Biology
HS/Science
Unit: 13
Lesson: 01
Suggested Duration: 7 days
Survey of Human Body Systems
Lesson Synopsis:
In this lesson, students explore the complexity of the human species, focusing on organization of the body from cells to
systems and the anatomy and physiology of those systems that maintain homeostasis for the organism.
TEKS:
B.5
B.5B
B.6
B.6G
B.8
Science concepts. The student knows how an organism grows and the importance of cell differentiation. The
student is expected to:
Examine specialized cells, including roots, stems, and leaves of plants, and animal cells such as blood, muscle, and
epithelium. Supporting Standard
Scientific concepts. The student knows the mechanisms of genetics including the role of nucleic acids and the
principles of Mendelian Genetics. The student is expected to:
Recognize the significance of meiosis to sexual reproduction. Supporting Standard
Scientific concepts. The student knows that taxonomy is a branching classification based on the shared
characteristics of organisms and can change as new discoveries are made. The student is expected to:
B.8C
Compare characteristics of taxonomic groups including archaea, bacteria, protists, fungi, plants, and animals.
Supporting Standard
B.10
Science concepts. The student knows that biological systems are composed of multiple levels. The student is
expected to:
B.10A
B.10C
B.11
B.11A
B.11B
B.11C
Describe interactions that occur among systems that perform the functions of regulation, nutrient absorption,
reproduction, and defense from injury or illness in animals. Readiness Standard
Analyze the levels of organization in biological systems and relate the levels to each other and to the whole system.
Supporting Standard
Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is
expected to:
Describe the role of internal feedback mechanisms in maintenance of homeostasis. Supporting Standard
Investigate and analyze how organisms, populations, and communities respond to external factors. Supporting
Standard
Summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and
ecosystems. Supporting Standard
Scientific Process TEKS:
B.1
B.1A
Demonstrate safe practices during laboratory and field investigations.
B.1B
Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of
materials.
B.2
Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is
expected to:
B.2E
Plan and implement descriptive, comparative, and experimental investigations, including asking questions,
formulating testable hypotheses, and selecting equipment and technology.
Collect and organize qualitative and quantitative data and make measurements with accuracy and precision using
tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware,
microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis
apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing
devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or
samples of biological specimens or structures.
Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings,
graphic organizers, journals, summaries, oral reports, and technology based reports.
B.2F
B.2H
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Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations
using safe, environmentally appropriate, and ethical practices. The student is expected to:
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Biology
HS/Science
Unit: 13 Lesson: 01
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Create a graphic organizer that describes interactions between the different body systems. Then, write a report
explaining how these interactions maintain homeostasis in the organism. (B.2H; B.10A, B.10C; B.11A, B.11B)
1C, 4J; 5B, 5G
Key Understandings and Guiding Questions:
•
Humans have dedicated body systems that, while composed of different organs with specific functions, are
responsible for interacting and coordinating efforts to maintain homeostasis.
— How is the human body organized?
— What are the body systems in a human?
— What is the primary function of each human body system?
— How does each system work to maintain homeostasis in the human body?
Vocabulary of Instruction:
•
•
•
•
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homeostasis
negative feedback mechanism
feedback loop
positive feedback mechanism
endocrine system
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•
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excretory system
integumentary system
nervous system
muscular system
digestive system
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respiratory system
reproductive system
immune system
skeletal system
circulatory/cardiovascular
system
Attachments:
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Teacher Resource: Levels of Organization Cards (see Adv Prep, 1 set per group)
Handout: Survey of Human Cells (1 per student)
Teacher Resource: Survey of Human Cells KEY
Teacher Resource: PowerPoint: Human Cells Survey and Homeostasis Discussion Guide
Teacher Resource: Human Body Systems Cards (see Adv Prep, 1 set per pair)
Teacher Resource: Human Body Homeostasis and Functions Cards (see Adv Prep, 1 set per pair)
Teacher Resource: Human Body Homeostasis and Function Cards KEY
Handout: Dissections Lab Analysis (see Adv Prep, 1 per student or 1 for projection)
Teacher Resource: Performance Indicator Instructions KEY
Advance Preparation:
1. Prior to beginning the unit:
• Obtain preserved organisms for dissection such as earthworms, grasshoppers, frogs, perch, starfish, etc.
from a biological warehouse. If dissection is not appropriate for your district, choose virtual labs and arrange
computer access for students.
2. Prior to Day 1:
• Locate an image or graphic of a group of humans to display at the front of the room. You will only need one
per teacher.
• Print the Teacher Resource: Levels of Organizational Systems on cardstock (in color, if possible), laminate,
cut out, and bag. Print enough for each group of 3–4 students to have one set.
• Obtain microscope slides of human cells: blood, muscle, epithelium, nerve, bone, sperm, and egg. You will
need one slide of each type per microscope station.
• Locate or create labeled graphics of each human cell type for students to reference when viewing slides. It
may be helpful to laminate for durability.
• Locate and provide additional resources such as textbooks and/or Internet access for students to use when
viewing slides and relating the adaptations of the cells to their functions.
• Set up microscope stations per the number of compound light microscopes available.
3. Prior to Day 3:
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Biology
HS/Science
Unit: 13 Lesson: 01
•
Print the Teacher Resource: Human Body Systems Cards on cardstock, laminate, cut out, and bag. Print
enough for each pair of students to have one set.
• Print the Teacher Resource: Human Body Homeostasis and Functions Cards on cardstock, laminate, cut
out, and bag. Print enough for each pair of students to have one set.
4. Prior to the Elaborate:
• Print the Handout: Dissections Lab Analysis for one per student, 2-sided per organism dissected or
alternatively one for projection.
• Obtain a variety of preserved organisms for dissection from a biological warehouse, such as the following:
earthworm, grasshopper, starfish, frog, and/or perch. Each group will need one of each organism.
• Collect the dissection equipment; each group will need one dissection set, which includes: scissors, a scalpel,
probes, tweezers, dissecting pins, and dissecting trays.
• Gather enough research materials, such as state adopted textbooks and/or other resources including
computer access, for each group.
5. Prior to Day 7, determine the types of graphic organizers you will accept from students in the Performance
Indicator. Consider creating examples for students. Optional: Obtain research materials, such as locally adopted
textbooks, library materials, and/or Internet access.
6. Prepare attachment(s) as necessary.
Background Information:
This unit bundles student expectations that address the anatomy and physiology of the human body systems.
Prior to this unit, in Grade 7, students learned the main functions of the human body systems. In prior Biology units,
students learned about the type of chemicals and cells that make up animals and the animal kingdom in general. During
this unit, students focus on the organs that compose their own bodies and how these organs function in systems to
maintain homeostasis. After this unit, students may apply their knowledge of body systems to their own investigations in
the following experimental design unit.
Note that this lesson also provides time for animal dissection, if that is appropriate in your district. If dissection is not
appropriate, then virtual labs/dissections are available.
STAAR Note:
This unit includes Supporting Standards B.10C, B.11A, B.11B, and B.11C and Readiness Standard B.10A. These
standards will be assessed on the STAAR Biology Assessment. This is the last time that B.10A, involving the interactions
between body systems, will be taught prior to the test.
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
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