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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 Misconceptions 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 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.