Download Living Systems - Lonoke School District

UNIT OF STUDY
Title: Living Systems: Structure and Function
Topic: Life Science
Subject/Course: Science
Grade: 7th
UNIT GOALS AND EXPECTATIONS
IMPORTANT CONCEPTS/UNDERSTANDINGS:
• Big Idea: Living systems at all levels of
organization demonstrate the complementary
nature of structure and function. Important levels of
organization for structure and function include cells,
organs, tissues, organ systems, whole organisms,
and ecosystems.
• Big Idea: All organisms are composed of cells-the
fundamental unit of life. Most organisms are single
cells: other organisms, including humans are multicellular.
• Cells carry on the many functions needed to
sustain life. They grow and divide, thereby
producing more cells. This requires that they take
in nutrients, which they use to provide energy for
the work that cells do and to make the materials
that a cell or an organism needs.
• Specialized cells perform specialized functions in
multi –cellular organisms. Groups of specialized
cells cooperate to form a tissue, such as a muscle.
Different tissues are in turn grouped together to
form larger functional units, called organs. Each
type of cell, tissue, and organs has a distinct
structure and set of functions that serve the
organism as a whole.
• The human organism has systems for digestion,
respiration, reproduction, circulation, excretion,
movement, control and coordination, and for
protection from disease.
Length: 9 weeks
Designer: Mary White
ESSENTIAL QUESTIONS:
• What is the relationship between cells, tissues
organs and organ systems?
• What are the functions of each body system and
how do these systems work together to keep the
organism alive?
• How do the systems work together to maintain
homeostasis?
STUDENT LEARNING EXPECTATIONS:
• LS 2.7.1 Illustrate the hierarchical relationships of cells, tissues, organs, and organ systems
• LS. 2.7.2 Analyze how two or more organs work together to perform a function(e.g., mouth and stomach to digest
food)
• LS. 2.7.3 Identify organ systems in vertebrates and plants
• LS. 2.7.4 Analyze the structure and function of tissues, organs and organ systems of a vertebrate and an
angiosperm using models or methods of dissection
• LS. 2.7.5 Compare and contrast vertebrate systems and plant organ systems
• LS. 2.7.6 Identify human body systems: nervous, digestive, circulatory, respiratory, excretory, integumentary,
skeletal/muscular, endocrine and reproductive
• LS. 2.7.8 Investigate functions of human body systems
• LS. 2.7.9 Describe interactions between major organ systems
• LS. 2.7.10 Investigate careers, scientists and historical breakthroughs related to life systems
• LS. 3.7.12 Summarize the interactions between organ systems in the maintenance of homeostasis
1
SPECIFIC DECLARATIVE KNOWLEDGE – What I know
• define cell, tissue, organ, organ system and
hierarchy
• describe the following relationships: cells/tissues;
tissues/organs; organs/organ systems
• identify examples or an organ system * (i.e.
respiratory system)
• describe functions or major organs in selected
organ system
• define vertebrate
• demonstrate basic dissection skills
• list the nine organ systems in vertebrates
• identify organ systems in vertebrates and plants
• define angiosperm
• define homeostasis
• list the four organ systems in plants
(i.e. root system, vascular system, leaf system,
reproductive system)
SPECIFIC PROCEDURAL KNOWLEDGE – What I need to do
•
•
•
•
•
•
Illustrate the hierarchical relationships of cells, tissues,
organs, and organ systems
Analyze how two or more organs work together to
perform a function
Analyze the structure and function of tissues, organs,
and organ systems of a vertebrate and an angiosperm
using various models or methods of dissection
Relate the structure of vertebrate and plant body
systems to their functions
Investigate functions of human body systems
Summarize the interactions between organ systems in
the maintenance of homeostasis
UNIT ASSESSMENTS
(Include tasks related to Dimensions 3 and 4 and Bloom’s Taxonomy)
Open-response- Compare two body systems and explain how they work together to maintain homeostasis
Open response item E: Answer two questions using a diagram of the digestive system.
Open response item B: Answer three questions by interpreting data from a table about an organism’s heartbeat in different
solutions.
Traditional Assessments:
Body systems quiz
Plant system quiz
Skeletal system quiz
Muscle system quiz
Other Evidence of Learning:
Daily notebook entries
Line of Learning (LOL)
ACTIVITIES AND LEARNING EXPERIENCES
Resources
Unit Overview: Learning about the body systems and how they work
together to maintain the body’s homeostasis is important .
RAFT: Students will use the raft reading strategy to illustrate and
explain how cells, tissues, organs and body systems are related.
Glencoe Science p. 230
Circulatory System:
Simulating Blood Transfusions Lab: Students will simulate blood
transfusions to learn which are compatible and which are not.
Circulatory System Lab: Students will use red (arteries) and blue (veins)
vis-vis pens to illustrate the correct blood-flow passageway through a
heart model drawn on a laminated poster board.
Arteries, Veins and Capillaries Lab: Students will use red and blue yarn
to construct a model of how blood diffuses between arteries and veins
through capillaries.
Heart and Breathing Rate Lab: Students will run in place, do jumping
jacks and sit quietly to determine how heart rate and breathing rate are
related to each other. Take heart rate for 10 seconds and multiple by 6
Prentice Hall
SAMSC
SAMSC
SAMSC
2
to get heart rate per minute. Count number of breaths per minute to
determine breathing rate.
Respiratory System:
Comparing Surface Area Lab: Students will use a bathroom tissue roll
to represent a bronchus and marbles to represent alveoli to understand
the efficiency of gas exchange in the lungs.
Lung Model: Students will construct a model of the lung using a cup,
balloon and rubber stopper to understand the parts of the respiratory
system and to model inhalation and exhalation.
Digestive System:
How long is your digestive tract? Students will use measure string to
represent the entire length of their digestive tract. Then cut the sting to
represent the different lengths of the organs. Label each organ string
and explain its function in the digestive tract.
Excretory System:
Urinary Diagram Lab: Students will make an illustration of the urinary
system and explain the function of each organ- kidneys, ureters,
bladder, and urethra. If kidneys are available, we will complete a
dissection to view nephrons.
Integumentary System:
Recognizing Why You Sweat Lab: Students will use a magnifying glass,
plastic sandwich bag, and tape to observe water evaporation from the
skin.
Skeletal System:
Mr. Bones Lab: Students will cut out, assemble and label a paper
skeleton.
Memorization Lab: Students will have to commit to memory the major
skeletal bones and orally point them out to the teacher using a skeleton
model.
Elbow Joint Lab: Students will construct a model of the arm using
balloons, card stock, brads, and tape. This device will demonstrate that
muscles always pull, never push, bones.
Hollow Bones Vs. Solid Bones: Students will use dixie cups, beans and
weights to investigate if solid or hollow bones support more weight.
Muscular System:
Memorization Lab: Students will have to commit to memory the major
muscles of the body and be able to label them on a diagram.
Muscle Action Lab: Students will use a transparency, cotton ball and
timer to perform three different experiments to determine if blinking is
voluntary, involuntary or both.
Nervous System:
Observing Balance Control: Students will stand between two vertical
lines next to a wall for three minutes without leaning. Then, they will
complete the activity again with their eyes closed to understand what
factors affect your balance.
Determining Reaction Time Lab: Students will work with a partner, drop
a ruler and try to catch it before it hits the floor. They will repeat four
times to try to improve their response time.
Glencoe Science p. 415
Neo-Science Kit
(only if money is available)
Scott Foresman Science
SAMSC
Glencoe Science p. 436
Instructional Fair
SAMSC
SAMSC
SAMSC
Glencoe Lab Activity
Glencoe Science p. 455
Prentice Hall
Neuroscience for kids
http://faculty.washington.edu/chudler/neurok.html
3
Neuron Relay: Students will stand in a circle. One student is the brain.
Another student is the foot that steps on a nail. They must send a chain
reaction before to the brain and the brain has to send the message back
so the foot can be lifted.
Endocrine System:
Body Gland Lab: Students will locate and label and explain the function
of the nine glands using an illustration of the body.
www.science-class.net
Plant System:
Students will use a graphic organizer to compare plant and vertebrate
organ systems.
Project Learning Tree
Career Connections
Nursing or any other health field professional
4