Life Science

Grade 7 Science Curriculum

Unit of Study: LIFE

Suggested Time: 10 Weeks

Content Standard 7.2 Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.

All organisms are composed of one or more cells; each cell carries on life-sustaining functions.
Multi-cellular organisms need specialized structures and systems to perform basic life functions.

Essential Question: How are organisms structured to ensure efficiency and survival?

Focus Question #1 What are cells and how do they function?

Expected Performances (C16) The student will be able to:

a. describe the structures of the human digestive, respiratory, and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials.

Required Activities:

Construct paper model of digestive, respiratory system. (CINQ. 10)
View Human body video. (CINQ. 2)
Conduct a scientific investigation of how exercise affects the heart rate. (CINQ. 1, 3, 4, 5, 6, 7, 8, 9, 10)

Optional Activities:

Digestion of starch lab (Amylase).
Conduct a scientific investigation of the production of carbon dioxide (blood gases) vs. activity level. (CINQ. 1, 2, 3, 4, 5, 6, 7, 10)
Conduct a scientific investigation on the effectiveness of antacids. (CINQ. 1, 3, 4, 5, 6, 7, 8, 9, 10)
Complete a teacher generated RAFT describing the interrelationship of the digestive, circulatory, and respiratory systems. (CINQ. 9, 10)
“As the stomach churns” (pepsin lab).
Human body CD-Rom activity.
Measuring volume of exhaled air. All-In-One Resource book pg. 271 (CINQ. 1, 3, 4, 5, 6, 7, 8, 9, 10)
Food Flight Performance Assessment (Digestive system). All-In-One Human Biology and Health pg. 156

Assessment:

Chapter Test on Human Body Systems (Digestion, Respiration, Circulation). (C16)

Focus Question #2 How does our body move?

Expected Performances (C17) The student will be able to:

a. explain how the human muscular/skeletal systems support the body and allow movement.

Required Activities:

Observe human skeleton and label on paper model. (CINQ. 10)

Optional Activities:

Examine bone, muscles, and skin lab. PH All-In-One Resource book pg. 88 (CINQ. 1, 3, 4, 5, 6, 7, 8, 9, 10)
Observe human muscles and see how they move bones in the skeleton.http://www.klbschool.org.uk/interactive/science/skeleton.html
Construct a mammal skeleton from an owl pellet and compare and contrast to human skeleton.

Assessment:

Evaluate a fitness plan to show how different exercises/nutrients affect the muscular/skeletal system. (C17)

Focus Question #3 How do our body systems interact with each other and with the environment?

Expected Performances (C16-17) The student will be able to:

a. describe how various systems of the human body interact for homeostasis.

Required Activities:

Reaction time lab. (CINQ. 1, 3, 4, 5, 6, 7, 8, 9, 10)

Optional Activities:

Pfizer Soccer Ball senses investigation. (CINQ. 2, 5, 8, 9)
Taste bud lab. (Can you determine the different taste sensations?) (CINQ. 5)
Navigate through Nervous system web site info and activities. (CINQ. 2)
Stop the invasion (immune system). All-In-One Resource book pg. 290
Directed reading comprehension strategies to help students make meaning of text. All-In-One Resource book.

Assessment:

Lab – Nervous/Muscular Systems Interaction Lab “Are two eyes better than one?” (CINQ. 1, 3, 4, 5, 6, 7, 8, 9, 10) C17

Resources Needed:

Model of a human skeleton, Vernier heart monitor, consumables, etc. (see Appendix).

Student Resources:

Human Biology and Health , Prentice Hall

Human Body Interactive CD Rom

Teacher Resources:

Human Biology and Health , Prentice Hall with ancillary materials

Internet Resources:

http://www.enchantedlearning.com/subjects/anatomy/skeleton/Skelprintout.html

http://www.kidport.com/RefLib/Science/HumanBody/BodyBones.htm