Grade 7
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
Investigating Structure and Function
Lesson Synopsis:
Students will examine the internal structures of plants and animals and explain how the structures relate to their
functions.
TEKS:
7.12
7.12A
Organisms and environments. The student knows that living systems at all levels of organization demonstrate the
complementary nature of structure and function. The student is expected to:
Investigate and explain how internal structures of organisms have adaptations that allow specific functions such as
gills in fish, hollow bones in birds, or xylem in plants.
Scientific Process TEKS:
7.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
7.2D
7.2E
Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and
predict trends.
7.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
7.3B
7.3C
Use models to represent aspects of the natural world such as human body systems and plant and animal cells.
Identify advantages and limitations of models such as size, scale, properties, and materials.
7.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
7.4A
Use appropriate tools to collect, record, and analyze information, including life science models, hand lens,
stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks,
metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits,
computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks,
and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
• Create an imaginary organism with internal structures that allow specific functions to be performed. In a class
presentation, explain how the structures allow a specific function to occur. (7.3C; 7.12A)
1C; 3H
Key Understandings and Guiding Questions:
• Internal structures of organisms are adapted to perform specific functions.
— What purpose do adaptations serve?
— How is structure related to function?
— What are some specific internal structures of organisms that allow specific functions?
Vocabulary of Instruction:
•
adaptation
•
function
•
structure
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
• Teacher Resource: Internal Structural Adaptations (see Adv Prep, 1 per set of stations)
©2012, TESCCC
05/28/13
page 1 of 6
Third Grade / Science
Unit: 08 Lesson: 01
• Teacher Resource: Internal Structural Adaptations Passages (see Adv. Prep.,1 per set of stations)
• Handout: Essay Structure (1 per student and 1 for projection)
• Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Advance Preparation:
1. Prior to Day 1:
• Prepare cross section slides of celery for stations. See the Teacher Resource: Internal Structural
Adaptations.
• Prepare chicken bones for stations (clean and dry). See the Teacher Resource: Internal Structural
Adaptations.
• Obtain a few goldfish for the stations. See the Teacher Resource: Internal Structural Adaptations.
• Print in color on cardstock, and laminate the Teacher Resource: Internal Structural Adaptations Passages
(1 per set of stations).
2. Prior to Day 2: Arrange for student access to computers/Internet or other campus resources for student research.
3. Prior to Day 3: Gather resources for students to design 2–3 dimensional organisms; resources may be studentsupplied or from general classroom supplies as availability allows.
4. Prepare attachment(s) as necessary.
Background Information:
In this lesson, students will focus on the adaptation of internal structures of organisms to perform specific functions. An
adaptation is a structure or behavior that helps an organism survive in its environment. Students are quite familiar with
external adaptations, but in this lesson, they are asked to look at internal adaptations specifically. In general, adaptations
fall into categories based on their function. An adaptation can serve to help an organism digest food, aid in respiration- the
exchange of gases, movement, etc. Students should understand that all organisms have both internal and external
adaptations that serve specific functions that help them survive in their environment.
Prior to this unit, students studied cell structure and function. Prior to this lesson, students studied the human body
systems and their internal structures (organs) that perform specific functions. Relating the familiar cellular and human
body structures and functions to animal and plant structures and functions should help students see the purpose of such
adaptations.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Internal Adaptations List
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Post the following questions, and ask the students to discuss them with a
partner.
Ask:
• What is a structure of an organism? (A structure is a part of an
organism that performs a specific job.)
• What is a function of a structure? (The function is the job a structure
performs.)
• What is an adaptation? An adaptation is a specialized structure or
function that allows the organism to survive by allowing its basic needs
to be met.
2. Ask for volunteers to share with the class. Discuss if the examples are
internal or external structures.
© 2011, TESCCC
01/10/12
Check for Understanding:
This activity serves as a preassessment.
Instructional Note:
Students should be familiar with the
concept of structure and function from
previous units of study.
Science Notebooks:
Students record internal
page 2 of 6
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
3. Say:
• For this lesson, we are going to be working to understand that
internal structures of organisms are adapted to perform specific
functions.
structures/functions in their notebooks.
4. Ask/Say:
• What are some specific internal structures of organisms that
perform specific functions?
• In your science notebooks, list ten internal structures of
organisms.
• Share your list with a partner, and list the function of the
structures.
5. Ask for volunteers to share with the class. Allow students to add to their
lists.
6. Monitor student responses to check for prior knowledge or misconceptions.
EXPLORE/EXPLAIN – Investigating Structures
Suggested Days 1 (continued) and 2
1. Project the Teacher Resource: Internal Structural Adaptations (see
Advance Preparation).
2. Discuss the expectations and safety precautions for each station, and
answer any questions students may have.
3. Divide the class into groups of 3–4 to complete the stations. Assign each
group a specific station. Distribute the Teacher Resources: Internal
Structural Adaptations (see Advance Preparation, 1 per station) and
Internal Structural Adaptations Passages (see Advance Preparation, 1
per station).
4. Inform students that they will rotate through the stations at your signal.
5. Monitor and assist as needed.
6. Facilitate a discussion on the following questions. Instruct students to
record the questions and answers in their notebooks.
Ask:
• What are some internal structural adaptations of plants? Plants
have xylem to transport water from the roots and phloem to transport
nutrients.
• What are some internal structural adaptations of birds? Birds
have hollow bones, which have less mass to lift helping them with
flight.
• What are some internal structural adaptations of fish? Fish have
gills. The water flows over the gills, allowing them to absorb the
dissolved oxygen from the water.
7. Project the Handout: Essay Structure, and explain it to students. Answer
any questions students may have.
8. Distribute the Handout: Essay Structure to each student.
9. Instruct students to use their Essay Structure to write a rough draft of an
essay to convey information about how adaptations in the internal
structures of the plant stem, hollow bones in birds, and gills of a fish allow
for function. Co-construct portions of the handout as a class, small group,
© 2011, TESCCC
01/10/12
Materials:
• microscope (1 per group, for Station
1)
• microscope slide (1 per group, for
Station 1)
• cover slip (2 per group, for Station
1)
• pipette or dropper (1 per group, per
Station)
• beaker (500-1000 mL, 1 per
teacher)
• celery (1 colored slice per group per
class, 1 non-colored slice per group
per class, for Station 1)
• chicken bones (cleaned and dried, 2
bones per group, for Station 2)
• gloves (per student for Station 2)
• cup (clear plastic, 16-20 oz., for
Station 3)
• goldfish ( 1 per group, for Station 3)
• fish net (1 per teacher)
• aquarium (1 per teacher)
• hand lens (1 per student)
• stopwatch (1 per group, for Station
3)
• water (per glass)
• hand soap (per class)
• tape or glue (per class)
Attachments:
• Teacher Resource: Internal
Structural Adaptations (see
Advance Preparation, 1 per set of
page 3 of 6
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
and partners – title, topic sentence, main ideas. Ask students what may be
important to include in each section, etc. (The final copy of the essay may
be assigned as homework.)
10. Inform students that a final copy of their essay should be written and
submitted for evaluation.
11. Instruct students to affix their Handout: Essay Structure to their
notebooks as a resource for future reference.
12. You may want to introduce the Performance Indicator at this point, so
students may begin brainstorming ideas. See the Teacher Resource:
Performance Indicator Instructions KEY for more information.
•
•
stations)
Teacher Resource: Internal
Structural Adaptations Passages
(see Advance Preparation, 1 per set
of stations)
Handout: Essay Structure (1 per
student and 1 for projection)
Safety Notes:
Students should be cautious when
handling glass slides. Remind them that
any broken glass or cuts should be
immediately reported to the teacher and
instructions followed for first aid or
disposal of glass in designated
containers.
Students should wear gloves to handle
the chicken bones and wash their hands
with soap and water after handling
them.
Instruct students in proper disposal of
materials.
Animal safety and the ethical treatment
of animals in the classroom should be
stressed. Remind students that the
goldfish is a living thing and should be
treated with respect.
Instructional Note:
Set up duplicate stations to maintain
small group size.
Science Notebooks:
Students record observations,
questions, and answers from the
stations in their notebooks.
Students affix their Handout: Essay
Structure to their notebooks.
EXPLORE/EXPLAIN – Researching Functions
Suggested Days 2 (continued) and 3
1. Explain that adaptations can be categorized into specific functions.
2. Ask students to brainstorm the following question with a partner.
Ask:
• What purpose/function do adaptations serve? Adaptations help an
organism survive by allowing it to get food, digest food, remove
wastes, move, protect itself, and more.
3. Call on students to share their ideas of functions/purposes. Record and
display responses.
© 2011, TESCCC
01/10/12
Materials:
• locally adopted textbooks or other
campus based resources (per class)
Instructional Notes:
Pre-research categories, plants, and
specific animals to structure exactly
what you want students to get from their
page 4 of 6
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
4. Discuss reasons organisms adapt. These reasons should include being
able to get food/water, protection, movement, digesting food, support,
reproduction, and removing wastes. For example, a bird may not digest
food in the same manner as a mammal; a microorganism or a fish will
have a different mode of movement compared to other animals; etc.
5. Divide the class into groups of 3–4.
6. Assign a specific function to each group of students (obtaining nutrients
and water, respiration, movement, digestion, support…). Be cautious of the
“reproductive” category. If you assign it, monitor that students’ information
is appropriate prior to allowing them to share with others. (Ensure that the
group assigned to the category of obtaining water/nutrients includes xylem
and phloem in their plant structures. These structures are often confused
and thought of as performing the same functions. This will serve as a
scaffold to Biology.)
7. Instruct students to research examples of internal structures of organisms
that perform these functions.
research. The time allotted for this
lesson does not afford students the
leisure of broad and random research.
Check for Understanding:
Group presentations are an opportunity
to formatively assess and clarify any
misconceptions.
Science Notebooks:
Students record research on internal
structures/functions in their notebooks,
as well as discussion questions and
answers.
8. Monitor students, and assist as needed. Check student notes to ensure
accuracy.
9. Instruct students to identify structures in both plants and animals. You may
need to assign a specific animal to each group to cut down on research
time and overwhelming information.
10. Instruct students to take notes in their science notebooks and format them
as follows: (There may be more than one structure and function.)
11. Regroup the students so that each new group consists of one student from
each category. This will cut down on the time needed to get through the
presentations, while allowing all students to hear information from each
category.
12. Instruct students to present their findings to their new group.
13. During presentations, students should record the structures and functions
presented by others, in their notebooks.
14. Monitor group presentations to check for understanding.
15. After groups present, facilitate a discussion on the following questions.
Instruct students to copy the questions and answer them in their
notebooks.
Ask:
• What purpose do adaptations serve? Adaptations help organisms
survive by allowing structures to perform specific functions to meet
their basic needs.
• How is structure related to function? The design of structures
allows for a specific function. For example, a red blood cell’s shape
allows it to squeeze through a vessel.
• What are some specific internal structures of organisms that
allow specific functions? Fish gills allow fish to remove oxygen from
© 2011, TESCCC
01/10/12
page 5 of 6
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
the water; birds’ hollow bones lessen the mass of the bird allowing
them easier lift to fly; and the xylem and phloem in plants allow water
and nutrients to be transported.
16. Instruct students to refer to their notebooks.
ELABORATE /EVALUATE – Performance Indicator - Imaginary
Organisms
Performance Indicator
• Create an imaginary organism with internal structures that allow
specific functions to be performed. In a class presentation, explain how
the structures allow a specific function to occur. (7.3C; 7.12A)
1C;
3H
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the assessment.
© 2011, TESCCC
01/10/12
Suggested Day 3 (continued)
Materials:
• various student resources
(obtained from home or general
classroom supplies, per teacher)
Attachments:
Teacher Resource: Performance
Indicator Instructions KEY (1 for
projection)
page 6 of 6