7TH GRADE SCIENCE

DR. JEFF MARTINJeffrey.martin@houstonisd.org

STUDENT NAME:

STUDENT ID:

(LESSONS ASSIGNED MARCH 23,2020 – APRIL 13.2020)

PACKET MUST BE COMPLETED & RETURNED APRIL 14, 2020

Hello to all Edison students and family members! I pray everyone is doing well and staying safe and healthy! These are very different times that we are living in with the Covid-19 Coronoa Virus Pandemic. The teachers and administrative team are putting together virtual and home lessons for our students in order to keep up with our learning and academic needs and requirements.

Enclosed in this Science packet, you will find notes for review, information and notes on New material as well as worksheets and assignments to be completed and turned in when you return to school. These will be graded. We are still required to collect and report grades to complete the year. Please take the time to read and do the work.

You may use any internet searches to assist you on these assignments; google search is a good place to start! YOU MAY ALSO USE GOOGLE TRANSLATE TO BETTER UNDERSTAND ENGLISH TO SPANISH!

If you have internet access, there are some links to websites and videos that can also help you. I have included the links and they are pointed out in the packet where appropriate.

You may also email me with any questions, concerns or if you need help. I will respond within 24 hrs.

My email is: Jeffrey.martin@houstonisd.org

Please stay safe and healthy with your family and friends!

Sincerely,

Dr. Jeff Martin

Jeffrey.martin@houstonisd.org

¡Hola a todos los estudiantes y familiares de Edison! ¡Oro para que todos estén bien y se mantengan seguros y saludables! Estos son tiempos muy diferentes en los que vivimos con la pandemia del virus Covid-19 Coronoa. Los maestros y el equipo administrativo están reuniendo lecciones virtuales y en el hogar para nuestros estudiantes a fin de mantenerse al día con nuestras necesidades y requisitos académicos y de aprendizaje.

Adjunto a este paquete de Ciencias, encontrará notas para su revisión, información y notas sobre Nuevo material, así como hojas de trabajo y tareas para completar y entregar cuando regrese a la escuela. Estos serán calificados. Todavía estamos obligados a recopilar e informar calificaciones para completar el año. Tómese el tiempo para leer y hacer el trabajo.

Puede usar cualquier búsqueda en Internet para ayudarlo en estas tareas; ¡La búsqueda de Google es un buen lugar para comenzar! ¡TAMBIÉN PUEDE UTILIZAR GOOGLE TRANSLATE PARA MEJOR ENTENDER INGLÉS A ESPAÑOL!

Si tiene acceso a Internet, hay algunos enlaces a sitios web y videos que también pueden ayudarlo. He incluido los enlaces y están indicados en el paquete cuando corresponde.

También puede enviarme un correo electrónico con cualquier pregunta, inquietud o si necesita ayuda. Le responderé dentro de las 24 hrs.

Mi correo electrónico es: Jeffrey.martin@houstonisd.org

¡Manténgase seguro y saludable con su familia y amigos!

Sinceramente,

Dr. Jeff Martin

Jeffrey.martin@houstonisd.org

EVOLUTION, NATURAL SELECTION AND ADAPTATION OF A SPECIES TO ITS ENVIRONMENT

TEKS:SCI.7.11B Explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb.SCI.7.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.SCI.7.3A Analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning and experimental and observational testing, so as to encourage critical thinking by the student.

• Organism survival is enhanced by migration, hibernation, or storage of food in a bulb• Variation in external structures or behaviors increases the survivability of certain organisms.• External features and physiology of plants and animals that enhance their survival.• Behaviors in plants and animals that enhance their survival.

Evolution - is a gradual change in the inherited traits of a population over many generations. 

Natural selection - is a mechanism where the members of a population that are best suited, or the best adapted to their environment have the best chance of surviving to pass on their genes. The passing on of the genes eventually over generations of time, lead to future generations of off-spring being born with the adaptations and characteristics needed for being best able to survive the environment. And this is EVOLUTION, OVER TIME!

Natural selection is the process that explains this survival and shows how species can change over time.

For example, certain traits or adaptations involving color, camouflage, food gathering (beaks and claws) and other physical traits, sensory abilities, or behaviors enhance the survival of a species

Phototropism - Phototropismis a change in the growth of a plant in response to light. The stalk displays positive phototropism growing towards the light

Geotropism - is the influence of gravity on plant growth or movement. Simply put, this means that roots grow down and stems grow up

Behavior - way an organism reacts to other organisms or to its environment. Conditioning or modifying an organism’s behavior so that a response to one stimulus becomes associated with a different stimulus. An ex. Is hibernation

Thermotropic - Tending to move towards or away from a source of heat, The oriented growth of an organism in response to heat

Hibernation - To spend the winter in close quarters in a dormant condition, as bears and certain other animals

Dormancy - s a period in an organism's life cycle when growth, development, and (in animals) physical activity are temporarily stopped. This minimizes metabolic activity and therefore helps an organism to conserve energy.

External Feature - Situated or being outside the body.

Migration - Migration is the seasonal movement of animals from one habitat to another in search of food, better conditions, or reproductive needs

Variation - a trait that makes an individual slightly different from other members of its species. any difference between cells, individual organisms, or groups of organisms of any species caused either by genetic differences

An adaptation is a trait or behavior that helps an organism survive and reproduce.

Traits are genetic differences that occur in a species. Traits are developed as a species adapts to its environment.Organisms of a species differ from one another in many of their traits.There can also be variations among species of similar populations. Variations are changes in the genes among members of the same species.

Variations can occur both randomly and as a result of a trait being more fit for an environment.

PHYSICAL ADAPTATIONS / TRAITS:

Color Camouflage (adaptation that allows animals to blend in with certain

aspects of their environment.) Beaks (food gathering) Claws (food gathering, protection) Sensory abilities (sight, smell, taste, touch, hearing) Mimicry (close external resemblance of an animal or plant (or part of

one) to another animal, or plant generally to avoid or deter predators)

BEHAVIORAL ADAPTATIONS: Migration Hibernation Traveling in herds Hunting in packs Nocturnal (active at night) Instincts (running, hiding, building nests) Learned behaviors Communication

ADDITIONAL NOTES

Plants have external features that enhance their survival. For example, plants such as onions, lilies, and tulips store food in bulbs. The food is used during times of the year when the plant's leaves have died, and the plant cannot make food through photosynthesis.

- CHARLES DARWIN – THEORY OF EVOLUTION & NATURAL SELECTION

Darwinism is a theory of biological evolution developed by the English naturalist Charles Darwin (1809–1882) and others, stating that all species of organisms arise and develop through the natural selection of small, inherited variations that increase the individual's ability to compete, survive, and reproduce

In 1859, Charles Darwin set out his theory of evolution by natural selection as an explanation for adaptation and speciation. He defined natural selection as the "principle by which each slight variation [of a trait], if useful, is preserved"

NAME: __________________ CLASS PERIOD: _________

WATCH NATURAL SELECTION VIDEO HERE: https://youtu.be/R6La6_kIr9g

READ THE DIRETIONS AND ANSWER THE QUESTIONS BELOW: answer in complete sentences and fill in the blank:

– Natural Selection Video - www.bozemanscience.com/001-natural-selection

1. What did Charles Darwin do? (answer in complete sentences)

Sentence stem: He gave us a ….

2. Evolution is:

3. Gene Pool: all

4. Natural Selection: when you live or die based on..

5. As the environment changes you are:

6. Enough fitness (survive and reproduce) over time that can lead to:

7. Smallest unit that can evolve is a:

8. Two ways to get variety in a population: novel characteristics: _____________________ another way to get variety is _________________________.

9. What is the genotype of a light moth _______ for a dark moth ________________

10. Why did the light moth survive?

11. Why did the dark moth population increase?

12. Write the Hardy-Weinberg equation out:

13. Adaptation is a ______________________________________

14. Write your best definition of Natural Selection. Explain it in your own words:

NOMBRE: __________________ PERÍODO DE CLASE: _______

MIRA EL VIDEO DE SELECCIÓN NATURAL AQUÍ:

https://youtu.be/R6La6_kIr9g

LEA LAS DIRECIONES Y CONTESTE LAS PREGUNTAS A CONTINUACIÓN: responda en oraciones completas y complete el espacio en blanco:

- Video de selección natural - www.bozemanscience.com/001-natural-selection

1. ¿Qué hizo Charles Darwin? (responda en oraciones completas)

Tallo de la oración: Él nos dio un ...

2. La evolución es:

3. Fondo genético: todos

4. Selección natural: cuando vives o mueres en base a ...

5. A medida que cambia el entorno, usted es:

6. Suficiente condición física (sobrevivir y reproducirse) con el tiempo que puede conducir a:

7. La unidad más pequeña que puede evolucionar es:

8. Dos formas de obtener variedad en una población: características novedosas: _____________________ otra forma de obtener variedad es _________________________.

9. ¿Cuál es el genotipo de una polilla clara _______ para una polilla oscura ________________

10. ¿Por qué sobrevivió la polilla ligera?

11. ¿Por qué aumentó la población de polillas oscuras?

12. Escribe la ecuación de Hardy-Weinberg:

13. La adaptación es una ______________________________________

14. Escribe tu mejor definición de Selección Natural. Explícalo con tus propias palabras:

EVOLUCIÓN, SELECCIÓN NATURAL Y ADAPTACIÓN DE UNA ESPECIE A SU ENTORNO

TEKS:

SCI.7.11B Explique la variación dentro de una población o especie comparando características externas, comportamientos o fisiología de organismos que mejoran su supervivencia, como la migración, la hibernación o el almacenamiento de alimentos en un bulbo.

SCI.7.2E Analice datos para formular explicaciones razonables, comunicar conclusiones válidas respaldadas por los datos y predecir tendencias.

LIC.7.3A Analiza, evalúa y critica las explicaciones científicas mediante el uso de evidencia empírica, razonamiento lógico y pruebas experimentales y de observación, para alentar el pensamiento crítico del estudiante

• La supervivencia del organismo se ve reforzada por la migración, la hibernación o el almacenamiento de alimentos en un bulbo.

• La variación en estructuras o comportamientos externos aumenta la capacidad de supervivencia de ciertos organismos.

• Características externas y fisiología de plantas y animales que mejoran su supervivencia.

• Comportamientos en plantas y animales que mejoran su supervivencia.

Evolución: es un cambio gradual en los rasgos heredados de una población durante muchas generaciones.

Selección natural: es un mecanismo en el que los miembros de una población que mejor se adaptan o que se adaptan mejor a su entorno tienen la mejor oportunidad de sobrevivir para transmitir sus genes. La transmisión de los genes eventualmente a lo largo de generaciones de tiempo, lleva a que las futuras generaciones nazcan con las adaptaciones y características necesarias para poder sobrevivir mejor en el medio ambiente. ¡Y esto es EVOLUCIÓN, A LO LARGO DEL TIEMPO!

La selección natural es el proceso que explica esta supervivencia y muestra cómo las especies pueden cambiar con el tiempo.

Por ejemplo, ciertos rasgos o adaptaciones que involucran color, camuflaje, recolección de alimentos (picos y garras) y otros rasgos físicos, habilidades sensoriales o comportamientos mejoran la supervivencia de una especie

Fototropismo: el fototropismo es un cambio en el crecimiento de una planta en respuesta a la luz. El tallo muestra fototropismo positivo que crece hacia la luz.

Geotropismo: es la influencia de la gravedad en el crecimiento o movimiento de las plantas. En pocas palabras, esto significa que las raíces crecen y los tallos crecen

Comportamiento: forma en que un organismo reacciona a otros organismos o a su entorno. Acondicionar o modificar el comportamiento de un organismo para que una respuesta a un estímulo se asocie con un estímulo diferente. Un ex. Es hibernación

Termotrópico: tiende a moverse hacia o desde una fuente de calor. El crecimiento orientado de un organismo en respuesta al calor.

Hibernación: pasar el invierno en espacios cerrados en estado latente, como los osos y otros animales.

La latencia es un período en el ciclo de vida de un organismo cuando el crecimiento, el desarrollo y (en animales) la actividad física se detienen temporalmente. Esto minimiza la actividad metabólica y, por lo tanto, ayuda a un organismo a conservar energía.

Característica externa: situado o estando fuera del cuerpo.

Migración: la migración es el movimiento estacional de animales de un hábitat a otro en busca de alimento, mejores condiciones o necesidades reproductivas

Variación: un rasgo que hace que un individuo sea ligeramente diferente de otros miembros de su especie. cualquier diferencia entre células, organismos individuales o grupos de organismos de cualquier especie causada por diferencias genéticas

Una adaptación es un rasgo o comportamiento que ayuda a un organismo a sobrevivir y reproducirse.

Los rasgos son diferencias genéticas que ocurren en una especie. Los rasgos se desarrollan a medida que una especie se adapta a su entorno.

Los organismos de una especie difieren entre sí en muchos de sus rasgos.

También puede haber variaciones entre especies de poblaciones similares.

Las variaciones son cambios en los genes entre los miembros de la misma especie.

Las variaciones pueden ocurrir tanto al azar como como resultado de que un rasgo sea más adecuado para un entorno.

7 TH GRADE SCIENCE

NAME:_______________________ CLASS PERIOD:__________

DUE MARCH 27, 2020

READ THE FOLLOWING CAPTIONS ABOUT THE CACTUS, POLAR BEAR AND CAMEL. ANSWER AND FILL IN THE EMPTY BOXES BELOW, ON THE RIGHT SIDE, UNDER “ORGANISM NAME”, BY NAMING THE ORGANISM, (CACTUS, POLAR BEAR, OR CAMEL), ASSOCIATED WITH THE “ADAPTATION” EXAMPLES DESCRIBED IN THE BOXES TO THE LEFT. YOU MAY ALSO USE GOOGLE SEARCH TO HELP YOU BETTER UNDERSTAND AND FIND THE ANSWERS.

QUICK REVIEW QUESTIONS :

1.What are the 3 main functions of the Digestive system?

2.Where do the nutrients get absorbed?

3.What is adaptation?

1.¿Cuáles son las 3 funciones principales del sistema digestivo?

2.¿Dónde se absorben los nutrientes?

3.¿Qué es la adaptación?

1. How is organism survival enhanced by migration, hibernation, or storage of food in a bulb?

2. How does variation in external structures increase the survivability of certain organisms?

3. How do behaviors exhibited by plants and animals enhance their survival?

1. ¿Cómo se mejora la supervivencia del organismo mediante la migración, la hibernación o el almacenamiento de alimentos en un bulbo?

2. ¿Cómo aumenta la variación en las estructuras externas la capacidad de supervivencia de ciertos organismos?

3. ¿Cómo los comportamientos exhibidos por plantas y animales mejoran su supervivencia?

STIMULUS AND RESPONSE IN AN ORGANISM:

STIMULUS – ANY THAT CAUSES A RESPONSE.

INTERNAL STIMULUS – SOMETHING FROM THE INSIDE, YOU FEEL, THAT CAUSES A RESPONSE . HUNGER, THIRST, FATIGUE, PAIN)

EXTERNAL STIMULUS – SOMETHING FROM THE OUTSIDE THAT CAUSES A RESPONSE.

RESPONSE – ANY REACTION THAT IS CAUSED BY A STIMULUS.

AUTOMATIC OR “INATE” RESPONSE – AN INTERNAL NATURAL DEFENSE REACTION. “FIGHT OR FLIGHT”

LEARNED RESPONSE – A RESPONSE TO A STIMULUS THAT IS LEARNED FROM EXPERIENCE.

POSITIVE FEEDBACK LOOP – AN INCREASE OR ADDIITON TO A RESPONSE FROM A STIMULUS THAT HELPS BRING THE ORGANISM BACK TO HOMEOSTASIS.

NEGATIVE FEEDBACK LOOP – A COUNTER-ACTIVE OR DECREASE RESPONSE TO A STIMULUS THAT HELPSBRING THE ORGANISM BACK TO HOMEOSTASIS.

BEHAVIOR - the actions and mannerisms made by individuals, organisms, systems or artificial entities in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the physical environment.

- anything that an organism does involving action and response to stimulation.- the response of an individual, group, or species to its environment.- the way in which something functions or operates- the manner of conducting oneself

ESTÍMULO: CUALQUIERA QUE CAUSE UNA RESPUESTA.ESTÍMULO INTERNO - ALGO DESDE EL INTERIOR, SIENTES, QUE CAUSA UNA RESPUESTA. HAMBRE, SED, FATIGA, DOLOR)ESTÍMULO EXTERNO: ALGO DEL EXTERIOR QUE CAUSA UNA RESPUESTA.RESPUESTA: CUALQUIER REACCIÓN CAUSADA POR UN ESTÍMULO.RESPUESTA AUTOMÁTICA O "INATE": UNA REACCIÓN DE DEFENSA NATURAL INTERNA. "PELEA O VUELA"RESPUESTA APRENDIDA: UNA RESPUESTA A UN ESTÍMULO QUE SE APRENDE DE LA EXPERIENCIA.LAZO DE COMENTARIOS POSITIVOS: UN AUMENTO O ADICIÓN A UNA RESPUESTA DE UN ESTÍMULO QUE AYUDA A VOLVER EL ORGANISMO A LA HOMEOSTASIS.RETROALIMENTACIÓN NEGATIVA: UNA RESPUESTA CONTRAACTIVA O DISMINUIDA A UN ESTÍMULO QUE AYUDA A VOLVER EL ORGANISMO A LA HOMEOSTASIS.COMPORTAMIENTO: las acciones y gestos realizados por individuos, organismos, sistemas o entidades artificiales en conjunto con ellos mismos o con su entorno, que incluye los otros sistemas u organismos cercanos, así como el entorno físico.- todo lo que hace un organismo que implica acción y respuesta a la estimulación.- la respuesta de un individuo, grupo o especie a su entorno.- la forma en que algo funciona u opera- la manera de conducirse

Stimuli, response and behavior

Worksheet Page 1

PART 1: Fill in the following blanks.

1) An internal stimulus is _________________________________________________

_____________________________________________________________________

2) A stimulus is _________________________________________________________

____________________________________________________________________

3) Homeostasis is ________________________________________________________

_____________________________________________________________________

4) A behavior can be innate, which means it appears ____________________________

_________________________________ or a behavior can be learned, which means

that ________________________________.

PART 2: Below is a list of common stimuli and responses.

Give 3 more examples of each. Stimulus AND Response: BELOW ARE EXAMPLES, CREATE YOUR OWN EXAMPLES AND FILL IN THE BLANKS FOR 1,2,3 UNDER “NOW YOU GIVE 3 EXAMPLES”

Bright light in the person's eyes (external) Put on sunglasses

Hunger pains in the stomach (internal) Eat food

Strange person enters dog yard (external) Barks or growls

NOW YOU GIVE 3 EXAMPLES

1)

2)

3)

PART 3: Label the following events as Stimulus or Response. IS IT A STIMULUS OR A RESPONSE?

1. The shark swims in the direction of the blood smell. _________________

2. The plant grows towards the direction of sunlight. _________________

3. A bat listens to the fins of an insect. _________________

4. A person feels the heat of a hot stove. _________________

5. A dog chases a rabbit running. ____________________

Estímulos, respuesta y comportamiento

Hoja de trabajo Página 1

PARTE 1: Complete los siguientes espacios en blanco.

1) Un estímulo interno es _________________________________________________

_____________________________________________________________________

2) Un estímulo es _________________________________________________________

____________________________________________________________________

3) La homeostasis es ________________________________________________________

_____________________________________________________________________

4)Un comportamiento puede ser innato, lo que significa que aparece ____________________________

_________________________________ o un comportamiento se puede aprender, lo que significa

eso ________________________________ .

PARTE 2: A continuación se incluye una lista de estímulos y respuestas comunes. Da 3 ejemplos más de cada.Respuesta de estímulo

Luz brillante en los ojos de la persona (externa) Póngase gafas de solDolores de hambre en el estómago (interno) Come alimentosPersona extraña entra al patio del perro (externo) Ladra o gruñe

AHORA DAS 3 EJEMPLOS

1)

2)

3)

PARTE 3: Etiquete los siguientes eventos como Estímulo o Respuesta.

1. El tiburón nada hacia la dirección del olor a sangre. _________________

2. La planta crece hacia la dirección de la luz solar. _________________

3. Un murciélago escucha las aletas de un insecto. _________________

4. Una persona siente el calor de una estufa caliente. _________________

5. Un perro persigue a un conejo corriendo. ________________

HUMAN BODY SYSTEMS

Our bodies consist of a number of biological systems that carry out specific functions necessary for everyday living.

The job of the circulatory system is to move blood, nutrients, oxygen, carbon dioxide, and hormones, around the body. It consists of the heart, blood, blood vessels,arteries and veins.

The digestive system consists of a series of connected organs that together, allow the body to break down and absorb food, and remove waste. It includes the mouth, esophagus, stomach, small intestine, large intestine, rectum, and anus. The liver and pancreas also play a role in the digestive system because they produce digestive juices.

The endocrine system consists of eight major glands that secrete hormones into the blood. These hormones, in turn, travel to different tissues and regulate various bodily functions, such as metabolism, growth and sexual function.

The immune system is the body's defense against bacteria, viruses and other pathogens that may be harmful. It includes lymph nodes, the spleen, bone marrow, lymphocytes (including B-cells and T-cells), the thymus and leukocytes, which are white blood cells.

The lymphatic system includes lymph nodes, lymph ducts and lymph vessels, and also plays a role in the body's defenses. Its main job is to make is to make and move lymph, a clear fluid that contains white blood cells, which help the body fight infection. The lymphatic system also removes excess lymph and toxic fluid from bodily tissue and returns it to the blood.

The nervous system controls both voluntary action (like conscious movement) and involuntary actions (like breathing),and sends signals to different parts of the body. The central nervous system includes the brain and spinal cord. The peripheral nervous system consists of nerves that connect every other part of the body to the central nervous system.

The body's muscular system consists of about 650 muscles that aid in movement, blood flow and other bodily functions. There are three types of muscle: skeletal muscle which is connected to bone and helps with voluntary movement, smooth muscle which is found inside organs and helps to move substances through organs, and cardiac muscle which is found in the heart and helps pump blood.

The reproductive system allows humans to reproduce. The male reproductive system includes the penis and the testes, which produce sperm. The female reproductive system consists of the vagina, the uterus and the ovaries, which produce eggs. During conception, a sperm cell fuses with an egg cell, which creates a fertilized egg that implants and grows in the uterus. [Related: Awkward Anatomy: 10 Odd Facts About the Female Body]

Our bodies are supported by the skeletal system, which consists of 206 bones that are connected by tendons, ligaments and cartilage. The skeleton not only helps us move, but it's also involved in the production of blood cells and the storage of calcium. The teeth are also part of the skeletal system, but they aren't considered bones.

The respiratory system allows us to take in vital oxygen and expel carbon dioxide in a process we call breathing. It consists mainly of the trachea, the diaphragm and the lungs.

The urinary system helps eliminate a waste product called urea from the body, which is produced when certain foods are broken down. The whole system includes two kidneys, two ureters, the bladder, two sphincter muscles and the urethra. Urine produced by the kidneys travels down the ureters to the bladder, and exits the body through the urethra.

The skin, or integumentary system, is the body's largest organ. It protects us from the outside world, and is our first defense against bacteria, viruses and other pathogens. Our skin also helps regulate body temperature and eliminate waste through perspiration. In addition to skin, the integumentary system includes hair and nails.

Vital organs

Humans have five vital organs that are essential for survival. These are the brain, heart, kidneys, liver and lungs.

The human brain is the body's control center, receiving and sending signals to other organs through the nervous system and through secreted hormones. It is responsible for our thoughts, feelings, memory storage and general perception of the world.

The human heart is a responsible for pumping blood throughout our body.

The job of the kidneys is to remove waste and extra fluid from the blood. The kidneys take urea out of the blood and combine it with water and other substances to make urine.

The liver has many functions, including detoxifying of harmful chemicals, breakdown of drugs, filtering of blood, secretion of bile and production of blood-clotting proteins.

The lungs are responsible for removing oxygen from the air we breathe and transferring it to our blood where it can be sent to our cells. The lungs also remove carbon dioxide, which we exhale.

Fun facts

The human body contains nearly 100 trillion cells.

There are at least 10 times as many bacteria in the human body as cells.

The average adult takes over 20,000 breaths a day.

Each day, the kidneys process about 200 quarts (50 gallons) of blood to filter out about 2 quarts of waste and water

Adults excrete about a quarter and a half (1.42 liters) of urine each day.

The human brain contains about 100 billion nerve cells

Water makes up more than 50 percent of the average adult's body weight

You use your eyes to see, your ears to hear and your muscles to do the heavy lifting. Well, sort of. In fact, most body parts are far more complicated than that, while some seem to have no business being inside there at all.

The Body's Organization

Cells that make up the body are organized into tissues, organs, and organ systems with specific functions. Some of the body's systems move substances, including blood and waste products. Other systems defend the body against harmful microbes.

Excretory System - Waste chemicals, salts, and excess water are removed from the body in urine; salts and excess water are also removed in sweat; waste gases are eliminated in exhaled breath from the lungs.

Integumentary System - Serves a defense to the body. The integumentary system protects the body form harmful substances in the external environment.

The digestive system is a long, twisting tube that runs from the mouth to the anus. This tube passes through other organs such as the stomach, the liver, the pancreas and the intestines. The digestive process actually begins at the mouth where food and liquids are consumed.

The digestive system has three main functions: digestion of food, absorption of nutrients, and elimination of solid food waste. Digestion is the process of breaking down food into components the body can absorb. It consists of two types of processes: mechanical digestion and chemical digestion

The major parts of the digestive system: Salivary glands. Pharynx. Esophagus. Stomach. Small Intestine. Large Intestine. Rectum. Accessory digestive organs: liver, gallbladder, pancreas.

SALIVARY GLANDS – GLANDS IN THE CHEEKS AND UNDER THE TONGUE THAT PRODUCE SALIVA (LIQUID) TO MOISTEN FOOD AS ITS CHEWED. SALIVARY GLANDS ALSO SECRETE ENZYMES (CHEMICAL REACTORS) THAT HELP BREAK DOWN STARTCHES IN THE FOOD.

ESPOHPAGUS – MUSCULAR TUBE THAT USES PERISTALSIS (MUSCLE CONTRACTIONS) TO PUSH AND CARRY CHEWED FOOD FROM THE MOUTH TO STOMACH.

STOMACH – MUSCULAR ORGAN THAT CHURNS FOOD AND SECRETES ENZYMES AND ACIDS FOR FOOD DIGESTION.

SMALL INTESTINE – TUBE WHERE CHEMICAL DIGESTION CONTINUES AND NUTRIENTS ARE ABSORBED INTO THE BLOOD STREAM.

PANCREAS – ORGAN THAT SECRETES ENZYMES INTO THE SMALL INTESTINE TO HELP BREAKDOWN STARCH AND PROTIEN FOR DIGESTION AND ABSORBTION.

LIVER – ORGAN THAT PROCESSES DIGESTED FOOD INTO USEFUL SUBSTANCES FOR THE BODY. SECRETES BILE FOR FAT DIGESTION AND REMOVES TOXINS FROM THE BLOOD. ACTS LIKE A FILTER FOR THE BLOOD!

GALL BLADDER – SMALL ORANGE SAC FOR BILE. ITS LOCATED ON THE LOWER SURFACE OF THE LIVER.

COLON – MAIN PART OF THE LARGE INTESTINE THAT OBSORBS WATER FROM THE INDIGESTIBLE FOOD.

RECTUM – FINAL SECTION OF THE LARGE INTESTINE THAT ELIMINATES WASTE MATERIAL FROM THE BODY. (STOOL OR POOP)

Reproductive System - Reproduction is the process by which organisms produce off-spring . In sexual reproduction, which is the way that almost all of Earth's plants and animals produce offspring, male sperm cells fertilize female egg cells. The fertilized egg then develops into a new organism.

Nervous System - A group of organs and specialized cells that detect, process, and respond to information. The nervous system constantly receives information from your external environment and from internal parts of your body. It can receive information, process it, and produce a response in less than a second.

THE MAIN PURPOSE FO THE NERVOUS SYSTEM IS:TO COORDINATE ALL ACTIVITIES OF THE BODYENABLES THE BODY TO RESPOND AND ADAPT TO CHANGES BOTH INSIDE AND OUT.

THE NERVOUS SYSTEM IS SPLIT INTO 2 PARTS: THE CENTRAL NERVOUS SYSTEM AND THE PERIPHERAL NERVOUS SYSTEM

THE CENTRAL NERVOUS SYSTEM:2 MAJOR STRUCTURES; THE BRAIN AND THE SPINAL CORD

THE BRAIN: THE DIFFERENT SECTIONS OR REGIONS OF THE BRAIN:THE CEREBRUMTHE CEREBELLUMTHE DIENCEPHALONTHE MIDBRAINTHE PONSTHE MEDULLA OBLONGATA

Endocrine System -The endocrine system sends signals to the body. The chemical signals (hormones) are released by the organs of the endocrine system.

Quick Review Questions

How do physical and chemical changes in matter happen in the digestive system compares?

How does the digestive system break down large molecules into smaller molecules?

How do the skeletal and muscular systems interact to do work?(How do they work together?

How do energy transformations occur within organisms?

How does the human body respond to external and internal stimuli in order to maintain homeostasis?

How do the functions of a cell compare to the functions of an organism?

Internet links to body systems videos: Body systems

https://sites.google.com/site/hartlandmiddleschoolscience/Home/7th-grade-science-1/7th-Grade-Human-Bio--Health

body systems

https://youtu.be/9j1PWhOnlmk

body systems

https://youtu.be/gEUu-A2wfSE

Heart

https://youtu.be/ruM4Xxhx32U

NAME: _______________________ CLASS PERIOD: ____________

ON THE FOLLOWING PAGES, THERE ARE DIGRAMS AND PICTURES OF DIFFERENT PARTS OF THE HUMAN ANATOMY AND BODY SYSTEMS. FILL IN THE BLANKS AND OR LABEL THE DIAGRAMS:

The following pages of notes are review and information that you will need to know next year and for your STAAR EXAM!

SECTION 7.5 C The student is expected to diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids. Interaction of Energy- Energy flows from one system to another. Examples of this are food chains, food webs, and energy pyramids

SECTION 7.6 B The student is expected to distinguish between physical and chemical changes in matter in the digestive system. Physical Change A change that does not alter the chemical make-up of matter Chemical Change A change that will alter the chemical make-up of matter Types of Changes in Digestion : (Physical, Chemical) Teeth grind up the food Large Intestine: forms wastes into solid feces Saliva has enzymes that start to dissolve the food The stomach produces digestive juices. These create chemical reactions in the stomach, breaking down and dissolving its nutrients. SECTION 7.7 A The student is expected to contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still. Work- Force applied over a distance combined with motion No Work- Force applied but no motion occurs Consider the following: Work is only done when the force you are using actually makes the object move. Work will almost always be easier (you’ll have to use less force) when you are using something to help you, like a ramp, lever, or pulley.SECTION 7.8 C The student is expected to model the effects of human activity on groundwater and surface water in a watershed. Groundwater Water- found inside the ground in places called aquifers Provides the drinking water for humans Surface Water- All the water found on the surface in places like rivers and lakes Watershed- An area of land from which water drains and runs off to a particular body of water Consider the following: Human activities such as pollution, chemical dumping, use of pesticides, over farming, and habitat destruction in a watershed area can pollute surface water and groundwater making the water unusable. SECTION 7.10 B The student is expected to describe how biodiversity contributes to the sustainability of an ecosystem. Biodiversity- when ecosystems have a variety of plant and animal species Sustained Ecosystem- An ecosystem that contains the right amount of biotic and abiotic factors Consider the following: As biodiversity increases the ecosystem becomes more sustainable and stable. This is because the more different types of organisms an ecosystem has it would be less likely the disappearance of any one species could negatively affect the ecosystem.

SECTION 7.10 C The student is expected to observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds. Ecological Succession A process of building or rebuilding a community over time

Diversity of populations and species changes during this processConsider the following: Succession not just about how different plant life changes in an ecosystem. As different plants take over an ecosystem: different kinds of animals also come into an ecosystem. The change of plants creates changes in animal life as well.

SECTION 7.11 A The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to examine organisms or their structures such as insects or leaves and use dichotomous keys for identification Dichotomous Key- A tool used to identify an organism Uses a serious of questions about traits to figure out the type of organism SECTION 7.11 C The student is expected to identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.Consider the following: Over time organisms change to fit the environment they live in or sometimes the type of food that is available to them. Each time a positive change is made that organism becomes better adapted to the place in which they live. Those adaptations are passed on to offspring through the genes of the organism. Over time those changes can result in many different forms that once originated from a single species, for example, the Galapagos finch.

SECTION 7.12 B 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, integumentary, nervous, and endocrine systems. Circulatory System- controls the transport of materials to and from body cells Respiratory System- exchanges of gases between blood and the environment Skeletal System supports and protects soft body parts and produces red blood cells Muscular System allows the movement of the body Digestive System breaks down of food and extract nutrients for absorption into the blood Excretory System controls the water balance and chemical make-up of blood Reproductive System produces sex cells Integumentary System protects the body and prevents water loss Nervous System controls mental and bodily functions Endocrine System controls the body’s internal balance by releasing hormones.

SECTION 7.12 D The student is expected to differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. Organelle A small structure that makes a part of a cell and performs a specific function. The players! Team-mates! Cell Membrane Acts as an outer covering for cells and lets particles in and out. The sidel-line!Cell Wall The outer stiff covering of plant cells. Gives the plant cell structure so plants can grow to large heights. Hockey Rink Walls!Nucleus Contains all the genetic information for the cell. Provides the instructions on how the cell should function. The Coach!

Cytoplasm A gelatin-like substance that is found throughout the inside of the cell. The field, or court where the game is played! Mitochondrion An organelle that where energy is produced for the cell. Cellular respiration takes place here IT’S THE POWERHOUSE OF THE CELL!Chloroplast A structure found in plant cells. Where the PLANT cell collect sunlight energy and converts it into food for energy! Photosynthesis takes place here Vacuole Small storage areas inside the cell Plant Cells have one; Animal cells have more than one

SECTION 7.14 C The student is expected to recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus. Consider the following: The traits of organisms come from the genes of their parent organisms. Genes are located in the chromosomes of those organisms. Finally, chromosomes are located in the nucleus of cells.

SECTION 7.12 F The student is expected to recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. Cell Theory 1. All living organisms are composed of one or more cells. 2. The cell is the basic unit of structure, function, and organization in all organisms. 3. All cells come from preexisting, living cells. Cellular Respiration Cells in the body require oxygen and glucose in order to make energy. As a waste product the cells produce carbon dioxide and excess water the body has to get rid of.

Cellular Respiration Equation C6H12O6 + 6O2 6 CO2 + 6H2O + Energy

SECTION 7.14 B The student is expected to compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction. Uniform Offspring Offspring are copies of each other and are easily eliminated from environments Diverse Offspring Offspring are not copies of each and have a better chance to adapt to environments Sexual Reproduction Requires the genes from 2 different parents or 2 different primary cells, and creates a more diverse population Asexual Reproduction Requires the genes from only one parent or 1 primary cell, and creates a uniform population

SECTION 8.11 C The student is expected to explore how short- and long-term environmental changes affect organisms and traits in subsequent populations. Natural Selection- Process by which organisms with favorable characteristics for survival reproduce more successfully Adaptation- The ability of an organism to survive longer, find food, and mate Mutation- A sudden change in a trait of an organisms that maybe beneficial or harmful Speciation- the formation of new and distinct species in the course of evolution; Long Term Can cause mass extinctions and lead to speciation Environmental Changes examples: global warming, ice ages; Short Term Will cause organisms to temporarily leave an area Environmental Changes examples: Storms, Hurricanes, Drought.

SECTION 8.6 A The student is expected to demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion. Balanced Force - Opposite forces that are equal in size Do not change the speed or direction of an object. Unbalanced Force - Opposite forces that is not equal in size Can change the speed or direction of an object Motion - Change in position over a certain amount of time Force A push or a pull Needed to start, stop, or change the motion of an object Mass -The amount of matter in an object Newton(N)- A unit of force Consider the Following: For something to start moving, it needs an unbalanced force.

For something to stop moving, it needs an unbalanced force. For something to change where it is moving, it needs an unbalanced force.

SECTION 8.6 CThe student is expected to investigate and describe applications of Newton’s law ofinertia, law of force and acceleration, and law of action-reaction such as in vehiclerestraints, sports activities, amusement park rides, Earth’s tectonic activities, androcket launches.Newton’s Law of Inertia- an object at rest will stay at rest andan object in motion will stay in motion unless acted on by an unbalancedforceNewton’s Law of Force and Acceleration- the force on an object equals theobjects mass multiplied by the objects acceleration

This can be calculated using the formula force = Mass X accelerationNewton’s Law of Action – Reaction when one object exerts a force on a second object the second object will react with a force that is equal in strength but opposite in directionConsider the Following:

Vehicle Restraints (Seat belts):A car and driver are moving forward until the brakes are suddenly applied. Withoutthe seat belt acting as an unbalanced force, the driver would continue movingforward into the windshield. (Law of Inertia)Sports ActivitiesA basketball exerts a force when it hits the backboard. The backboard exerts and equal and opposite force on the ball, causing the ball to move away from the backboard (Law of Action-Reaction)Amusement Park rides:A rollercoaster in motion continues to move with constant velocity unless acted upon by an unbalanced force. This force can either come from the frictional forces of the track or from the braking system. (Law of Inertia)

Tectonic Plate Activities:Plates in motion (or locked in place against another plate) will stay in motion unless acted upon by an unbalanced force. (Law of Inertia)Rocket Launches:The force provided by the rocket’s engine equals the mass of burned rocket fuel multiplied by the acceleration of the exhaust gas. (Law of Force and Acceleration) orThe engine causes a downward force of exhaust force, resulting in an equal upwardforce on the rocket. (Law of Action-Reaction)

SECTION 8.9 AThe student is expected to describe the historical development of evidence that supports plate tectonic theory. Plate tectonic theory had its beginnings in 1915 when Alfred Wegener proposed his theory of "continental drift." Wegener proposed that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines (like South America and Africa) look like they fit together like a puzzle. Following World War II, even more evidence was uncovered which supports the theory of plate tectonics. In the 1960's a world-wide array of seismometers were installed, and these instruments revealed that earthquakes, volcanoes, lined up along distinct belts around the world, and those belts were the edges of tectonic plates.

SECTION 8.9 B The student is expected to relate plate tectonics to the formation of crustal features.Tectonic Plates: Sections of Earth’s crust that move slowly and are responsible for land formation and features. Movement- is caused by convection in the mantle Volcanoes These are created when ocean crust converges with continental crust. Sea-floor spreading- this happens at a divergent boundary Creates new crust Mountains.These are created when 2 continental crusts converge together Transform Boundary- Location where two plates slide past each other, can result in a fault line, and Earthquakes Divergent Boundary -Location where 2 plates move away from each other Can result in the formation of new crust Convergent Boundary- Location where 2 plates collide together Can result in volcanoes or mountains and trenches under water Subduction -occurs when one crust moves under another crust. The bottom crust is recycled back to the mantle

SECTION 8.9 C The student is expected to interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Erosion Movement of matter from one place to another place caused by wind, water, ice, or gravity Deposition- The settling of eroded material in a new location Weathering- Breaking down of materials like rock into smaller pieces by wind or moving water. Can cause mountains to become smaller Topographic Map -A map used to identify land features Can be used to show weathering, erosion, and depositionThe student is expected to recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents. Convection- Movement of molecules and energy Hot air rises, cold air sinks creating a circular motion Winds Caused by changes in pressure and changes in temperature Ocean Currents- Help carry warm and cold ocean water around the globe and transfer energy from the equator to the poles

SECTION 8.11 A The student is expected to describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems. Terrestrial Ecosystem- An ecosystem that is characterized by land Freshwater Ecosystem- An ecosystem that is characterized by fresh water Marine Ecosystem- An ecosystem that is characterized by Salt Water Decomposer- Breaks down dead organisms for nutrients Host- Provides benefits to a parasite but the parasite harms the host by taking nutrients Parasite- Receives nutrition from a host that it lives on but harms the host in the process Prey- Hunted for food Predator- Hunts animals for food Secondary Consumer- Gets its energy from consuming producers and other consumers Also known as Omnivores and carnivores Primary Consumer- Gets its energy from consuming plants Also known as Herbivores