technology unit

8/8/2019 Technology Unit

http://slidepdf.com/reader/full/technology-unit 1/16

Marsha Veal

Technology Integrated Unit

Summer 2010

Title of Unit Cells to Grade Level 7



Systems

Standard:

S7L2. Students will describe the structure and function of cells, tissues,organs, and organ systems.

a. Explain that cells take in nutrients in order to grow and divide and tomake needed materials.

b. Relate cell structures (cell membrane, nucleus, cytoplasm,chloroplasts, mitochondria) to basic cell functions.

c. Explain that cells are organized into tissues, tissues into organs,organs into systems, and systems into organisms.

d. Explain that tissues, organs, and organ systems serve the needscells have for oxygen, food, and waste removal.

e. Explain the purpose of the major organ systems in the human body(i.e., digestion, respiration, reproduction, circulation, excretion,movement, control, and coordination, and for protection fromdisease).

Understandings and Six Facets of Understanding:

Students will understand that:

1. Cell structure is related to cell function. (Interpret, Explain)

2. There are levels of cellular organization (cells – tissues - organs – systems -

organisms) (Explain)

3. The functions of the major organ systems (Explain)

4. The systems interact to sustain life (Apply, Explain)

5. How the systems interact (Apply, Explain, Perspective, Empathy, Self-knowledge)

Essential Questions:



Overarching Questions:

1. How is a living organism the sum of

all of its parts?

2. How do cells, tissues, organs, and

organ systems relate to one another?

Topical Questions:

3. Why are cells considered to be the

building blocks of life?

4. Why is each part of the cell

essential for the cell’s survival?

5. How do the functions of organ

systems interact?

6. What are the functions of each

individual system?

Stage 3: Plan Learning ExperiencesWeek 1

Week 1 activities

1. Begin the unit with a pre-test. This can be found at the end of the unit. (Day 1)

2. Begin the unit by asking an entry question (Do the cells in your big toe need

nutrients and if so, how do they get them?) to get the students’ attention and get

them thinking about their body and how it works. (Day 1)

3. The students will be introduced to the Standard and Essential Questions. (Day

1)

4. Go over the culminating unit performance tasks (Cell Amusement Park and Body

Systems Webquest). The URL for the webquest is:

http://www.zunal.com/webquest.php?w=21430 (Day 1)

5. The key vocabulary terms are introduced in notes (via the vodcast), class

discussions, learning activities, and performance tasks. (Day 1)

6. A lesson on cells, their parts, and their functions is presented to the class. Thestudents will have notes over the subject and have a class discussion (via the

vodcast). (Day 2)

7. Students will also receive a copy of the “Cell Song”, and they will all sing the

song as a class. The song tells the parts of a cell and their functions. This will be

done at the beginning of each day as a review for the cell parts and functions. A

http://www.zunal.com/webquest.php?w=21430




copy of the song can be found at the end of this unit. (Day 2)

8. The students will have the opportunity to work alone or in groups of two to create

a poster of a cell that includes the parts of the cell and their functions. (Day 3)

9. The students will use their cell posters to create a cell analogy collage. They will

cut pictures from magazines of items that have the same function as that of the cell

parts. The pictures will be glued beside the cell part and a brief description of why

they chose that picture to represent the cell part will be written by the picture.

(Day 4 and 5)

Week 2

Week 2 activities

10. The students will be instructed to create a billboard advertising a Cell

Amusement Park. The rides in the park or other areas, such as the gift shop or

concession areas, must have the same function as the parts of the cell that they are

representing. A rubric will be given to the students so they can check and evaluate

their work as they go along. The rubric is found at the end of this unit. (Day 6 and

7)

11. After completion of the Cell Amusement Park, the students will exchange their

projects for a peer review based on the rubric provided. Feedback will be provided

and the students will have a chance to revise their work. (Day 8)

12. Students will be given notes (via the vodcast) and have a brief discussion on the

levels of cellular organization (cells, tissues, organs, organ systems, and organisms).

(Day 9)

13. Students will be shown how to make a graphic organizer showing how cells

make tissues, tissues make organs, organs make organ systems, and organ systems

make an organism. The students will have to write what makes up each one and an

example of each under the flaps. Directions for the graphic organizer can be found

at the end of this unit. (Day 10)

Week 3



Week 3 activities

14. Students will create a Body Systems Journal so they can reflect on the body

systems and their functions. They will also have to include a picture of each system

and they can use the pictures in the book, “Uncover The Human Body,” as a guide.

These will be written in every day this week at the end of class as a way for studentsto show what they have learned that day. (Day 11)

15. Notes over the body systems and their functions will be presented to the class

via the vodcast. (Day 11)

16. Students will complete a webquest over the body systems to find out which

body system if any is the most important. The webquest will allow the students to

research the body systems and analyze their information to figure out how the

systems work together and rely on each other to perform their job. The URL for the

webquest is: http://www.zunal.com/webquest.php?w=21430 (Day 12, 13)

17. Before the presentations, students will be given the opportunity to share their

display with one other group and make revisions based on their feedback.

18. Towards the end of the unit, students will be instructed to present their findings

from the webquest in a creative way. They must write a report on their findings to

go along with their presentation. (Day 14and 15)

19. At the conclusion of the unit, the students will take a post-test that covers all

content presented in this unit in a multiple choice format. (Day 15)

References and Resources:

Colombo, L. (2002). Uncover the human body. San Diego: Advantage Publishers Group.

Sullivan, J. (1994). Cells alive. Retrieved from http://www.cellsalive.com/index.htm

http://kids.discovery.com/

http://www.fi.edu/learn/heart/systems/respiration.html

http://kidshealth.org/kid/htbw/digestive_system.html

Performance Task(s) Rubric(s)


http://www.cellsalive.com/index.htm





http://www.cellsalive.com/index.htm






Cell Amusement Park Billboard Rubric

0

1-2

3

Your Score

Ten Attractions

There were no attractions listed.

There were a few attractions listed.

There were ten attractions listed.

Accuracy of organelle descriptions

The organelles were not described.

Some organelles were not described or some were inaccurate.

All organelles were described accurately.

Design Creativity

The design did not show creativity or originality.

The design showed an attempt at creativity.

The design was extremely thought out and creative.



Police Report Rubric

0

1-2

3

Score

Function of Systems

Did not include the functions of any systems.

Included functions of some of the systems and they were correct.

Included the function for all systems and they were correct.

Organs of Systems

Did not include any organs.

Included some organs of the systems and they were correct.

Included all of the organs in all of the systems and they were correct.



Systems Reliability

Did not tell if the systems relied on other systems.

Told that the system relied on others but not which systems.

Told the system relied on others and which systems they are.

Grammar

There are more that three grammatical errors.

There are 1-3 grammatical errors.

There are no grammatical errors.

System Sketches

Did not include any system sketches.

Included some system sketches.

Included sketch of every system.



Pre-Test

1. The most basic unit of organization in animals is the

(A) organ system (B) tissue (C) cell

2. Which of these is the MOST complex level or organization?

(A) cell (B) organ system (C) organ

3. Mrs. Burdette has the flu and does not know which system is

responsible for fighting it. The system of the body that is primarily

responsible for fighting disease is the

(A) digestive system (B) immune system (C) endocrine system

4. Your skeleton is made of bones. The bones cannot move by

themselves. They rely on the help of this system to be able to move.

(A) muscular system (B) skeletal system (C) digestive system

5. When a person breathes, air enters the nose and is pulled through a

series of tubes into the lungs. Oxygen from the air is then

transferred into the blood at the alveoli. Which system is responsible

for bringing oxygen into the body in this way?



(A) digestive system (B) circulatory system (C) respiratory system

6. Neurons are cells that carry messages in the body. Many neurons

that work together to perform a function make up

(A) tissues (B) organs (C) organ systems

7. What is the main organ of the circulatory system?

(A) kidney (B) veins (C) heart

8. The liver is a dark red structure in the human body that secretes bile

and hormones. It consists of different types of tissues arranged

into four distinct lobes. At what level of organization is the liver?

(A) organ (B) tissue (C) organ system

Post-test

Cells to Systems Post-test

1. Marge has a disease of the respiratory system called Cystic Fibrosis.

Which are organs and tissues that the doctor would examine in the

respiratory system?

(A) skin, hair, and nails (B) pharynx, trachea, bronchi, and lungs

(C) bones, cartilage, ligaments, and tendons

2. What is the main organ of the circulatory system?

(A) kidney (B) veins (C) heart

3. Which organ of the urinary system filters blood?

(A) kidney (B) urethra (C) ureter

4. Your blood is made of red and white blood cells, platelets, and plasma.

Which type of cells carry oxygen in the blood?

(A) white blood cell (B) red blood cell (C) plasma

5. Which type of cells in the blood fight off infection?



(A) red blood cell (B) plasma (C) white blood cell

6. What makes up the first line of defense in the immune system?

(A) skin, reproductive, kidney (B) skin, respiratory, digestive

(C) urinary, skin, kidney

7. Your skeleton is made of bones. The bones cannot move by

themselves. They rely on the help of this system to be able to move.

(A) muscular system (B) skeletal system (C) digestive system

8. Which is NOT a role of the skeletal system in the human body?

(A) to give support (B) to make red blood cells (C) to bring oxygen

to the cells

9. The cells of your body need oxygen and nutrients to survive. It is the

job of the respiratory system to supply the oxygen needed. Which

system is responsible for breaking down the food and absorbing the

nutrients needed by the cells?

(A) circulatory system (B) digestive system (C) respiratory system

10. Which system is responsible for getting the oxygen and nutrients

that is needed to the cells and for picking up the wastes and carrying

them to the kidneys and lungs?

(A) circulatory system (B) digestive system (C) respiratory system

11. When a person breathes, air enters the nose and is pulled through a

series of tubes into the lungs. Oxygen from the air is then

transferred into the blood at the alveoli. Which system is responsible

for bringing oxygen into the body in this way?

(A) digestive system (B) circulatory system (C) respiratory system

12. The role of the excretory system in the human body is to

(A) produce food (B) obtain oxygen (C) remove wastes



13. Gorsieur touches a sharp tack and quickly moves his hand away. What

body system senses the pain and controls the movement?

(A) immune system (B) nervous system (C) excretory system

14. Mrs. Burdette has the flu and does not know which system is

responsible for fighting it. The system of the body that is primarily

responsible for fighting disease is the

(A) digestive system (B) immune system (C) endocrine system

15. The liver is a dark red structure in the human body that secretes bile

and hormones. It consists of different types of tissues arranged

into four distinct lobes. At what level of organization is the liver?

(A) organ (B) tissue (C) organ system

16. Which of these is the MOST complex level or organization?

(A) cell (B) organ system (C) organ

17. Neurons are cells that carry messages in the body. Many neurons

that work together to perform a function make up

(A) tissues (B) organs (C) organ systems

18. The most basic unit of organization in animals is the

(A) organ system (B) tissue (C) cell

Label the following systems.

19.



20. 21.



22.

Cell Song

To the tune of “Frere Jacques”

Cell MembraneChloroplast

Cell MembraneChloroplast

What do you do? What doyou do?


I form the boundaries I changethe light

I form the boundaries Intoenergy

Of the cell In plantcells



Of the cell In plantcells

Nucleus

Mitochondria

NucleusMitochondria



I am in control I turnfood

I am in control Intoenergy

Of the cell Forthe cell

Of the cell Forthe cell

Cytoplasm These

are all the parts

Cytoplasm Theseare all the parts

What do you do? Of a cell

What do you do? Of a cell

I’m a gel material Now youwill remember them

I’m a gel material Now you

will remember them

In the cell Bysinging this song

In the cell Bysinging this song.



Directions for Graphic Organizer:

1. Each student will receive two sheets of printer paper.

2. Take one of the pieces of paper and measure 1” and mark this line and cutthis off.

3. Fold the paper long ways or “hotdog style”.

4. Keeping the folded edge at the top, place a mark at the 1”, 3”, and 6” lineusing a ruler.

5. Cut only that side of the paper up to the fold and stop.

6. The small flap should be labeled “cells”, the next flap “tissues”, the next flap“organs”, and the last flap “organ systems”.

7. Under each flap the student should write the definition of each and give anexample.

8. On the other piece of paper, the student should draw their face, arms, hands,legs, and feet.

9. Cut their body parts out and glue on the page with the flaps.

10.This graphic organizer shows how small cells make tissues, tissues makeorgans, organs make organ systems, and organ systems make an organism.

technology unit

Documents