7th Grade Science Aurora Public Schools
Third Quarter: 45 Days Units taught this quarter: Human Body Systems Science Process: Teaching Time: Throughout the Quarter (1.1) Ask questions and state hypotheses that lead to different Inquiry labs done this quarter: types of scientific investigations (for example: experimentation, Chicken wing dissection collecting specimens, constructing models, researching scientific Lung capacity lab literature) Fatty Emulsification Lab (1.1.a) Plan and design a scientific investigation that includes: Heart rate and exercise Developing a testable question Outbreak lab
Researching scientific literature Stating a hypothesis Identifying the independent and the dependent variables Designing a written procedure for a controlled experiment Using an appropriate observation/measurement technique for data collection Keeping all other conditions constant
Inquiry labs done in previous quarters: Microscope/Cell lab Osmosis Eggs lab Stages of cell cycle lab Classify leaves lab Vertebrate lab
(1.1.b) Identify the independent and dependent variables in a
previously conducted scientific investigation on a specific topic. (1.1.c) Identify different methods used to investigate scientific questions (e.g., controlled experiments, collecting specimens, constructing models, researching scientific literature, etc.)
Proficiency on Benchmark 1.1 will be reported out 4th quarter
Student understanding can be assessed by: Student hypothesis and research plans in inquiry labs. Student created data tables, collection strategies and data presentation Student work and understanding in lab notebook conclusions and reflections Student identification of the independent and dependent variables in their experiments, and the factors they are keeping constant. Students can show reproduced trials in a lab notebook with a valid conclusion and graphs to support their data. Response to writing prompts. Responses to teacher
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(1.3) Interpret and evaluate data in order to formulate a logical Inquiry labs: see row above conclusion (1.3.a) Interpret and evaluate data/observations (e.g., data tables, bar and line graphs, diagrams, written descriptions, etc.) to formulate a logical conclusion. (1.3.b) Use evidence to state if a hypothesis is supported or not supported. (1.3.c) Make predictions based on experimental data.
generated quizzes Student understanding can be assessed by: Student claims and evidence charts in lab notebooks Student conclusions and reflections (next steps) in lab notebooks Responses to teacher generated quizzes
7th Grade Science Pacing Guide- DRAFT (5/26/08) Quarter 3
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Unit: Human Body Systems Big Idea: The human body is made up of systems that work together to perform necessary functions Muscular and Skeletal Systems Teaching Time: 12 Days Inquiry Lessons and Labs to Benchmarks Learning Goals Support this Unit Students should know: Inquiry Lessons: (3.2) Human body systems Have students start big have specific functions Levels of organization (cells concept maps of the organs in and interactions (for – tissues – organs – organs the muscular and skeletal example: circulatory and systems – organisms) body systems on butcher respiratory, muscular and Main functions of muscular paper. Add to the map the skeletal.) and skeletal systems. (3.2.a) Identify organs, Scientific names of common functions of the organs (and system). As students move organ systems and bones (major). describe their functions. Types of bone (compact and through the unit new systems, their organs and functions will (3.2.b) Explain the spongy) be added. (Hint: on the day interaction of body Axial and appendicular you start the activity make systems. skeletons Types and locations of joints sure the students know to leave room for new systems to Types of muscle: smooth, come. (This can also be a cardiac, skeletal word wall) Students should understand: Skeletal muscles work in pairs (contracting) Bone is alive and changes throughout the organism’s life cycle Bones come together at joints; joints allow the body to move 7th Grade Science Pacing Guide- DRAFT (5/26/08) Quarter 3 Inquiry Labs: Chicken Wing Dissection: “A Closer Look at Muscles: Human Body, pp. 28-29 Boil the bones left over from the chicken wing dissection. Have the students mass the bones
Resources Resources in the textbook: Chapter 1: Systems, Support and Movement, Human Body, pp. 6-33 “How can a bone act as a lever?” Human Body, p. 14 “How can you move at joints?” Human Body, p. 19 “How do muscles change as you move?” Human Body, p. 22 Activities: Pick up some dog bones at the butcher section of the grocery store to get good examples of spongy and compact bone. Online Resources: There are several resources linked to the book at ClassZone.com including an “Assemble a Skeleton” simulation: Page 3
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The difference between voluntary (skeletal muscle) and involuntary muscles (smooth and cardiac) Skeletal muscles pull tendons to move bones. Students should be able to: Explain the functions of the skeletal and muscular systems. Label and identify major bones using scientific terms Identify locations of different types of joints in the body Identify location of the 3 types of muscles and describe their functions. Discuss how skeletal muscles work to move bones Describe difference between tendons and ligaments
and then soak the clean bones in vinegar to remove the calcium. Lab claims and evidence should tie understandings about bone as a tissue with embedded calcium deposits that make the bone strong.
http://www.classzone.com/ books/ml_science_comp/p age_build.cfm?id=resour_c h1&mod=5##
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Benchmarks (3.2) Human body systems have specific functions and interactions (for example: circulatory and respiratory, muscular and skeletal.) (3.2.a) Identify organs, organ systems and describe their functions. (3.2.b) Explain the interaction of body systems. (3.4) Multicellular organisms have a variety of ways to get food and other matter to their cells (for example: digestion, transport of nutrients by circulatory system) (3.4.c) Identify and compare ways various organisms exchange carbon dioxide and oxygen (stomata, lungs, skin, gills, etc.) with the environment.
Respiratory System Teaching Time: 5 Days Inquiry Lessons and Labs to Learning Goals Support this Unit Students should know: Inquiry Lessons: Major organs of the Add to the organ system respiratory system concept map Carbon Dioxide/Oxygen Exchange Inquiry Labs: Capillaries around the alveoli Lung Capacity Lab are the site of gas exchange The Last Straw Processes of inhaling and exhaling (volume, pressure) Students should understand: Interaction of this system with circulatory system Interaction of this system with the muscular and skeletal systems. Relation to cellular respiration and fermentation in cells. Diaphragm provides pressure and volume changes that allow for breathing Students should be able to: Label the major organs of the respiratory system. Describe the functions of the
Resources Resources in the textbook: Chapter 2: Absorption, Digestion and Exchange Human Body, pp. 34-44 “How do your ribs move when you breathe? Human Body, p. 37 “How does air move in and out of lungs?” Human Body, p. 39 Online Resources: There are several resources linked to the book at ClassZone.com including an “Lung and Diaphragm” simulation: http://www.classzone.com/ books/ml_science_comp/p age_build.cfm?id=resour_c h2&mod=5## www.teachersdomain.org
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respiratory system and each of the organs in the system. Explain the process of gas exchange and where it takes place.
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Benchmarks (3.2) Human body systems have specific functions and interactions (for example: circulatory and respiratory, muscular and skeletal.) (3.2.a) Identify organs, organ systems and describe their functions. (3.2.b) Explain the interaction of body systems. (3.4) Multicellular organisms have a variety of ways to get food and other matter to their cells (for example: digestion, transport of nutrients by circulatory system) (3.4.a) Describe the various processes that food undergoes to be absorbed by an organism’s cells (3.4.b) Identify and compare ways various organisms transport nutrients and wastes (open and closed
Digestive System Teaching Time: 5 Days Inquiry Lessons and Labs to Learning Goals Support this Unit Students should know: Inquiry Lessons: Function of digestive system Add to the organ system concept map Major organs in the digestive system Inquiry Lab: Types of digestion: Bio Lab (Fatty o Mechanical Emulsification Lab) Digestion/Physical Digestion o Chemical Digestion Peristalsis Pathway of food through the digestive system Ingestion/digestion/absorptio n/excretion Students should understand: Interaction between digestive and circulatory systems The function of each of the organs in the digestive system and how they function together How digestion ties into cellular respiration and energy (requirement for life) Difference between mechanical and chemical digestion
Resources Resources in the textbook: Chapter 2: Absorption, Digestion and Exchange Human Body, pp. 45-51 “How does the digestive system break down fat?” Human Body, p. 45 “How does saliva break down starch? Human Body, p. 47 Activities: Create a table showing the organs of the digestive system and their functions Comic strip showing the path of food and the function of components of the digestive system (Inquiry lesson?) Online Resources: ClassZone.com has a “Peristalsis” simulation: http://www.classzone.com/ books/ml_science_comp/p age_build.cfm?id=resour_c h2&mod=5##
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circulatory systems, plant vascular systems, etc.)
How surface area affects absorption
Students should be able to: Label major organs of the digestive system Trace the path of food through the body Explain how food is broken down into particles small enough to enter the bloodstream Identify location and give examples of mechanical and chemical digestion. Describe two ways this system interacts with other systems.
Other: Amylase can be purchased from Ward’s Natural Science (944 W 4602)
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Benchmarks (3.2) Human body systems have specific functions and interactions (for example: circulatory and respiratory, muscular and skeletal.) (3.2.a) Identify organs, organ systems and describe their functions. (3.2.b) Explain the interaction of body systems.
Excretory System Teaching Time: 5 Days Inquiry Lessons and Labs to Learning Goals Support this Unit Students should know: Inquiry Lessons: Function of the excretory Add to the organ system system concept map Major organs and components of this system Systems that dispose of waste and the waste product: o Urinary (urine) o Respiratory (CO2) o Digestive (undigested food) o Skin (sweat) Students should understand: Many systems are involved in eliminating waste That the kidney filters blood and helps maintain fluid balances How the urinary system and circulatory system work together Skin’s role in maintaining body temperature Students should be able to: Label the organs of the
Resources Resources in the textbook: Chapter 2: Absorption, Digestion and Exchange Human Body, pp. 52-61 “How does the skin get rid of body waste?” Human Body, p. 52 “Modeling a Kidney” Human Body, pp. 56-57
Online Resources: There are several resources linked to the book at ClassZone.com http://www.classzone.com/ books/ml_science_comp/p age_build.cfm?id=resour_c h2&mod=5#item
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urinary system Explain the function of each organ in this system Identify the role of this body system in maintaining human body health Describe two ways this system interacts with other systems.
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Benchmarks (3.2) Human body systems have specific functions and interactions (for example: circulatory and respiratory, muscular and skeletal.) (3.2.a) Identify organs, organ systems and describe their functions. (3.2.b) Explain the interaction of body systems. (3.4) Multicellular organisms have a variety of ways to get food and other matter to their cells (for example: digestion, transport of nutrients by circulatory system) (3.4.b) Identify and compare ways various organisms transport nutrients and wastes (open and closed circulatory systems, plant vascular systems, etc.)
Circulatory System Teaching Time: 5 Days Inquiry Lessons and Labs to Learning Goals Support this Unit Students should know: Inquiry Lessons: Function of the circulatory Add to the organ system system concept map Pathways of blood Inquiry Labs: circulation: pulmonary, systemic, and coronary “Heart Rate and Exercise”, Human Body, pp. 72-73 Parts of the heart (atrium/ventricle) and the Heart Rate (Probeware flow of blood thorough Lab) Which lab is this? the heart Blood Alcohol Three types of blood Blood Type Lab vessels. Different blood types Parts of the blood and basic functions Students should understand: Flow of blood thru the heart Flow of blood thru the entire body Why heart rate increases during activity How the circulatory system interacts with the digestive, respiratory, urinary systems Why you can’t receive
Resources Resources in the textbook: Chapter 3: Transport and Protection, Human Body, pp. 62-73 “How fast does your heart beat?” Human Body, p. 65 Activities: Kid’s Health Zone Blood Typing http://kidshealth.org/ Goldfish under the microscope/projector Lab/Activity Dissection of sheep pluck (should have covered circulatory, respiratory and digestive systems before doing this lab) Online Resources: www.teachersdomain.org Brain Pop ClassZone.com
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blood from everybody The difference in veins and arteries in terms of structure and function Blood interacts with every cell in the body.
Students should be able to: Match blood vessel types with their descriptions (and functions) Trace a blood cell through the body. Explain why heart rate increases with activity in terms of the needs of cells. Label the major organs of the circulatory system Describe two ways this system interacts with other systems.
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Immune System and Disease Teaching Time: 8 Days Inquiry Lessons and Labs to Benchmarks Learning Goals Support this Unit (3.2) Human body systems Students should know: Inquiry Lessons: have specific functions and Types of defenses to Make disease/disorder interactions (for example: invaders in body systems pamphlet circulatory and respiratory, (coughing, skin, immune Matching activity where muscular and skeletal.) response, etc) students classify diseases (3.2.a) Identify organs, Components of immune by whether they are organ systems and systems (general terms) communicable or describe their functions. noncommunicable Pathogen types Immune response to Inquiry Labs: pathogens (antibodies and (3.7) There are Outbreak Lab antigens) noncommunicable conditions Treatment of bacterial and communicable diseases disease – antibiotics (for example: heart disease Prevention of viral disease – and chicken pox) vaccine (immunity) (3.7.a) Classify conditions Communicable and as communicable or noncommunicable diseases noncommunicable and recognize the cause of Students should understand: communicable diseases. The immune systems defends the body from pathogens How foreign materials enter the body How the immune system responds to foreign materials The ways the body can develop immunity to 7th Grade Science Pacing Guide- DRAFT (5/26/08) Quarter 3
Resources Resources in the textbook: Chapter 3: Transport and Protection, Human Body, pp. 74-82 “How does the body keep foreign particles out?” Human Body, p. 74 “How do antibodies stop pathogens from spreading?” Human Body, p. 79
Other: Add adopted module about disease
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infectious disease Difference between bacterial and viral diseases treatments/preventions Difference between communicable and noncomunicable diseases
Students should be able to: Identify common communicable and noncommunicable diseases/conditions Classify conditions as communicable and noncommunicable Correctly identify the cause of common communicable diseases Explain the difference between communicable and noncommunicable diseases
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Benchmarks (3.2) Human body systems have specific functions and interactions (for example: circulatory and respiratory, muscular and skeletal.) (3.2.a) Identify organs, organ systems and describe their functions. (3.2.b) Explain the interaction of body systems.
Body Systems Closure Teaching Time: 3 Days Inquiry Lessons and Labs to Learning Goals Support this Unit Students should know: Closure activity: Functions of body systems Body system analogy Component organs of Flow charts systems and their functions Concept maps Interactions of systems PowerPoint Students should understand: Venn Diagrams All systems of the body are Stories/raps interrelated Systems of multicellular Students should be able to put organisms support the needs together two or more body of individual cells systems showing the Students should be able to: interactions and Explain the interaction of interdependence using any of body systems. the above suggestions. Specific to closure activity
Resources
7th Grade Science Pacing Guide- DRAFT (5/26/08) Quarter 3
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