Download 10.10A System Check - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Bio – 3rd, Chem 5th, IPC – 4th
PLAN CODE:
L. Petty
COURSE/SUBJECT:
10th grade science
GRADE(S):
10th
TIME ALLOTTED
FOR INSTRUCTION:
3 – 4.5 hours
TITLE:
System Check
LESSON TOPIC:
Understand how body systems function.
TAKS OBJECTIVE:
Objective 2
The student will demonstrate an understanding of the organization of living
systems.
10.10 The student knows that, at all levels of nature, living systems are found
within other living systems, each with its own boundary and limits. The
student is expected to:
(A) interpret the functions of systems in organisms including
circulatory, digestive, nervous, endocrine, reproductive,
integumentary, skeletal, respiratory, muscular, excretory, and
immune.
10.5 The student knows how an organism grows and how specialized cells,
tissues, and organs develop The student is expected to:
(C) sequence the levels of organization in multicellular organisms to
relate the parts to each other and to the whole.
FOCUS TEKS AND
STUDENT EXPECTATION:
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Organ function
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Higher organisms are composed of cells, which make up tissues, which make up
organs, which make up organ systems.
Each organ has a specific, unique function within a system.
System function
Each system has a specific, unique function within a body.
Body function
If one organ or one system does not work properly, it affects the function of the
entire organism.
Organization
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
As students enter the room, turn on a tape of a heartbeat. The heartbeat tape should be long enough to allow
students to get seated. Once all students are seated, the tape should switch to the sound of a heart monitor
(EKG machine) that beats with the heartbeat and then flat-lines.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
Depending on the number of teams in the class, the teacher could prepare information from one system (such
as the lymphatic system) to show the students what information is needed and show them where to find it.
C.
Guided activity or strategy
Using the sample lesson, show students how the lesson would be graded.
D.
Accommodations/modifications
Students with modifications may be assigned a peer tutor.
E.
Enrichment
Students requiring enrichment may serve as a peer tutor during the activities.
II.
STUDENT PERFORMANCE
A.
Description
Student should research and be able to give a presentation on assigned body system.
B.
Accommodations/modifications
Teacher should discuss individual jobs with students requiring modifications. These jobs should be assigned
by the teacher with the rest of the jobs being assigned within the system groups.
C.
Enrichment
Students requiring enrichment should be assigned as system leaders and be responsible for making sure that
each system member does the assigned section of the project.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Project should be graded using rubric. In addition, participation grades for class behavior during
presentations may also be taken. A grade (completion or factual) may also be taken on the notes over each
system.
B.
Rubrics/grading criteria
Teacher grading rubric included with lesson.
C.
Accommodations/modifications
Students with modifications should be given a copy of the system information after all presentations are
made.
D.
Enrichment
Students needing enrichment may be given additional assignments that are more specific for the system they
are assigned. For example, the team leader of the excretory system could be assigned a more in-depth report
on the filtration in the kidneys or the circulatory team leader may be given an assignment on the different
types of white blood cells.
E.
Sample discussion questions
The following questions should be asked for each system after each presentation.
1. What is the overall function of the system presented?
2. What are the parts of the system?
3. What is the function of each part?
IV.
TAKS PREPARATION
A.
B.
Transition to TAKS context
1.
If you are not very tall, your _____ system might not have produced enough growth stimulating
hormone to cause you to grow.
(a) immune
(b) excretory
(c) endocrine
(d) muscular
2.
Which of these statements describes the vertebrate circulatory system and its primary function?
(a) A web of structures that provide support while protecting vital organs.
(b) A series of ductless glands that secrete hormones directly into the blood.
(c) A network of tissues that carry nutrients and oxygen through the body.
(d) A complex of cytoplasmic cell membranes that transport materials made by the cell.
3.
If you get sick, doctors can run a blood test to see if you have an infection. What would they be looking
for?
(a) an increased white blood cell count
(b) an increased red blood cell count
(c) an increased platelet count
(d) an increased plasma count
4.
A woman is in a car accident and some damage has been done to the cerebrum of her brain.. What
might she have a problem with?
(a) breathing
(b) balance
(c) learning
(d) smelling
5.
One problem with smoking is that tar from the cigarettes clogs up the alveoli. What system does this tar
affect?
(a) circulatory
(b) respiratory
(c) endocrine
(d) excretory
Sample TAKS questions
Spring 2003
1. Which system is responsible for producing enzymes that aid in breaking down substances to be absorbed
for the body’s growth and repair?
(a) digestive system
(b) reproductive system
(c) respiratory system
(d) skeletal system
2. The medulla, part of the brain stem, reacts quickly to increased levels of CO 2 in the blood and stimulates a
response from the ____.
(a) excretory system
(b) immune system
(c) respiratory system
(d) integumentary system
3. Which structure in the upper arm is responsible for raising the lower arm?
(a) 1
(b) 2
(c) 3
(d) 4
Spring 2004
4. Which of the following is directly caused by muscle action?
(a) Regeneration of nerves
(b) Healing of wounds
(c) Release of hormones
(d) Extension of limbs
5. Which system of the body would be directly affected if a large number of T cells were attacked by a virus?
(a) Cardiovascular system
(b) Immune system
(c) Endocrine system
(d) Respiratory system
6. In the diagram above, one cell creates and releases chemicals that travel to a second cell and quickly
induce that cell into action. This diagram represents part of the _____.
(a) endocrine system
(b) skeletal system
(c) muscular system
(d) nervous system
V.
KEY VOCABULARY
All organs in each system – found in background information.
Cell
Organ
Tissue
System
VI.
RESOURCES
A.
Textbook – none needed
B.
Supplementary materials/equipment
Transparency master – body systems
Student Worksheet – System Check (includes student copy of grading rubric)
Instructor’s Copy – body system information
Instructor’s Copy – System Check Grading Rubric
C.
Technology
www.cinnerbody.com
www4.tpgi.com.au/users/amcgann/body/
www.kidinfo.com/Health/Human_Body.html
www.cdli.ca/CITE/body.htm
VII.
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Next lesson in sequence
Biology – discuss interrelationships of human systems or discuss plant systems
Chemistry – since many of the systems contain changes in chemical composition or the use of chemicals,
Chemistry could follow this unit with discussions of other physical and chemical changes.
IPC – other examples of physical and chemical changes.
VIII.
TEACHER NOTES
Before the lesson:
1. Make a copy of Transparency master – body systems
2. The teacher should either set up complete teams or choose team leaders and let the leaders pick their teams. Teams
should consist of a team leader (someone with good organizational skills – preferably a student requiring
enrichment), a student who needs modifications and possibly one or two students to balance out the team. (This
would depend on the size of the class.)
3. Decide on the “class body”. Possible suggestions would be either a tracing of one of the students for that class, a
generic outline of a human body (life size) or a master transparency of a body outline. The transparency has the
advantage that each group could be given a duplicate transparency to show their system and these could be used
separately during the presentation or layers to show all systems. The life-size outline has the advantage of being
present and visible at all times. In either case, materials should be provided to student teams for their presentation.
4. The teacher needs to decide whether a participation grade will be taken in addition to the project grade. This could
be done based jointly on teacher observation and team grading. This allows for individual student abilities.
5. Copies should be made of the Instructor’s Copy – System Check Grading Rubric to be used for grading the team.
6. At least one class period should be booked for research, either in the library or computer lab.
7. Decide the order of the presentation, either by drawing numbers or letting the students decide when they want to
present. In either case, a penalty should be deducted if the team is not ready to present on their assigned day.
8. Run off a copy of Student Worksheet – System Check for each student.
During the lesson:
1. Decide if a participation grade for the “audience” will be taken to assure proper behavior during the presentations.
2. Since all systems are covered on TAKS, students should be required to take notes on all systems (this may be done
informally in their notes or on a data table)