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SUBJECT
NATURAL SCIENCES
GRADE
SCIENCE 9th GRADE
LEARNING UNIT
WHAT ARE THE COMPONENTS OF THE THINGS THAT SURROUND
US?
TITLE OF LEARNING
OBJECT
What systemic differences can you detect when you compare different living creatures?
CURRICULAR AXIS
STANDARD
COMPETENCIES
Living Environment
Compare organ systems in different taxonomic groups.
LEARNING OBJECTIVES
SKILLS/ KNOWLEDGE
 To identify similarities between different taxonomical groups depending on the
environment they inhabit.
 To establish the main differences and characteristics between plant and animal organ
systems
 To compare the different organ systems found in aquatic and terrestrial organisms of the
animal kingdom.
 To interpret the relevance and use of the different organ systems in animal individuals.
 To identify the relationship between the evolution of organ systems in living creatures
and the environment they inhabit.
SKILL 1. Recognize the presence of similar organ systems in different taxonomic groups.
SKILL 2. Differentiate the characteristics of organ systems in living creatures.
SKILL 3. Describe the differences between organ systems in animals and plants.
SKILL 4. Compare organ systems of invertebrates and vertebrates.
SKILL 5. Determine the structural difference of the nervous systems of animals depending on
the environment they inhabit.
SKILL 6. Analyze the organ system differences between aquatic and terrestrial creatures.
LEARNING FLOW
Introduction.
Activity 1.
Skill 1, Skill 5
Taxonomic Similarities and Environment.
Learning activity 1
Did you know that…?
Recap
Activity 2
Skill 2, Skill 3.
Differences and Characteristics between Systems.
Did you know that…?
Learning Activity
Recap
Activity 3.
Skill 4, Skill 6.
Different Systems in the Animal Kingdom
Learning Activity
Did you know that…?
Recap
Abstract
Homework
Evaluation
Glossary
ASSESSMENT
GUIDELINE
The objective of this learning object is that the teacher guides his/her students to a better
understanding of the function of the different physiological systems of animals and plants.
To do so, students must complete the activities.
Stage
Introduction
Learning flow
Introduction
Teaching/Learning Activities
Recommended
Resources
Reflect, using common situations as example, on the functions of the Animation
resource of the
organ systems in your daily activities.
introduction
Ask questions to students, such as how the different systems in
animals have evolved? What are the main characteristics of the
different systems? What are the differences and similarities of the
systems in vertebrate and invertebrate animals? What are the
similarities of the structures of the systems in aquatic and terrestrial
individuals?
Carry out all the suggested activities so that students can better
understand the topic of this learning object.
You can further develop these topics with the following reading
passages:

Martínez, H. (s.f.) Anatomía y fisiología humana. Terminología.
Retrieved
from:
http://www.academia.edu/4777545/ANATOMIA_Y_FISIOLOGIA
_HUMANA_TERMINOLOG%C3%8DA

(s.a) (s.f) Introducción a la anatomía y fisiología (Terminología
anatómica
básica).
Retrieved
from:
http://www.udb.edu.sv/udb/archivo/guia/biomedicaingenieria/anatomia-y-fisiologia-humana-i/2015/ii/guia-1.pdf

(s.a) (s.f) Actualización de la enfermería. Retrieved from:
https://enfermeria7057504.wordpress.com/anatomia-y-
fisiologia-humana/
Living creatures share important characteristics in terms of physiology
and anatomy. For example, all individuals must eat, absorb nutrients,
generate energy and produce waste. Because of this, it can be said
that every species on Earth developed from a common ancestor,
regardless of the fact that every species has unique characteristics
that differentiate it from the rest.
There are multiple similarities between individuals in nature, such as
the presence of a digestive system to absorb nutrients, a respiratory
system to obtain oxygen or a nervous system to communicate the
entire body. For example, a jaguar and a piranha in the Amazon
region have both created physiological systems that have evolved
regardless of the environment they inhabit, as a response to the
different situations they have to face. They are both gifted with similar
specialized mechanisms and with specific functions to survive.
It is said that every individual is the result of an evolutionary process
that created a wide variety of related species that are similar in
structures or systems. For example, the embryonic development of a
bird is very similar to the development of a mammal because there
are certain stages in which both species are very alike.
Figure. Embryonic development of a bird and a mammal. Comparison
between the embryonic development of a chicken and a human being.
Objectives
Objectives
 To identify similarities between different taxonomical groups Multimedia
depending on the environment they inhabit.
 To establish the main differences and characteristics between
plant and animal organ systems
 To compare the different organ systems found in aquatic and
terrestrial organisms of the animal kingdom.
 To interpret the relevance and use of the different organ
systems in animal individuals.
 To recognize the relationship between the evolution of organ
systems in living creatures and the environment they inhabit.
Content
Activity 1
The following activity focuses on two learning skills (Skill 1 and Skill 5)
with their corresponding visual aids and exercises. During the
development of this activity, the topic of taxonomic similarities and
the environment some animals inhabit is covered. It is necessary to
clarify some concepts and use examples in order to explain the
contents.
Generate dialogs so that students consider certain aspects and then
listen to their ideas. The information above is related to the topic that
is about to be studied. As a support resource, use the images shown
through this unit.
Skill 1: Recognize the presence of similar organ systems in different
taxonomic groups.
Skill 5: Determine the structural difference of the nervous systems of
animals depending on the environment they inhabit.
Taxonomic Similarities and Environment
Introduction
A hummingbird feeding on the nectar of a flower, or a human being
eating lunch, indicate that both individuals share some aspects in
common.
The progress from unicellular organisms to multicellular organisms
resulted in the specialization of different functions of individuals,
which, in turn, generated specialized tissues, organs, and systems
that most animals share.
To classify animals, we talk about their embryonic development. First,
we need to look at the number of embryonic cell layers they have:
diploblasts (corals) and triploblasts (birds, mammals).
Animation
Figure. Embryonic cell layers in diploblast and triploblast animals.
Second: the type of symmetry: Radial, like starfish and bilateral, like
fish and mammals.
Third: the presence or absence of body cavities; and fourth: the type
of growth they possess.
Infographics
Figure . Types of symmetry: radial and bilateral.
The tendency of most invertebrates was to inhabit aquatic
environments and locate the nervous system in the ventral region of
their bodies. Eventually, the evolutionary tendency aimed towards the
formation of a dorsal nervous system with a nerve cord capable of
connecting the brain with the rest of the organism; specific structure
of most animals that mainly inhabit terrestrial environments.
Learning Activity
Development
All the different animal species have been mainly characterized for
their type of embryonic development. Most of the species have similar Multimedia
stages through this period, which are widely similar regardless of
whether they are fish, reptiles, birds or mammals.
For example, the corals found in the islands of San Andrés and
Providencia have two embryonic cell layers (diploblasts), as opposed
to the Spectacled Bear, found in the moors of Cundinamarca, who has
three embryonic cell layers (triploblasts).
Because of this, a theory that suggests that animal species share a
common ancestor was established.
Use the following text as an important fact:
Did you know that…?
Giant squid have eyes that are approximately 25 cm long.
Activity 1
The objective of this activity is that the students are able to identify
the presence of similar organs in different taxonomic groups found in
nature.
Simultaneously, it is expected to reinforce Skill 1. To do so, a
structured activity, such as reading comprehension, is presented.
Learning Activity
The objective of this activity is to reinforce the concept of generation
of organ systems, based on the type of symmetry in organisms,
relating to the information covered so far.
For the activity to be successful, it is necessary to review the contents
of the unit in its entirety and understand its examples and visual aids.
Instructions:
Work with a classmate and complete the suggested reading. You must
read everything before the title: Absence or presence of celom.
Once you have read and understood the text, proceed to obtain the Infographics
main idea and write it down in your notebook in a paragraph of
maximum three lines. You must consider the following terms: bilateral
symmetry and radial symmetry.
When you have your paragraph, read it to your classmates.
Reading passage:
Meza,
B.
(2011).
Tipo
de
simetría.
Retrieved
from:
http://biologialaguia.blogspot.com.co/2011/09/tipo-de-simetria.html
Tip: Remember that most animals have bilateral symmetry.
Solution: it is expected that students focus and develop the concept of
symmetry in different animals.
Development as a conclusion
Use the following information as a recap of activity 1. This conclusion
will introduce the next activity.
Content
Activity 2
Depending on the environment they inhabit, different taxonomic
groups share similarities, basically linked to the presence of certain
organs and systems that give them advantages for their survival and
importance as species in the planet.
The following activity focuses on two learning skills (Skill 2 and Skill
3), with their corresponding visual aids and exercises. During the
development of this activity, the topic of differences and
characteristics found in different physiological systems in animals and
plants is covered.
It is necessary through the development of the unit to clarify concepts
and use examples to explain them.
Propose dialogs so that students consider certain aspects, and then
listen to their ideas. Also, refer to the background information related
to the topics covered. As support resource, you can use the images Infographics
included in the unit.
Skill 2. Differentiate the characteristics of organ systems in living
creatures.
Skill 3. Describe the differences between organ systems in animals
and plants.
Differences and Characteristics between Systems
Introduction
When talking about transporting substances inside an animal, we refer
to their circulatory system. Plants also have this system to transport
nutrients to all their structures, but it is less evolved that the one in
animals.
Living creatures share special characteristics as well as different
systems.
All individuals have similarities, despite being very diverse. It is said
they have a common ancestor. They are very complex and at the
same time, very organized; formed by interlinked atoms that build
molecules, which form cellular organelles and later, cells that join and
create tissue, organs and finally specialized systems.
All of them obtain materials from their surroundings through feeding
(digestive system) and breathing (respiratory system), to generate
energy and heat and transport them within the organism (circulatory
system).
Similarly, they maintain metabolic balance through homeostasis:
regulating internal temperature and keeping osmoregulation
(excretory system).
Additionally, living organisms grow and answer to stimuli in the
environment (nervous system), reproduce (reproductive system),
defend themselves against pathogen agents (immunological system)
and support their structure (osseous system and muscular system).
Infographics
Figure . Different types of systems in the human being. Ten different
types of systems are shown.
Plants, in comparison, have different systems: root system, useful for Infographics
support; a dermal system (epidermis); a functional system
(parenchyma) and a vascular transport system (xylem and phloem).
Figure . Vascular systems. Three main systems in plants.
Infographic
Development
The main differences between animal species can be determined in
the way some species have specialized structures that give them
certain advantages over other species.
In spite of this, most animal species are similar: all of them need to
feed, transform food into energy and fulfill basic functions. This
means, different species share physiological similarities.
For example, the wax palm tree of Quindio needs to transport the
water it absorbs from its roots to its tallest leaves (vascular system),
to keep its turgidity. In mammals such as the Bespectacled Bear,
which inhabits Chingaza moor (Cundinamarca), a circulatory system
transports the blood through its entire body, keeping it warm and
regulating body heat at the same time.
Use the following text as an important fact:
Did you know that…?
The nervous system in human beings is composed by nerve cells
called neurons. We have in average 100,000 million neurons and their
transmission speed ranges between 24 and 400 km/h.
This is the first learning activity of the unit. Use it to reinforce Skill 3.
To do so, a structured activity (true or false questions) is used.
The objective is to identify and expand the differences between the
Infographics
systems of animals and plants.
Activity 1
Learning activity
The objective of the following activity is to identify the concept of
physiological systems, found in most superior animals in nature.
Instructions:
Choose false (F) or true (T).
Write the answers in your notebook. Compare the results with five
classmates.
A. The nervous system can be found in plants (
B. The union of systems generates organs (
).
).
C. The circulatory system of animals is similar to the vascular system
in plants ( ).
D. Xylem and phloem are typical vegetable structures
(
).
E. The immunological system is similar to the root system of plants
( ).
Answer Key: A. F
B. F
C. T
D. T
E. F
Development as a conclusion
Despite the fact that, taxonomically speaking, the animal kingdom is
completely independent from the plant kingdom, there are certain
characteristics on a physiological level that living organisms share.
The different tissues have specialized in response to the needs of the
environment they exist in, generating similar aspects in their users
regarding basic survival processes.
Content
Activity 3
The following activity contains two learning skills (Skill 4 and Skill 6),
with their corresponding visual aids and exercises. During this activity
different systems in the animal kingdom are covered. To do so, during
the development of the unit, clarify concepts and use examples to
explain.
The skills are used to make students consider certain aspects. As
support resource you can use the images included in the unit.
Skill 4. Compare organ systems in invertebrate and vertebrate
animals.
Skill 6. Analyze the organ system differences between aquatic and
terrestrial creatures.
Different Systems in the Animal Kingdom
Introduction
The best known species in the planet are animals and plants, because
they are closest and most visible to the human being.
Even though there are animals sharing characteristics, depending on
the environment they inhabit, like pink dolphins and piranhas in the
Amazon river, there are some others, like invertebrates, that have
some of the systems vertebrates do, but differences in their organs
Infographics
and systems are visible.
Table 1 shows some of the main differences between systems of
vertebrate and invertebrate individuals.
System
Digestive
Respiratory
Circulatory
Nervous
Osseous
Excretory
Reproductive
Invertebrates
Dorsal
* Diffusion
(sponge)
*Cutaneous
(flatworms)
*Tracheal
(insects)
*Open
(one or more
hearts)
*Ventral
(interconnected
nodes)
*Exoskeleton
(chitin in
insects)
*Diffusion
(sponge)
*Nephridia
(flatworms)
*Malpighi tubes
(insects)
*External
fertilization
Vertebrates
Ventral
*Gill (fish)
*Pulmonary
(mammals)
*Closed
(One heart and
blood vessels)
*Dorsal
(brain and
spinal cord)
*Endoskeleton
(Osseous in
mammals)
*Kidneys
(mammals)
*Internal
fertilization
Table 1. Differences in physiological systems in invertebrate and Animation
vertebrate individuals.
Similarly, animals have evolved depending on the ecosystem they
inhabit and this has caused them to have specialized structures. The
best example is breathing, because there are differences between
terrestrial and aquatic individuals, depending on the mechanisms they
use to obtain oxygen from the environment they live in.
Infographics
Learning Activity
Development
Species that inhabit different environments, aquatic and terrestrial
species, can differ mainly by their structures or adaptations.
Evolution has allowed some species to inhabit ecosystems that may be
“extreme” for many other species so that habitats can be harnessed
by species consuming their resources and producing energy to the
entire ecosystem.
Humpback Whales in Bahia Malaga are an excellent example of the
above. They travel along the Pacific Ocean, consuming a big amount
of resources during their migration process. Thanks to their
adaptation to the aquatic environment, they must surface to breathe;
unlike jellyfish, that also inhabit this ecosystem, but do not need to
surface to breathe, because they carry out this function when water
goes through their bodies by means of diffusion.
Multimedia
Use the following text as an important fact:
Did you know that…?
The blue whale can remain up to 50 minutes underwater without
breathing.
Learning Activity
The objective of the following activity is to identify and expand the
most relevant terms and structures, related to different systems found
in vertebrate and invertebrate animals.
Instructions:
1. Make a word search that includes the following words related to
Text and image
different systems in vertebrate and invertebrate animals. Look up the
definition of 5 of these words:
Cutaneous
Pulmonary
Lymph
Tracheal
Spinal Cord
Ventral
Heart
Dorsal
Diffusion
Digestive
Respiratory
Circulatory
Nervous
Osseous
Excretory
Exoskeleton
Reproductive
Endoskeleton
Kidneys
2. Once you have your word search ready, share it with a classmate
and ask him/her to solve it.
3. When you are finished, share the meaning of the five words you
Infographics
chose.
Tip: To create your word search, locate the words in any order, from
left to right, or up-down, as you prefer.
Development as a conclusion.
Natural selection has generated multiple mechanisms so that different
species can adapt to the environment they inhabit.
Aquatic and terrestrial individuals still share certain physiological
characteristics to fulfill basic specialized functions.
Abstract
Abstract
Present the summary of the three suggested learning activities.
The evolutionary step from unicellular organisms to multicellular
organisms made it possible for individuals to have specialized
physiological functions, generating specialized tissues, organs, and
systems that most animals share.
A method of classification of animals is based on their embryonic
development, which according to the number of embryonic cell layers
can be either diploblasts or triploblasts. They can also be classified
depending on their symmetry: radial or bilateral; the presence or
absence of body cavities and the type of growth they possess.
The tendency of invertebrates is to inhabit aquatic environments and
locate their nervous system in the ventral region of their bodies.
Vertebrates tend to inhabit terrestrial environments and possess a
dorsal nervous system with a nerve cord that connects their brain to
the rest of the organism.
Living creatures have special characteristics and different systems
they share. Some of these systems are: digestive, respiratory,
circulatory, excretory, nervous, reproductive, immunological, and
osseous-muscular system.
Plants, on the other hand, have the following systems: root (support),
dermal (epidermis), functional (parenchyma) and vascular (transport).
Some animals have similar physiology, depending on the environment
they inhabit, regardless of whether they are vertebrate or
invertebrate.Animals have evolved depending on the ecosystem they
Multimedia
live in and this has caused the specialization of structures in terrestrial
and aquatic individuals.
The type of breathing mechanism, depending on the environment
(terrestrial or aquatic), lead individuals to generate specialized
structures: In fish, gills, and in terrestrial animals, lungs.
Homework
Homework
The objective of this activity is to expand the knowledge of the Text and image
differences between four systems in vertebrate mammal individuals.
1. In groups of 4, using recyclable materials, create a model of the
most relevant physiological systems: digestive, respiratory,
nervous, and excretory. The model must focus on the human
being.
2. With your classmates, explain creatively and illustratively the
different organs conforming the systems mentioned above and the
function of each system.
3. Once your model has been created and presented, take a good
quality photograph and share it with your classmates, on your
social media (Facebook, Twitter, Instagram, etc.)
You can refer to the following support material:

Reiriz, (2016). Sistema digestivo: anatomía. Retrieved from:
https://www.infermeravirtual.com/files/media/file/98/Sistema
%20digestivo.pdf?1358605461

[CienciasOsgam
S.A.].
(January
19,
2014).
Sistema
respiratorio: documental completo [Video file]. Retrieved from:
https://www.youtube.com/watch?v=FGhcCNxtmpA
Evaluation
Evaluation

[Melvin Hernandez]. (September 12, 2010). Cómo funciona el
sistema nervioso. Educación primaria y secundaria. Educación
Practicopedia
com2
[Video
file].
Retrieved
from:
https://www.youtube.com/watch?v=KU0j40eVWLU

[CienciasTeóricas S.A.]. (June 24, 2014). Sistema excretor
humano: documental completo [Video file]. Retrieved from:
https://www.youtube.com/watch?v=kiECJOOGhE8
Answer Key: It is expected that the students are able to recognize,
understand and expand the function of the four suggested systems.
I. Choose false or true.
1. Embryonic development
vertebrate animals.
is
a
classification
characteristic
Text
of
A. True
B. False
Feedback: Embryonic development is, perhaps,
classification factor in animals, depending on the
embryonic layers they have.
2. Starfish have radial symmetry.
the main
number of
A. True
B. False
Feedback: Starfish are the best example of animals with radial
symmetry, instead of bilateral symmetry.
3. Invertebrate animals tend to inhabit aquatic environments and
locate their nervous system in the dorsal region of their bodies.
A. True
B. False
Feedback: Invertebrate animals have a ventral nervous system
instead of a dorsal nervous system, which is common in most
vertebrates.
4. Plants have a bigger
comparison to animals.
number
of
physiological
systems
in
A. True
B. False
Feedback: Individuals of the animal kingdom show more adaptations
and specializations according to the environment they inhabit.
II. From the following statements, choose the correct one:
5. Of the following systems, which one is NOT in plants?
A. Dermal
B. Nervous
C. Functional
D. Vascular
Feedback: The nervous system is common in animals, because they
are formed by neuronal cells that plants do not possess.
6. Sea mammals such as dolphins, have lungs instead of gills. This is
because they have a:
A. Circulatory system
B. Digestive system
C. Respiratory system
D. Nervous system
Feedback: The respiratory system of sea mammals is linked to
pulmonary breathing.
7. The spinal cord in vertebrates is a specialized structure of the:
A. Circulatory system
B. Digestive system
C. Respiratory system
D. Nervous system
Feedback: The spinal cord is a nervous cord that communicates the
brain with the rest of the body and is protected by a backbone in
vertebrates.
III. Match the topics on the left with the corresponding terms on the
right.
A. Exoskeleton
Dorsal nervous system (B)
B. Mammals
Reptiles
C. Lungs
(C)
Invertebrates (A)
Feedback:
A. The exoskeleton is a support and protection structure in most
invertebrates.
B. The dorsal nervous system is common in vertebrates.
Glossary
Glossary
C. Lungs are in most vertebrate land animals.
Diploblasts: Individuals with two embryonic cell layers in their Multimedia
embryonic development.
Diffusion: Movement of particles from greater concentration to less
concentration medium.
Embryogenesis: Formation
fertilization of an ovary.
process
of
an
embryo
after
the
Epidermis: Last layer of the epithelial tissue.
Phloem: Type of tissue specialized in transporting sugar nutrients in
plants.
Homeostasis: Ability that organisms have to maintain their internal
properties balanced, according to their surrounding environment.
Osmoregularity: Mechanism to regulate the osmotic pressure of
liquids in a living organism.
Parenchyma: Type of specialized tissue found in plants and animals.
Symmetry: Distribution of different parts of the body in an individual.
Triploblasts: Individuals with three embryonic cell layers in their
embryonic development.
Xylem: Tissue specialized in the transport of nutrients in plants
Vocabulary
box
Vocabulary box

Embryo: Any multicellular animal in a developmental stage Multimedia
preceding birth or hatching.

Inhabit: To live or dwell in (a place), as people or animals.

Kingdom: Biology. A taxonomic category of the highest rank,
grouping together of life having certain fundamental
characteristics in common: in the five-kingdom classification
scheme adopted by many biologists, separate kingdoms are
assigned to animals (Animalia), plants (Plantae), fungi (Fungi),
protozoa and eukaryotic algae (Protista), and bacteria and bluegreen algae (Monera).

Bibliography
Bibliography
Taxonomy: The science or technique of classification.
Words and definitions retrieved from dictionary.com
Animal, U. (2011). Zoología: Unidad V: Modelos de organización de Text and
los Phyla y del Reino Animal. Retrieved from: http://zoologiajmv- hyperlink
hilda.blogspot.com.co/2011/03/unidad-vmodelos-de-organizacion-delos.html
[CienciasOsgam S.A.]. (January 19, 2014). Sistema respiratorio:
documental
completo
[Video
file].
Retrieved
from:
https://www.youtube.com/watch?v=FGhcCNxtmpA
[CienciasTeóricas S.A.]. (June 24, 2014). Sistema excretor humano:
documental
completo
[Video
file].
Retrieved
from:
https://www.youtube.com/watch?v=kiECJOOGhE8
Encina, J. (2013). Asómate a la vida: Organización histológica en las
plantas
vasculares.
Retrieved
from:
http://biologiadelatortilla.blogspot.com.co/2013/03/organizacionhistologica-en-las-plantas.html
[Melvin Hernandez]. (September 12, 2010). Cómo funciona el sistema
nervioso. Educación primaria y secundaria. Educación Practicopedia
com2
[Video
file].
Retrieved
from:
https://www.youtube.com/watch?v=KU0j40eVWLU
Meza, B.
(2011). Biología: tipo de simetría. Retrieved from:
http://biologialaguia.blogspot.com.co/2011/09/tipo-de-simetria.html
Reiriz, J. (2016). Sistema digestivo: anatomía. Retrieved from:
https://www.infermeravirtual.com/files/media/file/98/Sistema%20dig
estivo.pdf?1358605461
(s.a) (2016). Características del reino animal. Retrieved from:
http://archive.cnx.org/contents/[email protected]
(s.a). (2016). Introducción a la evolución: La ontogenia recapitula la
filogenia.
Retrieved
from:
http://www.sesbe.org/evosite/evo101/IIIC6aOntogeny.shtml.html
(s.a). (2014). Órganos y Sistemas del cuerpo humano. Cursos de
Medicina Natural. Retrieved from:
http://cursos-de-medicinanatural.com/organos-y-sistemas
English
Review Topic
English Review
Topic

Passive Voice/Simple present to describe facts.
Index