Download Unit 13: Body Systems

Campus: Princeton High School
Author(s): Jody Gerber and Rachella Fannin
Date Created / Revised: August 1, 2014
Six Weeks Period: 6th
Grade Level & Course: Biology
Timeline: 19 days (including 6-weeks exam)
Unit 13: Body Systems
Stated Objectives:
TEK # and SE
Lesson # 1
B(10) Science concepts. The student knows that biological systems are composed of multiple
levels. The student is expected to:
(a) describe the interactions that occur among systems that perform the functions of
regulation, nutrient absorption, reproduction, and defense from injury or illness in
animals;
(c) analyze the levels of organization in biological systems and relate the levels to each
other and to the whole system.
B(11) Science concepts. The student knows that biological systems work to achieve and
maintain balance. The student is expected to:
(a) describe the role of internal feedback mechanisms in the maintenance of
homeostasis;
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Misconceptions
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Key Vocabulary
Suggested Day
5E Model
The levels of organization in the body include cells, tissues, organs, and organ
systems.
Homeostasis describes the relatively constant internal physical and chemical
condition that organisms maintain despite changes in internal and external
environment.
Body systems interact to maintain homeostasis.
Digestion starts in the stomach.
Digestion ends in the stomach or large intestine.
The digestive system has two outlets – one for faeces and one for urine.
Digestion is the process which releases usable energy from food.
Confusion over the sequence of the processes and anatomical route of digestion.
The discharge of undigested food through the anus is called excretion.
The skin is not an organ.
We breathe in only oxygen and breathe out only carbon dioxide.
Inability to link the need for oxygen with the use of food.
Respiration is the same as breathing; the respiratory system is for carrying out respiration.
The brain is responsible for thinking (cognition) but not responsible for physical actions,
voluntary movements (e.g. swimming) and involuntary movements (e.g. coughing and
sneezing), emotions or sensations.
Muscles and brain are not involved in the workings of the digestive, circulatory or respiratory
systems.
Systems operate in isolation from each other.
See vocabulary words for each day. Understanding vocabulary is imperative for students if they
are going to pass STAAR. Use these words repeatedly.
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources, Notes
Day 1
Topic: Overview of Human Anatomy
Engage
 Human Anatomy Video (Nova)
Materials
 Excess video
Resources
Notes
 This is an interesting
video
 Student can watch with
or without worksheet.
Vocabulary Words
Day 2
Topic: Overview of 11 Organ Systems
Explore
Explore: Use text book to research and identify structure and
function of each body system
Materials
 Copy human body
book for each student
Resources - pg 862 and
866 - 899
Notes
Vocabulary Words
Day – 3
Topic: Interaction of Organ Systems to maintain
homeostasis
Materials
 PPT
Explain: Use PPT and human body book to explain the structure
and function of the 11 body systems
Resources - pg 827-830,
863 and 866 - 899
Explain
Notes
Vocabulary Words
 Integumentary
 Muscular
 Skeletal
 Digestive
 Circulatory
 Respiratory
 Nervous
 Endocrine
 Excretory
 Reproductive
 Immune or Lymphatic
System
Day 4 –
Engage
Explain
Topic: Overview of Nervous System to Maintain
Homeostasis
Explain: Structure and Function of Nervous System
Materials
Resources – 808, 813,
879-881
Notes
Vocabulary Words
 Nervous
 Central Nervous
System
 Peripheral Nervous
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System
Neuron
Sensory
Day 5
Topic: Impact of drugs on the brain, depression, suicide,
and emotions
Day 6
Elaborate
 Show Video: Pushing the Limits (Brain Power)
Day 7
Topic: Reproductive System (male)
Materials
Engage: (find video clip of male reproductive system)
Resources – pg 890
Explain: Male Reproductive System
Notes
Vocabulary Words
 Testes
 Testicles
 Penis
 Sperm
 Ejaculation
Day 8
Topic: Male Hormones and Puberty
Materials
 Copy notes for each
student
Resources – pg 887
Notes
 Copy and cut out the
cards before class to
expedite the lab
process
Vocabulary Words
 Testosterone
 Androgens
 Testes
 Interstitial space
Day 9
Topic: Female Reproductive System
Materials
Engage
Explain
Engage: (find video clip of female reproductive system)
Resources – pg 891
Explain: Female Reproductive System
Notes
Vocabulary Words
 Ovaries
 Fallopian Tubes
 Uterus
 Cervix
 Vagina
 Menstruation
 Period
Day 10
Topic: Female Hormones and Puberty
Engage
Explain
Engage
 (Find video clip of female hormone)
Materials
 Copy notes for each
student
Resource – pg. 887
Explain:
 Female hormones (multiple)
 Female monthly cycle
Day 11
Topic: Fertilization (conception), pregnancy, and delivery
Explain
Explain
 Conception
 Pregnancy
 Delivery
Materials
 Copy notes for each
student
Resources – pgs. 821,
892
Notes
Vocabulary Words
Day 12
Topic: Fetal Pig Dissection
Explain
Explore
Explain – External anatomy of a fetal pig
Explore: External anatomy of a fetal pig
 Provide diagram of fetal pig
 Have students identify external anatomy of the fetal pig
 Determine the sex of the fetal pig
Materials
 Fetal pig (1 pig/group
of 4 student)
 Gallon size baggie (for
storage)
 Dissecting tools
 Dissecting trays
Resources

http://www.whitman.edu/academics/courses-ofstudy/biology/virtual-pig/
Notes
Vocabulary Words
Day 13
Topic: Oral Cavity of Fetal Pig
Explain
Explore
Materials
 Copy dissection lab for
each student
Resources
Notes
Vocabulary Words
Day 14
Topic: Internal anatomy of a fetal pig
Materials
Explain
Explore
Explain – Internal anatomy of a fetal pig
Resources
Explore: Internal anatomy of a fetal pig
 Provide diagram of fetal pig
 Have students identify internal anatomy of the fetal pig
 Connect organs systems with function and homeostasis
Notes
Review for 6th six-weeks exam
 Human anatomy only
Material
Day 15
Vocabulary Words
Notes
 You could show the
video first and then do
review
Day 16 & 17
Topic: Overview of Human Anatomy
Video - Osmosis Jones
Elaborate
Use Osmosis Jones video to show interaction of organ systems
in maintaining homeostasis.
 Have students complete worksheet about each organ system
as they watch the movie
 Higher-level thinking: Have students make predictions about
different scenarios (common diseases)
Materials
 Osmosis Jones
 Copy worksheet for
each student
Resources
Notes
Vocabulary Words
Day 19
Evaluation
Topic: Evaluation
Materials
 Include questions
about dissections
 Copy test for each
student
Resources
Notes
Vocabulary Words
Accommodations
for Special
Populations
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.