Unit #: ____7____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 1 – DESIRED RESULTS
Unit Title: Human Body Systems
Understandings: Students will understand that…
 Organisms have multiple levels of organization:
Cells  Tissues  Organs  Systems  Organism
 Each body system has specific functions to sustain life.
 The major body systems work together to sustain life.
 Body systems may not function properly without homeostasis.
Essential Questions:
1. How do the levels of organization in multicellular organisms help
them carry out basic life functions?
2. How do systems work together to sustain life?
3. What are ways the body maintains balance?
Students will know:
o The hierarchical structure of multicellular organisms.
o Specialized cells perform specialized functions in multicellular
organisms.
o The basic functions of the major body systems, including:
o Respiratory
o Urinary
o Digestive
o Circulatory
o Skeletal
o Muscular
o Nervous
o Endocrine
o Immune
 Major body systems work together to sustain life.
 Ways the body strives to maintain balance.
Students will be able to:
7.L.1
7.L.1.3
7.L.1.4
STAGE 1– Standards
Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic
functions of life.
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.
Technology Standards
7.TT.1
Use technology and other resources for assigned tasks
7.TT.1.1 Use appropriate technology tools and other resources to access information.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____7____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop
publishing).
Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0
7.TT.1.3
tools, graphics, podcasts, and audio files)
7.SE.1
Apply responsible behaviors when using information and technology resources.
7.TT.1.2
7.SE.1.1
Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.
7.SE.1.2
Apply the safety precautions necessary when using online resources (personal information, passwords, etc.).
7.SI.1
Evaluate information resources based on specified criteria
7.SI.1.1
Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2
Evaluate content for relevance to the assigned task.
7.SI.1.3
Evaluate resources for point of view, bias, values, or intent of information.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____7____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
Other Evidence:
Key Criteria:
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____7____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 3 – RESOURCES
District Resources:
Supplemental Resources:
Discovery Education Resources
Standard 7.L.1
Video:
Diversity of Organisms: Life Functions of Organisms
Introduction to Cells
Structure and Function of Animals
What Does the Body Need to Do to Stay Alive? (AGL)
The Five Basic Life Functions (BGL)
Articles:
Physiology
Cell
Standard 7.L.1.3
Video:
Organs and Cells
Cell Structure
Parts of a Cell
Cells Working Together: Tissues and Organs
Levels of Structural Organization (AGL)
Tissues, Organs, and Organ Systems (BGL)
Instructional Images:
Organism, levels of organization
Standard 7.L.1.4
Video:
Organ Systems of the Human Body
The Digestive System
Circulatory and Respiratory Systems: Blood and Oxygen for the Body
The Female Reproductive System
The Male Reproductive System
Song:
Teacher and the Rockbots: Complicated Machine (Human Organs)
Skill Builder:
Science Lab: The Human Body
Standard 7.TT.1
Video:
What Are Scientific Measurements?
Using the Computer and Internet for Research
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____7____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Using a Computer to Organize a Database
Enhancing Lab Experiences (AGL)
Technology in the Classroom (AGL)
Practicing Reading, Writing, and Technology Skills (AGL)
Articles:
Technology
Standard 7.TT.1.1
Video:
Narrowing Your Search & Staying Focused
Determining Your Information Needs (AGL)
Linking Technologies in the Classroom (AGL)
Online Resources (AGL)
The Internet (BGL)
Electronic Media (BGL)
Search Engines (BGL)
Standard 7.TT.1.2
Video:
Gathering Information for a Database
Using a Computer to Organize a Database
Organizing Research: London Bridge (AGL)
A Closer Look at Prewriting Skills (BGL)
Articles:
Database
Spreadsheet
Desktop Publishing
Standard 7.TT.1.3
Video:
What Is Web 2.0?
Web 2.0: YouTube, Digg, and Facebook
The Internet (BGL)
Using Multimedia (AGL)
Presenting Pompeii (AGL)
Articles:
Graphic Arts
Computer Graphics
Standard 7.SE.1
Video:
Video Games and the Internet
What Is Cyberbullying?
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____7____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Cyberbullies
Internet Bullies: What Is It?
Resources, Responsibilities, and Ramifications: Guidelines for Acceptable
Use of the Internet (AGL)
Monitoring Students' Use of the Internet (AGL)
History of the Internet (BGL)
Standard 7.SE.1.1
Video:
YouTube's New Battle
Music Industry Fights Back
Using Your Computer: Avoiding Plagiarism
Plagiarism
Research Methods and Citing Sources (AGL)
Copying from the Web (BGL)
Articles:
Copyright
Standard 7.SE.1.2
Video:
Internet Safety Review
Online Shopping
Your Words and Pictures in Cyberspace
Internet Safety (AGL)
Website References (AGL)
Internet Safety (BGL)
Practicing Internet Safety (BGL)
Standard 7.SI.1
Video:
Overview of Internet Resources
Plagiarism
Research Sources: Handwritten Documents, Internet, Books, Museums
Research Your Subject
Classroom Profile: Learning to Recognize Valid Research Sources on the
Internet
A Closer Look at Previewing Resources (BGL)
Evaluating Sources (AGL)
Standard 7.SI.1.1
Video:
Extrinsic and Intrinsic Credibility (AGL)
A Question of Credibility (AGL)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____7____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Evaluating Sources’ Credibility (AGL)
Plagiarism and Information Literacy (AGL)
Standard 7.SI.1.2
Video:
Information Relevance (BGL)
Standard 7.SI.1.3
Video:
Viral Information: Evaluating Websites (AGL)
Choice of Language
Evaluating Media
Evaluating Your Information (AGL)
Evaluating Websites for Content Quality (AGL)
Differentiated Resources (AIG, ESL, EC, Technology, etc.):
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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