how to create a positive learning environment. During these third six weeks, we will explore the second strategy presented in this book. – Teach students to think scientifically p.140 - 150. . Collaborative grouping and other that will work depending the needs of your class(once you are in the page, click on each formative assessment strategy to get more details) Use of the 5E scientific model: Engage Explore Explain Elaborate Evaluate Using a or a generated with the students, go over the expectations in the science lab as it concerns to safety, active participation, homework, research and other projects. Week 1 November 5 – November 9 Learning Standards Instruction Resources Products, Projects, Labs Assessment 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: Recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms. 7-12C Vocabulary Structure, function, plant, cell, tissue, organ, organ systems, organism, xylem, phloem, seed, roots stems, flowers, leaves. Engage students daily by doing one of the following Show a picture of a plant and another picture of an animal with their parts labeled. See pictures in . Using the strategy, students will write down everything they know about how all of the parts work together to maintain life. Students will share within the group and then choose one person from each group to share with the class. Compare and contrast the physical structure of various animals with their corresponding function, such as the needle-like beak of a hummingbird to gather nectar from flowers or the prehensile tail of a gibbon for moving through a forest. Use the following lessons to support students’ understanding and knowledge by using Science Starter 12 Cells Science Starter 13 Comparing Plant and Animal Cells Science Starter 14 Biological Organization Science Starter 15 Structure and Function Gateways 7th grade Lesson 5.1 Introduction and Lesson 5.2 Structure and Function in Living Systems T.E 97 - 102 Students will participate of this lesson to learn and understand the levels of organization in plants and animals Gateways 7th grade Lesson 6.1 Introduction and Lesson 6.2 Structures of the Human Body T.E 119 - 123 Students will participate of this lesson to learn and understand the levels of organization in the human body EVALUATE Students will create a story comparing the levels of organization in plants and animals to a house Reflection- Students will describe how the three main plant parts are like human body parts.
3 Days of Week 3 and Week 4 November 28 - December 7 Learning Standards Instruction Resources Products, Projects, Labs Assessment 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: Identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, Vocabulary Stomach, large intestine, small intestine, mechanical and chemical digestion, anus, mouth, urine, kidney, nephron, urethra, bladder, enzyme, peristalsis, esophagus, pancreas, liver, nutrients, digestive tube, mechanical energy, chemical energy, heat energy, thermal energy, carbohydrates, proteins, and lipids. ENGAGE daily using one of the following Students will watch the video to learn how the digestive system is responsible for breaking down food into a usable form and distributing it to the circulatory system to be carried to the living cells of the body. Students will distinguish the main function of the digestive system and get familiar with the Use the following lessons to support students’ understanding and knowledge by using Science Starter 18 Structure and Function Science Starter 18 Digestive System Students will trace the journey of a carrot in the digestive system by participating of the In groups. Students will make a connection in how the digestive system works. Gateways 7th grade Lesson 6.4 Other Body Systems T.E 128 - 130 Students will use the explore and explain parts of this lesson to learn and understand the main EVALUATE Students will create their own digestion process story. Use some of the following examples , , , to guide students. EVALUATE Student will draw or trace parts of the digestive and excretory systems to begin to add to their silhouette. Within the organ, the students will label and
integumentary, nervous, and endocrine systems. 12B Illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion 7B different parts involved in it. Also, students will view the video to understand why this system is critical for survival. In groups, students will trace one silhouette to use during the week to place the different parts of the digestive and excretory systems. Students will continue to display different body systems in silhouettes traced; body systems will be posted in the classroom and hallways. Students will use the to identify the various organs of the digestive system. Review previous experiences with the words carbohydrates = sugars, proteins = amino acids, and lipids = fats when learning about organic compounds. Also, students will review physical and chemical changes to relate it to mechanical and chemical digestion. Teachers will facilitate students’ learning and discovery to reinforce skills and concepts Students will use this to understand how the digestive system works. Exciting graphics and interactivity allow students to see how what happens in our bodies when we eat something. EXPLORE / EXPLAIN – Students will read an article about the ; students will discuss implications for our everyday living. Give students a list of different kinds of food for the students to categorize according to digestion time. EXPLAIN – Cut and arrange the various . Students will use their knowledge about the digestive system to match the term with the function. Students will use their notes, books, and diagrams. EXPLORE / EXPLAIN- Students will conduct a Gateways to science 7th Use the PowerPoint presentation to compare and contrast various animals’ systems with the human systems Use as bell ringer for students to answer 1 question daily. It can be used as a formative assessment to find out students’ previous learning and any misconceptions students may have. functions of the digestive and excretory systems. EXPLAIN Students will create a to write down the parts and the functions of the digestive system. ELABORATE Students will read the article about what happens to someone’s body after drinking . Students will collaborate to discuss and reflect how they can make better choices in their everyday food choices. write a brief description of the function of that part. Reflection Have a coffee filter available for students as they compare a coffee filter to the kidneys.