Pre-AP Biology Curriculum Guide
GPISD
Theme
Animal Systems
Number of Days
5 days - CA#5
Overview
Prior Knowledge
2012-13
Part 1 - Survey of Systems, Feedback loops, and Regulation
March 22, STAAR English I and II Writing and Reading (April 1 -5)
The student knows that biological systems are composed of multiple levels.
A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in
space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components
and how these components relate to each other, to the whole, and to the external environment.
7.12.B
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
7.12 C
recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms
describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting
in animals that allow them to maintain balance
Feedback mechanisms in text form does not always translate into a diagram and vice versa.
Students think that blood is blue inside the body and that exposure to air causes a color change to red. This misconception is due to
color-coded diagrams of veins and arteries in textbooks. Blood is always in the red spectrum (brighter when oxygenated and darker
when deoxygenated.)
body system survey nervous, endocrine, circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive,
integumentary, and immune systems (only one that is new information is immune system)
stimulus, response, receptors, effectors, negative/positive feedback loop, homeostasis, integumentary system, circulatory system,
nervous system, neuron (nerve cell), skeletal system, muscular system, and endocrine system
7.13 B
Misconceptions
Key Vocabulary
Student Expectations (Science)
Teaching Targets
10C
TSW analyze the levels of organization in
biological systems and relate the levels to each
other and to the whole system
Students need to see that cells make up tissues in turn make up organs which then make up
organ systems.
Students need to review the systems of the body by completing a human body system survey.
5B
TSW examine specialized cells, including roots,
stems, and leaves of plants; and animal cells such
as blood, muscle, and epithelium.
Students will use the microscope to view blood (normal, WBCs, and sickle-cell if available),
muscle, and epithelial cells.
Follow up with Card Sort Types of Tissues and make sure to emphasize form and function.
11A
TSW describe the role of internal feedback
mechanisms in the maintenance of homeostasis
10A
TSW describe the interactions that occur among
systems that perform the functions of regulation,
nutrient absorption, reproduction, and defense
from injury or illness in animals
Updated
3/18/2013
Do you know the meaning of homeostasis?
Use the analogy of how a negative feedback loop is like a thermostat that controls the
temperature in a house.
Students need to analyze a generic positive/negative feedback mechanisms in both a written
and graphical way then get introduced to more specific feedback loops as the unit progresses
(i.e. glucose regulation in digestive system)
Students will complete a survey of all the 11 systems including their major organs and functions.
o Students will identify the major functions of each system.
o Students will identify, color, and label major organs and know major concepts of each
system.
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Pre-AP Biology Curriculum Guide
GPISD
English Language Proficiency Standards (ELPS)
TSW internalize new basic and academic
language by using and reusing it in meaningful
ways in speaking and writing activities that build
concept and language attainment;
1E
Required Theme Activities
Card Sort
Animal Systems 1 Journal Activities
Graphic organizer on level of organization.
Pocket with systems and function cards
After students match up systems and functions, students need to write sentences using their
cards:
The _____ system is in charge of _____. I think this system may work with the _____
system to _____ because _____.
Focus Points
Word Wall Animal Systems Part 1
Feedback loops
Reading to Learn
2012-13
o Students will participate in station activities and/or labs that help them understand the major
interactions of systems involved in regulation.
Emphasize the interactions among the following systems:
o nervous, skeletal, muscular stimulus/response feedback loop
o circulatory and integumentary thermoregulation
o excretory and circulatory system osmoregulation
Focus Points
Systems and
Levels of Organization - NEW
Four Major Types of Tissues
2/13
These key terms need to be posted on a word wall for students to see. Students need to use
these words during vocabulary activities.
Students will read about the levels of organization. Recommended to follow up with journal
activity foldable found in Animal Systems 1 Journal Activities as well as Types of Tissues Card
Sort.
Students will read about epithelial, nervous, muscle, and skeletal tissues as well as the
different types of muscles tissue: smooth, skeletal, cardiac. Students will complete a card sort
and then create a chart or concept map to organize this information.
Engage - Homeostasis and the Feedback loop - Blinking
Students will place the steps for blinking in logical order based on experience and prior
knowledge. This should be used as an engagement activity to start the discussion of
homeostasis.
Feedback loop Manipulative
Students will use a 3-step manipulative on how the body uses feedback loops to maintain
homeostasis. Step 1 uses an analogy, step 2 uses a common feedback loop, step 3 uses the
key terms to describe the loop.
Thermoregulation - NEW
Required Reading (Prentice-Hall Biology):
o 33-3 Form and Function in Chordates pg. 857
o 35-1 Human Body Systems pg. 891
o 35-2 The Nervous System pg. 897
o 36-1 The Skeletal System pg. 921
o 36-2 The Muscular System pg. 926
Updated
3/18/2013
Required reading sections will be from the Prentice-Hall Biology textbook unless
otherwise indicated. These reading selections are for Pre-AP students and will be
assigned and completed prior to the lessons.
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Pre-AP Biology Curriculum Guide
Supporting Resources
GPISD
2012-13
Focus Points
Animal Systems 1 Journal Activities -
Pre-Assessment journal entries that will help students quickly review middle school vertically
aligned TEK (7.12B and 7.12C) on levels of organization and animal systems and their
functions. Teachers can assess students prior knowledge.
Reading to Learn Organ System Interactions - NEW
Students will read about how some animal systems interact.
Organ Systems WS - NEW
Students will read and answer questions based on reading about the 11 body systems.
Concept Map Comparing Nervous and Endocrine
Systems - NEW
Students will compare and contrast the nervous system and the endocrine system.
Negative vs. Positive Feedback Loops
Website provides teacher background information on negative vs. positive feedback loops
neoK12
Online Interactivities - Teachers can search for various interactivities where students can
label the parts of the body systems. These activities can be incorporated into your Promethean
flipcharts or used with Interactive white boards.
LTF
Chicken Leg Dissection
LTF: Making Sense of IT All - NEW
Assessment
Formative Assessment
CA#5
Updated
March 22
3/18/2013
Temperature Regulation
SW study the mechanics of the muscular system.
SW label the structure and identify the function of the components of a typical neuron
and brain components. SW investigate the sense of smell, taste, and touch. SW
experience sensory fatigue.
Focus Points
Students will use data and the thermostat analogy to demonstrate understanding of
homeostasis.
All body systems functions and interactions specifically those involved in regulation, nutrient
absorption, defense, and reproduction.
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