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YES Prep Southeast
Course: _____7th Grade Science_______
Instructor(s): _______Mr. Lance Green_______
Year: 2009 – 2010
Unit 2: __Stimuli and Body Systems_____
Table of Contents
Section
Big Ideas: Overview of the Unit; Enduring Understandings; Essential Questions
Standards: TEKS and YES Standards; Daily Objectives
Assessments: Unit Summative Test; Unit Performance Assessments;
Unit Vocabulary
Opportunities for Integration
Calendar
Resources
Page Number
1,2
3-12
13,14
14
14
15,16
16
Big Ideas (Overview of the Unit)
This unit begins with moving upward from the cell—students will explore and understand tissues as groups of similar cells that perform a similar function, and
organs as a collection of tissues with the same function, and organ systems as various organs that work together to perform the same function, and finally the
organism as a whole system comprised of many parts that work together to keep the body stable through the process of homeostasis. Students will then
explore homeostasis through stimulus and response—how organisms respond to internal or external changes in order to maintain internal balance. Throughout
this unit, a conceptual understanding that the functions of the human body all support the cell needs to be continually reminded and reinforced—bringing
conversations back to that cellular level.
As the student explores the levels of organization, there needs to be equal attention paid to both plants and animals—students need to understand that both
plant and animals have the same level of organization, even if it looks very different. As students move into organ systems, the emphasis needs to be on the
function of each system—students should recognize basic organs from each system but at this grade level the focus is on function of the system.
Southeast Unit Plan
1
Enduring Understandings
Essential Questions
Essential Question
According to the state of Massachusetts Life Science standards, “As is outlined
in the National Science Education Standards, students in grades 6–8 should be
exposed in a general way to the systems of the human body, but are not
expected to develop a detailed understanding at this grade level. They should
develop the understanding that the human body has organs, each of which has a
specific function of its own, and that these organs together create systems that
interact with each other to maintain life.” There is an emphasis on the digestive
system because it connects with several other TEKS, namely physical/chemical
changes, molecule building, and energy transformation. Students at this age
are very self-absorbed and so focusing a lot of the learning on their own
bodies, their own responses, and mechanisms would greatly engage them.
Within this unit, there is lots of opportunity to bring in debatable topics and
modern medical research to the classroom.
Unit Big Question: How does the
human body’s functions support its cells?
What is the level of organization in living things?
What are the functions of the various body systems?
How do these body systems work together?
What are voluntary actions that my body completes? What are involuntary
actions that my body completes? How are the two different?
How do the body systems compare and contrast with one another?
How does the body respond to internal and external stimuli?
What is homeostasis and how does the body maintain homeostasis?
Differentiate between physical and chemical changes during digestion.
What types of energy transfers occur during digestion and animal
metabolism?
Describe the forces that occur during both voluntary and involuntary actions.
How are models useful for exploring the human body? What are limitations
to using these models?
How are the functions of the body similar to the functions of the cell?
TEKS and YES Standards
(or College Board Standards,
AP Standards, etc.)
Know ledge and Skills
Translated into Daily Lesson Objectives
Southeast Unit Plan
2
TEKS


YES EXPECTATIONS
VOCAB
CONTENT KNOWLEDGE
TEKS PROCESS
SKILLS/LABS
7.12(C)
recognize
levels of
organization
in plants
and
animals,
including
cells,
tissues,
organs,
organ
systems,
and
organisms
SWBAT hierarchically
organize specialized
cells, tissues, organs and
organ systems of plants
AND animals
tissue
SWBAT define the
human body as an
interactive system of
smaller, interdependent
body systems with
specialized functions.
organism
All living organisms are
organized the same
way.
They also need to know
the definition of each
term and how it applies
to both animals (ie.
muscle cell, muscle
tissue, bicep muscle,
muscular system)
and plants (ie. cell,
vascular tissue, stem,
vegetative system).
7.2(B)
Students plan and
implement descriptive
investigations in which
they observe the
hierarchy of
organization, from cell
to organism using both
animal and plant
samples.
7.12(B)
identify the
main
functions of
the systems
of the
human
organism,
including
the
circulatory,
respiratory,
skeletal,
muscular,
digestive,
SWBAT explain the
function of the
circulatory system and
identify it’s major
organs and their
function. Do students
need to know the
function of each of the
vocab organs, or just
some, or are there
more? (This question
goes for all the organ
systems)
organs
organ systems
specialized cells: cells
that work together and
perform the same
function
human body
Students are introduced
to the definition of the
human body.
Circulatory
heart
veins
arteries
blood→
red blood cells
white blood cells
Southeast Unit Plan
Function—carries
oxygen, food,
hormones, and waste
throughout the body
Students should realize
that the blood reaches
the individual cells to
provide them with the
raw materials that they
need
[throughout the unit]
7.3(B) Use models to represent
aspects of the natural world
such as human body systems
7.3 (C) identify advantages and
limitations of models such as
size, scale, properties, and
models
Students should be
exposed to various
models of body systems
(commercial or hand
made) and critique the
advantages and
disadvantages of these
models.
3
excretory,
reproductiv
e,
integument
ary,
nervous,
and
endocrine
systems;
SWBAT explain the
function of the
respiratory system and
identify it’s major
organs and their
function
respiratory
nose
mouth
trachea
larynx
lungs
alveoli
*diaphragm
bronchi/bronchioles
Function—supplies the
body with oxygen and
rids the body of carbon
dioxide
[throughout the unit]



Southeast Unit Plan
7.2 (B) design
and implement
experimental
investigations
by making
observations,
asking welldefined
questions,
formulating
testable
hypotheses, and
using
appropriate
equipment and
technology;
7.2(C) collect
and record data
using the
International
System of Units
(SI) and
qualitative
means such as
labeled
drawings,
writing, and
graphic
organizers;
7.2(D) construct
tables and
graphs, using
repeated trials
and means, to
organize data
and identify
patterns; and
4
7.2(E) analyze data to formulate
reasonable explanations,
communicate valid conclusions
supported by the data, and predict
trends
Students can make their
own model of the
respiratory system(see
recourse section)
-------------------------------There are many
experimental procedures
in which students explore
the relationship between
exercise and heart rate,
pulse rate, breath rate,
breath capacity (measured
by blowing one lungful of
breath into a balloon and
measuring balloon
circumference), student
size and those rates,
SWBAT explain the
function of the skeletal
system and identify it’s
major organs and their
function

7.7(C)
demonstrat
e and
illustrate
forces that
affect
bones
cartilage
bone marrow
ligaments
SWBAT describe and
illustrate the forces that
cause motion within the
body: muscle and bone
movement (what are
the interactions
Southeast Unit Plan
Function—gives support
to the body, gives it
shape, protects internal
organs and work with
muscles to provide
movement. * It also
supplies major minerals
and is the source of
blood cell generation.
Students can investigate
and compare
exoskeletons to bones,
As each system is
taught, students can
explore the forces that
allow for that system to
function, (ie. Heart
pumping blood through
Students can observe
their own muscles and
draw conclusions about
the forces involved for
movement to occur
Students can also
examine the anatomy of
bones
5
motion in
everyday
life such as
emergence
of
seedlings,
turgor
pressure,
and
geotropism.
between muscular and
skeletal systems that
allow the body to apply
forces?)
the veins and arteries,
muscles contracting and
relaxing, the diaphragm
pulling air in or out,
esophagus pushing food
down)
SWBAT explain the
function of the muscular
system and identify it’s
major organs and their
function
types of muscle:
skeletal
smooth
cardiac
voluntary movement
involuntary movement
tendons
*ligament
Function—hold the
skeleton together, give
bodies shape, and
generate heat→
SWBAT explain the
function of the digestive
system and identify it’s
major organs and their
function
mouth
teeth
saliva
esophagus
stomach
Function—breaks down
food to give our body
energy, break food down
Southeast Unit Plan
Students can observe
and identify muscle
interactions within their
own bodies
Skeletal muscle aids in
heat generation. During
muscle contractions,
muscle cells expend much
energy, most of which is
converted to heat
(metabolism). To prevent
overheating, glands in the
skin produce sweat to cool
the skin; and, the body
radiates heat from the
blood and tissues through
the skin. When the body is
chilly, shivering causes
quick muscle contractions
that generate heat
(besthealth.com)
into molecules small
enough to be able to get
6
liver
small intestine
large intestine
colon
*pathway with food
example
into the bloodstream and
the cell.
The cell needs its food to
be very small.
The digestive system is
also part of removing the
waste from the body after
digestion –overlap into
excretory system
During the digestive
system lesson,
students should be able
to identify the physical
changes (chewing,
swallowing, pushing
food down the
esophagus) and identify
the chemical changes
(stomach acid breaking
down the food, bile
breaking down fats) .
carbohydrates which
are made of chains of
sugars (connection to
plant’s glucose made in
photosynthesis) are
chemically broken down
during digestion to
release energy in the
form of sugars: C6H12O6 +

7.6(B)
distinguish
between
physical
and
chemical
changes in
matter in
the
digestive
system
SWBAT identify and
distinguish physical and
chemical changes in
digestion
physical changes
chemical changes
bile
chyme
gastric acid

7.6(C)
recognize
how large
molecules
are broken
down into
smaller
molecules
such as
carbohydrat
es can be
broken
down into
sugars.
SWBAT recognize that
carbohydrates,
proteins, and fats are
essential for animal life
and that the body,
through digestion,
breaks these nutrients
down into smaller
molecules
energy—the ability to
do work
*carbohydrates
*sugars
proteins
amino acids
fats/ lipids
Metabolism—the
breakdown of
compounds to create
energy used to grow,
repair tissues, provide
heat, and engage in
physical activity

SWBAT trace and
construct the
transformation of
energy during digestion
and metabolism—
6 O2
6 CO2 + 6 H2O + energy
(the opposite of
photosynthesis)
proteins are made of
Southeast Unit Plan
Students can conduct an
“eating” lab: identify
and observe the physical
components of
digestion and then
complete the chemical
digestion component
Students can identify
how much of each
nutrient they consume
by reading food labels.
Students can also
complete digestion
labs—links in the
resource section:
(pepsin can be
purchased from Carolina
biological supply)
Teachers can use a
model of a train
7

chemical to mechanical
7.7(B)
to thermal
illustrate
the
transformati
on of
energy
within an
organism
such as the
transfer
from
chemical
energy to
heat and
thermal
energy in
digestion;
and
SWBAT explain the
function of the
excretory system and
identify it’s major
organs and their
function
many amino acids
bonded together in
chains; during digestion
those bonds are broken
are and the amino acids
are released to
recombine and form
new proteins, which are
used to build structures
in the body (muscles,
hair) and perform
functions (ability for
muscles to contract)
kidneys
bladder
rectum
colon
anus
fats—are also known as
lipids and are storage
centers of energy, which
can be broken down to
release energy in times
of low food
consumption, they are
also used as insulation
and for structural
purpose
Function—to rid the
body of wastes,
specifically waste in
blood which exits the
body as urine
Solid waste is produced
as all usable nutrients
are absorbed through
the intestines, what
remains leaves the body
Southeast Unit Plan
composed of many box
cars or a necklace made
of many beads as an
analogy.
This could be a good
time to talk about
nutrition and how each
of these
macromolecules is used
in providing the body
certain types of energy.
Students can explore
what happens when the
kidneys don’t do their
job and the results of
kidney disease.
Students can also
explore or create
models of dialysis
systems.
8
through the anus
SWBAT explain the
function of the
reproductive system
and identify it’s major
organs and their
function
SWBAT explain the
function of the
integumentary system
and identify it’s major
organs and their
function
SWBAT explain the
function of the nervous
system and identify it’s
major organs and their
function
How in depth do we
want to go here? We
can have the basics:
Ovary
Uterus
Eggs
Sperm
Testes
This system will be
explored more in the
genetics unit
skin
sweat glands
dermis—where hair
follicles and sweat
glands reside
epidermis—upper layer
of skin
nerves
Central Nervous System
(CNS)
Peripheral Nervous
System (PNS)
Neuron
synapse
brain
Southeast Unit Plan
Function—to continue
the species, to produce
offspring—in humans
males and females have
different organs that
work together to
produce offspring
Function: protect
against infection, injury,
and UV radiation;
regulate body
temperature, and
remove waste
A connection can be
made to ozone
depletion/increased UV
rays/the importance of
sunscreen
Function: controls all
body activities and allows
communication between
organs
In the resource section
is a sunscreen lab that
might produce
interesting results
Some stimulus/response
labs can be tied in here
as well
Connection to the
senses—animals and
plants sense changes in
their environment or body
9
SWBAT explain the
function of the
endocrine system and
identify it’s major
organs and their
function
SWBAT compare and
contrast systems.
voluntary actions
involuntary actions
senses
spinal cord
and respond to those
changes
Hormones and glandsi
Function: uses
hormones to control
growth, development,
and homeostasis
system
These tasks should be
independent reflections
on what was learned.
hypothalamus
(Taught with the
nervous system and
endocrine system)
SWBAT explain how 2 or
more systems work
together to perform a
function –justifying the
fact that they are called
body “systems”

7.13(B)
investigate
how
organisms
respond to
external
stimuli
found in the
environmen
SWBAT hypothesize
what might happen if
one of these systems
malfunctioned or was
diseased
SWBAT define
“homeostasis” and
feedback systems
SWBAT differentiate
between internal and
external stimuli
SWBAT identify and
Feedback system:
A receptor notes a change
in some factor (example:
temperature or level of
blood sugar), and relays
this information to an
organ in the system. The
factor is put back in
balance (example: body
Southeast Unit Plan
Students should
understand that the
hypothalamus is the key
organ maintaining
homeostasis ( When the
Students can conduct
investigations on how
organisms react to
stimuli, propose reasons
for the reaction, and
then explain the role of
the body systems in the
reaction.
10
t such as
phototropis
m and fight
or flight;
and

7.13(A)
describe
and relate
responses
in
organisms
that may
result from
internal
stimuli such
as wilting in
plants and
fever or
trace the feedback
system of examples of
animals and plants
responding to stimuli
(heat-human sweats,
cold-human shivers,
threatening situation—
fight or flight, sunlight –
flowers open, darkness
– flowers close, can also
explore phototropism
and geotropism)
sweats to lower
temperature). When the
factor is normal again,
feedback is sent back to
the organ to stop the
change (you stop
sweating).
Stimulus
Response
Homeostasis—organism
(or cell)’s ability to
maintain constant internal
conditions—a balance—
such as internal
temperature and adjusting
to changes in the external
environment
SWBAT attribute
responses in organisms
to internal stimuli
(poison ingestion—
vomiting, sickness of
any kind and the body’s
reaction)
hypothalamus detects certain
body changes, it releases
regulating factors)
Students need to
understand that the
feedback loop is very
fast and involuntary—
and it is necessary for
the organism to
continue living
Students also need to
understand the role of
nervous system and
endocrine system in
homeostasis (ie. They
respond to changes in
the body by sending
messages to muscles
(movement) or glands
(secrete hormones)
Students should be able
to identify likely
responses to stimuli and
explain the logic behind
that action (ie. An
animal feels hungry so
he hunts and eats
because his body needs
nutrition)
Southeast Unit Plan
Students can also
conduct sensory inquiry
on themselves and each
other, see resources.
Students can explore
how illness and disease
can cause the body to
become imbalanced and
how the body fights to
regulate itself
11
vomiting in
animals
that allow
them to
maintain
balance.

7.12(E)
compare
the
functions of
a cell to the
functions of
organisms
such as
waste
removal;
SWBAT compare the
functions of a cell to the
functions of organisms
such as waste removal;
This objective should be
reinforced throughout
the unit—students
should be able to reflect
on this question during
each system and then
summarize their ideas
the end of the unit.
SWBAT justify how the
body’s actions satisfy
the needs of the cell

Unit Summative Test
Unit Performance Assessments
What will students be asked to do in the exam to demonstrate
their level of understanding or growth in each of the items listed in
1-3?
What performance assessment(s) will students complete in this
unit in order to address the items listed in 1-3?
Southeast Unit Plan
12
 Unit Test
 District Mid-term Exam
 Should we be concerned in our communities with the
effects of global warming (climate change)?
> This project will begin this quarter, and pieces
of it will be turned in, evaluated, and revised during this
quarter. However, it will stretch on into the next Unit and
even to our post-TAKS unit.
Formative Assessments




Exit Tickets
Quizzes
Labs
Science Literacy Activities
Unit Vocabulary
LIVING SYSTEMS (BODY SYSTEMS)
cell, tissue, organ, organ system, integumentary system, muscular system, skeletal system, nervous system,
endocrine system, circulatory system, lymphatic system, respiratory system, digestive system, urinary system,
reproductive system, feedback (mechanism), positive feedback, negative feedback.
RESPONSE TO STIMULI
homeostasis, stimulus, internal stimuli, external stimuli, feedback (mechanism), positive feedback, negative feedback.
Opportunities for Integration (optional)
th
th
6 and 7 AH & MST: Explain where you will highlight connections between math and science or history and English;
Southeast Unit Plan
13
8th-11th: How will you make a connection to another discipline or to the real world? If you are formally integrating this unit, describe how your class
will come together with another class or classes in a project.
The goal for this six weeks is to integrate a bit of Chemistry and Physics in accordance with Life Science, for example how the body
works in relation to simple machines, first and second class levers.
Field Trips that integrate history and English components will also be explored, such as attending the HMNS that successfully ties in
subjects.
Unit Calendar
Be sure to map out when you are giving students formative assessments to prepare them for success on their summative assessments.
Monday
September
21
PD Day
Tuesday
22
Diagnostic on Body
System
Hmwk: tracking
Wednesday
23
Thursday
24

7.12(C)
recognize
levels of
organization
in plants and
animals,
including
cells, tissues,
organs,
organ
systems, and
organisms
Southeast Unit Plan
7.12(C) recognize levels of
organization in plants and
animals, including cells,
tissues, organs, organ
systems, and organisms
Friday
25
7.12(B) identify the main
functions of the systems of the
human organism, including the
circulatory, respiratory,
skeletal, muscular, digestive,
excretory, reproductive,
integumentary, nervous, and
endocrine systems;
Student research day 1
14
28
7.12 (B)
Student Presentations/
7.13 (a)(b)
Response to stimuli
29 Skeletal/Muscular
Response to Stimuli
30 Skeletal/Muscular
7.7 C Forces that affect
motion
7.7 B Energy
Transformations
(reviewResources
types of energy)
October
1 Skeletal/Muscular
7.7 C Forces that affect
motion
2 Skeletal/Muscular (MK out)
Quiz/Summary (bone marrow)
7.7B Energy Transformations
How will the classroom environment, local environment, and/or the community be used to facilitate students’ experiences?
How will I incorporate international mindedness throughout the unit?
What resources do I need to teach this unit and to differentiate my lessons?
5 Cardiovascular
6 Cardiovascular
7 Cardiovascular
8 Cardiovascular
9 Cardiovascular
Resources:
Tracking
Quiz
http://extension.oregonstate.edu/mg/botany/index.html a resource for plant anatomy, it also includes a glossary of plant terms
http://library.thinkquest.org/11965/html/cyber-anatomy_systems.html
website
that
explains the function
and parts of each body
7.7C Forces that affect motion 7.13 (a/b) Response to
7.7 B Energy very detailed7.7
B Energy
Transformations
(Blood Cells)
stimuli
Transformations
system
http://kidshealth.org/kid/htbw/htbw_main_page.html a very kid friendly page with lots of info, articles, and movies about the body
http://www.stcms.si.edu/hbs/hbs_student.htm site with links to pages about various body systems, it also has links to pages about how drugs affect
the body
http://yucky.discovery.com/flash/body/pg000123.html discovery kids website with pages about body systems
http://www.merck.com/mmhe/sec01/ch001/ch001d.html a quick reference guide to body systems
http://www.wvpt4learning.org/lessons/pdf_svtc03/dinnerisover.pdf some interesting digestive system activities
http://www.qacps.k12.md.us/cms/sci/human/HUMNHOME.HTM#verview AN AWESOME body systems unit, with great labs and activities
http://www.visionlearning.com/library/module_viewer.php?mid=61 carbohydrates tutorial
http://www.visionlearning.com/library/module_viewer.php?mid=62 proteins and fats tutorial
http://science-class.net/Anatomy/Digestive/Protein_digestion.pdf protein digestion lab example 1
http://www.qacps.k12.md.us/cms/sci/human/HumanLAB3.HTM protein digestion lab example 2 (great questions)
http://www.bodyworlds.com/en.html body worlds exhibit website, interesting pictures and good articles
http://www.scribd.com/doc/3394749/lung-model-with-two-lungs-and-diaphragm-lab a very cool DIY model of the lungs and diaphragm
http://scienceu.fsu.edu/guidebook/fl/pdf/activity2.pdf a simpler model that students can make, latex can be replaced by a knotted balloon cut in half
http://74.125.95.132/search?q=cache:I0YG_QzNy28J:www.harrisonhigh.org/weblogs/daua/docs/THE%2520LIVER%2520ENZYME%2520LAB.doc
+liver+enzymes+lab&cd=6&hl=en&ct=clnk&gl=us another digestion lab that uses beef liver to examine the effect of enzymes on digestion
http://kidshealth.org/parent/general/body_basics/metabolism.html#a_Metabolism_Basics a kid friendly article on metabolism
http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans/SkinCancerLP-AdamsCaraballo.pdf sunscreen lab
http://biology.wsc.ma.edu/biology/courses/hoag/humbio/labs/senses/ some sensory lab ideas
http://ed.fnal.gov/lincon/w98/projects/vitalsigns/stim-response.html stimulus response lab
Southeast Unit Plan
http://teachhouston.uh.edu/TeachHouston_document/lesson_plans/Grade_5_Stimulus_Response.htm
this activity has some interesting aspects
15
http://www.hhmi.org/senses/ interesting articles on the sense and nervous system
Southeast Unit Plan
16