Download Campus: Clark Junior High Author(s): Lisa Flynn Date Created

Campus: Clark Junior High
Author(s): Lisa Flynn
Date Created / Revised: 04/02/2011
Six Weeks Period: 5th
Grade Level & Course: 7th Grade Science
Timeline: Approximately 29 Days
Lesson Unit Title: Human Body Systems
a. Which subject-specific TEKS are going to be addressed in the lesson unit?
The student is expected to:



(7.6B) Distinguish between physical and chemical changes in matter in the digestive
system.
(7.7B) Illustrate the transformation of energy within an organism such as the transfer
from chemical energy to heat and thermal energy in digestion.
(7.12B) 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.
On-going TEKS:
The student is expected to:


Stated Objectives:
TEKS Addressed in
the Lesson Unit
(Include TEK
number and (SE)
student expectation
description












(7.1) Scientific investigation and reasoning. The student, for at least 40% of the
instructional time, conducts laboratory and field investigations following safety
procedures and environmentally appropriate and ethical practices.
(7.1A) Demonstrate safe practices during laboratory and field investigations as outlined
in the Texas Safety Standards.
(7.1B) Practice appropriate use and conservation of resources, including disposal,
reuse, or recycling of materials.
(7.2) Scientific investigation and reasoning. The student uses scientific inquiry methods
during laboratory and field investigations.
(7.2A) Plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment and
technology.
(7.2B) Design and implement experimental investigations by making observations,
asking well-defined questions, formulating testable hypotheses, and using appropriate
equipment and technology.
(7.2C) Collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic organizers.
(7.2D) Construct tables and graphs, using repeated trials and means, to organize data
and identify patterns.
(7.2E) Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
(7.3) Scientific investigation and reasoning. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions and knows the contributions
of relevant scientists.
(7.3A) In all fields of science, analyze, evaluate, and critique scientific explanations by
using empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student.
(7.3B) Use models to represent aspects of the natural world such as human body
systems and plant and animal cells.
(7.3C) Identify advantages and limitations of models such as size, scale, properties, and
materials.
(7.3D) Relate the impact of research on scientific thought and society, including the



history of science and contributions of scientists as related to the content.
(7.4) Science investigation and reasoning. The student knows how to use a variety of
tools and safety equipment to conduct science inquiry.
(7.4A) Use appropriate tools to collect, record, and analyze information, including life
science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes,
microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric
tape measures, timing devices, hot plates, balances, thermometers, calculators, water
test kits, computers, temperature and pH probes, collecting nets, insect traps, globes,
digital cameras, journals/notebooks, and other equipment as needed to teach the
curriculum.
(7.4B) Use preventative safety equipment, including chemical splash goggles, aprons,
and gloves, and be prepared to use emergency safety equipment, including an eye/face
wash, a fire blanket, and a fire extinguisher.
b. Which specific (TA) Technology Application TEKS are going to be addressed in the
lesson unit?

(1E) Use technology terminology appropriate to the task.

(1F) Perform software application functions including, but not limited to, opening
an application program and creating, modifying, printing, and saving documents.

(3A) Discuss copyright laws/issues and models, ethical acquisition and use of
digital information, citing sources using established methods.

(7E) Create a document using desktop publishing techniques including, but not
limited to, the creation of multicolumn or multi-section documents with a variety
of text-wrapped frame formats.

(10A) Use productivity tools to create effective document files for defined
audiences such as slide shows, posters, multimedia presentations, newsletters,
brochures, or reports.
What specific concepts will be included that clarify the content and satisfy the goal of the
TEKS addressed in this lesson unit?

Organization & Homeostasis

Identify the levels of organization in complex organisms.

Identify and describe the four basic types of tissue in animals.

Explain the importance of maintaining stable internal conditions (homeostasis).

Identify responses to internal and external stimuli.
Clarifiers:

Define stress and describe its effect on homeostasis.
(Specific concepts
to be included to
address the TEKS)

The Skeletal System

List the functions of the skeleton.

Relate structure to function. Describe the structure of bones and how they grow
and form.

Explain the function of movable joints in the body.

List ways that individuals can keep their bones strong & healthy.

The Muscular System

Identify the three types of muscles, describe the function of each, and relate
force to the action of muscles.

Explain how skeletal muscles work in pairs.

List ways in which people can keep their muscles healthy.

The Integumentary or Skin System

Describe the functions of skin.

Explain how skin helps the body maintain stable internal conditions.

Describe the structure of the skin.

List ways that individuals can keep skin healthy.

The Digestive System

Describe the general functions carried out by the digestive system and the
specific functions of the mouth, esophagus, & stomach.

Describe how structure relates to function in digestive system organs.

Distinguish between physical and chemical changes in matter in the digestive
system.

Illustrate the transformation of energy within an organism such as the transfer
from chemical energy to heat and thermal energy in the digestive system.

Relate the process of vomiting to the internal stimulus of irritation of the
digestive system.

The Circulatory System

Describe the function of the cardiovascular system.

Describe the structure of the heart and explain its function.

Describe the regulation of the heartbeat, and relate it to internal stimuli.

Trace the path taken by blood through the circulatory system.

The Respiratory System

Identify the functions of the respiratory system.

Describe the relationship between the structure and function of the air passages.

Describe how oxygen, carbon dioxide, and water move in the lungs.

Explain the processes by which people breathe and speak.

The Excretory System

Identify the function of the excretory system.

State how urine is produced in the kidneys.

Explain how the kidneys help maintain stable internal conditions by regulating
water balance in the body.

Name the organs involved in excretion and describe their functions.

The Nervous System

Identify the functions of the nervous system: receiving information, responding to
stimuli, and maintaining stable internal conditions.

Describe the structure of a neuron.

List the three types of neurons and tell how a nerve impulse travels.

Identify the function of the central nervous system, describe its parts, and
explain how to keep it safe from injury.

Identify the different structures of the brain and describe the function of each.

Identify the functions of the peripheral nervous system and its parts.

Describe a reflex.

List activities that can harm the nervous system, and describe ways that
individuals can protect the nervous system during these activities.

May include information and activities on the five senses if time permits.

Identify the basic structures of the anatomy of a frog.

Compare and contrast the structures and functions of the body systems of a frog
to human body systems.
What unfamiliar terms will be introduced to the students that will enhance their understanding of
the concept?
Vocabulary
Addressed
Muscle Tissue
Nerve Tissue
Connective Tissue
Epithelial Tissue
Stress
Vertebra
Marrow
Cartilage
Joint
Movable joint
Immovable joint
Ball-n-socket
Hinge
Pivot
Gliding
Vena cava
Ligament
Osteoporosis
Involuntary Muscle
Mucus
Voluntary Muscle
Skeletal Muscle
Tendon
Smooth Muscle
Cardiac Muscle
Epidermis
Melanin
Dermis
Pore
Follicle
Cancer
Tumor
Acne
Digestion
Absorption
Saliva
Enzyme
Epiglottis
Esophagus
Rectum
Intestine
Colon
Liver
Pancreas
Peristalsis
Stomach
Heart
Atrium
Cardiovascular
Ventricle
Valve
Pacemaker
Artery
Capillary
Vein
Aorta
Respiration
Cilia
Trachea
Bronchi
Lungs
Alveoli
Diaphragm
Larynx
Asthma
Fever
Hypertension
Neuron
Spinal Cord
Cerebrum
Cerebellum
Brainstem
Reflex
Vaccine
Pathogen
Barrier
Urea
Bladder
Kidney
Ureter
Integumentary
What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a
mental set to pique the students' interest?
Hook: (Engage & Explore) Show this video from Discovery Education Video streaming:
Human Body: Pushing the Limits: Strength [43:15],
Grades: 6-8, 9-12, Copyright: 2008.
Anticipatory Set or
Introduction to
Lesson Unit
“The human body is engineered for strength, power, and endurance. Awe-inspiring stories of an
injured hiker who lifted a 1,200-pound boulder off his chest and a police officer who was able to
outrun a raging firestorm illustrate the amazing capacities of our bones and muscles. The
program highlights the importance of adrenaline in triggering life-saving bodily reactions during
emergencies, while the story of a swimmer crossing the English Channel considers how the
body converts carbohydrates and fat into energy. *Nominated for a 2008 Emmy Award for
Outstanding Special Visual Effects. NOTE: Contains sensitive material.”
Technology Integration: N / A
What specific teaching strategies are going to be used to teach this lesson unit? What approach
will be used to provide information (explain) the lesson unit to the students?
Teaching
Strategies







Cooperative Learning Groups
Independent Learning
Setting objectives and providing feedback
Note-taking
Inquiry Projects
Paired Grouping
Lab Activities
What modeling will take place to demonstrate what the students will do?
Modeling




Teacher will demonstrate etiquette in the computer lab.
Teacher will demonstrate safe lab practices.
Teacher will demonstrate all lab procedures required.
Teacher will demonstrate how to use the Internet and Microsoft Word.
What initial practice of lesson skill will be used under direct supervision of the teacher? What
practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take
place? (List for each day of the unit: Example: Day 1, Day 2, Day 3).
Day 1: (Anticipatory Set)

Activities
(Guided Practice
and Independent
Practice)
(Include: Day 1,
Day 2, etc…)
Hook: (Engage & Explore): Show this video from Discovery Education Video
streaming: Human Body: Pushing the Limits: Strength [43:15],
Grades: 6-8, 9-12, Copyright: 2008.
“The human body is engineered for strength, power, and endurance. Awe-inspiring
stories of an injured hiker who lifted a
1,200-pound boulder off his chest and a police officer who was able to outrun a raging
firestorm illustrate the amazing
capacities of our bones and muscles. The program highlights the importance of
adrenaline in triggering life-saving bodily
reactions during emergencies, while the story of a swimmer crossing the English
Channel considers how the body converts
carbohydrates and fat into energy. *Nominated for a 2008 Emmy Award for Outstanding
Special Visual Effects. NOTE:
Contains sensitive material.”
Day 2:



(GP) Teacher will use a Power Point with guided notes for a discussion on—“Body
Systems, Organization & Homeostasis.”
(GP) Teacher will show Discovery Education Video streaming -- Life Science: Human
Biology [20:00], Copyright 2002.
(IP) Students will complete Chapter 10, Section 10-1 of Guided Reading, pp. 113 - 117,
on “Organization and Homeostasis” while reading Chapter 10, Section 1 of the textbook,
pp. 334-343, for homework.
Day 3:

(GP) Teacher will discuss key terms, structures, and functions of The Skeletal System
from “Get Sharp: Body Systems” Better Grades & Higher Test Scores/SCIENCE, 2003,
pp. 168 – 169.




(GP) Teacher will show models of the different movable joints.
(GP) Teacher will introduce “Miss Bones”, the miniature model of the skeleton.
(IP) Students will highlight important information in the handout and color the different
parts of a bone.
(IP) Students will label the parts of a skeleton.
Day 4:




(GP) Teacher will show X-Rays of various bones.
(IP) Students will complete a word search of bones, “Dig Those Bones”, from TREND,
2008.
(IP) Students will watch a BrainPop on “The Skeleton” and take a short quiz.
(IP) Students will complete Chapter 10, Sections 10-2 and 10-3 of Guided Reading, pp.
118 - 123, on “The Skeletal and Muscular Systems” while reading Chapter 10, Sections
2 and 3 of the textbook, pp. 344-356, for homework.
Day 5:




(GP) Teacher will discuss key terms, structures, and functions of The Muscular System
from “Get Sharp: Body Systems” Better Grades & Higher Test Scores/SCIENCE, 2003,
pp. 168 – 169.
(IP) Students will highlight important information in the handout.
(IP) Students will label and color a diagram of the muscles of the human body.
(IP) Students will participate in a group activity, “Working Muscles”, from TREND, 2008.
Day 6:



(GP) Teacher will show Discovery Education Video streaming -- Human Body Systems:
The Skeletal and Muscular Systems [24:00]. Colgren Communications, 1997. Full Video.
16 March 2011. <http://www.discoveryeducation.com/>.
(IP) Students will do a Discover Activity, “How Do Muscles Work?” from the textbook, p.
352.
(IP) Students will watch a BrainPop on “Muscles” and take a short quiz.
Day 7:



(GP) Teacher will discuss key terms, structures, and functions of The Skin, focusing on
the skin’s role in keeping the body in homeostasis, Look Into Your Body, 2008.
(GP) Teacher will discuss how the skin interacts with other body systems.
(IP) Students will color and label a diagram of the different layers and components of
skin.
Day 8:


(IP) Students will watch a BrainPop on “Skin” and take a short quiz.
(IP) Students will complete Chapter 10, Section 10-4, including the Word Wise, of
Guided Reading, pp. 123 - 126, on “The Skin” while reading Chapter 10, Section 4 of the
textbook, pp. 358 - 365, for homework.
Day 9:



(GP) Teacher will discuss key terms, structures, and functions of The Digestive System
from “Get Sharp: Body Systems” Better Grades & Higher Test Scores/SCIENCE, 2003,
p. 166.
(GP) Teacher will discuss food’s journey through the body, noting where food is
undergoing physical (mechanical) changes and where it is undergoing chemical
changes.
(GP) Teacher will discuss the energy transformation that takes place within the digestive
system.


(IP) Students will highlight important information in the handout.
(IP) Students will label and color a diagram of the digestive system of the human body,
illustrating the energy transformation that takes place as stored chemical energy is
transformed into energy that the body needs for the numerous processes of life.
Day 10:




(GP) Teacher will show Discovery Education Video streaming -- Human Body Systems:
The Digestive System [21:00}, Copyright: 1997.
(GP) Teacher will have volunteers demonstrate how peristalsis works.
(IP) Students will watch a BrainPop on “The Digestive System” and take a short quiz.
(IP) Students will complete Chapter 11, including the Word Wise, of Guided Reading, pp.
127 – 136, on “Food and Digestion” while reading Chapter 11 of the textbook, pp. 368395, for homework.
Day 11:




(GP) Teacher will discuss key terms, structures, and functions of The Circulatory System
from “Get Sharp: Body Systems” Better Grades & Higher Test Scores/SCIENCE, 2003,
pp. 172 - 173.
(IP) Students will highlight important information in the handout.
(IP) Students will label and color a diagram of the heart.
(IP) Students will complete Chapter 12, Sections 12-1, 12-2 and 12-4, of Guided
Reading, pp. 137-140, 143-145 , on “The Body’s Transportation System”, “A Closer Look
at Blood Vessels” and “Cardiovascular Health” while reading Chapter 12, Sections 1, 2
and 4 of the textbook, pp. 400 – 411 and 420 - 424, for homework.
Day 12:


(GP) Teacher will guide the students through tracing the pathway of blood from the
body, through the heart, to the lungs, back to the heart, and back to the body.
(IP) Students will do a Discover Activity, “How Hard Does Your Heart Work?” from the
textbook, p. 400.
Day 13:


(GP) Teacher will show Discovery Education Video streaming -- Human Body Systems:
The Circulatory System [23:00], Copyright: 1997.
(IP) Students will watch a BrainPop on “The Circulatory System” and take a short quiz.
Day 14:




(GP) Teacher will discuss key terms, structures, and functions of The Respiratory
System from “Get Sharp: Body Systems” Better Grades & Higher Test
Scores/SCIENCE, 2003, p. 165.
(IP) Students will highlight important information in the handout.
(IP) Students will label and color a diagram of the respiratory system.
(IP) Students will complete Chapter 13, Sections 13-1 and 13-2, of Guided Reading, pp.
147-153, on “The Respiratory System” and “Smoking and Your Health” while reading
Chapter 13, Sections 1 and 2 of the textbook, pp. 430 - 444, for homework.
Day 15:


(GP) Teacher will show Discovery Education Video streaming -- Human Body Systems:
The Respiratory System [23:00], Copyright: 1997.
(IP) Students will watch a BrainPop on “The Respiratory System” and take a short quiz.
Day 16:


(GP) Teacher will clarify the importance of the Two Loops connecting the Circulatory and
Respiratory Systems.
(IP) Students will participate in a Discover Activity, “How Big Can You Blow Up A
Balloon?” from the textbook, p. 430.
Day 17:





(GP) Teacher will discuss key terms, structures, and functions of The Excretory System
from the textbook, pp. 445 – 450.
(GP) Teacher will summarize all of the systems that remove wastes from the body, “Get
Sharp: Body Systems” Better Grades & Higher Test Scores/SCIENCE, 2003, p. 167.
(IP) Students will highlight important information in the handout.
(IP) Students will draw, label, and color a diagram of the excretory system, textbook p.
446.
(IP) Students will complete Chapter 13, Section 13-3, including Word Wise, of Guided
Reading, pp. 153-156, on “The Excretory System” while reading Chapter 13, Section 3
of the textbook, pp. 445 - 451, for homework.
Day 18:


(GP) Teacher will show Discovery Education Video streaming -- Human Body Systems:
The Excretory System [17:00], Copyright: 1997.
(IP) Students will watch a BrainPop on “The Urinary System” and take a short quiz.
Day 19:






(GP) Teacher will discuss key terms, structures, and functions of The Nervous System
from “Get Sharp: Body Systems” Better Grades & Higher Test Scores/SCIENCE, 2003,
pp. 170 - 171.
(IP) Students will highlight important information in the handout.
(IP) Students will label and color a diagram of the brain and a neuron.
(IP) Students will draw and label a diagram of the central and peripheral nervous
systems using the textbook, Figure 5, p. 493.
(IP) Students will volunteer to demonstrate a Skills Lab, “Ready or Not”, from the
textbook, p. 491.
(IP) Students will volunteer to have their reflexes tested with the reflex hammer.
Day 20:


(GP) Teacher will show Discovery Education Video streaming -- Human Body Systems:
The Nervous System [27:00], Copyright: 1987.
(IP) Students will watch a BrainPop on “The Nervous System” and take a short quiz.
Day 21:

(GP) Teacher will show Discovery Education Video streaming -- Human Body: Pushing
the Limits: Brainpower [43:15], Copyright: 2008.
Day 22:



(GP) Teacher will discuss “Defenses Against Disease” from “Get Sharp: Body Systems”
Better Grades & Higher Test Scores/SCIENCE, 2003, p. 177.
(IP) Students will highlight important information in the handout.
(GP) Teacher will show Discovery Education Video streaming -- The Body's Defenses
against Disease [23:46]. Copyright: 1996.
Day 23:

(GP) Teacher will introduce Dr. Torso (the life-sized anatomical model of an open torso)

in connection with a CD-ROM Guide of Human Torsos.
(IP) Students will be allowed to explore the various organ models located in the torso.
Days 24-25:



(GP) Teacher will remind students of proper computer lab etiquette, expectations, and
consequences.
(IP) In the computer lab, students will explore http://sciencespot.net/. Click on the KidZone Icon in top right hand corner and then on the Biology box. Click on Health &
Human Body. This will give them many links for finding fun information on all body
systems.
(IP) Students will research and record how body systems interact with each other.
Days 26-28:



(GP) Teacher will discuss the proper equipment, dissection procedures, and safety
precautions for the Frog Dissection.
(http://curry.edschool.virginia.edu/go/frog/Frog2/ )
(IP) Students will watch a frog dissection on DVD. Bullfrog – Dissection & Anatomy
Series. Copyrighted & produced by Nebraska Scientific, A division of Cyrgus Co., Inc.
(IP) Students will work in groups at 6 lab stations dissecting frogs for 2 days. Students
will identify parts of the frog’s anatomy in order to compare and contrast the body
systems of the frog with human body systems.
Day 29:

(IP) Students will play a review game called “Target Practice”.
Technology Integration: Internet and Microsoft Word—to research and record fun facts about
the human body system and how the systems work together.
What check(s) will be used to determine if learners have understood the material and activities of
the lesson?
Checking for
Understanding








Observation
Oral discussion
Spot questioning of individual students
Monitoring
Cooperative Groups
Peer tutoring/Grouping
Daily quizzes
Six Weeks Test
If necessary, what alternative teaching methods will be used to teach the same information or
skill? Consider teaching methods that address different learning styles, e.g., auditory, visual,
tactile, and kinesthetic.

Opportunities to
Relearn
(Re-teach)






PASS tutoring program, before and after school—Students may review Power Points,
work on projects, and get direct clarification from Teacher.
Teacher may substitute or modify assignments based on individual needs.
Alternative activities on specific body systems – See Unit Book 5.
Show video streaming on specific body systems – See Resources listed below.
Referral to Sciencesaurus Student Handbook.
Use KWL Charts to focus on deficits.
Use Graphic Organizers for clarification.
Technology Integration: * Usage of Computer Lab and projector as needed.
Accommodations
for Special
Populations
What alternative instructional modifications and adaptations that address all learners' needs are
necessary, if any?
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
What additional teaching strategies will be used to accommodate the needs of English Language
Learners during this lesson unit?
Strategies for
English Language
Learners (ELLs)
Assessment or
Evaluation
(Formative and
Summative to
Assess Mastery)











Peer Grouping
Interactive Read-Aloud
Visual Scaffolding
Modified Materials
Vocabulary Reinforcement Activity
Substitution of preferred language activities when available
KWL charts
Graphic organizers with pictures
Weekly tutoring
Support from ELL coordinator.
Usage of a translator.
What formal assessment that provides learning criteria and indicators through traditional or
alternative assessment means will be used? State what the learner will do to demonstrate
understanding and mastery of objectives (this should be directly tied to the lesson unit
objectives).

Students will demonstrate a degree of mastery via daily quizzes, Guided Reading
workbook assignments, answering questions during class presentations, participating in
lab demonstrations, preparing a test review, participating in a test review game, and the
Six Weeks Exam.
What challenging instructional activities can be provided for students who demonstrate academic
proficiency of curriculum objectives? Focus one application and transference to the "Real World".
Make a connection between past and present.
Diseases and Disorders Table
Enrichment /
Extension

Make a table with column headings as follows: 1) Disease or Disorder; 2) Description; 3)
Causes; 4) Symptoms; 5) Prognosis-Is it curable? 6) If curable…How do you cure it or
treat it? 7) The kind of doctor that would treat it.

Students can use the Internet to get current information to fill out the table.
“The Organ Trail Wanted Poster”--http://sciencespot.net/Pages/otrail.html


A student can go to this website to get directions and the template to make a wanted
poster of a chosen organ.
At the end of his research journey & having gathered facts about the organ, he will need
to know the following to make the Wanted Poster:







Which body system contains his organ?
What are the organ's main functions?
How does the organ work with other systems to keep the body healthy?
Which diseases or disorders can affects his organ?
Can a person live without the organ?
Explain advancements in the knowledge and treatment of the organ 100 years
ago to today.
Students could prepare Current Event Reports on diseases, cures, treatments,
and medical breakthroughs of a chosen body system.



Students will use the Internet or library to find current events (within 2 months of the date
of the reports).
Students will each prepare a report with a 3-sentence summary, a 3-sentence paragraph
on his opinion of the article, and a 3-sentence paragraph stating how the article affected
him personally or might affect him in the future.
Reports should be typed in a clear, readable font, size 12, double-spaced, with a header
of name, date, and period. A copy of each article must be attached.
Technology Integration: Internet to access information to fill out Diseases and Disorders Table,
obtain the Wanted Poster template & Directions, and find a current event.
What very brief activity will take place that has students state or demonstrate the main
objective(s) of the lesson?

Closure or Ending
the Lesson Unit
Students will play a test review game called “Target Practice”. The teacher will draw a
large, colorful target on the white board. Each color section will be assigned a numerical
value. The students will be divided into 2 teams. Each member of a team will have an
opportunity to individually answer a test review question. If the student answers
correctly, he or she comes to the front of the class and throws a wet cotton ball at the
target. He/she receives the score based on which color was hit and a piece of candy or
another incentive. The teams accumulate the individual scores. If a student does not
answer the question correctly, then the play passes to a member of the other team. The
game continues in this way until all players have had a chance to play or time allows.
The team with the most points wins candy or other incentives at the end of the game.
What preparation must occur before the lesson is ready?






Materials:
Preparation and
Resources
Prepare materials that students will need for Discover Activities and Skills Labs: clothes
pins, timers, meter sticks, reflex hammer, X-rays, joint models, metric tape measure,
balloons, plastic tubs, measuring cups, snacks, candy for review game.
Locate frog dissection DVD in closet.
Prepare dissecting tools and trays.
Purchase disposable plastic gloves – 2 pair per student – for 2 days of dissecting.
Order frogs early - I usually get the large, triple-injected, formaldehyde-free frogs that are
vacuum-packed. I like to have six per class, one for each lab station, if the budget
allows.
Computer Lab - sign up for specific dates in advance for students to do research.
What resources should be available to the instructor and learner to appropriately and
successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?
Resources:






Bozza, Kerry L., EdD. Look Into Your Body. Pleasantville, Reader’s Digest
Children’s Publishing Limited: 2008.
Branca, Barbara. Sciencesaurus A Student Handbook. Wilmington, Great
Source Education Group, a division of Houghton Mifflin Co.: 2006.
Forte, Imogene & Marjorie Frank. “Get Sharp on Body Systems.” Better Grades
& Higher Test Scores/Science. Nashville, Incentive Publications, Inc.: 2003, pp.
164-177.
“Fun Ideas.” Skeleton Poster. TREND enterprises, Inc. St. Paul, MN. 2001,
2008.
“Fun Ideas.” Skeletal System Poster. TREND enterprises, Inc. St. Paul, MN.
2001, 2008.
“Fun Ideas.” Muscular System Poster. TREND enterprises, Inc. St. Paul, MN.












2001, 2008.
“Fun Ideas.” Respiratory System Poster. TREND enterprises, Inc. St. Paul, MN.
2001, 2008.
“Fun Ideas.” Cardiovascular System Poster. TREND enterprises, Inc. St. Paul,
MN. 2001, 2008.
“Fun Ideas.” Amazing Skin Poster. TREND enterprises, Inc. St. Paul, MN. 2001,
2008.
“Fun Ideas.” Nervous System Poster. TREND enterprises, Inc. St. Paul, MN.
2001, 2008.
“Fun Ideas.” Amazing Eyes Poster. TREND enterprises, Inc. St. Paul, MN. 2001,
2008.
Padilla, Michael. “Chapters 10 - 15.” Prentice Hall Texas Science Explorer
Grade 7. Upper Saddle River, Prentice-Hall, Inc.: 2002, pp. 336-517.
Padilla, Michael. “Chapters 10 - 13.” Texas Guided Reading and Study
Workbook Grade 7. Upper Saddle River, Prentice-Hall, Inc.: 2002, pp. 113-156.
Weinroth, Dr. Elissa. The Human Body. Monterey, Evan-Moor Educational
Publishers: 2002.
CD-ROM Guide – Human Torsos. Altay Scientific, Italy: 2005.
(www.altayscientific.com)
DVD - Bullfrog – Dissection & Anatomy Series. Copyrighted & produced by
Nebraska Scientific, A division of Cyrgus Co., Inc.
Teacher-made Power Point and guided notes are located in P-Drive. Click on
the following folders in numerical order: (1) Share; (2) 4-Clark Junior High; (3)
CJH Science; (4) 7th Grade; (5) “Human Body Systems.”
The Teacher-made, 7th Grade Science UNIT BOOK – ‘Human Body Systems”.
Websites:

http://sciencespot.net/ --Click on the Kid-Zone Icon in top right hand corner &
then in the Biology box. Click on Health & Human Body. This will give you
many links for finding information on all body systems.

For Enrichment Activity: “The Organ Trail,” see the following:
http://sciencespot.net/Pages/otrail.html
For alternative activities, see the following: www.trendenterprises.com
For Frog Dissection Explanation, see the following:
http://curry.edschool.virginia.edu/go/frog/Frog2/
For Frog Dissection-optional questionnaire, see the following:
http://sciencespot.net/Media/netfrogwkst.pdf












www.BrainPop.com. “Human Body Systems” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Skeletal System” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Muscles” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Digestive System” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Skin” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Respiratory System” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Circulatory System” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Nervous System” (Username: princetoncjh, Password: clark)
www.BrainPop.com. “Urinary System” (Username: princetoncjh, Password: clark)
All video-streaming in this unit are from the following resources:




Human Body: Pushing the Limits: Brainpower. Dangerous Films Ltd., 2008. Full Video.
16 March 2011. <http://www.discoveryeducation.com/>.
Human Body: Pushing the Limits: Sensation. Dangerous Films Ltd., 2008. Full Video. 17
March 2011. <http://www.discoveryeducation.com/>.
Human Body: Pushing the Limits: Strength. Dangerous Films Ltd., 2008. Full Video. 16
March 2011. <http://www.discoveryeducation.com/>.
Human Body Systems: The Circulatory System. Colgren Communications, 1997. Full






Video. 16 March 2011. <http://www.discoveryeducation.com/>.
Human Body Systems: The Digestive System. Colgren Communications, 1997. Full
Video. 16 March 2011. <http://www.discoveryeducation.com/>.
Human Body Systems: The Excretory System. Colgren Communications, 1997. Full
Video. 16 March 2011. <http://www.discoveryeducation.com/>.
Human Body Systems: The Nervous System. Colgren Communications, 1987. Full
Video. 17 March 2011. <http://www.discoveryeducation.com/>.
Human Body Systems: The Respiratory System. Colgren Communications, 1997. Full
Video. 16 March 2011. <http://www.discoveryeducation.com/>.
Life Science: Human Biology. Discovery Education, 2002. Full Video. 16 March
2011. <http://www.discoveryeducation.com/>.
The Body's Defenses Against Disease. Cochran, 1996. Full Video. 17 March
2011. <http://www.discoveryeducation.com/>.
Optional activities for re-teaching: Show video-streaming on the Human Body using the
following resources:



The Human Body: The Ultimate Machine. AIMS Multimedia. 1996. United streaming.
26 April 2006 <http://www.unitedstreaming.com/>
Drugs: How They Affect Body Chemistry. AIMS Multimedia. 1989. United streaming.
26 April 2006 <http://www.unitedstreaming.com/>
Biologically Speaking: Systems of the Human Body. AIMS Multimedia. 2002. United
streaming. 26 April 2006 <http://www.unitedstreaming.com/>