Download You Can`t Sneeze On This Tissue

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