BSCS Science:
An Inquiry Approach
Level 1
First edition, © 2006 by BSCS
Unit 2 Overview
5415 Mark Dabling Blvd. | Colorado Springs, CO 80919 | 719.531.5550 | www.bscs.org
KH4158_C06_244-253 8/10/05 6:22 PM Page 245
Overview
Names of Chapters
The Machinery of Life unit focuses on cells. The unit
begins with cells as the structural and functional units of
all living organisms. Cells are the building blocks of life.
In chapter 7, Cells Are Busy Places, the focus shifts to
photosynthesis and respiration—two processes that occur
in cells. Students learn how organisms get the energy and
matter they need through these processes. Chapter 8, The
Nature and Networks of Behavior, addresses the
National Science Education Standards (NSES) for the
behavior of organisms. Students learn about nerve cells
and nervous systems and learn that organisms have
behavioral responses to internal changes and external
stimuli. In chapter 9, Life’s Work, students integrate
knowledge of muscle cells with levers to understand how
muscles and bone work together to produce movement.
Chapter
Chapter
Chapter
Chapter
Goals for the Unit
Tell students to record their ideas in their science notebooks. Suggest that they organize their thoughts in a flowchart or other graphic organizer. Explain that they will
learn about each of these in great detail in this unit and
they will understand the many complex processes that are
involved in a simple biceps curl by the end of the unit.
The overarching goals for the unit, The Machinery of
Life, are that all living things are composed of cells that
perform basic functions, all living things require energy
to carry out their life functions, specialized cells allow
organisms to respond to their environments, and muscles and mechanics explain how our bodies generate
movement.
6:
7:
8:
9:
Cells: The Building Blocks of Life
Cells Are Busy Places
The Nature and Networks of Behavior
Life’s Work
Strategies for the Unit Engage
Demonstrate a biceps curl by holding your arm out
(palm up) and moving your hand toward your shoulder.
Ask students to think about how the following are
involved in this movement:
•
•
•
•
•
Cells
Energy
Nervous system
Muscles
Bones
Notes:
245