nsf/MSBone.htm
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
HRW Book D, Chapter 2.1
HRW Book D, Chapter 2.2
http://www.innerbody.com/
http://www.pbs.org/wgbh/nova/heart/
http://dmpsscience.wikispaces.com/Sixth+Grade+-
Page 3
+Human+Body+Systems+%26+Health+Discussions
Arteries
Capillaries
Blood
1.4 Respiration
Structures and Functions of
the Respiratory System:
Lungs
Trachea
Bronchi
Alveoli and gas
exchange
Pulmonary circulation
1.5 Food Digestion & Transport
Structures and Functions of
Why do we eat
the Digestive System:
food?
Mouth (teeth, tongue,
saliva)
Why do you
Esophagus
swallow
Stomach
aspirin to get
Small Intestine
rid of a
Liver & Gall Bladder
headache?
Large Intestine
Rectum
Anus
1.6 Coordination and Response
How does
Structures and Functions of
coordination
the Nervous System
increase
Brain (cerebellum,
efficiency?
cerebrum, brain stem)
or
Spinal Cord
How does
Nerves (role in
coordination of
nervous system)
actions
Senses and Sensory Responses
increase the
efficiency of
response?
Identify the basic structures
and functions of the
respiratory system.
HRW Book D, Chapter 2.4
http://www.innerbody.com/
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
Identify the basic structures,
functions, and processes of
the digestive system.
HRW Book D, Chapter 3.1
Identify the basic structures
and functions of the nervous
system.
HRW Book D, Chapter 4.1
HRW Book D, Chapter 4.2
Describe how your five
senses collect and interpret
stimuli.
Distinguish between
voluntary and reflexive
responses to stimuli.
http://www.innerbody.com/
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
National Institute of Health Supplements
(see websites)
http://www.innerbody.com/
http://science.education.nih.gov/supplements/nih3/he
aring/default.htm
http://science.education.nih.gov/supplements/nih4/se
lf/default.htm
http://scienceeducation.nih.gov/customers.nsf/MSMental
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
1.7 Adolescent Development
Working Draft – 8.21.2009
Page 4
How does the
human body
change to
prepare for
reproduction?
Effect of hormones on human
body – puberty
 Structures and
functions of the
Reproductive System
o Male
Structures
o Female
Structures
Sex Cells – Sperm & Egg
1.8 Disease and Defense
How do the
Disease and the Human Body
choices I make
Defense Mechanisms
impact my
(blood, skin, saliva,
health?
mucus, etc)
Role of blood
How could
 Immunity
getting sick on
 Gas and nutrient
occasion
transport
actually be
 Clotting
good for me in
Infectious vs. Nonthe long term?
infectious diseases
1.9 Healthy Living
How do the
Health & Nutrition
choices I make
Nutritional choices –
impact my
effects of poor
health?
nutrition
Alcohol, illegal drugs,
How will
inhalants, prescription
choices I make
drugs, and tobacco –
regarding
effects
nutrition and
personal
wellness need
to change as I
age?
What is more
important:
nutrition or
taste?
Working Draft – 8.21.2009
Identify the basic structures
and functions of the male and
female reproductive systems
Explain physical, social and
cognitive changes that occur
during human puberty
Explain the difference
between infectious and
noninfectious diseases
Evaluate conscious and
unconscious response
mechanisms to infectious
disease.
HRW Book D, Chapter 5.2
HRW Book D, Chapter 5.3
http://www.innerbody.com/
Link to opt. out slip needed here or slip to participate
(active)
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
HRW Book D, Chapter 6.1
HRW Book D, Chapter 6.2
National Institute of Health Supplement (see
website)
http://scienceeducation.nih.gov/customers.nsf/HSDiseases.htm
This is actually a high school NIH supplement, but can
be modified for middle school use.
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
Explain the effects of good
and poor nutritional choices
on the human body’s systems
HRW Book D, Chapter 7.1
HRW Book D, Chapter 7.2
HRW Book D, Chapter 7.3
Explain the hazards of
tobacco, marijuana,
methamphetamine, cocaine,
hallucinogens, and inhalents.
National Institute of Health Supplements
(see websites)
Explain the hazards of
abusing alcohol, legal
stimulants, and prescription
narcotics.
Explain the personal and
societal hazards of
improperly using antibiotics.
http://science.education.nih.gov/supplements/nih3/al
cohol/default.htm
http://science.education.nih.gov/supplements/nih4/en
ergy/default.htm
http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions
Employee/Family Resource Center
(515) 471-2398
Page 5
End of Unit
Human Body Performance
Assessment^
^Human Body Performance Assessment will be available as an end-of-unit assessment. This will be a pilot in 2009-10 for teachers who choose to administer it, and will
replace the 6th grade CRT.
* In column 5 (“Print, Technology, and Community Resources”), references to particular textbooks/chapters/sections/pages do NOT signify that those
resources must be used by teachers or their students. As with all the other suggested resources, the textbook references are listed to assist teachers in
finding, arranging and utilizing any manner and variety of materials for instructional purposes. It is every teacher’s mission to have all students learn all
of the learning goals listed in column 2 (“Students will know”) and also column 3, (“Students will be able to”) of this document. So long as that mission
is accomplished in ways that are rigorous and relevant to students, resulting in enduring skills and understanding, the materials to be used are a matter
of individual choice.
Recommended Texts:
HRW Book D: Human Body Systems and Health, 2005
Investigative Questions that students can explore/answer using experimental techniques:
(an evolving list of the kinds of questions that can students explore—using methods of science—that directly support how students learn the skills and understandings
of this unit)
o
o
o
o
Working Draft – 8.21.2009
Page 6
Iowa Core Curriculum – Physical Science: Grades 6-8
Understand and apply knowledge of:
 elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties
 physical and chemical changes and their relationship to the conservation of matter and energy
A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the
sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties.
Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic
properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways;
metals are an example of such a group.
Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or
reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the
living and nonliving substances that we encounter.
Understand and apply knowledge of forms of energy and energy transfer.
Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
Working Draft – 8.21.2009
Page 7
Conceptual Hierarchy
Matter & Energy in Physical Changes
Students will understand that matter is made up of atoms that can exist in different forms with different
properties.
Working Draft – 8.21.2009
Chemical & Physical
Changes
Predictability
Properties of Matter
Phases of Matter
Interaction
Properties of Matter
Properties of Matter
Atomic Structure
Constancy
Page 8
Unit 2: Matter & Energy in Physical Changes
Students will understand that matter is made up of atoms that can exist in different forms and with different properties.
Essential Concepts:
Constancy
Interaction
Predictability
Essential
Questions
Students will know:
2.1 Properties of Materials
How are
All substances have physical
physical
properties
properties
used to group
A chemical change results in a
items or
new substance with new
predict their
properties
behavior?
2.2 Phases of Matter
How are
On earth, matter exists
physical
primarily in three phases
properties
(solid, liquid, and gas)
used to group
items or
Particle model (proximity and
predict their
motion of particles) can be
behavior?
used to explain states of
matter
Transformations between
phases of matter (melting,
freezing, evaporation,
condensation, sublimation,
deposition) involve thermal
(heat) energy transfer
between warmer and colder
substances.
Students will be able to:
Assessments/ evidence of
student understanding
Print, Technology, and Community
Resources*
Differentiate between
characteristic properties of
various substances.
HRW Book K, Chapter 1.1
HRW Book K, Chapter 1.2
HRW Book K, Chapter 1.3
Distinguish between a
physical and a chemical
change
http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions
Explain the three familiar
phases of matter using the
particle model
HRW Book K, Chapter 2.1
HRW Book K, Chapter 2.3
http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions
Identify the various
transformations between
phases of matter including
the energy change required
(endothermic, exothermic)
When substances get warmer,
their particles move faster and
generally spreads out, this
Working Draft – 8.21.2009
Page 9
lowers the density of the
substance.
Gases and liquids that are
denser tend to sink, whereas
gases and liquids that are less
dense tend to rise.
2.3 Atomic Structure
How is the
Matter is made of atoms that
structure of a
are in constant motion (see
particular atom particle model above)
related to its
function?
Basic atomic structure
(protons and neutrons of the
nucleus, and electrons in the
electron cloud)
2.4 Structure of Matter
How are
Each individual kind of atom,
physical
or element, is a pure
properties
substance that cannot be
used to group
separated into simpler
items or
substances through physical or
predict their
chemical means
behavior?
Compounds are pure
substances made up of two or
more elements that are
chemically combined
Mixtures are combinations of
two or more substances that
are not chemically combined
and can be separated back
apart
Summarize basic atomic
structure
HRW Book K, Chapter 4.1
HRW Book K, Chapter 4.2
HRW Book K, Chapter 5.1
http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions
Describe the characteristics
of elements and give
examples
HRW Book K, Chapter 3.1
HRW Book K, Chapter 3.2
HRW Book K, Chapter 3.3
http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions
Explain how elements make
up compounds
Describe the properties and
characteristics of a few
examples of common
compounds
Describe the properties of
mixtures and methods for
separating them
* In column 5 (“Print, Technology, and Community Resources”), references to particular textbooks/chapters/sections/pages do NOT signify that those
resources must be used by teachers or their students. As with all the other suggested resources, the textbook references are listed to assist teachers in
Working Draft – 8.21.2009
Page 10
finding, arranging and utilizing any manner and variety of materials for instructional purposes. It is every teacher’s mission to have all students learn all
of the learning goals listed in column 2 (“Students will know”) and also column 3, (“Students will be able to”) of this document. So long as that mission
is accomplished in ways that are rigorous and relevant to students, resulting in enduring skills and understanding, the materials to be used are a matter
of individual choice.
Recommended Texts:
HRW Book K: Introduction to Matter, 2005
Investigative Questions that students can explore/answer using experimental techniques:
(an evolving list of the kinds of questions that can students explore—using methods of science—that directly support how students learn the skills and understandings
of this unit)
o
o
o
o
Working Draft – 8.21.2009
Page 11
Iowa Core Curriculum – Physical Science: Grades 6-8
Understand and apply knowledge of forms of energy and energy transfer.
Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
The sun is a major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches
the earth, transferring energy from the sun to the earth.
Iowa Core Curriculum – Earth & Space Science: Grades 6-8
Understand and apply knowledge of the water cycle, including consideration of events that impact groundwater quality.
Water, which covers the majority of the earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the “water
cycle.” Water evaporates from the earth’s surface, rises and cools as it rises to higher elevations, condenses as rain or snow, and falls to the
surface where it collects in lakes, oceans, soil and in soil and rocks underground.
Understand and apply knowledge of the earth’s atmospheric properties and how they influence weather and climate.
The atmosphere is a mixture of nitrogen, oxygen, and trace gasses that include water vapor. The atmosphere has different properties at different
elevations.
Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate because water in the oceans holds a
large amount of heat.
Clouds, formed by the condensation of water vapor, affect weather and climate.
Working Draft – 8.21.2009
Page 12
Conceptual Hierarchy
Weather & Climate
Students will understand that the earth’s atmosphere and humans impact our weather.
Working Draft – 8.21.2009
Climate Change
Water Cycle
Predictability
Atmospheric
Properties
Climate Change
Heat Transfer
Interaction
Page 13
Unit 3: Weather & Climate
Students will understand the earth’s atmosphere and how humans impact our climate.
Essential Concepts:
Interaction
Predictability
Essential
Students will know:
Questions
3.1 Weather vs. Climate
How is
The difference between
weather
weather and climate
different from
climate?
3.2 The Atmosphere
The properties of the
atmosphere and how these
affect weather & climate:
 The atmosphere is a
mixture of gases. The
earth’s gravity pulls the
atmosphere inward
resulting in air pressure.
 Thermal energy (heat)
moves from warmer
objects to cooler ones via
conduction, radiation, or
convection.
 The sun is a major source
of energy for changes on
the earth’s surface. The
sun loses energy by
emitting light. A tiny
fraction of that light
reaches the earth,
transferring energy from
the sun to the earth.
 Solar radiation from the
sun heats the earth’s land
masses, oceans, and
(indirectly) the
Working Draft – 8.21.2009
Students will be able to:
Contrast weather and climate
Assessments/ evidence of
student understanding
Print, Technology, and Community
Resources*
HRW Book I, Chapter 3.1
http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions
Distinguish between the
characteristic properties of the
various levels of the
atmosphere
HRW Book I, Chapter 1.1
HRW Book I, Chapter 1.2
HRW Book I, Chapter 2.2
HRW Book I, Chapter 2.3
Summarize the effects of the
atmosphere on weather and
climate
http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions
Page 14
atmosphere.

When substances get
warmer, their particles
move faster and generally
spread out, which lowers
the density of the
substance.
 Gases and liquids that are
denser tend to sink,
whereas gases and liquids
that are less dense tend to
rise.
3.3 Heat and Climate
The effect of heat on global
climate, including the influence
of earth’s oceans:
 Solar radiation from the
sun heats the earth’s land
masses, ocean, and
(indirectly) the
atmosphere
 Thermal energy (heat)
moves from warmer
objects to cooler ones via
conduction, radiation, or
convection
 The earth’s axis is tilted
relative to its orbit around
the sun so the sun’s light is
more intense at different
latitudes at different times
of the year. This causes
seasonal variations in
temperature.
 Regional differences in
air’s temperature,
humidity, and density
produce winds.
3.4 Water and Climate
The role of the water cycle in
global climate patterns:
Working Draft – 8.21.2009
HRW Book I, Chapter 1.2
http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions
Describe the process of heat
transfer between objects
Describe the effect that the tilt
of the earth’s axis has on
determining seasonal weather
HRW Book I, Chapter 2.1
HRW Book I, Chapter 2.2
Page 15




Water covers a majority of
the earth and circulates
(water cycle).
Clouds form by
condensation of water
vapor and have an effect
on weather and climate.
Global patterns of
atmospheric movement
influence local weather
Oceans have a major effect
on climate because they
hold a lot of heat.
3.5 Climate Change
How is current Changes in climate including
climate change historical influences on
like or
climate, the greenhouse effect,
different from
and effects of air pollution:
historical
 Weather and climate
records of
result from latitude,
climate
altitude and from features
change?
on the earth’s crust (i.e.
mountains, lakes, etc)

Earth’s climate is
constantly changing.
Burning of fossil fuels in
the last century has
increased the amount of
greenhouse gases in the
atmosphere which has
contributed to global
climate changes
Explain the water cycle and its
role in global climate patterns
Explain how clouds are formed
Summarize how clouds affect
weather and climate
HRW Book I, Chapter 2.3
HRW Book I, Chapter 3.2
HRW Book I, Chapter 3.3
http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions
HRW Book I, Chapter 1.4
HRW Book I, Chapter 3.4
Identify various factors that
have historically influenced
earth’s climate
http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions
Define the greenhouse effect
and global climate changes
Identify the major causes and
effects of air pollution
List ways to reduce air
pollution
* In column 5 (“Print, Technology, and Community Resources”), references to particular textbooks/chapters/sections/pages do NOT signify that those
resources must be used by teachers or their students. As with all the other suggested resources, the textbook references are listed to assist teachers in
finding, arranging and utilizing any manner and variety of materials for instructional purposes. It is every teacher’s mission to have all students learn all
of the learning goals listed in column 2 (“Students will know”) and also column 3, (“Students will be able to”) of this document. So long as that mission
Working Draft – 8.21.2009
Page 16
is accomplished in ways that are rigorous and relevant to students, resulting in enduring skills and understanding, the materials to be used are a matter
of individual choice.
Recommended Texts:
HRW Book I: Weather and Climate, 2005
Investigative Questions that students can explore/answer using experimental techniques:
(an evolving list of the kinds of questions that can students explore—using methods of science—that directly support how students learn the skills and understandings
of this unit)
o
o
o
o
Working Draft – 8.21.2009
Page 17