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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