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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.

Georgia Performance Standards Framework for Science – Grade 7

Georgia Department of Education Kathy Cox, State Superintendent of Schools

Science Grade 7 Organization of Life September 26, 2006 of 23

Copyright 2006 © All Rights Reserved

Introduction

Organization of Life

Unit Framework Annotation: This unit will lead students through investigations of organisms’ organization from basic to complex. Students will investigate processes associated with systems that function in: acquisition and utilization of energy e.g. digestion and respiration, and excretion. They will examine these processes through a comparative study of the six kingdoms of life which will ultimately lead them to the understanding that all living organisms are made of cells (including humans) and all participate in these processes in order to maintain life. Approximate Duration for the Unit Framework: 4 Weeks

Standards Focus Content Standards S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal. e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease). Integrated Characteristics of Science Standards S7CS1 Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. S7CS2 Students will use standard safety practices for all classroom laboratory and field investigations. S7CS4 Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. S7CS6 Students will communicate scientific ideas and activities clearly. S7CS8 Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved. S7CS9 Students will investigate the features of the process of scientific inquiry.

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Complementary Standards S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. a. Explain that cells take in nutrients in order to grow and divide and to make needed materials. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.

Understanding and Goals Unit Understandings, Themes, and Concepts • Levels of cellular organization serve the needs of cells for obtaining oxygen and food, and

removing waste. • The functions of the major systems (digestion, respiration, reproduction, transport/circulation,

excretion, movement, control, and coordination, and for protection from disease) • Differences and similarities exist within the structures and functions among the six kingdoms

of life. Essential Questions

How do cells, tissues, organs, and organ systems relate to one another? How do the functions of organ systems interact? How do tissues, organs, and organ systems serve cells’ needs for oxygen, food, and waste

removal? How do the higher levels of organization serve the needs of the cell? How do the systems compare in different organisms? How does the hierarchy of organization result in the complexity and diversity of organisms? How does reproduction vary among organisms?

Misconceptions: (What students may think)

The systems work independently of one another. Some body systems are more important than others. There are very few (3-6) body systems. While not true for simple organisms, many students have the misconception that the organ is

the system in more complex organisms (plants and animals.) The digestive system’s function is to get rid of waste. Insects are not animals. Humans are not animals. Plants are not living organisms. Cells are not living organisms. Algae, seaweed, kelp are plants. All bacteria are helpful / harmful. Mushrooms are plants.






Balanced Assessments Informal Observations

Dialogue and Discussion

Selected Responses

Constructed Responses

Self-Assessments

Memory Match Game Roaming Interactions Graphic Organizers that tell about a particular system as it relates to the six kingdoms

Debate whether you believe your organism has that characteristic Probing questions from chicken wing exploration Teacher/Student dialogues about essential questions

Teacher prepared items on summative tests to assess specific unit content

Writing Assignment: Explain how cell, tissue, and organ systems relate to one another. Draw a diagram to help with your explanation. Writing Assignment: Why is it necessary for body systems remove waste from the cell? How does this happen? List all of the systems you can think of that help an organism with ____________. (Fill in the blank with a primary language term, i.e. prevention of disease, respiration). Then, explain the reason you chose each system. How are tissues, organs, and organ systems affected when cells cease to function adequately or at all? How do respiration, excretion, and food intake/digestion relate in meeting cellular needs? Write a paragraph comparing the structure and function of the chicken’s wing to your own arm. Explain how the chicken wing dissection showed the interaction of the systems. Do you think one system is more important than another?

Did I Understand? Assessment on 3X5 cards Student assessment on culminating task rubric






Why or why not? Which system would you choose to live without? How would this impact your life? Choose one of the six kingdoms. Explain how organisms are classified within that kingdom.

Unit Performance Task(s)

BECOMING A RESEARCH SCIENTIST Description/Directions: You are a research medical scientist from the turn of the century (from the 1900’s). At this time, laws prohibit you from using the human body for research. However, after participating in previous studies you recognize the need to research the purposes of human body systems. Design your experimental research on how you would accomplish your goal by using specimens other than the human body. Design a laboratory investigation that includes the following components: purpose (hypothesis), materials, safety notes, procedures, and method for collecting data. A rubric will be used to evaluate your investigation.

Student Work Sample with Teacher Commentary (To be added as available)

Sequence of Instruction and Learning

Sequence of Instruction and Learning Teacher Activities Guided note taking/class discussion Osmosis/Diffusion Activities Respiration Demonstrations (teacher/student) Graphics Collection

Student Activities Chicken Wing Exploration Respiration Demonstrations (teacher/student) Jigsaw on the system functions Systems’ Function Book Memory Match Game Roaming Interactions Bioworld Activity






Sequence of Activities, Tasks, and Assessments for Unit

Teacher Note: Throughout this unit, students will have laboratory experiences. Lab activities always require strict adherence to lab safety. Train students in safety and review before each lab experience. Safety reminders ( ) are included but do not take the place of a school’s comprehensive safety plan which must be maintained and enforced in the laboratory and classroom.

Day

1

EQ: How does the hierarchy of organization result in the complexity and diversity of organisms? Understandings: Differences and similarities exist within the structures and functions among the six kingdoms of life.

• Activate this lesson by conducting a whole group activity on classification of familiar items. Students and teachers will classify items collected by the teacher together and will discuss several ways things can be classified.

• Introduce classification within the six-kingdom system based on physical characteristics, using a dichotomous key. Have groups of pictures of different organisms from all 6 kingdoms. Ask students to study the picture and make mental observations of characteristics present. Call out various characteristics of living organisms and have students hold up pictures if they think their organism has that characteristic. Students explain rationale and then debate/discuss personal choices. This debate will serve as an assessment.

****TEACHER NOTE: This is a place where many misconceptions can be addressed, i.e., mushrooms are plants.

Day

2

EQ: How do the functions of organ systems interact? Understandings: Levels of cellular organization serve the needs of cells for the purpose of obtaining oxygen, food, and waste removal. The functions of the major systems (digestion, respiration, reproduction, transport/circulation, excretion, movement, control, and coordination, and for protection from disease). Differences and similarities exist within the structures and functions among the six kingdoms of life.






The teacher will present important concepts in a lecture/discussion format over the following concepts as students take notes:

• Characteristics of life- All living things have cells, sense and respond to change, reproduce, use energy, and grow and develop.

• Six kingdoms- Archeabacteria (Archaea), Eubacteria, Protists, Fungi, Plants, and Animals

• All organisms must carry out certain life processes in order to survive (energy, respiration, waste removal).

Students will write a summary of their notes in their own words to increase achievement and

understanding. This summary will serve as an assessment.

Day

3

EQ: How do the functions of organ systems interact? Understandings: The functions of the major systems (digestion, respiration, reproduction, transport/circulation, excretion, movement, control, and coordination, and for protection from disease). Differences and similarities exist within the structures and functions among the six kingdoms of life. The teacher will continue instruction over system functions by having the students conduct a jigsaw activity.

• Assign each group a system function (digestion (acquiring energy), respiration, reproduction, circulation, excretion, movement, control/coordination, and immunity/protection) to research.

• Students with the same system function from different groups will research individually to become “experts.” They should locate information about how system functions are carried out in humans as well as in other organisms in the six kingdoms. Students should understand that humans and insects are members of the animal kingdom.

• Then, the original group will reconvene, and each member will share his expertise. Teacher Note: Be sure to clarify for students working on digestion (acquiring energy) related to plants. Students may want to only talk about Venus Fly Traps, but they should be sure to include photosynthesis.

Day

4

EQ: What are the functions of each individual organ system? Understandings: The functions of the major systems: digestion (acquiring energy/nutrients), respiration, reproduction, transport/circulation, excretion, movement, control, and coordination, and for protection from disease






Graphic Organizer: Students should complete a graphic organizer comparing and contrasting organ systems of plants and animals. Memory Match Game Students use index cards to make a set of manipulatives with systems and system functions, one per card. Then students play a memory match game by flipping two cards over at a time, trying to match the system name with its proper function. Students should alternate turns if no match is found. If a match is found, the student keeps the match and gets another turn. The student with the most matches wins. An alternative matching game could be to put the kingdom name on one card and the physical characteristics of that kingdom on the matching card (i.e., methods by which they reproduce, take in oxygen, or acquire nutrients).

Day 5

EQ: How does the hierarchy of organization result in the complexity and diversity of organisms? Understandings: The functions of the major systems (digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease) Systems’ Functions Book- Using five sheets of legal sized paper, students will create a “Systems’ Functions Book” that organizes information about human body systems and their functions. Stack sheets one on top of another with approximately one inch between each sheet. Then fold the stack of paper from the bottom to create 10 flaps of paper. The top flap will be the title page and the next flap will be the author page. The remaining 8 flaps will be used for the following human body systems: circulatory, respiratory, nervous, skeletal, muscular, digestive, excretory, and endocrine. On each flap include the following information about each system: system function, major organs, how other systems that each particular system interacts with, and how the system/interaction addresses cellular needs. If desired, students may include an illustration. A rubric will serve as the assessment for this activity (included in the appendix). The rubric will be given to students prior to the activity so that they know exactly what the expectations are.






Here is an example of what the book will look like from the outside:

Circulatory

Respiratory

Nervous

Skeletal

Muscular

Digestive

Excretory

Endocrine

Day 6

EQ: How does the hierarchy of organization result in the complexity and diversity of organisms? Understandings: The functions of the major systems (digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease) Systems’ Functions Book, continued Students will complete their Systems’ Functions Books. Teachers will assess the books using the rubric provided in the appendix. **Teacher note-If students finish early and computer stations are available, students may visit and explore listed websites at end of unit.

Day 7

EQ: How do tissues, organs, and organ systems serve cells’ needs for oxygen, food, and waste removal? Understandings: Levels of cellular organization serve the needs of cells for the purpose of obtaining oxygen, food, and waste removal. Osmosis/diffusion demonstrations to illustrate that substances needed by the cell as well as waste materials must cross the cell membrane.

Safety Note: Iodine is poisonous if swallowed and will stain. Use with caution.






Teacher should prepare the following:

• About 1 hour prior to the beginning of class, place several drops of vanilla flavoring into a balloon and blow the balloon up. Place the balloon into a shoebox and close the lid. Teacher will open the shoe box and have several students smell the air inside the box. Have them report their observations to the class.

*Extension—Place the balloon in a corner of the room to see how long it will take for the smell of the vanilla to diffuse to the other parts of the room • B. Fill a clear container with water. Hold a container of food coloring above the water

and carefully drop one drop into the container of water. Have students make observations. Discuss as a class.

• C. Obtain a plastic bag that is semi-permeable or some diffusion membrane. (This can be ordered from a science supply catalog.) Place a starchy substance (liquid starch mixed with water, cornstarch mixed with water, or potato skins in water) in the plastic bag or diffusion membrane and close it tightly. Place this plastic bag into a container of iodine solution (½ cup water and 20 drops of iodine). Observe results and discuss as a class.

Day 8

EQ: How do tissues, organs, and organ systems serve cells’ needs for oxygen, food, and waste removal? Understandings: Levels of cellular organization serve the needs of cells for the purpose of obtaining oxygen, food, and waste removal. Respiration Demonstration/Student Activities Across the Kingdoms leading to the understanding of respiration within the kingdoms. Teacher will set up 3 respiration demonstrations (or student will complete if teacher prefers) and conduct them for the class over a two-day period.

Safety Note: All safety procedures should be followed when conducting this lab as Bromthymol blue is considered toxic and will stain. Use with caution. Materials:

• Bromthymol Blue Solution (You can mix your own or buy it in the liquid form from scientific supply companies.)

• Straw • Elodea Plant (Anacharist) • Dried Yeast • Rubber stopper with hole in it • Aquarium tubing • 2 Erlenmeyer flasks






Teacher should set up the following: Respiration in Animals:

• Create a 250mL solution of Bromthymol Blue (will also work well if the solution is a mixture of water and Bromthymol Blue).

• Use a straw to blow into the solution. • Observe/record changes in science observation journal.

o Bromthymol blue will change from blue to yellow Respiration in Fungi:

• Create a 250 ml solution of Bromthymol Blue. • Mix yeast, sugar, warm water in an Erlenmeyer flask. • Put rubber stopper in flask. • Place rubber aquarium tubing running from flask containing yeast into flask/beaker

containing Bromthymol Blue solution. • Gently agitate flask containing yeast solution. • Observe/record changes in science observation journal.

Respiration in Plants:

• Create a 250 ml solution of Bromthymol Blue • Place an Elodea plant in the solution • Cover the beaker with black construction paper, shoe box, etc. Somehow remove all

light from coming to the plant. • Allow it to sit over night.

Create a Control:

• Create a 250 ml solution of Bromthymol Blue. • Cover it as you did the other beaker. • Allow it to sit over night.

After completing the respiration activities for animals and fungi and setting up the plant solution, the teacher should begin presenting information about respiration as it applies to all six kingdoms of living organisms. Resources for presentation information could include textbook, internet, and/or multimedia presentations, such as video or United Streaming.

Safety Note: All safety procedures should be followed when conducting this lab as Bromthymol blue is considered toxic and will stain. Use with caution.






Day 9

Respiration Demonstrations, continued

Complete observation of respiration demonstrations by observing the Respiration in Plants demo. Have the students record their observations in their observation journal.

Students should now compare the results of all 3 demonstrations. Focus students on 3 kingdoms that are represented in the demonstration and how the demonstration results are similar or different within the 3 kingdoms.

After students have had a chance to journal about their observations, conduct a class discussion to ensure understanding of the concept of respiration.

Teacher will now complete the presentation of concept information that he began on the previous day.

Have students complete the section in their graphic organizer (found in the appendix) that compares/contrasts respiration in each of the kingdoms of life. This graphic organizer will be completed throughout the unit.

Complete self-assessment in the form of a "Ticket out the Door"—Did I Understand? When leaving class, students will draw either a smiley face, a straight face, or a “sad” face on a 3 X 5 card to convey their level of understanding of the day’s lesson. On the back of the card they will write what they understood about respiration and what they didn’t understand. Teachers will read the cards at the end of class to determine whether or not there is a need for more instruction on this topic and will adjust their teaching accordingly.

Safety Note: All safety procedures should be followed when conducting this lab as

Bromthymol blue is considered toxic and will stain. Use with caution.

Day 10

Bioworld Project to assess knowledge learned of the ways in which organisms in the six kingdoms obtain materials needed to carry on life and remove the waste created on a daily basis. Bioworld, being like most industrialized countries, is made up of a series of villages, towns, and cities. The villages, towns, and cities vary from rural agricultural areas to industrialized areas. The village, town, and city names in Bioworld include Archaebacteria, Eubacteria, Protista, Fungi, Plantae, and Animalia. Each one of these areas has a unique way that they obtain materials needed to carry on life and remove the waste created on a daily basis. Our goal is to create an analogy to illustrate the difference in complexity among the six kingdoms of living organisms and the way that it relates to obtaining energy and removing wastes. The student’s tasks are to:

• Research all of the ways each of the “areas” (kingdoms) goes about the task of acquiring needed materials (digestion) and removing wastes (excretion).

• Create an analogy comparing each kingdom of living organisms to villages, towns, or cities.






• Write a detailed description comparing digestion and excretion in the kingdom to the acquisition of energy and removal of waste in their village, town, or city analogy. **Be sure to remind students that due to level of industrialization, a village is much less complex than a city. **

• Draw Bioworld and within Bioworld include illustrations of each “area” (kingdom), which include the analogy for digestion and excretion. For example, the town of Plantae might be represented by a farming community in which everything that is consumed is produced by the town’s population.

** Teachers may wish to allow students to work in collaborative pairs or small groups. **

Day 11

Bioworld Project, continued As students finish, have them participate in a peer review where others give feedback on their projects. They may then make any revisions before their final presentation to the class.

Day 12

Bioworld Presentations As students make presentations, the rest of the class will write down three things they liked about the presentation and three questions they still have about the material presented in an effort to keep them on task.

Day 13

Use this day for students to review, get help, or catch up, in preparation for a summative assessment over respiration, digestion, and waste removal. Focus student attention on the characteristics of nutrient absorption and waste removal as they apply to each of the six kingdoms and their variations in complexity. Have students complete their graphic organizers filling in the sections on digestion and excretion for each kingdom.

Day 14 Test Day

Day 15

EQ: How do the systems compare in different organisms? Understandings: Differences and similarities exist within the structures and functions among the six kingdoms of life Roaming Interactions activity to compare and contrast systems between the different kingdoms. Teacher will hand out a card to each student on which they have written “digestion”, “excretion”, or “respiration” and one of the six kingdoms of life. Be sure to include human and insect examples from the animal kingdom. Students are then able to roam the room and find a student with the same system but a different kingdom on his or her card. Once they find a matching system they report on how the systems compare and contrast between the two kingdoms. The response should be written down and turned in to the teacher.






Day 16

EQ: How does reproduction vary among organisms? Understandings: The functions of the major systems (digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease) Differences and similarities exist within the structures and functions among the six kingdoms of life. Mini-lesson by teacher explaining the difference in asexual and sexual reproduction and identifying some common methods by which organisms reproduce asexually (i.e. budding, fission, regeneration). Students will complete the “Facts and Characteristics” box of the graphic organizer (found in the appendix) during teacher instruction in order to organize the presented information. Following teacher instruction, the students will complete the remainder of the graphic organizer.

Day 17

EQ: How do the functions of organ systems interact? How do the systems compare in different organisms? Understandings: The functions of the major systems (digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease) Differences and similarities exist within the structures and functions among the six kingdoms of life. Chicken Wing Exploration

Safety Note: Your students will be handling raw chicken. You will need to ensure the safety of your classroom environment by using the suggested procedures that follow:

• Students will need to be gloved and wear aprons and goggles. • You will need to dip the chicken in a diluted bleach solution (10 ml. commercial

bleach to 90 ml. water) to eliminate the potential of Salmonella. • You will need to use a diluted bleach solution (10 ml. commercial bleach to 90 ml.

water) to clean up the workstations and instruments when the activity is completed. • Be cautious that you have proper ventilation when using the diluted bleach solution.

Point to Remember: This is designed to be an inquiry lesson. The teacher should allow students the opportunity to discover on their own. Procedures:

1. Set up the work stations. Cover the tables with some type of material (butcher paper, newspaper, etc.) to aid in clean up. Generally groups should consist of two-three students. Students will need scissors to complete the activity. Some students may prefer to use gloves to handle the raw chicken.






2. Pass out the chicken wings and have the students record their observations. (Teacher note: You might want to redirect students so that they observe that the chicken’s skin consists of scales).

3. Have students remove the skin from the chicken wing and record their observations. (Teacher note: After students remove the skin and make their observations, redirect them to examine the ways that the chicken’s circulatory system, muscular system, and skin are connected). ** The chicken will be slimy and the students will need to cut and pull the skin to remove it.

4. Have students examine/manipulate the muscles of the chicken wing. Record observations. (Teacher note: Draw student attention to the groups of muscles and the connective tissues. The goal is to have students discover that skeletal muscles work in pairs with one contracting and one relaxing causing various types of movement. Again, have the students observe the ways that the circulatory system, muscular system, and skeletal systems are connected.)

5. Have students remove the muscles from the bone. Record observations. 6. Break the bone and record observations. Teachers could do this as a demonstration as

bones are jagged and difficult to break. Teacher may also hand out bones that are already broken for students to examine. Draw student attention to the interconnected nature of the circulatory and skeletal systems. This would include drawing attention to the bone marrow.

7. Culminating Activity: Have students use their lab observations to write a paragraph comparing the structure and function of the chicken’s wing to their own arm.

Possible Probing Questions during exploration:

• What characteristics of chicken’s _____ (skin, muscles, bone) do/did you observe?

• What role do you think the blood vessels play in relationship to the _____ (skin, muscles, and bone)?

• Describe what happened when you manipulated the muscles of the chicken. • What differences in movement did you observe based on the muscle you

manipulated? • What changes occurred in movement of the chicken wing when you removed

some/all of the muscles? • Why do you think there was blood inside the bone? • How do you think the blood cells produced in the bone marrow get out of the

bone? • What body systems do you think are at work in the chicken wing and how are

they are related to each other?

Day 18

Use this day for students to review for a summative unit assessment over all unit topics.






Day 19

Test Day

Day 20

Culminating Performance Task Introduce students to culminating performance task- “BECOMING A RESEARCH SCIENTIST.” Students begin performance task.

Day 21

Completion of Culminating Performance Task Teachers will use the lab evaluation rubric to assess student work on the task.

Language: cell, tissue, organ, organ system, organism, dichotomous key, Archaebacteria, Eubacteria, Protists, cellular, fungi, plants, animals, diversity, classification, digestion, respiration, reproduction, circulation, excretion, movement, control, coordination, disease, immunity Web Resources:

Sample List of Appropriate Resources for Organization of Life: http://yucky.kids.discovery.com/noflash/body/pg000146.html www.dinoheart.org/ www.innerbody.com



http://yucky.kids.discovery.com/noflash/body/pg000146.html

http://www.dinoheart.org/

http://www.innerbody.com/




APPENDICES

Appendix A-Performance Tasks

These performance tasks may be used in place of other unit tasks or as additional unit tasks should time allow. 1. Six Kingdom Spinners

Students will need to collect data for each of the six kingdoms. They need to include information for how the organisms in each kingdom obtain oxygen, nutrients, and are able to remove waste.

After they have collected their data, each student will need two pieces of cardstock (two different colors) and one brass fastener, along with daily school related items such as scissors, pencils, and colored pencils.

Teachers will need to copy and cut out the pattern provided. Once the students have traced and cut out the large circles, they will then need to draw

the three bisecting lines to divide the circle into six equally shaped pieces of pie. Students will draw these lines on both pieces of cardstock.

On the cover sheet one piece of the pie will need to be partially cut. (Cut both lines down toward the center, but stop at the inner circle and cut along the arch. If a student cuts to the center of the circle, they will not be able to fasten the two pieces together properly.)

Students then should design their covers as instructed by the teacher. Each piece of the pie should be labeled with a different kingdom. Students should then draw a picture to represent each kingdom, i.e. they may want to draw a mushroom in the kingdom Fungi. The pictures should be neat and in colored pencil.

Students then need to include information for how the organisms in each kingdom obtain oxygen, nutrients, and are able to remove waste. The information needs to be written neatly in complete sentences and in ink.

Student should write their name on the back of the spinner (not the back of the cover.) Students may use the brass fastener to carefully “saw” a small “X” shape in the center of

their circle and then pierce the fastener through both sheets and secure. Once they complete the information they will turn in their spinners to the teacher.

2. Triple Play This activity will be used as a review of material that has already been taught. Before this activity, the teacher needs to create three sets of different colored cards so that each student has a card. The cards will be cut from three different colors. On each card, the teacher will write a one, two, or a three so that there is an even number of each color (for example, there will be 10 reds with the same number, 10 blues with the same number, and 10 greens with the same number). The teacher will give the students the colored squares so that students around the room have a card with a one, two, or three on it. Students that have a card with a 1 on it will write






down what they know about respiration, students with a 2 will write down what they know about excretion, and students with a 3 will write down what they know about digestion. The teacher may have the option of allowing students to use their notes or text if they wish to write down more information about their topic. When students have been given enough time to write down what they know, they will find two other students that do not match their color to “teach” the other members the systems (for example, students with a blue card will join with a red and a green). 3. System Recognition Each student is given a collection of pictures that show systems and/or organs of various organisms. The teacher orally calls out a function associated with the systems and/or organs. The teacher will circulate through the classroom and observe students as they point to the system and/or organ in their collection of pictures that carries out the stated function. 4. Systems Mural You are a member of a team/pair of teachers required to teach a class of seventh grade students how systems are formed (cells to tissue, tissues to organs, organs to organ systems, and organ systems to organisms), what their purpose is, how they are related to other systems, and how it helps us to classify organisms. Different teams/pairs are being formed, so you are responsible for one system that will be assigned to you. You must prepare a mural (each team/pair will prepare a smaller mural that will join together to form one large mural for all to see) that includes the following material: the major organs of your system, the purpose of the system, and how the system relates and works with other body systems. You will also construct a student worksheet for classmates to complete as you do your presentation. You will then present your system to a class of seventh grade students who will actively participate in the completion of their worksheet as you present.






Appendix B- Graphic Organizers Graphic Organizer Comparing/Contrasting Respiration, Digestion, and Excretion RESPIRATION DIGESTION EXCRETION Archaebacteria

Eubacteria

Protist

Fungi

Plants

Animals






GRAPHIC ORGANIZERS FOR SEXUAL AND ASEXUAL REPRODUCTION

DEFINITION IN YOUR OWN WORDS FACTS AND CHARACTERISTICS

EXAMPLES OF ORGANISMS THAT REPRODUCE SEXUALLY

ILLUSTRATIONS OF ORGANISMS

Sexual Reproduction






DEFINITION IN YOUR OWN WORDS FACTS AND CHARACTERISTICS

EXAMPLES OF ORGANISMS THAT REPRODUCE ASEXUALLY

ILLUSTRATIONS OF ORGANISMS

Asexual Reproduction






Graphic Organizer Booklet

PROCESS

________________

EUBACTERIA

ARCHAEBACTERIA






FUNGI PROTIST

PLANT

ANIMAL





Appendix C- Patterns Spinner Pattern




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