INSTRUCTIONAL FOCUS DOCUMENT Grade 7/Science UNIT: 08
TITLE: Structure and Function of Living Systems
SUGGESTED DURATION: 18 days State Resources:
Exemplar Lesson 01: Human Body Systems Exemplar Lesson 02: Investigating Structure and Function
RATIONALE: This unit bundles student expectations that focus on the adaptation of internal structures of organisms to perform specific functions with the primary functions of human body systems. Prior to this unit, students looked at the connection between structure and function on the cellular level. During this unit, students study human body systems for the first time. Students should understand that most organisms are composed of different parts and that organisms may not function if some parts are missing. Students should also know that a combination of parts can perform functions that the single parts cannot perform alone. More specific to the human body, students in Grade 7 should realize that the human body has parts that help it seek and take in food when it feels hunger. They should understand that the brain is the part of the body that enables humans to think, and that it communicates with the other parts of the body. STAAR Note: Student Expectation 7.12B is a Supporting Standard on the Grade 8 STAAR, and this is the last time this information dealing with the function of body systems is directly taught before the test. The concepts from this lesson also build a foundation for concepts tested in Reporting Category 4: Biological Processes and Systems on the Biology STAAR. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], “By the end of the eighth Grade, students should know that for the body to use food for energy and building materials, the food must first be digested into molecules that are absorbed and transported to cells. They should also understand that in order to o burn food for the release of energy stored in it, oxygen must be supplied to cells, and carbon dioxide removed. Lungs take in oxygen for the combustion of food and eliminate the carbon dioxide produced. The urinary system disposes of dissolved waste molecules, the intestinal tract removes solid wastes, and the skin and lungs aid in the transfer of thermal energy from the body. The circulatory system moves all these substances to or from cells where they are needed or produced, responding to changing demands.” American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved January 15, 2010, from http://www.project2061.org/publications/bsl/online.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: • Students may think a system that loses a part of itself is still the same system. • Students may think that bones are solid, that they don’t have spaces. • Students may think the brain is a part of every body system. • Students may think digestion is the process that releases usable energy from food.
PERFORMANCE INDICATORS Build a layered paper model of the systems in the human body. Number each organ, and provide a function key for ©2012, TESCCC
CONCEPTS Systems – Living; Parts; Function
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KEY UNDERSTANDINGS FOR LEARNERS No body system functions alone.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7/Science UNIT: 08
TITLE: Structure and Function of Living Systems
PERFORMANCE INDICATORS the organs. (7.3B, 7.3C; 7.12B) 1C
SUGGESTED DURATION: 18 days
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Properties – Structure; Function Models – Systems
Create an imaginary organism with internal structures that allow specific functions to be performed. In a class presentation, explain how the structures allow a specific function to occur. (7.3C; 7.12A) 1C; 3H
Systems – Living
Internal structures of organisms are adapted to perform specific functions.
Properties – Structure; Function
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT • System – interacting, interrelated, or interdependent elements forming a more complex whole • Adaptation – a change in structure or habits, often hereditary, by which an organism improves its condition in relationship to its environment TEKS# SE#
TEKS
SPECIFICITY
7.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 7.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
Construct TABLES AND GRAPHS Including, but not limited to: • Using repeated trials and means • Organize data. • Identify patterns.
7.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
Analyze DATA Including, but not limited to: • Formulate reasonable explanations. • Communicate valid conclusions supported by data. • Predict trends. 2061 Note: By the end of the 8th grade, students should know that: • Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b
7.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the ©2012, TESCCC
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7/Science UNIT: 08 TEKS# SE#
TITLE: Structure and Function of Living Systems TEKS
SUGGESTED DURATION: 18 days SPECIFICITY
contributions of relevant scientists. The student is expected to: 7.3B Use models to represent aspects of the natural world such as human body systems and plant and animal cells.
Use MODELS Including, but not limited to: • Representing aspects of the natural world • Human body systems
7.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
Identify ADVANTAGES AND LIMITATIONS OF MODELS Including, but not limited to: • Size • Scale • Properties • Materials TxCCRS Note: V. Cross-Disciplinary Themes – E2 – Use scale to relate models and structures.
7.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 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.
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Including, but not limited to: • Hand lens • Microscopes • Microscope slides • Metric tape measure • Timing devices • Journals/(science) notebooks • Other equipment as needed to teach the curriculum
7.12 Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to: 7.12A Investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants.
Investigate, Explain HOW INTERNAL STRUCTURES OF ORGANISMS ARE ADAPTED TO PERFORM SPECIFIC FUNCTIONS Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7/Science UNIT: 08 TEKS# SE#
TITLE: Structure and Function of Living Systems TEKS
SUGGESTED DURATION: 18 days SPECIFICITY • Adaptations and functions • Gills in fish • Gill filaments enable oxygen to diffuse into the blood. • Hollow bones in birds • Hollow bones are lighter, allowing flight. • Xylem in plants • System of tubes that both support the plant and transport cells that circulate water and dissolved minerals • Phloem in plants • Cells laid out end-to-end throughout the plant, transporting sugars and other molecules created by the plant
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. Supporting Standard
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Identify MAIN FUNCTIONS OF THE SYSTEMS OF THE HUMAN ORGANISM Including, but not limited to: • Circulatory (transport nutrients and oxygen to the body) • Heart • Blood vessels • Blood • Respiratory (exchange of oxygen and carbon dioxide) • Trachea • Diaphragm • Lungs • Skeletal (provide structure and protection) • Bones • Ligaments • Muscular (movement) • Types of muscle • Skeletal • Smooth • Cardiac • Tendons • Integumentary (protection) • Skin • Hair • Nails • Digestive (break down food to provide energy and nutrients) • Mechanical and chemical digestion • Mouth • Salivary glands • Tongue • Teeth • Esophagus
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7/Science UNIT: 08 TEKS# SE#
TITLE: Structure and Function of Living Systems TEKS
SUGGESTED DURATION: 18 days SPECIFICITY
•
•
•
•
• Stomach • Small intestine • Large intestine • Liver • Gall bladder • Pancreas • Anus Excretory (get rid of body waste) • Kidneys • Urinary bladder Reproductive (produce offspring) • Male • Testicles • Penis • Sperm • Female • Ovaries • Uterus • Vagina • Egg Nervous (coordinate the body) • Send and receive signals throughout body • Brain • Spinal cord • Nerves • Sense organs Endocrine (regulate the body) • Glands • Hormones
STAAR Note: • This SE contains new concepts for the students, and they are not directly taught again before the STAAR test is given in Grade 8. Introduction Note: • Use models to represent aspects of the natural world such as human body systems.
TEKS# SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. 7.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 7.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. ©2012, TESCCC
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7/Science UNIT: 08
TITLE: Structure and Function of Living Systems
SUGGESTED DURATION: 18 days
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. The student is expected to: 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. The student is expected to: 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 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 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.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.
−School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
−School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS# C(1)
1C C(3)
Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7/Science UNIT: 08
TITLE: Structure and Function of Living Systems
SUGGESTED DURATION: 18 days
(formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: 3H
Narrate, describe, and explain with increasing specificity and detail as more English is acquired.
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