Download Framework - You Be the Epidemiologist

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE
approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – GRADE 7
“You Be the Epidemiologist”
(3 weeks)
OVERVIEW: These tasks are designed to compliment instruction on major body systems, encouraging students to think about the
interactions between all body systems and the cells and tissues that comprise those systems. Following instruction on levels of organization
students need to recognize that no one organ system can function independently to sustain the life of the organism. Students should also
recognize that when illness or disease strikes one organ or system it ultimately affects the entire organism. After relevant instruction and the
completion and discussion of these activities, students will achieve the desired level of understanding.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standard(s):
S7L2. Students will describe the structure and function of cells, tissues, organs, and organ
systems.
c. Explain that cells are organized into tissues, tissues into organs, organs into systems,
and systems into organisms.
d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen,
food, and waste removal.
e. Explain the purpose of the major organ systems in the human body (i.e., digestion,
respiration, reproduction, circulation, excretion, movement, control, and
coordination, and for protection from disease).
Supporting Standard(s):
S7L1. Students will investigate the diversity of living organisms and how they can be
compared scientifically.
b. Classify organisms based on physical characteristics using a dichotomous key of the
six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE EPIDEMIOLOGIST
NOVEMBER 2008  Page 1 of 4
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – GRADE 7
STANDARDS ADDRESSED IN THIS UNIT (continuation)
Characteristic of Science:
S7CS2. Students will use standard safety practices for all classroom laboratory and field
investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problem
S7CS5. Students will use the ideas of system, model, change, and scale in exploring scientific
and technological matters.
a. Observe and explain how parts can be related to other parts in a system such as
predator/prey relationships in a community/ecosystem.
ENDURING UNDERSTANDINGS
Students will understand that:
Each cell works as part of a larger unit to perform some function for the organism (excretion, digestion, respiration, circulation,
movement, protection from disease, etc.)
Functions of the major organ systems and relationships that exists make one system dependent on another to function properly.
Differences in the structure of various members of the 6 kingdoms may exist but each organism’s body must perform the same basic
functions and therefore have systems with similar components.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE EPIDEMIOLOGIST
NOVEMBER 2008  Page 2 of 4
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – GRADE 7
ESSENTIAL QUESTIONS:
How does each cell, tissue, organ, and organ system meet the survival needs of an organism?
What happens when a cell, tissue, organ, or organ system becomes damaged or sick?
How do organ systems in humans compare to systems in other organisms?
How do organ systems work to meet the needs of individual cells?
How are the structures of various organs related to their functions? (ie. Types of tissues and cells found there)
How does illness to one organ or system impact the success of the remaining organs and systems?
How can we study the organ systems of one organism to learn about other organisms?
CONCEPTS:
Organization in a system
Hierarchy of organization
Specialization of work (within living organisms)
Parts of a whole as it relates to a living organism
Structure and function of organ systems
LANGUAGE:
Cell
Tissue
Organ
Organ system
Organism
Digestive system
Respiratory system
Reproductive system
Circulatory system
Excretory system
Immune system
Skeletal system
Muscular system
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE EPIDEMIOLOGIST
NOVEMBER 2008  Page 3 of 4
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – GRADE 7
MISCONCEPTIONS
Organ systems work independently of one another
Some body systems are more important than others
Brain and nervous system do not control every process carried out by
other systems
In a multicellular organisms, cells are not alive
Cells are organs
PROPER CONCEPTIONS
Organ systems perform different jobs and must work together to keep
the organism alive
All organ systems are important and if one becomes sick, all are
effected
The brain and nervous system are responsible for every action taken
by another organ system
Even though they have differing jobs, each cell is a living entity, even
in multicellular organism
Cells that have similar functions make up an organ, which in turn has
a special function for the organism
EVIDENCE OF LEARNING:
Culminating Activity:
GRASPS
Goal – To assist the resident doctor and prove you have the knowledge, skills, and understanding of how organs and organ systems function to
help determine the proper diagnosis to prevent or treat individuals affected by a disease or illness.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE EPIDEMIOLOGIST
NOVEMBER 2008  Page 4 of 4
Copyright 2008 © All Rights Reserved