Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 2
All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)

 

Science/Strand III/Content Standard 2
Middle School

 

Science/Strand III/Content Standard 2/Middle School
Benchmark 4
Explain how selected systems and processes work together in animals.

Benchmark Clarification

All body systems work together for optional functioning of an organism. Examples of body systems working together are as follows:

  • The circulatory system transporting food and oxygen to the cells and carrying carbon dioxide and other waste products away from the cells
  • The digestive system breaking down food into small particles and enabling them to be absorbed into the bloodstream (part of the circulatory system)
  • The skeletal, muscular, circulatory, nervous, and respiratory systems during physical exercise

Students will:

  • Explain how selected systems work together to carry out body functions
  • Integrate key concepts through illustrations of relationships between systems
  • Examine how these functions take place in both complex and simple organisms

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 2/Middle School/Benchmark 4
Key Concept
Systems/Processes:

  • digestion
  • circulation
  • respiration
  • endocrine
  • reproduction
  • skeletal
  • muscular
  • nervous
  • excretion
  • transport
  • growth
  • repair

 

Science/Strand III/Content Standard 2/Middle School/Benchmark 4
Real World Context
Interrelations of body systems during selected activities:

  • skeletal
  • muscular
  • circulatory
  • respiratory systems during physical exercise

 

Science/Strand III/Content Standard 2/Middle School/Benchmark 4
Instructional Example

Benchmark Question: How are the parts of living things adapted to carry out specific functions?

Focus Question: How do the respiratory, circulatory, and digestive systems work together?

Have students work in small groups to write and perform a play that shows the functions and interactions among the circulatory, respiratory, and digestive systems.

In their groups, students will:

  • Select and research a body system
  • Assign roles for each group member/organ
  • Write a short skit connecting the actor’s action with their specific organ(s)
  • Perform the skit for the rest of the class

To culminate the activity, the class will create an interactive play that combines the three body systems. After the class play, a discussion could review:

  • The function of the body systems
  • How systems work together to carry oxygen and nutrients to the cells and remove waste from the cells

Constructing: (SCI.I.1.MS.5).

Reflecting: (SCI.II.1.MS.3).

 

Science/Strand III/Content Standard 2/Middle School/Benchmark 4
Assessment Example

Students will collaborate in small groups to write and produce a play showing the functions of the circulatory, digestive, and respiratory systems. The groups will present their plays to an audience other than their class, such as the PT0, other classes, and civic groups. Each group will submit their script for evaluation.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Accurate explanation of functions

Explains functions of one to two systems, but gives sketchy details.

Explains functions of three systems, but gives little detail about how they interrelate.

Explains functions of all three systems and discusses how they work together.

Explains in detail the functions of all three systems and discusses how they work successfully together.

Effectiveness of collaboration

Participates with some team members in writing, performing, or producing the play.

Participates with most team members in writing, performing, or producing the play.

Participates with all team members in writing, performing, or producing the play.

Participates with all team members equally in writing, performing, or producing the play.

 

Science/Strand III/Content Standard 2/Middle School/Benchmark 4
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.III.2.MS.4.html

Braus, Judy. Birds, Birds, Birds! Ranger Rick’s Nature Scope Series. National Wildlife Federation, 1991.

Birds/Fish/Insects/Mammals/Reptiles. Bill Nye Videos. Disney Educational (800/295-5010).
http://curry.edschool.virginia.edu/go/frog/menu.html

Food, Energy & Growth. NEW DIRECTIONS UNIT.
http://www.BCMSC.k12.mi.us/

From Head to Toe: Respiratory, Circulatory, and Skeletal Systems. AIMS.
http://wwws.aimsedu.org/aimscatalog/default.tpl

http://www.innerbody.com/

http://www-itg.lbl.gov/vfrog/

Human Body Systems. MSU Middle School Assessment Project. Michigan State University, 1997.

Stotsky, Sandra. Diving Into Oceans. Ranger Rick’s Nature Scope Series. National Wildlife Federation, 1998.