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6th Grade Science Unit: You Can’t Sneeze on this Tissue Unit Snapshot Topic: Levels of Organization Grade Level: 6 Duration: 10 days Summary Students will be guided though the next levels of organization by studying tissues, organs and organ systems. Clear Learning Targets “I can”…statements ____ identify various tissues in plants and animals. ____ show that multicellular living things are organized in levels by cells, tissues, organs and organ systems. ____ make comparisons between the organ systems of plants and animals. ____ explain how the processes of the human body stay in balance through homeostasis. ____ defend an organ of the body to prove its necessity to the overall function of the body. Activity Highlights and Suggested Timeframe Days 1 Engagement: By conducting the class lab of placing celery and broccoli in colored water, students will observe how the vascular tissue of a plant transports materials through the plant stalks. Day 2 Exploration: Students will use the textbook to explore the various levels of organization of living things, focusing on tissues. They will also add the tissue section to the Levels of Organization Foldable began in Life Science Unit One. Days 3-4 Explanation: Students will use a flower to explain how a body system is composed of organs that work together to carry out a particular function. Days 5-7 Elaboration: Using the Homeostasis, Circulatory System and Digestive System Gizmo labs, students will see how various life processes are performed by the human body. Days 8-10 Evaluation: Students assume the roles of human organs and justify their “employment” by the Human Body Corporation. They will also complete the Levels of Organization Foldable they began in the first Life Science Unit. Day (Optional) Extension/Intervention: Students will use one of two online websites to either extend or reinforce learning. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 LESSON PLAN NEW LEARNING STANDARDS: *The content statements for sixth-grade life science are each partial components of a larger concept. The parts have been isolated in the New Learning Standards to call attention to the depth of knowledge required to build to one of biology’s important foundational theories: Modern Cell Theory. It is recommended that the content statements be combined and taught as a whole. As a result, the sixth-grade life science New Learning Standards are being presented in the CCS curriculum arranged by their relevance to the levels of organization of living things. 6.LS.1- Cells are the fundamental unit of life. Different body tissues and organs are made of different kinds of cells. Note 2: Emphasis should be placed on the function and coordination of these components 6.LS. 4- Living systems at all levels of organization demonstrate the complementary nature of structure and function. The level of organization within organisms includes cells, tissues, organs, organ systems and whole organisms. Whether the organism is single-celled or multicellular, all of its parts function as a whole to perform the tasks necessary for the survival of the organism. Organisms have diverse body plans, symmetry and internal structures that contribute SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and Columbus City Schools Curriculum Leadership and Development Science Department June 2013 speculation in a text. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6– 8 text complexity band independently and proficiently. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf STUDENT KNOWLEDGE: Prior Concepts Related to Species and Reproduction PreK-2: Living things have specific traits and are made up of a variety of structures. Living things require energy, water and a particular temperature range. Grades 3-5: Organisms are made of parts. Future Application of Concepts Grades 7-8: Photosynthesis and respiration are compared. Grade 8: Cellular reproduction is studied. High School: Details of cellular processes such as photosynthesis, chemosynthesis, cellular respiration, cell division and differentiation are studied. Cellular organelles studied are cytoskeleton, Golgi complex and endoplasmic reticulum. The unity and diversity of life and the evolutionary mechanisms that contribute to the organization of living things are studied. MATERIALS: VOCABULARY: Engage Celery Broccoli Containers for holding vegetables in water Red food coloring Student handout for Plant Plumbing Explore Prentice Hall Life Science textbook Copies of Cells to Multi-Celebrity Copies of or a way to display Tissue examples Student foldables from Unit One Explain Copies of Flower Diagram Copies of Flower Dissection lab sheet Enough flowers for class. It is suggested that you have at least one blossom per pair of students. Alstroemeria is recommended. These are inexpensive and readily available at store such as Kroger. Toothpicks Hand lenses X-acto knife and cutting board for teacher use Elaborate Access to computers Handouts in teacher instructions at Gizmo sites Evaluation Primary Connective Tissue Disposal of Wastes Energy Transfer Energy Transformation Epithelial Tissue Gas Exchange Homeostasis Muscle Tissue Nervous Tissue Organ Organ System Synthesis of New Molecules Tissue Transportation of Molecules Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Secondary Dissection Stress Copies of letter from Human Body Corporation to organ employees Books on body sytems and organs Access to computers Student foldables from Exploration section Extension Access to computers SAFETY General safety considerations Disposal of broken glass if glass containers will be used for tissue lab Clean-up of spills Down load lesson Plant Plumbing and make appropriate student copies Make copies of needed handouts Gather slides for microscope study Check to make sure that microscopes are in working order and that you have the appropriate cords for setting up a safe laboratory environment Access to computers lab/cart may be required depending on how you present the Gizmo and if you choose to have students do Ed Heads extension. Objective: Introduce children to the function of plant tissue. ADVANCED PREPARATION What is the teacher doing? ENGAGE (1-2 days) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?) EXPLORE (1 day) (How will the concept be developed? How is this relevant to students’ lives? What can be done at this point to identify and address misconceptions?) Columbus City Schools Curriculum Leadership and Development Science Department June 2013 What are the students doing? See teacher instructions included in the lesson Plant Plumbing. It is 1. Students read selection about suggested that the expository reading plant tissues from Plant on plant vascular tissues be read and Plumbing. the first activity Water Flow in Celery 2. Students complete optional and Broccoli be carried out in class. If questions from Xylem and additional time is allotted you may Phloem Get Things Moving. wish to continue with the Student3. Students are introduced to the Designed Experiments. way these plant tissues A link to an additional reading, Xylem function by conducting the and Phloem Get Things Moving at activities in Plant Plumbing. www.k12reader.com, will further support the content of this lesson. Objective: The objective of the following activities is to give students the opportunity to work with and begin to experience and develop a basic understanding of the organization of living systems including an explanation of the role of cells, tissues, organs, and organ systems that carry out life functions for all organisms. What is the teacher doing? What are the students doing? Day 1 Direct the students to open the 1. Students are reading the text textbook Life Science p. 468looking for relationships 473 between cells, tissues, organs, Review that all living things are and organ systems. made from cells and that cells 2. Students will complete the organize into tissues, tissues second section of Levels of form organs, organs join to make organ systems that carry out functions remarkably similar to functions in cells that we have already learned about. Those functions are to – maintain homeostasis, gas exchange, energy transfers and transformations, transportation of molecules, disposal of wastes and synthesis of new molecules. Tell the students you are going to do a close reading of the section (you may want to photocopy the section so students can mark it up) Direct the students to look for similarities between cells and people. Remind the students that what is true for the human body in the similarities they will find is also true for most other multicellular things (plants and animals) Use the paper “Cells to MultiCelebrity” below When you have completed the section on tissues, add the information below from “Tissue” to the second section of the Levels of Organization Foldable. Organization Foldable. Objective: Students will use flowers to explain how a plant’s reproductive system is composed of multiple organs. What is the teacher doing? EXPLAIN (1 day) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) Columbus City Schools Curriculum Leadership and Development Science Department June 2013 See the teacher direction sheet for Flower Diagram and Dissection Have students respond to the following question in an exit ticket: “What are the organs of a plant’s reproductive system and how do these organs work together to ensure the survival of the plant species?” What are the students doing? 1. Students diagram the reproductive system of a plant, i.e. a flower. 2. Students dissect a flower. 3. Students answer the question “What are the organs of a plant’s reproductive system and how do these organs work together to ensure the survival of the plant species?” in an exit ticket Objective: The objective of the following activity is to give students the opportunity to gain deeper understanding of What is the teacher doing? ELABORATE (1 day) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) Use the following Gizmo lessons Homeostasis, Circulatory System, and Digestive System in stations to expand on these topics: Gas exchange Energy transfer Transportation of molecules Disposal of wastes Synthesis of New molecules Gizmo: Homeostasis Gizmo: Circulatory System Gizmo: Digestive System What are the students doing? 1. Students will complete three Gizmos that together will show them how the body’s systems work together to keep it functioning properly. 2. Students will complete Comparing the Human Body to a Typical Animal Cell Have students complete Comparing the Human Body to a Typical Animal Cell Objective: Student s will show their knowledge of tissues, organs and organ systems. Formative EVALUATE (1 day and on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) Summative Written work, verbal responses, teacher created exit tickets and short cycle assessments will be used to monitor ongoing progress. EXTENSION EXTENSION/ INTERVENTION (1 day or as needed) Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Students who have shown mastery of the concepts presented in this unit can complete the lesson Ed Heads, Create a Stem Cell Line. http://www.edheads.org/activities/ste m1/index.shtml Students will complete an assessment called Human Body Corporation Cutbacks. Directions for assessment and Rubric for scoring are given in the teacher direction sheets. Students will also complete the foldable on Levels of Organization of Living Things which they began in Unit One. INTERVENTION The WebQuest, Organ Trail, can be completed by students to reinforce student understanding of the function and interdependence of various organs and tissues. http://mrscienceut.net/TheOrganTrail. html COMMON MISCONCEPTIONS Growth is not a prerequisite of life. Students confuse cells and molecules and atoms. Cells are made of molecules, which are made of atoms. Students may think that cells are the components of nonliving things, including carbohydrates and proteins. Strategies to address misconceptions: 1. Show diagrams of levels of organization beginning with the atom. 2. Explain how cells contain nonliving things like carbohydrates and proteins. Lower-level: For the evaluation students may want to be grouped or special consideration given when assigning organs to insure that challenged students are given a body organ that is easy to research. DIFFERENTIATION Higher-Level: During the evaluation phase Advanced students or students finishing ahead of others can be pushed to find organs which fall into one or more of the following categories and justify their positions: Voluntary Separation (organ transplant) e.g. a kidney choosing to leave to go work for another body. Outsourcing (organ function replaced by outside party/machine) e.g. kidney by dialysis, lungs by ventilator. Neglect of duty (function not imperative to body) e.g. appendix. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following sites: ELL Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload .aspx?DocumentID=105521 Gifted Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload .aspx?DocumentID=105522 Students with Disabilities: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown load.aspx?DocumentID=105523 Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Textbook Resources: Prentice Hall Life Science Textbook Websites: http://www.slideshare.net/melindamacdonald/32-knp Levels of organization slide presentation; animal vs. plant http://www.lebanon.k12.oh.us/sn/dbfiles/00918/1Organization.pdf Levels of organization slide show from atom through biosphere https://extension.illinois.edu/gpe/index.cfm Interactive review of flower parts and plant reproduction types Google: Kentschools comparing organelles to body systems - PowerPoint ADDITIONAL RESOURCES Literature: http://www.scsc.k12.in.us/SMS/Teachers/Martin/replacelevelsoforganization.ht m Levels of organization explained http://www.buzzle.com/articles/levels-of-organization-of-living-things.html Levels of organization from atoms to biosphere defined http://classroom.misd.org/users/0211/7.12C%20STEMscopedia_English.pdf Organization in plants and animals with table to fill in and questions Movies/Videos: https://www.youtube.com/watch?v=ZRFykdf4kDc Levels of organization short video for human body http://www.mrcbiology.com/celldiversity.swf Levels of organization from atom to biosphere https://www.youtube.com/watch?v=JhBqkMX6lD4 Amoeba Sisters video on homeostasis https://www.youtube.com/watch?v=y9hprlmck44 Explanation of xylem experiment Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Cells to Multi-Celebrity Name _____________________________ Period _____________________________ 1) How are multi-cellular organisms organized? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2) What is a cell? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 3) What are three major structures of a cell and what do they do? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 4) What do cells do? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 5) What is a tissue? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 6) What are the four types of tissue and what do they do? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 7) Compare tissues to the structures of a cell. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Columbus City Schools Curriculum Leadership and Development Science Department June 2013 8) What is an organ? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 9) How is an organ similar to a tissue? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 10) How are organs like cells? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 11)What is an organ system? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 12) What are the major organ systems of the human body and what do they do? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 13) How is the human body like a cell? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Cells to Multi-Celebrity Name _________________________________ Period _________________________________ 1. How are multi-cellular organisms organized? The levels of organization in the human body consist of cells, tissues, organs, and organ systems. 2. What is a cell? A cell is the basic unit of structure and function in a living thing. 3. What are three major structures of a cell and what do they do? The three major structures of a cell are the cell membrane, the nucleus, and the cytoplasm. The cell membrane forms the outside boundary of the cell. The nucleus directs the cell’s activities and contains the information that determines the cell’s form and function. The cytoplasm contains the organelles. 4. What do cells do? Cells carry on the processes that keep organisms alive, release energy, grow, and reproduce. 5. What is a tissue? Tissue is a group of similar cells that perform the same function. 6. What are the four types of tissue and what do they do? The muscle tissue allows for movement. Nervous tissue enables you to see, hear, see, and think. 7. Compare tissues to the structures of a cell. Tissues are like the structures of a cell because they perform a specific task contributing to the overall benefit of the organism. For example, the epithelial tissue is like the cell membrane, it separates the outside from the inside. 8. What is an organ? An organ is a structure that is composed of different kinds of tissue and performs a specific job. 9. How is an organ similar to a tissue? Organs perform a specific job. 10. How are organs like cells? Organs are made up of different parts (tissues) that work together like cells are made of structures that work together. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 11. What is an organ system? An organ system is a group of organs that work together to perform a major function. 12. What are the major organ systems of the human body and what do they do? The circulatory system transports materials to and from cells. The endocrine system controls many body processes by means of chemicals. The muscular system enables movement. The digestive system breaks down food and absorbs nutrients. The nervous system detects information from the environment. The skeletal system supports and protects the body. The respiratory system takes in and eliminates carbon dioxide. The excretory system removes waste. 13. How is the human body like a cell? It has organ systems like the structures of the cell that function together to take care of the bodies needs. For example, the endocrine system is like nucleus controlling the body by means of chemicals, the circulatory system transports materials to where they are needed, the digestive system breaks down food an absorbs nutrients like similar organelles, etc. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Tissues Cardiac tissue – Draw this on the top flap of the second part of your foldable next to the cardiac cell. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 This is a picture of a leaf under a microscope. Notice the upper epidermis. This is the top part of the leaf. Draw the epidermis cells that together form the outer tissue of the leaf. Inside the flaps write the following Tissue A group of similar cells that perform the same function. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Levels of Organization foldable. Foldable with two levels completed. Front of foldable with upper and lower flaps closed. Inside of foldable with all eight flaps open. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Flower Diagram and Dissection Materials: Flower diagram sheet Flower dissection sheet One flower blossom for each pair of students Toothpick Ruler Hand lens Teacher only: X-acto knife and cutting board Students are usually surprised that organisms other than animal reproduce sexually since they assume that the term sexual reproduction is interchangeable with any term meaning sexual intercourse. When teaching about the organs and organ systems, having students diagram and dissect a flower is a good way to introduce them to the idea that animals and plants have analogous organs for carrying out similar functions. Most sixth-graders will be unaware that flowers have male and female parts as well as male and female reproductive cells. Step one: flower diagram Have students complete the flower diagram. It is suggested that each part of the flower be colored in such a way that each part of the flower stands out from the others. Step Two: flower dissection Alstroemeria is probably the easiest flower for students to dissect because they are fairly simple and closely resemble the classic flower diagram. Alstroemeria is also inexpensive and readily available throughout the year at grocery chains such as Kroger. Give each individual or pair of students a complete blossom. Have students observe the flower and identify as many parts as they can, using the flower diagram as a guide. Have them complete two to three of each of the qualitative and quantitative observations while the flower is still intact. Students should draw, label and measure the outer petals after having gently pulled them off the blossom. The evidence of the sepal in an alstroemeria is the green tip on the larger petals. Repeat the above process with the smaller inner petals and then the stamens. Students should be careful handling the stamens because the anthers will separate easily from the filaments and can be hard to find once that fall away. Finally, when it is time to dissect the pistil, you should go to each desk and split it lengthwise with an X-acto knife. Draw label and measure like before. Using toothpicks, students should be able to extract the ovules from the ovary. Counting these makes a great quantitative observation. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Flower Dissection Name_______________________________________Date___________Period____ Species of flower: _________________________ Five qualitative observations: 1. 2. 3. 4. 5. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Five quantitative observations: 1. 2. 3. 4. 5. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Draw, label and measure the inside and outside of the large petal showing evidence of the sepal. Draw, label and measure the stamen, anther, filament, and pollen. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Draw, label and measure the inside and outside of the small petal. Draw, label and measure the stem, receptacle, pistil, stigma, style, ovary and ovules. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Comparing the Human Body to a Typical Animal Cell Name____________________________________Date______________Period____ Give an example of how the human body and an animal cell carry out these functions. A complete answer will name an organelle, organ or body system AND provide an explanation of how the process is carried out. Human Body Gas Exchange Energy Transfer Transportation of Molecules Disposal of Wastes Synthesis of New Molecules Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Animal Cell Comparing the Human Body to a Typical Animal Cell Name____________________________________Date______________Period____ EXAMPLE: student answers may vary Give an example of how the human body and an animal cell carry out these functions. A complete answer will name an organelle, organ or body system AND provide an explanation of how the process is carried out. Human Body Animal Cell Gas Exchange Lungs- exchange oxygen for carbon dioxide Cell membrane- allows gas particles to pass in and out of the cells Energy Transfer Muscles- convert chemical energy in carbohydrates to mechanical energy in movement Mitochondria- converts stored energy in food to energy cell uses for growth Transportation of Molecules Cardiovascular systemuses blood and blood vessels to move materials through the body Cytoplasm allows particles to move through cells Disposal of Wastes Excretory systemeliminates wastes from the body through urine and sweat Lysosome- break down organelles no longer functioning in a cell Synthesis of New Molecules Digestive systembreaks food into molecules that are used by the body for growth and repair. Ribosomes- make new proteins Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Human Body Corporation Cutbacks The human body is comprised of multiple systems (11 total; Prentice Hall Life Science tackles 8). In this lesson students will each take the role of an organ working for the Human Body Corporation. The Setup: Unfortunately, times being what they are, the company must make some cutbacks. Students will receive a letter from the CEO explaining the cutbacks and that they must come to a board meeting prepared to defend their position. Organs without a solid justification for their continuance with the company could be cut. Students need to be assigned the role of a body organ. This can be done on notecards or by writing the names of the assigned organs on the form letters to be handed out explaining the cutbacks. Explain that each student is to learn the function of their organ and write a persuasive letter to the board stating why the job performed by the organ is imperative to the body as a whole and how other organs depend on this organ for their success. Students with organs in the same system may want to appeal to the board as a group but will each need to submit individual letters. You may want students to form the board of directors or other adults could be brought in. Students should read their letters and be told that decisions on final cuts will be made after all appeals have been submitted. An abundance of resources with information on organ function can be found at the following WebQuests which were the inspiration for this lesson: http://wilson.cr.k12.ia.us/miller/webquest.htm http://hrsbstaff.ednet.ns.ca/kmason/human_body_webquest.htm A rubric for the science portion of this lesson follows the suggested organ list. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 A few things to keep in mind: 1. This project is easily adapted for a group. Check the referenced WebQuests. 2. Advanced students or students finishing ahead of others can be pushed to find organs which fall into one or more of the following categories and justify their positions: Voluntary Separation (organ transplant) e.g. a kidney choosing to leave to go work for another body. Outsourcing (organ function replaced by outside party/machine) e.g. kidney by dialysis, lungs by ventilator. Neglect of duty (function not imperative to body) e.g. appendix. 3. It is suggested this be a cross-curricular assignment between the science and language arts classes. Students can use the writing portfolio persuasive writing rubric as a guide for the writing conventions when composing their letters to the board of directors. 4. You may want students to submit a resume for their organs when presenting to the board. The resume would allow students to lay out their information in a more graphic way and give them a place to write the resources they used for their research. 5. The importance placed on the organ’s function should center on the body’s dependence on the organ to support the body in the following processes: Gas exchange Energy transfer Transportation of molecules Disposal of wastes Synthesis of New molecules Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Fonda Cells Chief Executive Officer Human Body Corporation 22 Artery Way Columbus, OH Spring, 2014 Dear ______________, Faithful Employee of the Human Body Corporation: As you know, the Human Body Corporation (HBC) has experienced many challenges over the past several years and we recently announced a restructuring plan which has been designed to position HBC for long-term success and operational efficiency. We continually review every aspect of our systems’ operations to ensure we remain competitive and are able to sustain our long-term business objectives. As a part of our restructuring, each system is obligated to cut costs where possible for the success of the reorganization of HBC. Regrettably, reducing costs requires that we must make a number of tough decisions. Several of these very difficult decisions involve modifying the body structure so as to allow HBC to share certain work across the HBC system, which will result in a reduction in force. We will also be forced to outsource jobs to companies outside of HBC. Unfortunately, the reality is that our employee population will be affected by the steps we must take. In order to decide which employees will be eliminated, the Executive Board of HBC will allow each employee to plead his/her case in front of the Board of Directors. It is recognized that you are part of a department and that you may feel your department as a whole can make a more persuasive argument, but ultimately, you are viewed as an individual and you alone are responsible for defending your position. We are making an attempt to mitigate, or lessen, the number of employees who may experience an employment loss as a result of this reduction in force by offering voluntary separation options. An employee who can show that although his function is not required by HBC, but may be crucial to another similar corporation, may be offered an exit package to ensure a smooth transition into a new place of employment. Of course, here at HBC, we encourage all employees to support each other, but at times it may be imperative to report another employee’s neglect of duty. In addition, if you are aware of an outsourcing opportunity that HBC is not currently taking advantage of, please bring these cost effective alternatives to our board. Bonuses may be issued for proof of any employee whose job is no longer crucial to HBC. Good luck – the company’s future “health” depends on you! Sincerely, Fonda Cells, CEO Human Body Corporation Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Suggested list of departments (organ systems) and employees (body organs) Circulatory Heart Arteries Veins Capillaries Digestive Liver Small Intestine Gallbladder Esophagus Nervous Left Eye Brain Spinal Cord Peripheral Nerves Skeletal Skull Pelvis Femur Sternum Endocrine Pituitary Gland Pancreas Adrenal Gland Thyroid Gland Muscular Thoracic Diaphragm Gluteus Maximus Bicep Temporalis Excretory Right Kidney Left Ureter Urinary Bladder Urethra Reparatory Left Lung Trachea Nose Left Bronchus Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Rubric for Human Body Corporation Letter to the Board of Directors Research Exemplary 4-Accurate information taken from several sources. All sources cited. Industriousness 4-Student worked well and class time was not wasted. Composition of Letter 4-Letter is well organized, creative and detailed. Argument to the Board 8-Very convincing argument supported by facts and details. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Accomplished 3-Accurate information taken from a couple of sources. Some sources cited. Developing 2-Accurate information taken from a couple of sources but no sources are cited. 3-Student 2-Student worked well worked some most of the of the time time and little and half of class time was the time was wasted. wasted. 3-Letter is 2-Letter mostly shows little organized and organization detailed. and detail. Some Little creativity is creativity is present. present. 6-Argument 4-Somewahat convincing convincing and supported argument by some facts supported by and details. very few facts and details. Beginning 1-Information taken only from one source and/or information not accurate or cited 1-Student rarely worked well and the majority of class time was wasted. 1-Letter shows no organization or detail. No creativity is present. 2-Argument present but not convincing. Score Levels of Organization foldable. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 Common Student Misconceptions about Cells and other Living Things 1. If it moves, it is alive. Many things that move aren’t alive, such as cars, clouds, and flowing water. The living things that are most familiar to children are likely to be animals that move. Since they consider animals to be alive, they may associate the characteristic of movement with life. 2. If it seems to move by itself, it’s alive; if it’s moved by something else, it’s not alive. A shadow moves by itself, but it’s not alive. Fire also moves by itself. Once children recognize that there are non-living things that can be moved by an external force — like clouds moved by the wind, or a bicycle pedaled by a person, they may make the finer distinction that something is alive only if it can move itself. 3. If it makes light or a noise, it’s alive. A burning candle and a flashlight make light but are not alive. A ringing bell and a piano make noise, but are not alive. Younger children may believe this because they associate “doing something” with being alive. 4. It’s not alive unless it’s “doing something.” A potato doesn’t appear to be doing anything, yet a potato is alive. If you plant a potato in a suitable environment, it will grow into a potato plant. At the cell level, all living things are constantly “doing something,” even if this can’t be detected. Children may hold this idea because they connect life with activity, particularly movement. In contrast, familiar examples of nonliving things — like rocks or books — don’t demonstrate activity. 5. To be alive, something has to “breathe.” Not all living things “breathe” in the same way that animals do — inhaling and exhaling. Plants, for example, do not breathe. However, the cells of all living things do take in and release gases. Children’s firsthand experience of the need to breathe and their observations of other animals may lead them to think that all living things have to breathe. The process where plants take in CO2 and release O2 during photosynthesis is sometimes likened to breathing, so children may equate it with breathing. 6. Growth is not a pre-requisite of life. One characteristic of life is a life span, which includes a period of growth. From a living beginning as a single cell, all life forms can be observed to grow — even organisms that are made of only one cell. Growth occurs as cells get bigger and, in multicellular organisms, as cells divide to form new cells. This idea may arise because children observe some living things when they are no longer growing. A full-grown plant, for example, may not appear to grow. 7. Objects like seeds, spores, eggs, and pupae are not alive, but they can give rise to living things. Because seeds, spores, eggs, and pupae appear to be “doing nothing,” many children think they’re dead or nonliving while at the same time believing that they can give rise to living things. Just as all cells come from an existing cell, all life comes from something that is alive — there is no “discontinuity” of life during a life span. Seeds, spores, eggs, and pupae represent the living beginnings of a life span and have the potential for growth, development, reproduction, and death. They also demonstrate the other characteristics of life. This makes them alive. Children may believe this because they do not observe any activity in these objects, and they can’t see the developing organism inside. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 8. Plants and fungi are not alive. Because plants and fungi don’t move, some children think they aren’t alive. Nonetheless, both plants and fungi demonstrate the characteristics of life. They are built from cells, have life spans, require matter and energy, respond to their environment, and carry the hereditary material DNA. Children who consider movement as a requirement for life may hold this idea. In this case animals may be considered to be the only things that are alive. 9. Plants have a different kind of life than animals. Plants and animals differ in many ways. However, the characteristics of life apply equally to both groups of organisms. Each is made of cells, has a life span, uses matter and energy, responds to its environment, and carries the hereditary material DNA. Children may think this because the observable differences between plants and animals seem to make them “opposites” of each other. This also may be reinforced by placing the emphasis on differences while teaching about these groups of organisms. 10. Cells are static structures. Cells are dynamic hotbeds of metabolic activity. 11. Cells are resting when they are not dividing. Cells are most metabolically active during interphase, the period between cell divisions. They are typically engaged in biosynthesis and growth during this time. 12. Respiration occurs in the lungs and is solely the process of gas exchange. Respiration has two stages - gas exchange which occurs in lungs, gills, or stomata, and biochemical changes that occur in the cells (cellular respiration). 13. Cellular respiration is characteristic of animal cells but not plant cells. Plant cells photosynthesize instead. All eukaryotic cells capture energy from the breakdown of sugars via cellular respiration in the mitochondria. 14. Plant and animal cells obtain their nutrients (food) from the environment. Plant cells have the unique capacity to synthesize their own nutrient building blocks, 6-carbon sugar molecules, from inorganic substances such as CO2 and H2O. All other organisms and their cells must take in organic molecules derived directly or indirectly from plants. 15. Everything a cell needs gets into it by diffusion. Only the smallest molecules such as H2O, CO2, and O2 can diffuse freely into and out of cells. Larger more charged molecules such as sugar and salt ions require active transport across the membrane. Columbus City Schools Curriculum Leadership and Development Science Department June 2013