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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