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1
UNIT
DATE RANGE
TEACHER
GRADE
rd
Human Body
9 weeks during 3 quarter
Miller
7
(unit includes Too Good For Drugs, Human and ending in beginning of
Growth and Development, Viruses,
4th quarter.
Bacteria, fungus and protists Units)
UNIT LEARNING GOAL
Human Body: Students will be able to describe the levels of organization in the body
Explain the major organs and how each of the systems work together to help you function.
Bacteria, Viruses, Fungus, Protists: Students will compare and contrast types of infectious agents
that may infect the human body, including viruses, bacteria, fungi, and parasites.
HG&D: Students will be able to recognize the importance of postponing sexual involvement by
identifying the risks of early sexual involvement and pressures that could potentially lead to early
sexual involvement.
Students will be able to describe the ways in which males and females grow and develop
throughout puberty, how reproduction occurs and babies develop, and identify types of sexually
transmitted diseases.
UNIT OBJECTIVES
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Describe the major parts and function of body systems (9).
Explain how all the parts of each system work together.
Describe how homeostasis is maintained.
Describe the stages of human development.
Describe the characteristics of bacteria, viruses, protists and fungus.
Give examples of how bacteria are helpful and harmful.
Explain how viruses infect their host and how to prevent viral infections.
Describe how the choices one makes have consequences
UNIT ESSENTIAL QUESTION
How does the human body work and how can we keep our body healthy?
ESSENTIAL CONTENT AND UNDERSTANDING
The student should be able to…
Human Body
1. Describe the major organs and functions of the various systems of the human body.
2. Explain how all the parts of each system work together to perform a specific functions
(movement, digesting food, filtering wastes, circulation of blood, obtaining and using
oxygen, reproduction, etc.)
3. Describe how homeostasis is maintained.
HG&D
1. Identify the risks of early sexual involvement and their social pressures
2. Become acquainted with the organs of the male and female reproductive systems
3. Identify and define four major communicable diseases
4. Define the terms in the reproductive process
5. Understand the emotional changes that occur during puberty
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UNIT VOCABULARY
cartilage, voluntary muscle, skeletal muscle, smooth muscle, mechanical digestion, kidney, bladder,
trachea, bronchi, alveoli, diaphragm, atrium, ventricle, artery, vein, capillary, platelet, lymph node,
pathogen, infectious disease, cancer, antibody, immunity, vaccination, antibiotic, stimulus, neuron,
spinal cord, reflex, hormone, sperm, egg, testis, ovary, menstrual cycle, umbilical cord, fetus,
puberty, addiction, tobacco, THC, nicotine, hallucinogen, depressant, stimulant, sexual intercourse,
contraceptives, condoms, sperm, penis, scrotum, testicles, prostate, seminal vesicles, urethra,
ejaculation, erection, nocturnal emissions, uterus, cervix, vagina, ova, follicle, ovulation, fallopian
tube, menstruation, gonorrhea, syphilis, herpes, HIV, AIDS, STD
UNIT ACTIVITIES
 Pretests/Post-tests as required for unit
 Video/video clip
 Use of district mandatory HG&D curriculum with powerpoints, group discussion and exit tickets
to reflect on learning.
 Use of district mandatory TGFD curriculum with worksheets, activities, writing prompts and
reflections.
 Use of CPR required curriculum with hands-on practice, video clips and group activities.
 The virtual body game
 Train your brain lab
 Amazing Learning lab
 Observing bacteria
 Virus lab
 Mr. Bones apart
 Protists/Fungus virtual lab
 The Heart story
 Thinking map (various)
 Homeostasis Lab with lab report
 Movable joints charades
 Important skeletal muscles
 Muscle Fatigue Lab with lab report
 Types of muscles foldable
 Label your digestive system
 The Adventures of PB&J
 Parts of the Excretory System foldable
 Model of the urinary system with graphic organizer
 Respiratory system matching
 Parts of the blood foldable
 Blood Soup / blood batch demonstration
 Using a blood count to evaluate health lab
 Bacteria cells parts matching
 Safety Systems of the Body reading and 1-pager
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ASSESSMENT
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Post-Tests as required
Human Body Summary Project
Various mini-assessments throughout the unit
LEARNING STRATEGIES UTILZED
Interactive Science Notebook (ISN), inquiry labs, thinking maps/charts/graph/organization tools,
multi-media, Cornell Notes, cooperative groups, Mark the Text, virtual labs, Edmodo, PENDA, AVID
strategies, CRISS strategies, KAGAN strategies, modeling.
FLORIDA SCIENCE BENCHMARKS
SC.6.L.14.1 (AA): Describe and identify patterns in the hierarchical organization of organisms from
atoms to molecules and cells to tissues to organs to organ systems to organisms.
SC.6.L.14.5 (AA): 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.
SC.6.L.14.6: Compare and contrast types of infectious agents that may infect the human body,
including viruses, bacteria, fungi, and parasites
HE.6.C.1.8: Explain how body systems are impacted by hereditary factors and infectious agents.
FLORIDA SCIENCE BENCHMARKS FOR ADVANCED PLACEMENT
None
ESOL
Extended time
RTI
Test Corrections
ESE
Making use of context clues
Peer assistance
Check for
comprehension
Organizational strategies
Proximity
Modeling
Using multi-media
Using linguistic modifications
TOWER - writing
strategies
Language / Vocabulary
Games
Use of analogy
Individualized instruction and
assistance
Peer tutoring
Leave class for assistance
Preferential seating
Read directions aloud
Students paraphrase
directions
Alternative test settings
or small group testing
Provide student
choices
expectation review
Use of partners /
collaborative groups
planned movement
guided practice
Using written and pictorial forms to
teach
Adjusting or shortening assignments
Hands-on experiences
Small group instruction
Cooperative learning groups
Defining content area language or
terms
4
Use of learning centers
or centers / stations
Organizational strategy
- sorting (information)
Using alternative assessments
Reducing directions to steps or parts
Using role-play
Adapting written text and materials
to facilitate comprehension
Other strategies