Grade 7
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
Science Grade 07 Unit 08 Exemplar Lesson 02: Investigating Structure and Function
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please
contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional
Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will examine the internal structures of plants and animals and explain how the structures relate to their functions.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The
TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
7.12
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:
7.12A 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 Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
7.2E 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 Use models to represent aspects of the natural world such as human body systems and plant and animal cells.
7.3C 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 Indicators
Grade 07 Science Unit 08 PI 02
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.
Standard(s): 7.3C , 7.12A
ELPS ELPS.c.1C , ELPS.c.3H
Key Understandings
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
Last Updated 05/28/13
page 1 of 13 Grade 7
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
Materials
aquarium (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)
cover slip (2 per group, for Station 1)
cup (clear plastic, 16-20 oz., for Station 3)
fish net (1 per teacher)
gloves (per student for Station 2)
goldfish ( 1 per group, for Station 3)
hand lens (1 per student)
hand soap (per class)
knife (1 per teacher for Station 2)
locally adopted textbooks or other campus based resources (per class)
microscope (1 per group, for Station 1)
microscope slide (1 per group, for Station 1)
pipette or dropper (1 per group, per Station)
stopwatch (1 per group, for Station 3)
tape or glue (per class)
various student resources (obtained from home or general classroom supplies, per teacher)
water (per glass)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: Internal Structural Adaptations (see Adv Prep, 1 per set of stations)
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)
Resources
None Identified
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 AdaptationsPassages (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.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Internal Adaptations List
Notes for Teacher
NOTE: 1 Day = 50 minutes
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page 2 of 13 Grade 7
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
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.
Check For Understanding:
This activity serves as a pre-assessment.
Instructional Note:
Students should be familiar with the concept of structure and
function from previous units of study.
Science Notebooks:
Students record internal structures/functions in their notebooks.
3. Say:
For this lesson, we are going to be working to understand that internal
structures of organisms are adapted to perform specific functions.
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:
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)
celery (1 colored slice per group per class, 1 noncolored 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)
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.
Attachments:
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, 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.
Last Updated 05/28/13
Teacher Resource: Internal Structural
Adaptations (see Advance Preparation, 1 per set of
stations)
Teacher Resource: Internal Structural
AdaptationsPassages (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.
page 3 of 13 Grade 7
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
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.
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.
Materials:
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.
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 research. The time
allotted for this lesson does not afford students the leisure of broad
and random research.
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
Check For Understanding:
microorganism or a fish will have a different mode of movement compared to other
Group presentations are an opportunity to formatively assess and
animals; etc.
clarify any misconceptions.
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.)
Science Notebooks:
Students record research on internal structures/functions in their
notebooks, as well as discussion questions and answers.
7. Instruct students to research examples of internal structures of organisms that perform
these functions.
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.)
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page 4 of 13 Grade 7
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
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 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
Suggested Day 3 (continued)
Grade 07 Science Unit 08 PI 02
Materials:
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.
Standard(s): 7.3C , 7.12A
ELPS ELPS.c.1C , ELPS.c.3H
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
various student resources (obtained from home or
general classroom supplies, per teacher)
Attachments:
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
Last Updated 05/28/13
page 5 of 13 Grade 7
Science
Unit: 08 Lesson: 02
Internal Structural Adaptations
Station 1: Xylem & Phloem
Record all of your observations, questions, and answers in your notebook.
How do plants transport water and nutrients?
Materials:
• microscope
• microscope slide
• hand lens
•
•
•
celery
cover slips
water
•
•
•
pipette or dropper
food coloring
beaker
Safety:
Be careful with glass slides. Report any broken glass or cuts to your teacher immediately. Follow
instructions of teacher for first aid and disposal of glass in designated container.
Procedure:
1. Slice the bottom end off of a stalk of celery. (Your teacher may have completed this step for you.)
2. Keep a stem for comparison, and slice it thinly. (Your teacher may have completed this step for
you.)
3. Place a stem of celery in colored water overnight. (Your teacher may have completed this step for
you.)
4. Remove the celery stem from the water, and cut it into thin slices. (Your teacher may have
completed this step for you.)
5. Place the slices on a microscope slide.
6. Place a few drops of water on the celery slices, and apply the cover slips.
7. Observe the celery slices under the microscope and with a hand lens, and sketch them in your
notebook.
8. Compare the colored water celery to celery that was not in water (control).
9. Dispose of celery slices in the trash, and wash and dry your slides and coverslips for the next
group to use.
Observations:
Describe what you see, and sketch the celery in detail.
Analysis:
How are the two celery slices different?
What is the function of the structure observed?
Conclusion:
How do plants transport water and nutrients?
What is the name of the structures that transport water and nutrients in plants? (HINT: Look at the
title of the station.)
©2012, TESCCC
12/10/12
page 1 of 3
Grade 7
Science
Unit: 08 Lesson: 02
Internal Structural Adaptations
Station 2: Bird Bones
Record all of your observations, questions, and answers in your notebook.
How are birds adapted for flight?
Materials:
• hand lens
• chicken bones
•
•
gloves
beaker
Safety:
Wear gloves when handling bones. Do not put hands on your face or in your mouth. Wash your
hands with soap and water after handling bones and discarding gloves.
Procedure:
1. Put gloves on.
2. Observe the bird bones with a hand lens, and sketch them in detail in your notebook.
3. Describe, in detail, the inside of the bone, in particular.
4. Remove gloves, and discard them in the trash can.
Observations:
Describe what you see, and sketch the bone in detail.
Analysis:
What is the function of the adaptation in the bird bone?
Conclusion:
How do the bone adaptations help birds fly?
©2012, TESCCC
12/10/12
page 2 of 3
Grade 7
Science
Unit: 08 Lesson: 02
Internal Structural Adaptations
Station 3: Fish Gills
Record all of your observations, questions, and answers in your notebook.
How are fish adapted to breathe?
Materials:
• hand lens
• live gold fish
•
•
timing device
16–20 oz clear cup
Safety:
Treat all living organisms with respect.
Procedure:
1. Observe the fish closely with the hand lens, and note what occurs when it opens and closes its
mouth.
2. Count how many times the fish opens and closes its mouth in two minutes.
Observations:
Describe what you see, and record the data.
Analysis:
What does the function of the structure that is triggered when a fish opens and closes its mouth?
Conclusion:
How are fish adapted to breathe?
What is the name of the structure that fish use to help them breathe? (HINT: Look the title of the
station.)
©2012, TESCCC
12/10/12
page 3 of 3
Grade 7
Science
Unit: 08 Lesson: 02
Internal Structural Adaptations Passages
Station 1: Plants
Much like the human body has a circulatory system to transport oxygen and nutrients
throughout the body, plants have a vascular system which transports water and
nutrients throughout the plant.
The main structures of a plant’s vascular system are xylem and phloem. While roots
absorb water, the xylem transports and circulates it throughout the plant by a system of
tubes and cells. The xylem is made of strong tissue which allows it to also serve to
support the plant. Have you ever seen a slice of wood from a tree that was cut down?
It will have tree rings. These rings are old xylem tissue. There is one ring for each year
of the tree’s life.
Plants are producers. They make their own food through the process of photosynthesis
which produces glucose (sugars). This process takes place in the leaves where
chlorophyll is present in the cells, and sunlight is able to be absorbed. The glucose
must be given to every plant cell for energy. The phloem serves as the transport
system to deliver the glucose to each cell. Have you ever heard of tree sap? The
phloem is responsible for the transport of the sap.
Phloem is always living tissue, where xylem dies after one year and has to be
regenerated. Xylem moves water and dissolves minerals up from the roots. Phloem
moves glucose down from the leaves to the rest of the plant.
http://commons.wikimedia.org/wiki/File:Leaf_Structure.svg
©2012, TESCCC
12/10/12
page 1 of 3
Grade 7
Science
Unit: 08 Lesson: 02
Station 2: Birds
The bones of bird have hollow openings inside. Therefore, bird bones are less dense
than human bones. These hollow spaces cause the bird to have lighter mass, allowing
easier lift for flight. Birds also have air sacs that are extensions of their lungs.
Sometimes, the hollow spaces allow for air sacs to be inflated, giving the bird more
oxygen for prolonged flight.
http://commons.wikimedia.org/wiki/File:Vogelskelett.jpg
©2012, TESCCC
12/10/12
page 2 of 3
Grade 7
Science
Unit: 08 Lesson: 02
Station 3: Fish
Fish have a respiratory system much different from humans. Where we have lungs,
fish have gills. As a fish opens its mouth, water enters. When the fish closes its mouth,
the water flows over the gills. There are tiny capillaries with semi-permeable
membranes that allow the dissolved oxygen from the water to pass into the
bloodstream, while the carbon dioxide waste passes out of the bloodstream and into
the water. This is known as gas exchange. The whole process is called respiration.
http://commons.wikimedia.org/wiki/File:Fish_Gills_Labeled.jpg
©2012, TESCCC
12/10/12
page 3 of 3
Grade 7
Science
Unit: 08 Lesson: 02
Essay Structure
Title
Topic Sentence and Introduction Paragraph:
Main Idea #1
Main Idea #2
Main Idea #3
Supporting Details:
Supporting Details:
Supporting Details:
1.
1.
1.
2.
2.
2.
3.
3.
3.
Conclusion Paragraph (Think about: What is the importance of internal structural adaptations
in organisms?)
©2012, TESCCC
12/10/12
page 1 of 1
Grade 7
Science
Unit: 08 Lesson: 02
Performance Indicator Instructions KEY
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
Materials:
various student resources (obtained from home or general classroom supplies, per teacher)
Instructional Procedures:
1. Project the Performance Indicator on the board.
2. Share the Performance Indicator rubric or your expectations with students prior to students
beginning the assessment.
3. Answer any questions students may have regarding the assessment.
4. Challenge students to design an imaginary organism with internal structures that allow a specific
function to be performed. You may choose to allow 2–3 dimensional organisms, depending on the
availability of resources.
5. Instruct students to create rough drafts of their designs in their notebooks.
6. Allow students to complete the assignment at home if needed.
7. Instruct students to refer to their notes to assist them in the construction of the new organism.
8. Students will present their organisms to the class, a small group, or a partner and explain how the
structures allow a specific function to occur.
Instructional Notes:
Students may complete the construction portion of the Performance Indicator at home, if there is not
enough time in class.
As a time saver, consider small group or paired presentations where students are presenting to a
small group or another person versus the entire class. In this case, the students should have a written
explanation to submit to the teacher for evaluation.
Consider displaying the organisms for a week so students can view what others have designed.
©2012, TESCCC
05/28/13
page 1 of 1