Crosscutting Concept: Structure and Function, Systems and System Models, Stability and Change Science and Engineering Practices: Develop and use a model to predict and show relationships between two systems. Performance Expectation: HS-LS1-2, HS-LS1-3 Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Compare and contrast the skeletal and muscular systems structurally and functionally. Explain how antagonistic muscle groups work together. Create a model demonstrating how the environment can disturb the internal balance of the skeletal and muscular systems and how these systems react to maintain homeostasis. Students will: 1. Identify the major parts and organelles of bone cells. 2. Identify the major parts and organelles of muscle cells. 3. Name and describe the location of the major bones of the human skeletal system. 4. Name and describe the location of the muscle groups of the human muscular system. Define “antagonistic muscles.” 1. List environmental changes that can affect the skeletal system. Describe how environmental changes can affect the muscular system. Recognize or recall specific vocabulary such as: Striated, smooth, and cardiac muscle. Voluntary, involuntary movement. Antagonistic, osteocyte. Long, short, irregular, and flat bones. Major bones of the body. Student’s performance reflects insufficient progress towards foundational skills and knowledge.
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Analyze the input and output of the respiratory system and how changes can affect the human body. Given data, formulate an explanation as to how urinary waste concentration and output volume can effect homeostasis. Predict how a disease or a stress of the respiratory system could affect the urinary system. Students will: Identify the structures and functions of the lungs. 1. Illustrate the structure of the kidney and state its purpose. 2. List and identify the main organs of the urinary system. Discuss possible ways that the respiratory system can be damaged, stressed, or inhibited. List environmental factors that can disrupt normal urinary function. Recognize or recall specific vocabulary such as: lungs, trachea, bronchioles, alveoli, oxygen, carbon dioxide, urinary bladder, kidney, nephron Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Reproductive System Driving Questions: How do the organs of the reproductive systems contribute to fertility? How are the male and female reproductive different? How are they similar? How do environmental factors affect gamete development? Crosscutting Concept: Structure and Function, Systems and System Models, Stability and Change Science and Engineering Practices: Constructing explanations and designing solutions. Collaboratively collect evidence to produce data to serve as evidence.
Performance Expectation: HS-LS1-2, HS-LS1-3 Level 4 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Evaluate the form and function of human male and female reproductive organs and explain how they promote the development of healthy egg and sperm. Develop an explanation with evidence that shows how environmental factors can affect fertility or gamete development and propose a solution. Compare and contrast the human male and female reproductive systems. Students will: 1. Match the human reproductive organs with their respective functions. 2. Describe how the contents found in semen lead to healthy sperm production. 3. Describe the development and pathway of the ovum through the female reproductive system. 1. List factors that can affect fertilization. 2. List factors that can affect gamete development. 1. Identify similarities between male and female reproductive organs. 2. Discuss differences between male and female reproductive organs. Recognize or recall specific vocabulary such as: sperm, ova, testicles, epididymis, vas deferens, penis, semen, ovaries, vagina, uterus, follicles Student’s performance reflects insufficient progress towards foundational skills and knowledge.