LIFE SCIENCE 12/13
Course A
ESSENTIAL UNIT 7 (E07)
(Human Body Systems I)
(June 2011)
Unit Statement: In this unit the student will explore the organization of the human body
and the different tissue types and organ systems of the body. The student will also draw
connections between human structure and function and that of other organisms they have
already studied.
Essential Outcomes:
1. The Student Will describe the organization of the human body, including levels of
organization and tissue types. (1.1)
2. TSW name all ten organ systems and categorize them according to their overall
function (support and movement, control body functions, reproduction,
move materials, protection) (1.1, 1.2)
3. TSW define homeostasis and explain the five ways the body maintains
homeostasis. (1.3)
4. TSW list the five major functions of the skeletal system. (2.1)
5. TSW explain how the five different types of joints function and locate them in the
body. (2.1)
6. TSW describe the main characteristics of bones including bone strength, bone
growth and development. (2.1)
7. TSW identify three types of muscle tissue and where they are located in the body.
(2.2)
8. TSW relate the characteristics of each muscle type to their specific functions. (2.2)
9. TSW demonstrate how and explain why skeletal muscles exist in antagonistic
pairs. (2.2)
10. TSW identify the structures of the skin and their functions. (2.3)
11. TSW apply the scientific method by investigating responses to stress, muscular
performance or skin functions and completing a formal lab report (see
appendix.)
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QSI 12/13 LIFE SCI E07
Copyright © 1988-2011
Introduced & Practiced:
1. The Student Will define stress and explain how the body responds to stress and the
purpose of these responses. (1.3)
2. TSW relate healthy ways to maintain skin, bone and muscle health. (2.1, 2.2, 2.3)
3. TSW explain how exercise, or lack of exercise, affects skeletal muscles. (2.2)
Key Terms:
Epithelial
Absorption
Gland
Hormone
Marrow
Involuntary
Voluntary
Epidermis
striated
SUGGESTED RESOURCES & RUBRIC FOUND ON FOLLOWING PAGES......................
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QSI 12/13 LIFE SCI E07
Copyright © 1988-2011
Suggested Materials:
Pearson Interactive Science: Human Body Systems, chapters 1 & 2
Ancillary materials are listed in the Course Outcome Statement
Suggested Resources:
1. In-text section reviews and enrichment
2. Pearson published activities: “Scenario-based Investigations,” “Interdisciplinary
Activities,” “Chapter Activities,” “Inquiry Skill Activities, “Reading Strategies”
for English Language Learners,” and “Math Skill and Problems-Solving
Handbook.”
3. Students interested in further investigation may explore topics in hypothermia (p.
31), stress management, student athletic trainers (p. 60), visualization of the
skeletal system (p. 61), or injury and healing to the skeletal system.)
Technology Resources:
1.
2.
3.
4.
Destiny Webpath Express (found on school’s automated library system)
View “Untamed Science” videos.
Students complete “Planet Diary” at www.myscienceonline.com
Students perform activities in “Interactive Art” and “Virtual Lab” at
www.myscienceonline.com
5. simulations: http://phet.colorade.edu
6. visuals, virtuals and animations: www.myscienceonline.com
Suggested Assessment Tools and Strategies:
1. Create a visual display (poster, model) illustrating the organization of the human
body. (TSW 1)
2. Create a visual display illustrating and categorizing the ten organ systems. (TSW
2)
3. Create 3-dimensional models of the five types of joints using any materials
available. (TSW 6)
4. Students make a flipbook or animated video showing movement of any of the
moveable joints. (TSW 6)
5. Choose from Lab Zone® hands-on inquiries (see list of related inquiries of varying
length and difficulty in teacher’s edition, pT6-7 (TSW’s 1-11)
6. Students complete questions and activities in spaces provided in the text. (TSW’s
1-11)
7. Students participate in class discussions of text material. (TSW’s 1-11)
8. ExamView® Computer Test Generator
9. Teacher generated or published Pearson Interactive Science Assessments including
Chapter Test, Performance Assessment and Progress Monitoring Assessments
(TSW’s 1-11)
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QSI 12/13 LIFE SCI E07
Copyright © 1988-2011
ESSENTIAL UNIT 7 (E07)
(Human Body Systems I)
Suggested Rubric
The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level
work in E07. TSW’s which do not lend themselves to ‘A’-level work do not have suggestions.
Statement
‘A’-level
‘B’-level
Student can describe the organization of the
TSW 1
Human body
human body in terms of tissue types,
organization
symmetry, and levels from cell to organism.
Student can name the ten organ systems and
TSW 2
Organ systems
group them under functional categories:
support and movement, control of body
functions, reproduction, movement of
materials, protection)
Student can define homeostasis and
Student can define homeostasis and list the
TSW 3
homeostasis
describe five ways the body can
five ways the body maintains homeostasis.
maintain homeostasis.
In addition to B-level work, the
Student can define stress, name four
TSW 4
Stress
student can describe the results of
responses to stress and explain the purposes
ongoing stress and explain the
of these responses.
importance of managing stress.
Student can list the five major functions of
TSW 5
Skeletal system
the skeletal system.
Student can name the five different types of
TSW 6
joints
joints (pivot, gliding, hinge, ball & socket,
immoveable) and state one location in the
body for each.
Student can complete B-level work
Student can describe bone as lightweight
TSW 7
bone
and explain why bones are strong,
and strong, able to grow, develop and repair
how they develop and continue to
itself.
grow, and identify the different parts
of bone and their functions.
Student can identify the three types of
TSW 8
Muscle tissue
muscle tissue and their locations in the
body.
Student can compare the characteristics of
TSW 9
Muscle tissue
the three muscle types with respect to
types
structure, control, and reactivity.
Student can demonstrate how muscles work
in antagonistic pairs (using arm or leg
works best) and explain why muscles must
work in antagonistic pairs.
Student can identify all structures in the
skin and identify their function.
TSW 10
Muscle function
TSW 11
Skin
Student will show evidence of the steps of
scientific inquiry through a laboratory
investigation in LabZone® or a student or
teacher generated investigation.
TSW 12
Scientific
inquiry
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QSI 12/13 LIFE SCI E07
Copyright © 1988-2011