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Science – Grade 7
Unit of Study: Living Systems
CURRICULUM OVERVIEW
Second Grading Period – Weeks 1 - 9 (38 days)
Enduring Understandings (Big Ideas)
Unit Rationale
 The levels of organization in plants and animals include cells, tissues, organs, organ
systems, and organisms.
 Each system of the human organism has a different function.
 There is a difference between structure and function in plant and animal cells.
 Functions of a cell are similar to the functions of an organism, such as waster removal.
 All organisms are composed of cells and cells carry on similar functions to sustain life.
 Physical and chemical changes occur in the digestion process.
 Large molecules are broken down into smaller molecules
 Energy transformations occur within an organism.
Students know that living systems at all levels of organization demonstrate the
complementary nature of structure and function and. Students should also know that
matter undergoes physical and chemical changes in the process of digestion. Energy
transformations also occur throughout the human organism.
Lessons for this Unit
Lesson 1: Cells
Lesson 2: Human Body Systems
Essential Questions
Guiding Questions
 Why is something as small as a cell so important to your life?
 How do the different systems of the human organism work in order to keep us
healthy?
 Why is breaking down large molecules into smaller molecules, such as
carbohydrates into sugars, important to your daily life?
 Why is it important that humans are able to maintain homeostasis in response to
external and internal stimuli?
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
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What are two parts that all cells have in common?
What does the cell theory state?
What are the levels of organization found in the body?
What are the main functions of the following systems of the human organism:
circulatory, respiratory, skeletal, nervous, digestive, excretory, reproductive,
integumentary, nervous, and endocrine systems?
 In the digestive process, how are large molecules broken down into smaller
molecules?
 How does the human organism respond to external stimuli found in the
environment?
 How does the human organism respond to internal stimuli?
TEKS (Standards)
TEKS Specificity - Intended Outcome
Matter & Energy
7.6 The student knows that matter has physical and chemical properties and can undergo
physical and chemical changes. The student is expected to:
(B) distinguish between physical and chemical changes in matter in the digestive system.
(C) recognize how large molecules are broken down into smaller molecules such as
carbohydrates can be broken down into sugars.
Force, Motion, & Energy
7.6 The student knows that there is a relationship among force, motion, and energy. The
student is expected to:
(B) illustrate the transformation of energy within an organism such as the transfer from
chemical energy to heat and thermal energy in digestion.
SAISD © 2010-11 – Second Grading Period
Lesson 3: Digestion
Lesson 4: Stimuli & Responses
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
 Illustrate and give examples of energy transformations that occur within an
organism. (7.6A)
 Distinguish between physical and chemical changes that occur during the digestive
process. (7.6B)
 Identify the main functions of the 10 body systems found in the human organism.
(7.12B)
 Recognize the levels of organization in animals, including humans. (7.12C)
 Identify the difference between plant and animal cells. (7.12D)
 Differentiate between structure and function in cell organelles. (7.12D)
 Compare the functions of a cell to the functions of organisms. (7.12E)
 Identify that all organisms are composed of cells. (7.12F)
 Investigate how organisms respond to external stimuli. (7.13A)
 Describe how organisms respond to internal stimuli. (7.13B)
Science - Grade 7
Page 1 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Strand
Organisms & Environments
7.12 The student knows that living systems at all levels of organization demonstrate
the complementary nature of structure and function. The student is expected to:
(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.
(C) recognize levels of organization in plants and animals, including cells,
tissues,organs, organ systems, and organisms.
(D) differentiate between structure and function in plant and animal cell organelles,
including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast,
and vacuole.
(E) compare the functions of a cell to the functions of organisms such as waste
removal.
(F) recognize that according to cell theory all organisms are composed of cells and
cells carry on similar functions such as extracting energy from food to sustain life.
7.13 The student knows that a living organism must be able to maintain balance in
stable internal conditions in response to external and internal stimuli. The student is
expected to:
(A) investigate how organisms respond to external stimuli found in the environment
such as phototropism and fight or flight.
(B) describe and relate responses in organisms that may result from internal stimuli
such as silting in plants and fever or vomiting in animals that allow them to maintain
balance.
Strand
TEKS (Standards)
TEKS Specificity - Intended Outcome
Scientific Investigation & Reasoning
7.1 The student, for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate and
ethical practices.
7.2 The student uses scientific inquiry methods during laboratory and field
investigations.
7.3 The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions and knows the contributions of relevant scientists.
7.4 The student knows how to use a variety of tools and safety equipment to conduct
science inquiry.
SAISD © 2010-11 – Second Grading Period
I can:
 Know and use safe practices and safety equipment during investigations. (7.1A;
7.4B)
 Plan, design, and implement comparative, experimental, or descriptive
investigations by making observations, asking well-defined questions, and using
appropriate equipment. (7.2A, B)
 Use appropriate tools to collect and record qualitative and quantitative data and
information. (7.2C; 7.4A)
 Construct tables and graphs to organize data. (7.2D)
 Analyze data to formulate reasonable explanations and communicate valid
conclusions. (7.2E)
 Use models to represent the natural world and identify advantages and limitations of
using models. (7.3B, C)
Science - Grade 7
Page 2 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1C - use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
ELPS 1E - internalize new basic and academic language by using and reusing it in
meaningful ways in speaking and writing activities that build concept and language
attainment.
ELPS 2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 2G - understand the general meaning, main points, and important details of
spoken language ranging from situations in which topics, language, and contexts are
familiar to unfamiliar.
ELPS 3E - share information in cooperative learning interactions.
ELPS 3F - ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and
expressions
needed for basic communication in academic and social contexts, to using abstract
and content-based vocabulary during extended speaking assignments.
ELPS 4H - read silently with increasing ease and comprehension for longer periods.
ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.
 Create labeled diagrams of plant and animal cells in order to acquire vocabulary
associated with the cell organelles. (1C)
 Learn the names of the cell organelles during classroom instruction and interactions.
(2C)
 Understand the main points and important details about the main functions of the
human organism. (2G)
 Write about the functions of the body systems of the human organism by using
appropriate vocabulary. (5B)
 Discuss information about digestion using content-based vocabulary. (3F)
 Use appropriate academic language when speaking and writing about the digestive
process. (1E)
 Share information about stimulus-response relationships in cooperative learning
interactions. (3E)
 Read silently about responses to external and internal stimuli with increasing
comprehension. (4H)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
I - E2: Use essential vocabulary of the discipline being studied.
VI - A1: Know that although all cells share basic features, cells differentiate to carry
out specialized functions.
VI - A3: Describe the structure and function of major sub-cellular organelles.
VI - B1: Understand the major categories of biological molecules: lipids,
carbohydrates, proteins, and nucleic acids.
VI - F1: Know that organisms posses various structures and processes (feedback
loops) that maintain steady internal conditions.
VI - F2: Describe, compare, and contrast structures and processes that allow gas
exchange, nutrient uptake and processing, waste excretion, nervous and hormonal
regulation, and reproduction in plants animals, and fungi, give examples of each.
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
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


Define and use a set of technical terms correctly and in context for the discipline
studied.
Recognize and describe major features that distinguish plant and animal cells
Describe the structure of cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, endoplasmic reticulum, Golgi apparatus, lysosomes,
ribosome, and vacuole, and describe important functions of each.
Describe the role of each type of biological molecule within a living system.
Describe how organisms maintain stable internal conditions (homeostasis) in
response to internal and/or external stimuli.
Identify the main functions of the systems of the human organism.
Evidence of Learning (Summative Assessment)
1.
2.
3.
4.
Given diagrams of a plant cell and animal cell, students will describe the functions of the cell organelles with 80% accuracy.
Given the names of the body systems of the human organism, students will identify the main function of each system with 80% accuracy.
Given information about large molecules, such as carbohydrates, students will explain how they are broken down into smaller molecules with 80% accuracy.
Given lab materials, students will investigate how organisms respond to external stimuli with 80% accuracy.
SAISD © 2010-11 – Second Grading Period
Science - Grade 7
Page 3 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 7
Unit of Study: Living Systems
CURRICULUM GUIDE
Weeks 1 & 2 - Lesson 1 - Cells (9 days)
Guiding Questions




Essential Pre-requisite Skills
The student can:
 Understand that all organisms are composed of one or more cells (6.12A)
 Recognize that the presence of a nucleus determines whether a cell is prokaryotic or
eukaryotic (6.12B)
 Identify the basic characteristics of organisms, including prokaryotic or eukaryotic,
unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction,
that further classify them in the currently recognized Kingdons (6.12D)
What are two parts that all cells have in common?
Why does every cell need a membrane?
What does the cell theory state?
Why is something as small as a cell so important to your life?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
So students can….
Engage
 Divide the class into small groups of 3 - 4 students. Provide each group with a
microscope and a small slice of cork. Have students describe and sketch their
observations in their science log.
*Note: If equipment is not available, you can find images of Robert Hooke's
observations on the internet. The following link has information about Robert
Hooke and his observations of cork: Robert Hooke (link) (7.1A; 7.4A. B; 7.12D, F)
 Show the students the following video clip (6.10B): Cells (link) (7.12D, F)
Explore
 Use the website Cells Alive! (link) to introduce students to the different cell types
(plant & animal) and review the primary structures of each including cell
membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, endoplasmic
reticulum, Golgi apparatus, lysosomes, ribosome, and vacuole.
 Differentiate between structure and function and introduce the term, cell organelle.
(7.12D, F)
 Facilitate as students practice making a wet mount and properly use a compound
microscope (reference Appendix p. 694 - 695). Microscope Lab (link)
*Note: Using the letter "e" cut out of the newspaper is a good way to practice
making a wet mound and using a microscope. (7.1A; 7.4A. B; 7.12D, F)
 Monitor as students observe animal cells and plant cells by doing the following
lab, parts 2 & 3 - Microscope Lab (link). Ask students: (1) How are the cells the
same? How are they different? (2) Were you able to identify all the cell
organelles? Why or why not? (3) When using a microscope, how can you tell the
difference between an animal cell and plant cell? (7.1A; 7.4A. B; 7.12D, F)
Note: Images to show the students - cell images: biology corner (link)
SAISD © 2010-11 – Second Grading Period
THINK-PAIR-SHARE (link)
Students think about and record information in their science journal. Discuss
with their learning partner. Debrief with class.
Take notes in their science journal about the structure and function of cell
organelles.
Create a wet mount of the letter "e" and properly use a compound microscope.
In their science journal, summarize procedures and observations.
Work in groups of 2 -3 to perform activity. In their science journal, draw
diagrams of the cells observed in activity and summarize conclusions.
Science - Grade 7
Page 4 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Explain
 Use the website Cells Alive! (link) to review with students the different cell types
(plant & animal) and review the primary structures of each including cell
membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, endoplasmic
reticulum, Golgi apparatus, lysosomes, ribosome, and vacuole. Provide students
with handout Cell Parts Review (link) to complete. (7.12D, F)
 Explain to students that according to the cell theory all organisms are composed
of cells and cells carry on similar functions such as extracting energy from food to
sustain life. (7.12D, F)
Differentiation (Additional Support):
 Have students draw one plant cell and one animal cell. They should use color to
label all of the structures that are common to both types of cells and should use
another color to label all of the structures that are unique to each cell.
or
 Work with students to complete the worksheet Cell and Organelles (link)
(7.12D, F)
Elaborate
 Show the following power point with students and discuss.
Cell Structure & Function (link)
 Note: This power point may show more structures than previously discussed.
This extension is done for the elaboration activity Cell City Analogy (link).
(7.12D, F)
Evaluate
 Have students work in pairs to make edible cells (link) using various food items
and also have them explain the way they have represented the cells' structures in
food. Examples (pictures - link) of edible cells.
(7.1A; 7.4A. B; 7.12D, F)
 Review the guiding and essential questions for this lesson. (7.12D, F)
Content Vocabulary
Vocabulary Cards (link)
 cell
 cell membrane
 cytoplasm
 organelle
 nucleus
 cell wall
 chloroplast
 vacuole
 mitochondrion
 cell wall
Academic Vocabulary
 differentiate
 structure
 function
 theory
Team Mind Map (link)
Draw and label the central image, brainstorm, draw and label main ideas
radiating out of the central image, and finally add details using colors, images,
branches, and key words. The main idea (central image) is cells.
Identify structures that are common to both types of cells - plant and animal.
Complete the handout provided and also draw a diagram of the "city" with each
part labeled.
Work in pairs to complete edible cell. Students should provide a key that
describes which each food part represents.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
6th grade Textbook
Chapter 7
 Sections 1 & 2 pp. 184 - 199
Internet Sites
Robert Hooke
Microscope Lab
Cells Alive
Cell City Analogy
Video Clip
Cells
SAISD © 2010-11 – Second Grading Period
Science - Grade 7
Page 5 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Ignite! Learning - Science
Unit: Life Science - Lesson: Cell Biology
Topic # 2 The Functions of Cells
 What Do Cells Do?
 Functions of Cells
Topic # 5 Plant Cell Structure
 Holding Up the Plant Cell
 The Structure of Plant Cells
Topic # 6 Animal Cell Function
 How Animal Cells Work
 Animal Cell Structure
Topic # 7 Comparing Plant and Animal Cells
 Plant Cells vs. Animal Cells
 Comparing Plant and Animal Cells
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 1C - use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
ELPS 2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS Student Sentence Stems
 I drew a …
 An attribute ____ and _____have in common is…
 A new word/phase I heard was…
 I heard ____ use the word/phase…
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
VI - A1: Know that although all cells share basic features,
cells differentiate to carry out specialized
functions.
6th grade District Interim 2008
Correct Answer: J
SAISD © 2010-11 – Second Grading Period
8th grade TAKS Release Test 2006
Correct Answer: G
Science - Grade 7
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
10th grade TAKS Release Test 2006
Correct Answer: B
SAISD © 2010-11 – Second Grading Period
Science - Grade 7
Page 7 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 7
Unit of Study: Living Systems
CURRICULUM GUIDE
Weeks 3 - 5 - Lesson 2 - Human Body Systems (15 days)
Guiding Questions
Essential Pre-requisite Skills
 What are the levels of organization found in the body?
 What are the main functions of the following systems of the human organism:
circulatory, respiratory, skeletal, nervous, digestive, excretory, reproductive,
integumentary, nervous, and endocrine systems?
 How do the different systems of the human organism work in order to
keep us healthy?
The student can:
 Understand that all organisms are composed of one or more cells (6.12A)
 Recognize that the presence of a nucleus determines whether a cell is prokaryotic
or eukaryotic (6.12B)
 Identify the basic characteristics of organisms, including prokaryotic or eukaryotic,
unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction,
that further classify them in the currently recognized Kingdons (6.12D)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
So students can….
Engage
 Show the students the following video clip:
Human Body System Introduction (link)
(7.12B)
 Ask students to record the correct sequence of the follow list of words from
simplest to most complex:
Cells
Tissues
Organs
Systems
Organisms (7.12C)
Explore
Note: There is not an exploration activity for each of the body systems
identified in the TEKS. Students will gather information about each of the 10
systems during the explanation activity.
 Facilitate as students perform Start-Up Activity (Too Cold for Comfort) on p. 211
to observe the nervous system in action. Ask students: (1) How did your body
react to the cold? (2) What changes in your skin did you observe? (3) Which
organ systems were involved in the reaction and what do you believe the
functions of those systems are? (7.1A, B; 7.2A, C, E; 7.12B)
Create and use Frayer Models (link) to define, illustrate, and give examples/nonexamples of the following words: cells, tissues, organs, organ system, organism
Work in groups of 2 - 3 to perform investigation recording observations and
conclusions in their science journal.
 Facilitate as students investigate the muscular system by performing Quick Lab
(Power in Pairs) on p. 223. Ask students: (1) What is the function of the
muscular system? (2) How does this activity help you to understand the
function of the muscular system? (7.2A; 7.12B)
 TE - Measuring Temperature (p. 227): Have students investigate how the
integumentary system and sweating helps to cool the body. Ask students:
(1) How does this activity relate to what happens when your body sweats?
(2) How does this activity help you to understand the function of the
integumentary system? (7.2A; 7.12B)
 Monitor as students explore carbon dioxide exhalation by performing the Skill
SAISD © 2010-2011 – Second Grading Period
Science - Grade 7
Page 8 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Builder Lab (Carbon Dioxide Breath) on p. 45. Ask students: (1) Is there a
relationship between the time it takes to change the solution's color to the
person's physical characteristics, such as is the person an athletic? (2) After doing
a physical activity, such as jumping jacks, did the timing change? Why (3) How
does this activity help you to understand the function of the respiratory system?
(7.1A, B; 7.2A, C, E; 7.12B)
 TE - Circulation Relay (p. 34 - short course textbook): Divide the class into
five teams and have students investigate the function of the cardiovascular
system by modeling the flow of blood through the body. Ask students: (1) How
does this model the function of the respiratory system? (2) What are the
limitations of this model?
 Suggestion: Designate the classroom to have three stations from one end to
the other. The lungs are on one end, the heart in the middle, and the body on
the opposite end. Divide the class into groups of your choice. Have the groups
begin at the lungs holding a red cup or item. Have them walk to the heart, then
to the body where it delivers oxygenated blood. There they pick up a blue cup
or item and take the deoxygenated blood back to the heart where it then sends
it to get oxygen from the lungs. Students must explain the path the blood took
through the body and why this is important. (7.2A; 7.3B, C; 7.12B)
Explain
 Note: Set up stations for students to rotate through. Each station contains
information on each of the systems identified in the TEKS. Body Systems (link)
are Information cards about each system.
 Note: Have students create a foldable (link) booklet so that they record
information about the 10 body systems. Students should be able to identify the
main functions of each of the 10 body systems when the task is completed.
 Monitor as students rotate through the stations gathering information about the
body systems. (7.12B)
 Review with students levels of organization and the main functions of the
human organism systems by showing the power point:
A Journey Through the Human Body (link)
(7.12B)
Elaborate
 Note: Discuss with the students examples of energy transformations that occur
in the human body. Example: What are various energy transformations that
occur when you are riding a bike?
[Chemical Potential energy --->Mechanical energy ---> Kinetic energy.
You may even be able to include electrical energy, as within the human body
this is derived from chemical energy (from nutrients), and electrical impulses
are sent through nerves to contract and relax muscles within the legs to push
the pedals of the bike (mechanical energy) to then move the bike (kinetic
energy)] (7.7B)
SAISD © 2010-2011 – Second Grading Period
Work in teams to investigate the function of the circulatory system. In their
science journal, record observations and conclusions.
Create a foldable (link) in which the 10 systems of the human organism are
identified as well as their main functions.
Identify an energy transformation that occurs in the human body and create a
non-linguistically representation of it.
Science - Grade 7
Page 9 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Have students use their prior knowledge and information from Lessons 1 & 2 to
compare the functions of a cell to the functions of organisms, such as waste
removal.
(7.12E)
Create a 3 column table to compare the functions of a cell to the functions of
organisms. See example below:
Academic Vocabulary
 identify
 function
 internal
 structure
Function
Lysosome & Vacuole
Waste removal
Human Organism
System
Excretory
Journaling Research and explain ways in which the human body systems relate to each
other and help to maintain balance within the body.
Differentiation (Mastery):
 Have students research the topic of organ transplants and have them debate
the ethical issues surrounding transplants. Have students think about the
following issues:
(1) Should transplants happen at all?
(2) Who should get a transplant?
(3) Should a young person receive a transplant before an older person?
(7.12)
Evaluate
 Have students match the correct human organism system to its appropriate
function.
Note: Use the template Body Systems & Functions (link) to create a set for
each student, 1 set per baggie, for evaluation. (7.12B)
 Review the guiding and essential questions for this lesson. (7.12B)
Content Vocabulary
Vocabulary Cards (link)
 cell
 tissue
 organ
 organ system
 organism
 circulatory system
 respiratory system
 skeletal system
 muscular system
 digestive system
 excretory system
 reproductive system
 integumentary system
 nervous system
 endocrine system
Cell Organelle
Correctly match the human organism system to its function.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
7th grade Textbook
Chapter 9
 Sections 1, 2, 3, 4 pp. 212 – 229
Holt Science & Technology
Short Course - Human Body Systems and Health
(green book)
7th grade Short Course
Chapter 2
 Sections 1, 2, 3 pp. 30 - 43
Chapter 3
 Sections 1 & 2 pp. 54 - 65
Chapter 4
 Sections 1, 2, 3 pp. 76 - 91
Chapter 5
 Section 2 pp. 106 - 107
Suggested Labs, Investigations, Demonstrations (Textbook):
TE - Measuring Temperature p. 227
TE - Circulation Relay p. 34 - short course textbook
Unit 3 Resource Booklet
SAISD © 2010-2011 – Second Grading Period
Science - Grade 7
Page 10 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Reinforcement Worksheet 9 - The Hipbone's connected to the …
Reinforcement Worksheet 9 - Muscle Map
Critical Thinking Worksheet 9 - The Tissue Engineering Debate
Texas Directed Reading Workbook
Worksheet 9 Sections 1, 2, 3, 4
Internet Sites
Body Systems
Video Clips
Human Body System Introduction
Ignite! Learning - Science
Unit: Life Science - Lesson: Living Organisms
Topic # 1 Levels of Structures
 Living Structures
 Structures in Order
Unit: Life Science - Lesson: Human Body
Topic # 1 - Organ Systems
 Human Organ Systems
 Organ Systems in the Body
Topic # 2 - More Organ Systems
 Organ System Interactions
 Six Organ Systems
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 2G - understand the general meaning, main points, and important details of
spoken language ranging from situations in which topics, language, and contexts are
familiar to unfamiliar.
ELPS 5B - write using newly acquired basic vocabulary and content-based grade-level
vocabulary.
SAISD © 2010-2011 – Second Grading Period
ELPS Student Sentence Stems
 Overall our objective is …
 One characteristic of _____ is …
 ____ describes _____.
 _____ best represents _____.
Science - Grade 7
Page 11 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
TAKS
8th grade TAKS Release Test 2006
Correct Answer: J
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
VI - F1: Know that organisms posses various structures
and processes (feedback loops) that maintain
steady internal conditions.
VI - F2: Describe, compare, and contrast structures and
processes that allow gas exchange, nutrient
uptake and processing, waste excretion,
nervous and hormonal regulation, and
reproduction in plants animals, and fungi, give
examples of each.
10th grade TAKS Release Test 2006
Correct Answer: A
7th
grade District Interim 2008
Correct Answer: G
SAISD © 2010-2011 – Second Grading Period
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Science - Grade 7
Page 12 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 7
Unit of Study: Living Systems
CURRICULUM GUIDE
Week 7 - Lesson 4 - Digestion (5 days)
Guiding Questions
Essential Pre-requisite Skills
 How does the digestive system change matter?
 In the digestive process, how are large molecules broken down into smaller
molecules?
 Why is breaking down large molecules into smaller molecules, such as
carbohydrates into sugars, important to your daily life?
The student can:
 Understand that all organisms are composed of one or more cells (6.12A)
 Recognize that the presence of a nucleus determines whether a cell is prokaryotic
or eukaryotic (6.12B)
 Identify the basic characteristics of organisms, including prokaryotic or eukaryotic,
unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction,
that further classify them in the currently recognized Kingdons (6.12D)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
So students can….
Engage
 Provide each student with a cracker and have them eat it. Ask students:
(1) What changes to the cracker occurred while you were eating the cracker?
(2) Were the changes that occurred physical or chemical or both? Explain.
(3) Why are these change important in the digestive process? (7.6B)
THINK-PAIR-SHARE (link)
Students think about and record information in their science journal. Discuss
with their learning partner. Debrief with class.
 Review with students the Periodic Table of Elements. Ask students:
(1) What do you remember about the elements found here? (2) Which elements
did we study the 1st nine weeks and why were they important?
Create a foldable (link) for their science journal defining the following words:
protein, carbohydrates, lipids, ATP, and nucleic acids. Use the textbook
glossary as a resource.
 Have students use the Periodic Table of Elements and identify the following six
elements: carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. Discuss
with students that molecules in cells are usually made of different combinations of
these six elements. These elements combine to form proteins, carbohydrates,
lipids, ATP, and nucleic acids. (7.6C)
Note: Discuss with the students the definition of molecule [smallest particle of a
substance that still has the properties of that substance].
Explore
 Provide students with the materials to do the following investigations:
Protein Digestion (link)
Exploring Carbohydrates (link)
Ask students:
(1) How are large molecules, such as carbohydrates, broken down into smaller
molecules, such as sugar?
(2) When carbohydrates and proteins are broken down in the digestive system, is
it a physical change, chemical change, or both? Explain your answer.
(3) Why is it important that your body be able to break down these large
molecules?
(7.6B, C)
SAISD © 2010-2011 – Second Grading Period
Work in groups of 3 -4 to perform investigations and record observations, data,
analysis, and conclusions in their science journal.
Science - Grade 7
Page 13 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Explain
 Monitor as students read Chapter 7 - Section 3 (p. 176 - 179). Ask students: (1)
Why are proteins important?
(2) What are two kinds of carbohydrates?
(3) Why are carbohydrates important?
(4) What happens if you eat more carbohydrates than your body needs?
(5) Why are lipids important?
(7.6B, C)
Note: Discuss with the students Figure 13 - Cells Use ATP for Fuel on p. 179.
Rotating Review (link)
Work in teams and discuss topic, chart their thoughts, rotate to the next chart to
discuss and chart their thoughts. You should have chart paper for the following:
proteins, carbohydrates, lipids, ATP, and nucleic acid.
Elaborate
 Have students research and prepare a report on one of the following conditions hemophilia or diabetes. Both of these are diseases that are a result of the body
not being able to produce a necessary protein. (7.6B, C)
Write a report with information about either hemophilia or diabetes. The report
should include information about the specific protein that is lacking, a brief
description of how the condition affects the body, and the role of DNA in the
disease.
Evaluate
 Have student write a job description for one of the cell's basic chemical building
blocks. [proteins, carbohydrates, lipids, nucleic acids]. Tell students to write a
classified ad that describes the required job responsibilities of the building block.
(7.6B, C)
 Quiz with the following as possible questions:
(1) What do carbohydrates, fats, and oils have in common?
(2) What is the difference between simple and complex carbohydrates?
(3) What are two functions of lipids?
(4) How are protein used by an organism?
(5) What would happen to the supply of ATP in you r cells if you did not eat
enough carbohydrates? How would your cells be affected?
(6) What are examples of physical and chemical changes that take place in the
digestive process? (7.6B, C)
 Review the guiding and essential questions for this lesson.
Content Vocabulary
Vocabulary Cards (link)
 protein
 carbohydrate
 lipid
 nucleic acid
 ATP
 Phospholipids
 molecule
Academic Vocabulary
 distinguish
 broken down
Create a classified ad for one of the cell's basic chemical building blocks.
Journaling Record their answers in their science journal. Debrief with class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
7th grade Textbook
Chapter 7
 Section 3 pp. 176 - 179
Texas Directed Reading Workbook
Worksheet 7 – Section 3
Unit 3 Resource Booklet
Reinforcement Worksheet 7 – Building Blocks
Internet Sites
Protein Digestion
Exploring Carbohydrates
SAISD © 2010-2011 – Second Grading Period
Science - Grade 7
Page 14 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Ignite! Learning - Science
Unit: Life Science - Lesson: Living Organisms
Topic # 11 Molecules in Living Things
 The Molecules of Life
 Life's Molecules
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 1E - internalize new basic and academic language by using and reusing it in
meaningful ways in speaking and writing activities that build concept and language
attainment.
ELPS 3F - ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts, to using abstract
and content-based vocabulary during extended speaking assignments.
ELPS Student Sentence Stems
 The group has…
 All ____ have…
 One characteristic of _____ is…
 How do you…?
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
No District FMA item available
TAKS
No 8th grade TAKS Release item available
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
VI - B1: Understand the major categories of biological
molecules: lipids, carbohydrates, proteins, and
nucleic acids.
No 10th or 11th grade TAKS Release Item available
SAISD © 2010-2011 – Second Grading Period
Science - Grade 7
Page 15 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 7
Unit of Study: Living Systems
CURRICULUM GUIDE
Weeks 8 & 9 - Lesson 5 - Stimuli & Responses (9 days)
Guiding Questions
Essential Pre-requisite Skills
 How do the nervous and endocrine systems help to maintain stable internal
conditions?
 How does the human organism respond to external stimuli found in the
environment?
 How does the human organism respond to internal stimuli?
 Why is it important that humans are able to maintain homeostasis in
response to external and internal stimuli?
The student can:
 Understand that all organisms are composed of one or more cells (6.12A)
 Recognize that the presence of a nucleus determines whether a cell is prokaryotic or
eukaryotic (6.12B)
 Identify the basic characteristics of organisms, including prokaryotic or eukaryotic,
unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction,
that further classify them in the currently recognized Kingdons (6.12D)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
So students can….
Engage
 Invite students to describe a time when they reacted quickly, such as jerking a
hand away from a hot object, quickly catching a falling object, or extending one's
hand out to brace for a fall. Encourage students to describe not what happened
but also how quickly they were able to react and what they were thinking about as
they reacted. Lead a discussion about how quickly the nervous system is able to
respond to a stimulus. (7.13A, B)
 Ask students to list the five senses a person uses to respond to the environment
and draw the organ associated with each sense as well as an object detected by
each sense. Use p. 83 - 87 in the short course book as a reference.
(7.13A, B)
Explore
 Facilitate as students investigate the nervous system and how the system
responds to a stimulus. Students will perform activity Stimulus - Response:
Reaction Time (link); Reaction Time Cards (link). Ask students: (1) What type of
investigation is this? (2) Why isn't your reaction time always the same? (3) What
could affect your reaction time?
(7.2B, C, D, E; 7.4A; 7.13A, B)
 Have students relate the events in Figure 17 (p. 90) to the events that affect a
thermostat. Ask the students the following questions:
(1) What happens to your body when the temperature becomes too warm?
(2) What happens to your body if the temperature becomes too cool?
(3) What is the overall effect of feedback control?
*Note: Lead students in a discussion about how the events that affect a
thermostat are similar to that of feedback control system described in Figure 17.
(7.1A; 7.2B, C, D, E; 7.4A, B; 7.13A, B)
SAISD © 2010-2011 – Second Grading Period
THINK-PAIR-SHARE (link)
Think about and record information in their science journal. Discuss with their
learning partners. Debrief with class.
Journaling Create a foldable (link) and identify the five senses a person uses to respond to
the environment and draw the organ associated with each sense as well as an
object.
Pairs Compare Work in pairs to generate ideas or answers, then compare their answers with
another pair, and then see if working together they can come up with additional
responses neither pair alone had.
THINK-PAIR-SHARE (link)
Think about and record information in their science journal. Discuss with their
learning partners. Debrief with class.
Science - Grade 7
Page 16 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Monitor as students investigate how earthworms respond to different stimuli by
the doing the activity Stimulus-Response (link).
Note: Red wigglers, a type of earthworm, can be ordered through Region 20
Living Science Center.
(7.1A; 7.2A, C, D, E; 7.4A, B; 7.13A, B)
 Apply : Fight or Flight? (p. 89): Read the scenario found in the "Apply" box on
the top of p. 89 in the short course textbook. Have students write a paragraph
describing a time when they had a fight-or-flight experience. (7.13A, B)
Differentiation (Additional Support):
 Have students form a circle and hold hands. Explain that each person in the
circle represents a neuron. Every left hand represents a dendrite, every body
represents a cell body, and every right hand represents an axon. Have a student
initiate a nerve impulse by gently squeezing the hand of the student to the right.
Instruct students to pass the nerve impulse to the person to their right by gently
squeezing his or her hand. Discuss the mechanics of the nervous and how this
system helps the body maintain homeostasis. (7.13A, B)
Explain
 Monitor as students read Chapter 4 - Section 1 (p. 76 - 82 in short course
textbook). Ask students:
(1) How does the nervous system help the human organism to respond to
external stimuli?
Reinforce Two Systems Within a System (p. 76) & Ouch! That Hurt!
(p. 82)
(7.13A, B)
 Monitor as students read Chapter 4 - Section 2 (p. 83 - 87 in short course
textbook). Ask students:
(1) What are examples of the human organism responding to external stimuli
found in the environment?
(7.13A, B)
 Monitor as students read Chapter 4 - Section 3 (p. 88 - 91 in short course
textbook). Ask students:
(1) What is the function of the endocrine system?
(2) Why are feedback controls important?
(3) How does the endocrine system help maintain a stable internal environment?
Reinforce Chemical Messengers & Figure 16 (p. 89) & Controlling the
Controls & Figure 17 (p. 90)
(7.13A, B)
 Monitor as students read p. 171 (Chapter 7 Section 1 in textbook) and analyze
Figure 3 - Maintaining Homeostasis on p. 217. Ask students:
(1) What is homeostasis? (2) How do organisms maintain homeostasis?
(7.13A, B)
Differentiation (Mastery):
 Have students research the different parts of the brain and how these different
parts help maintain homeostasis, such as the cerebellum and balance. Have
students draw and label the brain and its parts and describe how the different
parts help the body maintains homeostasis. (7.13A, B)
SAISD © 2010-2011 – Second Grading Period
Work in groups of 3 - 4 to investigate how earthworms respond to different
stimuli.
Write a paragraph describing a time when they had a fight-or-flight experience.
Graffiti Board
Students work in small groups and use a large piece of butcher paper, a book
cover, or piece of poster board to sketch or write their ideas on a subject based
on a text or other form of information.
*Note: Have different groups of students work on different sections and then
share with group.
Science - Grade 7
Page 17 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Elaborate
 Divide the class into groups of three or four students, and assign each group a
sense. Each group is to imagine what it would be like to live without the sense
that they were assigned. Have students develop an example of life without the
assigned sense. Ask students: How would the loss of this sense affect the way in
which a person might respond to external stimuli? (7.13A, B)
Evaluate
 Quiz with the following as possible questions:
(1) How do different sensory receptors respond to external stimuli, for example,
the skin, ears, eyes, nose, and tongue?
(2) How does the endocrine system help the body maintain stable internal
conditions?
(3) Why is it important that humans are able to maintain homeostasis in response
to external and internal stimuli? (7.13A, B)
Work in groups of 2 - 3 to develop an example of life without the assigned sense
inferring how the loss of this sense would affect the person's life.
Journaling Record their answers in their science journal. Debrief with class.
 Review the guiding and essential questions for this lesson. (7.13A, B)
Content Vocabulary
Vocabulary Cards (link)
 nervous system
 impulse
 reflex
 endocrine system
 feedback control
 external stimuli
 stimuli
 homeostasis
Academic Vocabulary
 identify
 organism
 function
 internal
 external
 stable
 environment
 response
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
Short Course - Human Body Systems and Health
(green book)
7th grade Short Course
Chapter 4
 Sections 1, 2, 3 pp. 76 - 91
Holt Science & Technology
7th grade Textbook
Chapter 7
 Section 1 pp. 171
Internet Sites
Stimulus - Response: Reaction Time
Reaction Time Cards
Ignite! Learning - Science
Unit: Life Science - Lesson: Living Systems
Topic # 5 Organisms and Internal Stimuli
 Stimulus and Responses
 External and Internal Stimuli
Topic # 6 Responses to Internal Stimuli
 Voluntary and Involuntary Responses
 Internal Stimuli
SAISD © 2010-2011 – Second Grading Period
Science - Grade 7
Page 18 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 3E - share information in cooperative learning interactions.
ELPS 4H - read silently with increasing ease and comprehension for longer periods.
ELPS Student Sentence Stems
 I think…
 What I know about ____is…
 I understood/didn't understand…
 I read about…
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
VI - F1: Know that organisms posses various structures
and processes (feedback loops) that maintain
steady internal conditions.
7th grade District Interim 2008
Correct Answer: F
8th grade TAKS Release Test 2006
Correct Answer: J
10th grade TAKS Release Test 2006
Correct Answer: A
SAISD © 2010-2011 – Second Grading Period
Science - Grade 7
Page 19 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.