Exploring the Human Organ Systems

In this week's lesson, students will become familiar with the 11 organ systems that are crucial within the human body and become a master of one of the systems!

California Content Standards: Structure and Function in Living Systems
"The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept:
     a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.
     b. Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.
     c. Students know how bones and muscles work together to provide a structural framework for movement." (State Board of Education, 2006)

Lesson Introduction

Earlier this year we discussed the function and parts of the plants and animal cell. We began an introduction of how cells work together to form tissues, and tissues form organs. This video introduces the idea of organs working together to form organ systems and puts those relationships into perspective to make up a living planet.

Making Sense of How Life Fits Together Video 

Now that you have an idea of the pyramid of life, let's dig deeper into the organ systems. Watch this animated video brought to you by the Amoeba Sisters introducing and outlining the 11 organ systems of the human body.

      Human Body Systems Video


Threaded Reflection

Please read Chapter 13, Sections 1, 2, 3 and take Cornell notes in your science journal. In this week's treaded reflection, respond to the Amoeba Sister's video. Tell us which system seems most interesting to you. You might have broken a bone and find the skeletal system to be the most fascinating. Our classroom is a safe environment to share your feelings and personal experiences, so take the opportunity to do so. Refer to the section in Chapter 13 that discusses the organ system and use at least 1 direct quote or paraphrase using correct citation. (Reflection due Wednesday 9pm).

This is where you will choose what organ system you will master. There can only be a maximum of three students per organ system, so students who read and respond promptly have the best chance of researching and mastering their first choice system.


Vocabulary Development

Complete this crossword puzzle to demonstrate your understanding of the Chapter 13 vocabulary. The puzzle directly alignes with the textbook, so I encourage you to use your book and glossary to complete the assignment. Be sure to log in with your name and school to get credit. (Crossword due Friday 9pm)

      Chapter 13 Crossword

You may want to use these online flashcards to learn our unit vocabulary and quiz yourself.

      Chapter 13 Flashcard Tool

Additional resources for you to explore:

This interactive link offers tons of interesting facts about the human organ systems. You can place muscles and bones in their correct location on the body. Have fun exploring!

  Science Interactive Body 

Vocabulary Crossword	Max 10 pts
Student logged in, attempted crossword and saved their work.	5 pts
Student answered vocabulary questions correctly. 0.5 pts deducted for every wrong answer.	5 pts

Unit Project



For your unit project you will research one of the 11 organ systems that are vital to the human body. You may choose to work with one other classmate and may want to collaborate using Google Docs or Blackboard to share your desktop.

You will research and become a master of your system and display your findings to your classmates using a technologically creative technique of your choosing.

Some project ideas include but are not limited to: PowerPoint presentation, a creative/narrative essay, music video, comic strip, ect. Also, you can check out these creative forums:

      Board Builder
               Create a digital poster board, including videos, pictures, and text.
           Voice Thread
                 Artistically represent your material and use voice narration to teach your classmates.

Your presentation must include the following:
Function and location of your organ system within the human body
Key terms/ key organs that make up the systems
Possible diseases that can harm the system and the body, and ways to keep it healthy
Anything else that you wish to share!


Rubric

Unit Project	Max 50 pts.
Student included all of the information outlined in this project: Name of system, location of system, function, harmful illnesses and healthy tips.	25 pts.
Information is clearly displayed. Project is free from spelling and grammatical errors.	10 pts.
Student creativity is shown. Student included additional interesting facts.	10 pts.
Correctly cite sources used for the project	5 pts.

Resources Used

11 Organ Systems: Video

APA Citation Resource

BBC Interactive Body

California State Science Standards

Textbook: Pearson Education. California focus on life science. Boston; Pearson Prentice Hall. 

Making Sense of How Life Fits Together: Video

Vocabulary Builder Flash Cards

Vocabulary Crossword

 

 

 

Reflection Thread

Here is where each student will reflect upon the videos and the reading for this unit. Share with the class which organ system you find to be the most interesting and why. Be sure to correctly cite the book at least once. Reflections due Wednesday 9pm.

Threaded Reflection	Max 25 pts
Reflection thoughtfully shares your reaction to the videos. Include which organ system is most interesting to you and WHY.	15 pts.
Include at least one reference to Ch. 13 reading with correct citation.	10 pts.

Project Sharing

Please comment below to share your project. Title your post with the name of the organ system that you MASTERED! Respond to at least two of your classmates' projects by Monday 9pm. Can't wait to learn all about the human organ systems and see the creativity in this class.

Project Sharing	Max 15 pts
Student posted their project on the thread in a format that is capable of being seen by others.	5 pts
Student thoughtfully responded to at least 2 classmates’ projects. (5 pts each post). Response should include your reaction to the format of their project and at least one thing you learned.	10 pts

Expectations and Grading

Expectations

Students should enter the classroom respectfully and ready to learn. School policies and rules are strictly adhered to within my science classroom.

Each unit throughout the year incorporates 1-3 labs or experiments. These labs will make use of a variety of chemicals, tools, and supplies. For this reason, students are expected to take and pass a Lab Safety Test before participating in our labs. Students are given two chances to pass the test in class, and then must come to my office hour to pass the test after that. Students are expected to adhere to the lab safety rules and policies throughout the year, and will receive a 0 on labs in which they are not behaving appropriately or safely.


Absences

All work covered in class and assigned for homework is posted to the class blog. It is the student's responsibility to check the blog to stay caught up. Students are given two additional days to complete work that was due from the time that they return to class.


Grading

Tests: (20-100 pts) There is a test at the end of each unit. Tests are usually given on Thursdays. Quizzes are usually announced 2 days prior, but I occasionally give pop quizzes!

Reading  and Lecture Notes: (10-20 pts) Notes are to be written in your spiral notebook. Notebooks are collected the day of each test and are graded within the period for effort, neatness, and completeness.

Homework: (20pts) We usually have time to begin homework in class and the rest is completed at home. Homework is assigned 2-3 nights a week. Homework is to be completed in your spiral notebook and worksheets are glued into the notebook. We usually self correct or sometimes peer-grade with red pen.

Labs and Projects: (20-40 pts) Labs and projects are assigned throughout the year for students to demonstrate their knowledge of the course material and investigate the content with real-life application. Most labs and projects are group assignments with class time allocated.


Grading Scale

Each unit consists of 200 pts. Here is the grading scale:

195 - 200  = A+
188 - 194  = A
180 - 187 = A-
175 - 179 = B+
168 - 174 = B
160 - 167 = B-
155 - 159 = C+
148 - 154 = C
140 - 147 = C-
135 - 139 = D+
120 - 134 = D
0 - 120 = F

If you find yourself in jeopardy of failing a unit, please come speak with me and we will work together to solve the problem.

Course Description

Welcome to 8th Grade Physical Science!
Through the combined use of labs, student-led projects, lectures and our textbooks, we will be investigating the following subjects:
Structure of Matter, The Periodic Table, Chemical Reactions, Chemistry of Living Systems, Motion, Forces, Density and Astronomy.


Course Textbook:
California Focus on Physical Science: Pearson Education, Inc.
Reading and Note Taking Guide: Pearson Education, Inc.

Each student is issued a text book and reading guide to be kept at home. We have a class set for students to use at school.


Materials for Success
-Spiral notebook (at least 100 pages)
-Pencils, erasers, colored pencils
-Red pen
-Calculator


I am available after class by appointment and during my 4th period prep hour. Students and parents, please feel free to contact me with any questions, comments and concerns you have throughout the year.

sskeltonteach@gmail.com
Room # 103

Teaching to match learning.

I invite my students to gain a deeper understanding of themselves as students by taking a survey in which they assess the type of learner they are. Please share your results with me so we can work together to create the most effective learning environment for you!

http://www.edutopia.org/multiple-intelligences-assessment

I am a logical-mathematical person, and enjoy interpersonal activities. I tend to enjoy factual learning versus conceptual, and it is one aspect that draws me towards science. While I fully intend to teach my students the core curriculum with the “whats” of science, I will encourage them to debate, explore and uncover the “how” and “why” of our world around us.

Effective teaching is a balance between so many factors: direct instruction and personal exploration, group collaboration and independent problem solving. My teachers worked hard to balance learning activities, which aided in my success as a student, and I aim to offer the same support and awareness within my classroom.  I am excited to witness and understand the diversity in my future classes, and work together to blend my teaching techniques and their learning styles for a supportive and effective classroom environment.

The ESFJ in me.

I am a huge fan of the Myers-Briggs personality test and very much associate with the results of my test: ESFJ. I invite my students to take the personality survey a couple times over the next few years as people evolve a lot from adolescents to young adults. The results of the test might even guide you to your future career, as it definitely played a role in my becoming a teacher! Feel free to share your results with me, I would love to get to know you better.

http://www.16personalities.com/free-personality-test

As an ESFJ (Extrovert, Sensing, Feeling, Judging) I find joy and fulfillment in helping others and getting to know and understand their feelings and views. I hope that this quality is portrayed in my classroom and students know that I am here to help. Additionally, as an ESFJ, I tend to thrive in structured and organized environments so help keep me sane and do your part to keep our classroom clean and tidy!