Unit #: 3
Subject(s):
Science
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 1 – DESIRED RESULTS
Unit Title: Human Body Systems, Genetics and Heredity
Transfer Goal(s): Students will be able to independently use their learning to explain the interconnectedness of cells, body systems and patterns of
inheritance.
Enduring Understandings:
Essential Questions:
Students will understand that…
 Organisms have multiple levels of organization:
Cells  Tissues  Organs  Systems  Organism
 Each body system has specific structures and functions and those
systems work together to sustain life.
 Body systems may not function properly without homeostasis.
 Genetic information is passed from one generation to the next.
 The method of reproduction determines the variety of traits an
organism can inherit.
 Patterns of inheritance can be predicted.
 Organisms that look alike may have different underlying genetic
material.
 Behavior is affected by both inheritance and experience.
 The environment and lifestyle choices affect the traits an organism
inherits and passes on.
Students will know:
 Specialized cells perform specialized functions in multicellular
organisms.
 The basic functions of the major body systems (respiratory,
urinary, digestive, circulatory, skeletal, muscular, nervous,
endocrine, immune)
 Ways the body strives to maintain balance.
 That there is a greater variety of possible traits inherited when
organisms reproduce sexually because of chromosomes and DNA.
 The difference between dominant and recessive traits.
 Mutations in genes can cause body parts or systems not to work
properly or lead to the presence of a genetic disease.
 The genetic makeup of an organism along with the environment
affects the behavior of an organism.
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

How does my body work?
How do body systems work together to maintain homeostasis?
Why do I look and act like I do? How will these factors influence
offspring?
Students will be able to:
 Describe how the make-up of major body systems help them to
work together to sustain life. (7.L1.3 & 7.L.1.4)
 Describe the ways the body strives to maintain balance. (7.L.1.4)
 Compare and contrast sexual (fertilization and meiosis) and
asexual reproduction (budding and mitosis). (7.L.2.1)
 Explain why sexual reproduction produces more genetic variation
than asexual reproduction. (7.L.2.1)
 Predict genetic possibilities using Punnett squares and pedigree
charts. (7.L.2.2)
 Identify the genotype and phenotype for a given trait. (7.L.2.2)
 Explain how environmental influences impact an organism's
characteristics that may or may not be passed on to future
generations. (7.L.2.3)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
1
Unit #: 3
Subject(s):
Science
Grade(s):
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 1– STANDARDS
Essential Standards
7
Clarifying Objectives
7.L.1.3
7.L.1
Understand the processes, structures and functions of living
organisms that enable them to survive, reproduce and carry out the
basic functions of life.
7.L.1.4
7.L.2.1
7.L.2
Understand the relationship of the mechanisms of cellular
reproduction, patterns of inheritance and external factors to
potential variation among offspring.
7.L.2.2
7.L.2.3
Summarize the hierarchical organization of multi-cellular
organisms from cells to tissues to organs to systems to
organisms.
Summarize the general functions of the major systems of the
human body (digestion, respiration, reproduction,
circulation, and excretion) and ways that these systems
interact with each other to sustain life.
Explain why offspring that result from sexual reproduction
(fertilization and meiosis) have greater variation than
offspring that result from asexual reproduction (budding and
mitosis).
Infer patterns of heredity using information from Punnett
squares and pedigree analysis.
Explain the impact of the environment and lifestyle choices
on biological inheritance (to include common genetic
diseases) and survival.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
2
Unit #: 3
Subject(s):
Science
Performance Tasks:



Marshmallow Critters
7th Grade Integrated Performance Task
Where’d That Body Come From
Click here to access these documents.
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:



Heart Model (4 documents)
Human Body Systems
NCDPI Released Test Items
Click here to access these documents.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
3
Unit #: 3
Subject(s):
Science
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
th
 7 Grade DPI Unpacked
 Unit 3 Discovery Education Resources
 SEPUP Books and Kits: Human Body and Genetics
 Defined Stem (main site)
 KidsHealth
 Discovery Education (main site)
 Science Net Plans
 iCurio (main site)
 YouTube-Circulatory System
 EdHeads – brain surgery*
Click here to access the resources listed above.
 The Virtual Body
 Skeletal System Activities
 Digestion Webquest
 Quizlet on the Human Body
 The Gene Scene
 GeneticsRUs
 Dragonfly TV-Dog Breeding
 Zoo Match Maker
 Youtube Channel – Crash Course (videos)
 TEDEd – lessons worth sharing (videos)
 Steve Spangler - Science Demonstration Videos (Youtube)
 Youtube Channel - Story Bots: Human Body
 Kahn Academy – Biology
 CK-12 – Human Body
 CK-12 – Genetics
 4H STEM Science Lessons (4H Contact: Tracy LeCompte [email protected] 704-*all supplies provided)
 The Bionic Arm
 Contact Cabarrus County 4H to use the Evolution and Genetics Kit
Click here to access these resources.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
4
Unit #: 3
Subject(s):
Science
Grade(s):
7
Designer(s): Debra Gallagher, Susan Harrington, Deanna Jones,
Robin McCraw ,Sheryl Troutman
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.





LINCS strategies for vocabulary
Sheppards Software-Digestive Game
Sheppards Software- Skeleton Tutorial
Human Body Games
Organ Systems Quiz
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/8/16
5