Download Human Body Systems Lesson Guide

Lesson 1: Human Body
Systems: A Preassessment
STC/MS Human Body Systems
FOCUS QUESTION:
 What do we know about the organs and systems that comprise the human body?
CONCEPTS:
 The human body is made up of systems, which are made up of organs, which are made up of tissues,
which are made up of cells.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



6-8
SYSA
Any system may be thought of as containing
subsystems and as being a subsystem of a larger
system.

Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Given a system, identify subsystems and a larger
encompassing system (e.g., the heart is a system
made up of tissues and cells, and is part of the
larger circulatory system).
WORD BANK
WASL WORDS
Organ
System
Organ
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Organs
Body systems
MATERIALS MANAGEMENT:
 Managing 40 large Human Body posters is problematic. Consider using one poster per class period as a
“class” model.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
1
 Go to Kinko’s a shrink one of the large torso posters down so it will fit on an 8.5x11 sheet of paper. On
the schools’ copy machine, shrink the pictures of the organs to the same scale as the torso outline.
Each student cuts and tapes the small organ parts on their personal torso drawing which can be kept in
their science notebook and modified as you progress through the unit.
INSTRUCTIONAL STRATEGIES:


Revisit the class and individual models on a regular basis, building and adjusting the body as students’
progress through the module. Annotate drawing by explaining where “mechanical digestion” and
“chemical digestion” take place as you build the model posters.
Post the K-W-L chart in the room and continue to refine over the course of the module.
ASSESSMENT:

This lesson serves as a good formative assessment, providing the teacher with lots of insights into
students’ thinking.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
2
Lesson 2: Moving Through
The Digestive Tract
STC/MS Human Body Systems
FOCUS QUESTION:
 How is food moved through the digestive tract?
 What is the order of the parts of the digestive tract? (not system)
CONCEPTS:
 Food passes through the digestive system by the process of peristalsis.
 The digestive tract is lined with mucus, a slippery secretion that helps food pass through the system.
 Models can have limitations. The tennis ball model does not illustrate chemical or mechanical breakdown
of food.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
6-8
SYSA
Any system may be thought of as containing
subsystems and as being a subsystem of a larger
system.
Given a system, identify subsystems and a larger
encompassing system (e.g., the heart is a system
made up of tissues and cells, and is part of the larger
circulatory system).
6-8
INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.
Create a model or simulation to represent the
behavior of objects, events, systems, or processes.
Use the model to explore the relationship between
two variables and point out how the model or
simulation is similar to or different from the actual
phenomenon.
WORD BANK
WASL WORDS
Peristalsis
Mucus
Esophagus
Stomach
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Intestines
Peristalsis – When I squeeze the gut bag from
behind the potato, the potato moves along inside
the bag until it comes out the end. This
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
3
squeezing motion is called peristalsis.
Mechanical digestion – When I squeezed the gut
bag, the potato began to break apart. The
squeezing (peristalsis) helps to mechanically
digest food.
MATERIALS MANAGEMENT:
 The polyvinyl tubing (also popularly referred to as a “gut bag”) used in this lesson is VERY EXPENSIVE.
Use only one tube per class period.
 After passing a tennis ball through the tube, use a partially cooked baked potato (coated with oil and
dry) to model the physical breakdown of food. This should lead to a better discussion about the
strengths and limitations of models, a common theme throughout the module.
 Use a potty seat on top of the trashcan to deposit the tennis ball or baked potato.
INSTRUCTIONAL STRATEGIES:
 So that all students can be involved in the measuring part of this lesson, consider providing string or
adding machine tape and having pairs of students measure and label a 9.3-meter length using masking
tape. Use one of these as a template to label the polyvinyl tubing that the class will be using. Hang one
of these string/adding machine tape models the in the room as a constant reminder of how long the
digestive tract is.
 As the class models the mechanical digestion of peristalsis, have students chant the body part that the
food is passing through as it moves through the digestive tract.
 Math Connection: Have students compare the length of the digestive tract to the length of their
bodies. Calculate the ratio of the length of the digestive tract and an average human.
 Have students start a food diary. See Youth Take Heart – kid’s diets.
ASSESSMENT:
Science Notebook/Reflection prompt:
How is it possible to eat and drink upside down? Laying down?
Pass out copy of digestive tract (p. 12 with all annotations removed) for students to tape into their science
notebooks. They will begin the labeling of the parts today based on the polyvinyl tube model. Over the
next several lessons, they will continue to annotate the drawing as they work through the lessons and learn
more about each part.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
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Lesson 3: Exploring Carbohydrates
STC/MS Human Body Systems
FOCUS QUESTION:
 How are indicators used to determine the presence of starches and sugars?
 How are carbohydrates used in the body?
CONCEPTS:




Carbohydrates are one of the three basic food types. (SG, p. 14)
Carbohydrates are the major source of energy for the body. (SG, p. 20-21)
Benedict’s solution is an indicator for sugar; it changes color based on concentration.
Lugol ‘s solution is an indicator for the presence of starch.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 INQ
Students know that:
Inquiry standards apply.
Students are expected to:
WORD BANK
WASL WORDS
Carbohydrate
Indicator
Nutrients
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Indicator – When I add Lugol’s to food and it
turns dark, it tells me that starch is in the food.
Lugol’s is an indicator for starch because it tells
me if a food has starch in it.
Carbohydrate
Positive test
Negative test
Chemical digestion
MATERIALS MANAGEMENT:
 Avoid cross-contamination! Providing small portions in film canister of the food substances and not
allowing students access to laboratory stock bottles help minimize the possibility of cross
contamination that could potentially compromise subsequent investigations.
 Make each class period responsible for washing all equipment in soapy water before beginning chemical
tests. They should not assume the previous class period left equipment sterile.
 Don’t be caught off guard when the egg white turns purple in the sugar test. Eggs are mostly protein
and do not respond to the Benedict’s test in traditional ways.
 If making your own sugar solution, use Karo syrup, not granulated sugar.
 In the interest of time, have groups of 4 student’s divide into two sub-groups: one group does tests 1,
3, and 5; the second group conducts tests 2, 4, and 6. They are expected to share results.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
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INSTRUCTIONAL STRATEGIES:
 Revised worksheets developed by teachers have been included with this lesson in the Teacher Guide.
 Students are introduced to the concept of positive (+) and negative (-) tests. Reinforce the idea that
these terms do not refer to “good” and “bad.”
 Consider how to group directions into smaller chunks for students. Remind students that the sugar
test is done in test tubes and requires a hot water bath but the starch test is done in the white lab
trays.
 Lesson only uses indicators to test for carbohydrates. The egg white, which turns purple, doesn’t seem
to fit the range of possible color changes. Elicit student questions that would have students design
their own investigations that would use these indicators to test foods that are primarily made of fats
and proteins. In this way, students are able to see negative results and conclude that Benedict’s and
Lugol solutions are indicators for only sugars and starches.
ASSESSMENT:
Have students consider other types of tests that use indicators. Examples might include chemical tests
for pools and hot tubs, tests of aquarium water, glucose test strips, etc.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
6
Lesson 4: Digestion in the Mouth
STC/MS Human Body Systems
FOCUS QUESTION:
 How does the mouth physically and chemically change food?
 What is the purpose of mechanical digestion?
CONCEPTS:
 Mechanical digestion is the process of breaking food into smaller pieces.
 Chemical digestion is the process of breaking the chemical bonds in nutrients and changing them into
simple forms that can be absorbed into the bloodstream.
 Mechanical digestion helps prepare food for chemical digestion by increasing the points of contact
(surface area) between digestive chemicals (enzymes) and nutrients (food).
 Digestive enzymes are specific; in other words, they act only on one type of nutrient.
 Saliva contains salivary amylase, an enzyme that begins the chemical digestion of starch.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



9-11
LS1F
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules
that cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of
the many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.
WORD BANK
WASL WORDS
Enzyme
Mechanical digestion
Chemical digestion
Nutrients
WORKING DEFINITIONS
Enzyme – When I tested a starch solution without the enzyme amylase, it contained no sugar.
After I added the enzyme amylase, the starch solution tested positive for sugar. So an enzyme
like amylase is a chemical that can cause changes in other chemicals such as starches.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
7
Mechanical digestion – When food like the Jolly Rancher is broken into smaller parts, it dissolved
more quickly than one that was whole. This is like mechanical digestion in the mouth where the
teeth and tongue break food into smaller pieces so the saliva can begin to change the starch to
sugar.
Surface area – When the Jolly Rancher was broken into smaller parts and put in water, it dissolved
more quickly than the whole Jolly Rancher. By breaking the JR into pieces, it increased the amount
of surface area that was exposed to the water. With more water making contact with more
surface areas, the broken JR dissolved more quickly than the whole.
Chemical digestion – When I put the chemical amylase in the starch solution, it tested positive for
sugar after 10 minutes. Therefore, it began to chemically digest the starch, changing it to sugar.
MATERIALS MANAGEMENT:
 VERY IMPORTANT: Once you have mixed the amylase, it must be kept on ice at all times. It will begin
to degrade and yield poor results in one hour if not kept chilled. It might be best to have an additional
packet of amylase to mix up for afternoon classes.
 A simple way to avoid cross contamination where students might “double-dip” their pipettes into
different solutions is to rubber band a test tube to the side of a bottle of liquid. This test tube
becomes the holder for the pipette. Students are reminded to only use the attached pipette when
using a particular liquid.
 Purchase some sour candies and have each student suck on one to encourage increased salivation. What
do they feel?
 If ordering amylase, make sure it does not include glucose.
INSTRUCTIONAL STRATEGIES:
 Surface area is important consideration in mechanical digestion. Model this by using two equal masses
of liver. Pulverize one piece of liver using mortar and pestle. Leave the second piece whole. Use
hydrogen peroxide as an indicator of how surface area affects the ability of a chemical to interact or
breakdown a substance. Additional models might include a whole vs. smashed Jolly Ranches or equal
pieces of ice left in water for the class period. Which dissolves fastest?
 In order to make a more concrete connection to Lesson 3, consider first having students check a
cracker for chemical breakdown using amylase to model chemical digestion in the mouth. Smash a
cracker and add water to make a smooth mush. Run tests to gather evidence to support the role of
salivary amylase in the digestion of starch into sugar.
 The developers of Human Body Systems begin to wean students off black line masters of data tables by
telling teachers to use a transparency of the lab tray. Students should be developing the skill of
making their own data tables to organize information.
 Read Peppi and Bollo as a play with students taking parts.
 Have students use a spoon to eat a little squash baby food out of a jar. The saliva from their mouths
will begin to show a digested layer forming on the top. (Don’t forget to consider an appropriate control
for this experiment.) For this reason, it is recommended that babies not be fed directly from the jar.
 How do students know that saliva contains amylase? What’s In My Spit is an essential lesson to add
after Lesson 4. It provides evidence that amylase is present in the mouth. Students are better able to
construct an understanding about digestion in the mouth.
 The Peppi and Bollo story starts here. These are important readings that help make meaning of the
investigations.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
8
ASSESSMENT:



Lesson 4 can be used as formative assessment if students do the cracker investigation first. Have
students predict what they will observe in the 6-cup lab tray before adding the indicators to the
starch solution.
Return to the drawing of the digestive tract in the science notebook. Have students add annotated
comments that explains their understanding of digestion in the mouth. This can also be done using the
summary boxes provided on p. 39 in the Teacher’s Guide.
Amylase is found in human saliva. It is a certain type of chemical called an enzyme. On the basis of
what amylase did in this lesson, how would you define an enzyme?
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17
9
Youth Take Heart Lesson 5:
STC/MS Human Body Systems
Just Move It: How Exercise Helps You
Look and Feel Better
FOCUS QUESTIONS:


What is the Basal Metabolic Rate (BMR)?
What is the relationship between BMR, the amount of activity a person performs, and the amount of
energy taken into the body?
CONCEPTS:






The Basal Metabolic Rate (BMR) is the amount of energy it takes to keep the human body alive.
All of the energy we need to survive comes from the food we eat in a form called calories.
A calorie is the measure of heat loss.
If we have an excess of calories from eating too much, or exercising too little, our body stores the
extra calories as fat.
If we have too few calories or participate in an aerobic activity, we burn the calories we ate that day,
and also some of the stored fat.
“Energy In, Energy Out” – emphasis energy transfers.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells
that perform different functions. These cells
join together to form tissues that give organs
their structure and enable the organs to
perform specialized functions within organ
systems



6-8
PS3A
9-11
LS1F
Energy exists in many forms: heat, light,
chemical, electrical, motion of objects, and
sound. Energy can be transformed from one
form to another and transferred from one place
to another.
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other
molecules. Breakdown and synthesis are made
possible by proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that
are needed to drive the many other chemical
reactions in a cell.
Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that make
up individual organs and the functions the organ
performs (e.g., valves in the heart control blood
flow, air sacs in the lungs maximize surface area
for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems in
humans and how these systems interact.

List different forms of energy (e.g., thermal,
light, chemical, electrical, kinetic, and sound
energy).

Describe ways in which energy is transformed
from one form to another and transferred from
one place to another (e.g., chemical to electrical
energy in a battery, electrical to light energy in a
bulb).

Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules that
cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of the
many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.


Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 10
WORD BANK
Basal Metabolic Rate (BMR)
Calorie
Aerobic
Equilibrium
Positive energy balance
Negative energy balance
Obesity
Overweight
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
See “Youth Take Heart” Teacher Version, Lesson 5: Just Move It, p. 8 – 9.
INSTRUCTIONAL STRATEGIES:
See “Youth Take Heart” Teacher Version, Lesson 5: Just Move It, p. 1 – 18.
ASSESSMENT:
See “Youth Take Heart” Teacher Version, Lesson 5: Just Move It, p. 19 – 20.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 11
Youth Take Heart Lesson 6:
STC/MS Human Body Systems
You Are What You Eat: Fat, Sugar and
the Heart
FOCUS QUESTIONS:
 What are the basic nutrients needed by all living organisms?
 What is the effect of these foods on heart health and disease?
 How can a person minimize the negative impacts of excess dietary fat and refined carbohydrates on
their heart health?
CONCEPTS:






There are three major types of nutrients: proteins, fats and carbohydrates.
These nutrients are responsible for the healthy functioning of the cells and tissues of the body.
If any of them are eaten in excess, they will have detrimental affects on the functioning of the body.
There are different kinds of fats and carbohydrates.
The “unhealthy” fats and carbohydrates have been associated with diseases of the cardiovascular
system and other parts of the body.
“Fast food” is processed food that contains large amounts of the unhealthy types of these nutrients.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



9-11
LS1F
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules
that cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of
the many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 12
WORD BANK
Protein
Fat
Carbohydrate
oil
saturated fat
unsaturated fat
refined (simple) sugar
heart disease
diabetes
scurvy
vitamin C
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
See “Youth Take Heart” Teacher Version, Lesson 6: You Are What You Eat, p. 4 - 5.
INSTRUCTIONAL STRATEGIES:
See “Youth Take Heart” Teacher Version, Lesson 6: You Are What You Eat, p. 4 – 11.
ASSESSMENT:
See “Youth Take Heart” Teacher Version, Lesson 6: You Are What You Eat, p. 11 - 12.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 13
Lesson 5: Digestion in the Stomach
STC/MS Human Body Systems
FOCUS QUESTION:
 What is the role of gastric juice on proteins in the stomach?
 How effective are HCl and pepsin when they work alone to chemically digest and change protein?
 How do our bodies use proteins?
CONCEPTS:
 Mechanical digestion occurs in the stomach through peristalsis.
 The chemical digestion of protein begins in the stomach as a result of the action of gastric juices,
which is a mixture of pepsin and HCl.
 Pepsin is an enzyme.
 Some enzymes require special conditions to function; for example, the chemical digestion of protein by
pepsin can occur only in the acid environment created by HCl.
 Digestive enzymes are specific: They digest only one type of nutrient.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



9-11
LS1F
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules
that cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of
the many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.
WORD BANK
WASL WORDS
Protein
Gastric juice
Pepsin
Hydrochloric acid
Stomach
Nutrients
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 14
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Revisit and revise working definitions of surface
area, mechanical digestion, and chemical
digestion.
Enzyme
MATERIALS MANAGEMENT:
 VERY IMPORTANT: Allow test tubes to sit overnight. Incubate at a temperature as close to body
temperature (37 degrees) as possible. You can create a homemade incubator by using an ice chest. Fill
several 1 or 2 liter bottles with very hot water and set in chest.
 Have different students use different forms of protein. Consider firm tofu, liver, ground beef, soy
dogs, etc.
 Having students calculate volume of foods by measuring with a ruler is time consuming and tricky.
Consider having students get volume measurements by introducing displacement as a method for
determining volume. You may have to first teach about how to read a graduated cylinder.


Students can also use mass as a way to compare the before and after foods after
exposure to gastric juice though visually volume is more effective.
If you have 5 sections of science you are working with 8 groups using 3 test tubes for digestion in
the stomach, we have 120 test tubes to manage.
o Option A: Each group could do one of the three test tubes, then store them in groups of
three. They could then share their results. This would reduce the number of test tubes
considerably.
o Option B: You will have three beakers per period instead of 24 test tubes.
 200mL Beaker - Pepsin
200mL Beaker - HCl
200mL Beaker - Gastric Juice ( pepsin + HCl)
 Put enough solution in the beaker to cover the egg whites.
 Have students tie a piece of string around their eggs whites
o mass the egg white
o use masking tape to put group name
o ALL groups put their sample in the three beakers

Heat three beakers on hot plate - keep the level at 2 or 3 ( not to over heat
samples). You don't need to watch the hot pots, let the samples heat for 1 hour
then examine results on day 2.
INSTRUCTIONAL STRATEGIES:




Use two equal masses of ground beef; break one apart. Compare how surface area affects digestion.
It would be nice if students could mix their own gastric juice to make the concrete connection that
gastric juice is made of HCl and pepsin.
Does gastric juice only work on protein? What about other types of food? Elicit student questions
that would have students’ design their own investigations that would determine the effect of gastric
juice on foods made up of fats and carbohydrates. Students are better able to construct an
understanding about digestion in the stomach if these non-examples are also tested.
Students may feel that same volume but a different mass of food does not result in a “fair test.”
Consider allowing students to design and conduct an investigation that controls for mass.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 15
ASSESSMENT:



Revisit working definitions for evidence of increased student understanding.
Revisit the drawing of the digestive tract and add annotated comments about digestion in the stomach
or use the summary box suggested in the teacher’s guide.
Students should be able to complete a data table as follows:
Where
Example of Mechanical
digestion
Example of Chemical digestion
Evidence
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 16
Lesson 6: Diffusion and Active
Transport
STC/MS Human Body Systems
FOCUS QUESTION:
 What is the role of diffusion and active transport in the small intestine?
 How are fats mechanically and chemically digested in the small intestine?
 How does the body use fats?
CONCEPTS:
 Diffusion, or passive transport, is a process by which molecules spread out from places where they are
more concentrated to places where they are less concentrated. It is an important concept when
considering how nutrients and waste pass into the blood and how gases are exchanged between the
lungs and blood.
 Some substances pass through a semi-permeable membrane by diffusion and some do not.
 Some nutrients need help in passing through the walls of the small intestine. This is done by active
transport. Certain substances are able to move through a semi permeable membrane only if a living cell
supplies the energy.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



9-11
LS1D
9-11
LS1F
The cell is surrounded by a membrane that
separates the interior of the cell from the outside
world and determines which substances may enter
and which may leave the cell.
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.
Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize surface
area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems in
humans and how these systems interact.

Describe the structure of the membrane and how
the membrane regulates the flow of materials
into and out of the cell.

Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules that
cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of the
many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.


Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 17
6-8
INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations
WORD BANK
Diffusion


Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different from
the actual phenomenon.
WASL WORDS
Passive transport
Intestines
Active transport
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Diffusion – I have evidence that highly
concentrated sugar particles were able to pass
through the dialysis membrane into the water
where no sugar had existed. However, starch
particles were not able to pass through the
membrane.
MATERIALS MANAGEMENT:
INSTRUCTIONAL STRATEGIES:
 Don’t forget to revisit the Human Body class and personal posters from Lesson 1. Discuss the role of
the liver, pancreas, gall bladder, and duodenum in the digestive process involving the small intestine.
 Using a balloon and anise extract to model diffusion has the potential to address the kinetic-molecular
theory.
 Diffusion activities are an opportunity for further equilibrium experiments and discussion around
particle theory.
 Using Benedict’s and Lugol solutions as indicators, sugar is shown to diffuse through a semi-permeable
membrane but starch does not. But what about proteins? Elicit student questions that have them
design an investigation that attempts to show if proteins diffuse through a semi-permeable membrane.
Students can use BSA (bovine serum albumin) and a protein indicator.
 When proteins are shown to not diffuse, then how do proteins enter the bloodstream? When students
read about active transport, they now have a context in which to understand the need for the energy
“push” in moving proteins into the bloodstream.
 Review 6th grade math – surface area.
ASSESSMENT:


In lesson 4, we saw how enzymes break starches into sugar. Now food is passed into the circulatory
system. Predict where it is going and what is going to happen to it when it gets there.
Based on the results of this lab, why is it important to chemically digest food?
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 18
Lesson 7: Surface Area
and Absorption
STC/MS Human Body Systems
FOCUS QUESTION:
 How does changing the surface area affect the amount of contact points for nutrients to be absorbed
in the small intestines?
 What happens to water and undigested food that cannot diffuse into the circulatory system?
CONCEPTS:
 Nutrients pass through the walls of the small intestine by absorption (diffusion and active transport).
 The amount of nutrients that pass into the bloodstream depends in part on the amount of surface area
available for their absorption.
 The human digestive system has a large surface area to absorb large amounts of nutrients.
 The small intestine has folds (villi and microvilli) that increase its surface area. (SG, p 54-55)
 Excess water is absorbed into the bloodstream from the large intestine. (SG, p. 57)
 Solid waste is stored in the large intestine until it is eliminated from the body. (SG, p. 56-57)
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
Students know that:
Students are expected to:
6-8 LS1C
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
9-11 LS1D
The cell is surrounded by a membrane that
separates the interior of the cell from the outside
world and determines which substances may enter
and which may leave the cell.

Describe the structure of the membrane and
how the membrane regulates the flow of
materials into and out of the cell.
9-11 LS1F
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.

Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules
that cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of
the many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.


Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 19
6-8 INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.


Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.
WORD BANK
WASL WORDS
Absorption
Villi
Intestines
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Surface area - revisit
MATERIALS MANAGEMENT:

Skip 7.1. Materials for 7.1 Increasing the Surface Area of a Clay Cube have been removed.
INSTRUCTIONAL STRATEGIES:

Consider revising the lesson to address surface area using tickets.
ASSESSMENT:



You discovered that amylase breaks down carbohydrates into small pieces called sugar. Explain how
you know starch is made up of smaller sugar units.
What are the advantages of the enormous surface area of the small intestine? Do you think that
other human organs might need a large surface area? Which ones?
Many tools and instruments we use in daily life are designed with folds. How many can you think of?
What are the advantages of folds?
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 20
Lesson 8: The Digestive
System: An Assessment
STC/MS Human Body Systems
FOCUS QUESTION:

How would you determine which unknown starch solution has an enzyme present?
CONCEPTS:
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 INQ
Students know that:
Inquiry standards apply.
Students are expected to:
WORD BANK
WASL WORDS
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
 Instead of labeling bottles just A and B, consider adding additional letters/numbers and using food
coloring in some of the solutions to better ensure that students work independently to determine which
solution has the enzyme present.
INSTRUCTIONAL STRATEGIES:
 Provide students with the performance assessment they will be asked to complete. Give them an
opportunity to design the experiment as homework. Provide them with an experimental design
framework to work with.
 Make additional materials available to students to encourage thinking about how and why materials
would be used to solve the problem posed in the performance assessment.
 Students will need to be familiar with pictures on pages 96-97 in order to be successful on the
assessment.
 Publisher’s written test is dependent on an understanding of several of the student readings. Consider
using the written test as a study guide and the Study Guide (Student Sheet 7.1) as the actual test.
ASSESSMENT:

Note: Lesson 5 HBS has been modified to include a performance assessment, and could take the place
of Lesson 8 digestive system assessment.

Revisit Body Map – what did you learn? How do the circulatory and respiratory systems relate to the
digestive system?
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 21
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:

Use the video, “The Magic School Bus For Lunch” as reinforcement of many of the concepts covered
thus far. It can be rented locally or purchased at www.pricegrabbers.com for $4.50.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 22
Lesson 9: Anchor Activity:
Diseases and Health Careers
STC/MS Human Body Systems
FOCUS QUESTION:
 What can we learn about diseases that affect human body systems?
 What health careers are concerned with the treatment and/or cure of human disease?
CONCEPTS:
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
Students know that:
WORD BANK
Students are expected to:
WASL WORDS
Pathogens
Virus
Bacteria
Disease
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
 Work with your school librarian to identify both print and electronic resources. Expect students to use
different types of source materials for this project.
INSTRUCTIONAL STRATEGIES:
 Consider making this a completely independent project (not teams).
 This is an ideal opportunity to teach students about how to cite their sources using correct
bibliographic citations.
 Additional ideas for anchor activity:
 New body system (nervous, skeletal, reproductive, etc.) – describe the system and how it functions
and depends on another system
 Connections between your body and lifestyle choices- Nutrition and diet, Impacts of drugs and
alcohol on the brain, Dental/oral health – impact of sugar, carbonated beverages on decay, mouth
piercing and oral health
 Bioengineering of body parts - YTH Lessons 7-9, available on–line, describe bioengineering and
activities where students create and test artificial blood vessels
 Have students present their Anchor Activity as part of a school Science Night. Choose a format
that targets the audience.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 23
ASSESSMENT:
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:

Use video, “Science Odyssey: A Matter of Life and Death” to engage student interest. It shows
how 20th century technologies have changed life and health. It can be ordered on amazon.com for or
PBS.com.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 24
Lesson 10: Assessing
Breathing Models
STC/MS Human Body Systems
FOCUS QUESTION:
 What are models and why are they used?
 How does air move into and out of the lungs?
 Why do humans breathe?
CONCEPTS:
 Breathing is the mechanical process of moving air into and out of the lungs.
 The bloodstream releases waste carbon dioxide into the lungs while picking up oxygen, via diffusion and
surface area.
 Models have strengths and limitations.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems.



6-8
INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.
WORD BANK


Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.
WASL WORDS
model
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Breathing – When I pulled down on the rubber
membrane in the bell jar model, it caused the
balloons to fill with air. When released, the air
leaves the balloons. The rubber membrane is
like the diaphragm in the body. Drawing air into
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 25
and out of the lungs is breathing.
MATERIALS MANAGEMENT:


Save the paper and do not copy Student Sheet 10.1 (p. 129); have students write in their science
notebooks.
Materials for 10.1 have been removed.
INSTRUCTIONAL STRATEGIES:





Skip 10.1 Assessing the Syringe Model of Breathing. Do Getting Started and Reflection Questions 2, 3,
4 for the Bell Jar Model of breathing.
Have students draw the bell jar lung model and label with the corresponding parts to actual lungs.
Don’t get bogged down in too much anatomy—it’s just not necessary.
Breathing vs. respiration: teachers need to be clear in their own heads about the difference.
Respiration is addressed in lesson 12 and 13.
Limitation of the model: A limitation to add to answer key on page 28 is that the balloon is a barrier
with no gas exchange whereas the lungs function to facilitate gas exchange.
Model shows lungs are either full of air or empty. In reality, lungs are spongy inside and contain fluid.
ASSESSMENT:

Shrink down and remove all arrows and annotations on the drawings found in the Teacher’s Guide on p.
126. Have students annotate these to show understanding of the breathing process.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 26
Lesson 11: How Much Air Can
You Exhale?
STC/MS Human Body Systems
FOCUS QUESTION:
 How much air can your lungs hold?
 What factors affect lung capacity?
CONCEPTS:
 There is always some air left in the lungs; this is called residual volume.
 Total lung capacity is greater than the amount of air you can inhale or exhale.
 Many internal and external factors influence lung capacity.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



6-8
INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.


Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.
WORD BANK
WASL WORDS
Vital capacity
Residual volume
Total lung capacity
Lungs
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
 Sponges should be cut into small pieces.
 Ideally, sponges should be completely dry but lightly damp will work also. Try to have two sets of
sponges so they do not have to be used immediately with the next class.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 27
 Sponge pieces should be considered NON-COMSUMMABLE.
 Students should design and graduate the breathing bags themselves. Consider marking the bags
backward from the way it is shown in the book. Have students curl the bag away from them, like you’re
squeezing toothpaste, only you’re squeezing toward the end of the tube. This keeps air from readily
escaping.
 Because there is not enough tubes for all students to calculate their lung volume, consider having
students inflate a balloon with one breath. Measure diameter. Deflate and fill balloon with water to
the same diameter. Measure the volume of water in the balloon to determine lung capacity.
INSTRUCTIONAL STRATEGIES:
 See OEL-improved version of Lesson 11 in Teacher’s Guide, which is data-focused.
 To help students more concretely make the connection between volume of gas and volume of liquid, fill 3
2-liter bottles with water. Pour this water into the plastic tube so students see that the tube has a
total volume of 6 liters.
 Another visual way to show lung capacity is to get a large, 1-gallon jar. Mark it in liters. Fill with water
and invert so that it rests in a larger tub of water. Slip a plastic tube into the jar while it is still
submerged. Have a student blow into the tube, displacing the water in the jar with the air in the lungs.
They should be able to determine vital lung capacity from doing this. It also brings home the idea that
air is matter that takes up space, an important concept that can use lots of reinforcement.
 May need to help scaffold the learning by using a graphic organizer for reflection question #1, pg. 94
 Great time to have the school nurse come in and discuss the Heimlich maneuver.
 For data analysis, collect class quantitative data and make a class bar graph on large paper or white
board using post-it notes. Calculate the mean, medium and mode.
 Homework assignment: print out list of all class data and have students graph.
 Investigate effects of tobacco on lungs.
ASSESSMENT:


Questions A, B, and C on p. 135 of the Teacher’s Guide are excellent at assessing students’ learning of
how this activity applies to understanding the workings of the lungs
Revisit the individual and class Human Body Systems poster and continue to have students annotate
their drawn models. Don’t forget that Summary Boxes are also a good way to have students summarize
their understandings.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 28
Lesson 12: Recipe for Energy —
Cellular Respiration
STC/MS Human Body Systems
FOCUS QUESTION:



How are combustion and respiration alike and how are they different?
What are the ingredients for cellular respiration and where do they come from?
How does the body convert food into energy?
CONCEPTS:








Oxidation occurs when substances combine with oxygen
Combustion is a form of oxidation that is accompanied by a rapid release of energy in the form of heat.
Cellular respiration is the process by which nutrients are oxidized to release energy.
Energy, carbon dioxide, and water are products of cellular respiration.
Carbon dioxide and a small quantity of heat are eliminated from the body during exhalation.
Exhaled air contains a higher percentage of carbon dioxide than inhaled air does.
Both breathing and respiration involve the reactant of oxygen and the product of carbon dioxide.
Carbon dioxide can pass through a membrane.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



6-8
INQE
9-11
LS1B
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.

The gradual combustion of carbon-containing
compounds within cells, called cellular respiration,
provides the primary energy source of living
organisms; the combustion of carbon by burning of
fossil fuels provides the primary energy source for
most of modern society.


Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.
Explain how the process of cellular respiration is
similar to the burning of fossil fuels (e.g., both
processes involve combustion of carboncontaining compounds to transform chemical
energy to a different form of energy).
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 29
WORD BANK
WASL WORDS
Combustion
Cellular respiration
Oxidation
Diffusion
Oxygen
Waste
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Cellular respiration – When I burned a candle, it
was extinguished when oxygen was taken away
and turned BTB yellow which is an indicator for
CO2. When I breathed into a quantity of water,
I watched the temperature go up 3º C. This is
an indication that heat energy is released during
exhalation. When using the breathing apparatus,
I noticed that my exhaled air, but not my
inhaled air, turned BTB yellow. I understand
that two of the products of cellular respiration
are heat (energy) and CO2.
MATERIALS MANAGEMENT:
 No need to use the wooden block in water. Remove candle from metal holder, turn the holder over, and
set the candle on the top.
 Consider making simple butter or margarine candles as a way to model how fats burn to produce energy.
 Some students may need to be reminded of the original color of the BTB in order to compare and
appreciate the color change that occurs. Have a small amount in a beaker available.
 Minimize BTB waste; reactivate with baking soda.
INSTRUCTIONAL STRATEGIES:
 This is a KEY LESSON. Take time to develop the concepts over several days.
 Make sure to take the time to process the introduction. Remind students of the “fire triangle.”
 Have students use colored pencils to draw the candle setup before and after combustion. Have
students pay particular attention to the colors of the BTB solution before and after.
 Extension: put some Elodea or aquarium grass in some BTB solution that has turned yellow from CO2.
Place in sunny window. Allow photosynthesis to work and remove the CO 2 from the water.
 Have students complete a T chart to organize the important ideas around combustion and respiration.
They then can transfer this to the Venn diagram.
Combustion
Respiration
Where does it happen?
Raw ingredients?
Products?
ASSESSMENT:
 Have students add arrows and annotate the drawing on Student Sheet 12.2 (p. 151) to demonstrate
understanding.
 Write a working definition of cellular respiration based on T chart and Venn diagram.
 Have students answer questions A-E, p. 105 of the student guide. Formally assess the answer to F.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 30
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 31
Lesson 13: Releasing Energy
From Food
:
STC/MS Human Body Systems
FOCUS QUESTION:
 How does the amount of energy released from one nutrient (protein/fat, carbohydrates) compare to
the amount of energy released from a similar quantity of a different nutrient?
CONCEPTS:
 A calorie is a unit of measure of heat energy.
 Oxidation occurs when substances combine with oxygen.
 Combustion is a form of oxidation that is accompanied by a rapid release of energy in the form of heat
and light.
 One phase of cellular respiration is when nutrients are oxidized to release energy.
 Different foods have different caloric values.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



6-8
INQE
9-11
LS1B
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.

The gradual combustion of carbon-containing
compounds within cells, called cellular respiration,
provides the primary energy source of living
organisms; the combustion of carbon by burning of
fossil fuels provides the primary energy source for
most of modern society.


Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.
Explain how the process of cellular respiration is
similar to the burning of fossil fuels (e.g., both
processes involve combustion of carboncontaining compounds to transform chemical
energy to a different form of energy).
WORD BANK
WASL WORDS
Calorie
Energy
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 32
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Calorie – Calories measure how much energy is
stored in food. Walnuts have more stored
energy than marshmallows because a walnut
burned ___ minutes longer and heated 20 mL of
water ___ degrees more than the marshmallow.
Walnuts have more calories than like amounts of
marshmallows.
Cellular respiration -- Students should add
“food” to their working definition of cellular
respiration from lesson 12. I understand that
cellular respiration requires oxygen and some
fuel source in order to release heat (energy) and
CO2 waste. Nutrients in foods are the fuel that
is needed. Foods contain stored energy that,
when combined with oxygen, is released during
cellular respiration.
MATERIALS MANAGEMENT:



Having students hold the test tube clamp and thermometer in their hands is an obvious safety concern.
If you have the equipment, use ring stands and test tube clamps to hold the test tube and
thermometer.
Coat the outside of the test tube with dish detergent and the soot comes off easily!
Croutons have been substituted for nuts.
INSTRUCTIONAL STRATEGIES:




Elicit student questions that have students’ design additional investigations that test other foods (e.g.,
potato chips) and calculate their caloric content.
Add nutrition labels for marshmallows and croutons.
Students may question the “fair test” aspect of this investigation when using a crouton and a
marshmallow (the crouton obviously has more mass). Have students mass the crouton and marshmallow
and attempt to use equal masses.
In order to compare the exact number of calories in the marshmallow and crouton (and make
quantitative comparisons), consider the following:
o Mass the marshmallow and crouton before and after burning.
o Temperature probes can be used to collect heat data. (STC/MS has additional teacher resources
in how to use Probeware through the module.)
o Link to matter and energy
ASSESSMENT

Check for student understanding by having students answer questions A-D on page 115 of the student
book.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 33
Lesson 14: The Pumping Heart
STC/MS Human Body Systems
FOCUS QUESTION:


Why does the blood flow from the heart, to the lungs, back to the heart, and out to the body?
What is the role of the heart in transporting the raw materials and waste products of cellular
respiration?
CONCEPTS:
 The heart consists of two pumps: the right pump sends blood to the lungs and the left pump sends blood
to the rest of the body.
 The valves of the heart prevent the backward flow of blood.
 Humans have a closed circulatory system.
 The respiratory and circulatory systems are dependent on each other
 Models have strengths and limitations.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
6-8
SYSA
Any system may be thought of as containing
subsystems and as being a subsystem of a larger
system.

Given a system, identify subsystems and a larger
encompassing system (e.g., the heart is a system
made up of tissues and cells, and is part of the
larger circulatory system).
6-8
INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.

Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.

WORD BANK
WASL WORDS
Model
Valve
Closed system
Artery
Vein
Cell
Blood vessels
Carbon dioxide
Heart
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 34
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:

Demonstrate how siphon pumps are to be used and address consequences for misusing them before lab
begins. Plan on having water to mop up. Bring old towels from home to cover desks.
INSTRUCTIONAL STRATEGIES:



Have students flip picture of siphon pump upside down and glue into their science notebooks. This
better illustrates the actual orientation of the heart.
Create a worksheet that has a picture of the upside down siphon pump and the heart side by side (see
back). Have students write one set of labels down the middle and draw lines to each picture to show
the relationship between the model and the actual heart.
Consider dissecting a sheep’s heart with lungs attached.
ASSESSMENT:


Discuss strengths and limitations of the siphon pump heart model.
Focus student attention on questions 3B and C on p. 123 and question 8 on p. 124 in the student book.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 35
Youth Take Heart Lesson 2:
To Feel a Heart: Sheep Heart Exploration
STC/MS Human Body Systems
FOCUS QUESTIONS:





What is the purpose of the circulatory system?
What are the different parts of the circulatory system?
What is the structure and function of the different parts of the heart?
How do the parts of the heart work together to function as an organ?
How does blood flow through the heart?
CONCEPTS:



The circulatory system includes the heart, the blood vessels, and the blood.
The two purposes of the circulatory system are:
o To take blood that contains oxygen and other nutrients to all cells of the body so that these
cells will have what they need to function.
o To remove waste products from the cells.
The heart and circulatory system have different structures that have different functions.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



9-11
LS1F
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules
that cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of
the many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.
WORD BANK
heart
anatomy
organ
aorta
vena cava
right pulmonary artery
right pulmonary vein
left pulmonary artery
left pulmonary vein
right atrium
left atrium
right ventricle
left ventricle
tricuspid valve
mitral valve
coronary artery
coronary vein
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 36
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
See “Youth Take Heart” Teacher Version, Lesson 2: Just Move It, p. 3 - 4.
INSTRUCTIONAL STRATEGIES:
See “Youth Take Heart” Teacher Version, Lesson 2: Just Move It, p. 1 – 6.
ASSESSMENT:
See “Youth Take Heart” Teacher Version, Lesson 2: Just Move It, p. 7 - 9.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 37
Youth Take Heart Lesson 3:
STC/MS Human Body Systems
Give Me the Runaround: A Circulatory
System Role-Play Model
FOCUS QUESTIONS:





What are the parts of the circulatory system?
What are the functions of the different parts of the circulatory system?
What is the path that blood takes through the circulatory system?
What substances do blood transport?
What are some of the interactions between the circulatory system, other organs and organ systems,
and cells?
CONCEPTS:




The circulatory system delivers oxygen and other nutrients to the cells.
The circulatory system picks up carbon dioxide and other waste products from cells and delivers them
to organs (lungs, kidneys, liver and skin) for disposal and processing.
These exchanges result in a careful balance of substances in our blood.
This process of maintaining a stable internal environment is called homeostasis.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



9-11
LS1F
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules
that cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of
the many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.
WORD BANK
tissue
blood
toxins
salts
intestines
homeostasis
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 38
oxygen
carbon dioxide
nutrients
waste products
lungs
liver
kidneys
stomach
WORKING DEFINITIONS
smoking
overeating
alcohol abuse
high salt diet
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
See “Youth Take Heart” Teacher Version, Lesson 3: A Circulatory System Role Play Model, p. 4.
INSTRUCTIONAL STRATEGIES:
See “Youth Take Heart” Teacher Version, Lesson 3: A Circulatory System Role Play Model, p. 1 - 12.
ASSESSMENT:
See “Youth Take Heart” Teacher Version, Lesson 3: A Circulatory System Role Play Model, p. 12- 13.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 39
Youth Take Heart Lesson 4:
Circulatory Learning Stations
STC/MS Human Body Systems
Station: A Model of the Heart
FOCUS QUESTIONS:
 What are the structures and functions of the different parts of the heart?
 What is the path of blood through the heart?
CONCEPTS:
 A model can be used to increase familiarity with the structures and functions of the heart.
 Models have benefits and limitations in representing the circulatory system.
Station: Blood
FOCUS QUESTION:
 What are the four major parts of blood, and what are their functions?
CONCEPTS:
 Plasma: the liquid part of the blood – transports molecules to all parts of the body.
 Red blood cells: contains hemoglobin, a molecule that carries oxygen.
 White blood cells: fight infection.
 Platelets: fragments of cells that play a role in clotting.
Station: Blood Vessels
FOCUS QUESTIONS:
 What are the 3 types of blood vessels and their functions?
 How is the amount of blood that flows into different tissues regulated?
CONCEPTS:
 Arteries: carry blood away from the heart; strong and elastic.
 Veins: return blood to the heart; pick up waste and carbon dioxide.
 Capillaries: the smallest vessels; one cell thick; exchange of gases and substances between the blood
and cells.
Station: Blood Pressure
FOCUS QUESTIONS
 What is blood pressure?
 What factors determine the amount of pressure inside the artery?
 Why is high blood pressure a risk factor for disease of various organs?
 What strategies can help prevent high blood pressure?
CONCEPTS:
 Blood pressure is the force applied against the walls of the arteries as the heart pumps blood through
the body.
 The pressure is determined by the force of the blood against the artery walls; the amount of blood
pumped; and the size and flexibility of the arteries.
 High blood pressure can put a person at risk for stroke, impaired vision, heart attack, heart failure,
and kidney damage.
 Diet, physical activity and stress levels can impact blood pressure.
***Student Reading: HBS Student Guide p. 142-43.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 40
Station: Body Mass Index (BMI)
FOCUS QUESTIONS:
 What is BMI and how is it determined?
 What does BMI mean for your health?
CONCEPTS:
 BMI correlates to body fat. It is determined by comparing a person’s weight to their height.
 A higher BMI can correlate to future disease and obesity in adulthood.
Station: Diseases and Treatments of the Heart and Blood Vessels
FOCUS QUESTIONS:
 What are some of the more common diseases of the circulatory system?
 What is arthrosclerosis and how does it impact the circulatory system?
CONCEPTS:
 Diseases of the heart include valvular disease; arrhythmias; heart attack and heart failure.
 Diseases of the blood vessels include atherosclerosis, aneurysm, stroke and varicose veins.
 Many of these diseases can be prevented by lifestyle choices.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



9-11
LS1F
All of the functions of the cell are based on
chemical reactions. Food molecules are broken
down to provide the energy and the chemical
constituents needed to synthesize other molecules.
Breakdown and synthesis are made possible by
proteins called enzymes.
Some of these enzymes enable the cell to store
energy in special chemicals, such as ATP, that are
needed to drive the many other chemical reactions
in a cell.



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Explain how cells break down food molecules and
use the constituents to synthesize proteins,
sugars, fats, DNA and many other molecules
that cells require.
Describe the role that enzymes play in the
breakdown of food molecules and synthesis of
the many different molecules needed for cell
structure and function.
Explain how cells extract and store energy from
food molecules.
WORD BANK – see Youth Take Heart Lesson 4: Teacher’s Version
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
See “Youth Take Heart” Teacher Version, Lesson 4, Circulatory Learning Stations
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 41
INSTRUCTIONAL STRATEGIES:
See “Youth Take Heart” Teacher Version, Lesson 4, Circulatory Learning Stations
ASSESSMENT:
See “Youth Take Heart” Teacher Version, Lesson 4, Circulatory Learning Stations
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 42
Lesson 15: Factors Affecting
Heart Rate
STC/MS Human Body Systems
FOCUS QUESTION:


What are some factors that affect heart rate?
What are the jobs of different types of blood?
CONCEPTS:
 One’s pulse is the rhythmic expansion and recoil of arteries (measured by pressing an artery over a
bone) that is caused by the contractions of the heart.
 Heart rate can be determined by measuring one’s pulse.
 Heart rate can be influenced by a variety of factors, including exercise and weight.
NOTE: Do this lesson only if PE teachers are NOT doing similar activities in PE.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
6-8
SYSA
Any system may be thought of as containing
subsystems and as being a subsystem of a larger
system.

Given a system, identify subsystems and a larger
encompassing system (e.g., the heart is a system
made up of tissues and cells, and is part of the
larger circulatory system).
6-8
INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.

Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.
WORD BANK
Pulse
Plasma
Red blood cells

WASL WORDS
Rh factor
Platelets
White blood cells
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 43
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Heart rate
MATERIALS MANAGEMENT:
INSTRUCTIONAL STRATEGIES:





PE teachers are using activities similar to this in PE class to help students connect exercise with
health. Check with the PE staff at your school to find out what they do with students. If they are
doing similar activities, skip this so you have time for other lessons.
Students can also look at recovery heart rates in different people.
Students may want to further explore other exercise and weight-related activities and the effect on
heart rate.
Other possible considerations are to check heart rate before and after exercise in people who smoke
and don’t smoke, people who exercise regularly compared to non-exercisers, etc.
Check with PE teachers to see if they do similar things.
ASSESSMENT:
 Make sure students write up a lab report on this activity. The data collected and conclusions drawn to
bring students to conceptual understanding about how weight and exercise influence heart rate.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 44
Lesson 16: The Heart Meets
Resistance
STC/MS Human Body Systems
FOCUS QUESTION:
 What factors limit the flow of blood through the body?
CONCEPTS:
 Blood pressure is a measure of the resistance of vessel walls to the flow of blood generated by
contractions of the ventricles of the heart.
 When arteries are narrowed by plaque, or hardened by age, the heart must work harder to pump blood
through them.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
6-8
SYSA
Any system may be thought of as containing
subsystems and as being a subsystem of a larger
system.
Given a system, identify subsystems and a larger
encompassing system (e.g., the heart is a system
made up of tissues and cells, and is part of the larger
circulatory system).
6-8
INQE
Models are used to represent objects, events,
systems, and processes. Models can be used to
test hypotheses and better understand
phenomena, but they have limitations.

WORD BANK

Create a model or simulation to represent the
behavior of objects, events, systems, or
processes.
Use the model to explore the relationship
between two variables and point out how the
model or simulation is similar to or different
from the actual phenomenon.
WASL WORDS
Blood pressure
Resistance
Plaque
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Blood pressure
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 45
MATERIALS MANAGEMENT:
INSTRUCTIONAL STRATEGIES:

Students are able to qualitatively “feel” the difference between a free flowing siphon pump compared
to one that simulates arterial blocking (high blood pressure) when they insert different size holes in a
rubber stopper. Consider collecting quantitative data by measuring how much liquid is pumped with one
squeeze of the siphon pump for each treatment: free flowing, large-hole rubber stopper, and smallhole rubber stopper. Encourage replicate measurements.
ASSESSMENT:
Focus students on answer questions 7 E and F on page 141 of the student guide.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
5/7/17 46
Lesson 21: Exploring Muscle
Fatigue
:
STC/MS Human Body Systems
FOCUS QUESTION:
 How and why do muscles fatigue?
 How do muscles feel when they are fatigued?
 What controls the movement of the muscles?
CONCEPTS:
 Skeletal muscles have limited endurance; they tire unless allowed to rest, refuel, and eliminate waste
products.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8
INA-E
Students know that:
Inquiry standards apply.
WORD BANK
Students are expected to:
WASL WORDS
Muscle fatigue
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
Muscle fatigue
MATERIALS MANAGEMENT:
INSTRUCTIONAL STRATEGIES:


Have students design additional activities to test for muscle fatigue.
Do the reading at the end of the lesson. Emphasize that heart muscle is made of a different type of
muscle cell than skeletal muscles. Heart muscle is designed for endurance so in healthy individuals it
doesn’t fatigue the way skeletal muscles do. One reason is the large coronary artery that carries
oxygen-rich blood to the heart muscle. The muscle cells get lots of oxygen because there is so much
blood in the coronary artery. A second reason is that cardiac muscle cells have more mitochondria than
skeletal muscle cells. The mitochondria produce a molecule (ATP) that is very important in energy
production in cells. With more mitochondria, the heart muscle can be more active without feeling tired
so quickly.
ASSESSMENT:

Focus student attention to question 7C, p. 176 of the student book.
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
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DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
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Lesson 17: The Respiratory and
Circulatory Systems—Assessment
STC/MS Human Body Systems
FOCUS QUESTION:
 How is exercise and breathing rate related?
 How do the digestive, respiratory, and circulatory systems work together to keep humans alive and
functioning efficiently?
CONCEPTS:
 The functions of the respiratory and circulatory systems are closely linked.
LANGUAGE OBJECTIVE:
CONTENT STANDARDS/PERFORMANCE EXPECTATIONS:
Standard
6-8 LS1C
Students know that:
Students are expected to:
Multicellular organisms have specialized cells that
perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform
specialized functions within organ systems



6-8
SYSA
Any system may be thought of as containing
subsystems and as being a subsystem of a larger
system.
Relate the structure of a specialized cell (e.g.,
nerve and muscle cells) to the function that the
cell performs.
Explain the relationship between tissues that
make up individual organs and the functions the
organ performs (e.g., valves in the heart control
blood flow, air sacs in the lungs maximize
surface area for transfer of gases).
Describe the components and functions of the
digestive, circulatory, and respiratory systems
in humans and how these systems interact.
Given a system, identify subsystems and a larger
encompassing system (e.g., the heart is a system
made up of tissues and cells, and is part of the larger
circulatory system).
WORD BANK
WASL WORDS
WORKING DEFINITIONS
OPERATIONAL DEFINITIONS
MATERIALS MANAGEMENT:
INSTRUCTIONAL STRATEGIES:
ASSESSMENT:
Students should do a final revision of their Human Body posters with summary boxes.
DIFFERENTIATION:
CULTURAL RELEVANCY:
ADDITIONAL RESOURCES:
Adapted from HBS-Teacher Tips-9-03, © Middle School Science Systemic Change Partnership
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