Unit # and Title: Systems Biology/Body System
Teacher: Nguyen
ESTABLISHED GOALS
UNDERSTANDINGS
Content Standards: Students will understand that
NGSS Science & Engineering
Practices:
Developing and using
models.
Planning and carrying
out investigations.
Engaging in argument
from evidence
Obtaining,
evaluating, and
communicating
information
MA Curriculum Frameworks
WIDA Standards:
1: Social and Instructional
Language
4: Language of Science
Students will know
Content Area: Biology
Duration: 9 weeks
Stage 1 - Desired Results
Meaning
ESSENTIAL QUESTIONS
How do living things maintain a
Living things must be able to dynamically consistent internal
maintain a dynamically environment despite changing
consistent internal environment environment condition?
and this process is called
homeostasis. How do the systems of the body work
together to sustain life?
Homeostasis is essential for life
and the body systems of the How does structure relate to function
human body are involved with within biological systems?
maintaining homeostasis.
The function of the digestive
system is to absorb and process
nutrients from food.
The function of the nervous
system is to allow living things to
response to stimuli.
The function of the circulatory
system is to deliver oxygen gas
and remove carbon dioxide gas
throughout the body (a
metabolic waste product).
The function of the immune
system is to protect the body
from disease.
Acquisition
Students will be skilled at
Define and describe the process Creating maps that trace the flow of
of homeostasis. various substances (blood, oxygen,
Explain and give examples of food, pathogens, and chemical waste)
how body systems maintain throughout the human body.
homeostasis.
Students will know how the Creating human maps that diagrams
digestive system processes food. and depicts the organs of different
Students will know how the body systems.
nervous systems allows living
 things to move and respond to Students will be skilled at sequencing
stimuli. events to describe a process.
Students will be able to know
how oxygen is transported Students will be skilled at interpreting
through the body by the and executing a procedure.
circulatory system.
Students will know the pathway Students will be skilled at summarizing
of blood through the human and analyzing results from a lab
body. activity.
Students will know how the
urinary system processes Create a testable hypothesis and
chemical waste. implement a procedure to test it.
Students will know the principles
of osmosis across a
concentration gradient.
Students will know how the
immune system protects living
things from sickness and foreign
invasion.
Anchor Texts Readings:

Media:
http://www.innerbody.com/
http://www.bioedonline.org/

Labs
Holy Salvia Lab - Digestive System
Reaction Time lab -Nervous System
Cardiovascular activity and oxygen capacity lab - Cardiovascular system
Blacklight Lab/Spread of Germs Lab - Immune System
https://www.youtube.com/watch?v=dphthYUXtBg

Immune System Labs/activities:

http://pulse.pharmacy.arizona.edu/10th_grade/disease_epidemics/science/h
andouts/defensive.pdf

Immune system and bioterrorism:

http://outreach.mcb.harvard.edu/lessonplans_S04.htm
http://www.bioedonline.org/videos/lesson-demonstrations/microorganisms/
microbes-are-everywhere/
http://www.bioedonline.org/videos/lesson-demonstrations/microorganisms/
microbes-pre-assessment/

The Heart
http://www.bioedonline.org/tasks/render/file/index.cfm?fileID=3BEA2E19-9
349-3F31-38D3EA20DA7E8C4C

Stage 2 Academic Language


Through this unit, how will students be using language in each of these three modes?
Interpretive
Students will interpret how
the various systems of the
human body maintain
homeostasis.
Students will interpret
various human systems
through flowchart and
sequencing word.
Modes of Language
Collaborative
Students will work in groups to
create full scale visual maps of
each body system.
Students will work in small
groups to execute a lab
procedure on reaction time.
Productive
Students will create full scale visual
maps of human body systems.
Students will create letters from the
perspective of a red blood cell,
oxygen gas, white blood cell or food
particle as travel through the
human body.

Tier 3 Vocabulary (All)
Grade-level content vocabulary will
ALL students learn and use
Word Level
Tier 2 Vocabulary (ELLs)
Words that have multiple meanings, cross
disciplines, and are particularly challenging
and important for ELLs
Tier 1 Vocabulary (Newcomers)
Basic, everyday vocabulary / social language
that we assume most students already know.

Homeostasis Regulation simple

Positive feedback System(s) Touch
Negative feedback Positive Taste
Simple squamous Negative Look
Cuboidal epithelium Feedback Hear
Stratified epithelium Stratified Smell
Sodium/Potassium Pump Structure Eat
Action potential Function Food
Nerve Cell (neuron) Brain Starve
Axon Pump Full
Dendrites Central Chew
Cell body Peripheral Swallow
Peripheral nervous system Signal
(PNS) Electrical
Central nervous system Potential
(CNS) Input/output
Sensory neuron Reflex
Motor neuron Response
Digestive system Nutritious
Esophagus Resource
Stomach Stomach
Large intestine Digest
Small intestine Excrete
Liver Absorb
Pancreas balance
Bile
Bolus
Villi
Microvilli
 Sentence Level Discourse Level
Language forms & conventions; type, array, and use of Linguistic complexity; quantity and variety of oral and written text (amount,
language structures (grammar, syntax, sentence organization, cohesion of text, features of genre and text structure)
frames)

First, Written:
Then, Write an organized paragraph using sequencing words
Next, that orders and describe the pathway of blood, oxygen,
After that, white blood cells, or food particles through a specific
Finally, body system.

Oral:
Students will be able to engage in discussion where they
debate issues concerning the ethical and cultural issues of
vaccination.

Stage 3 - Evidence
Written Assessment
Your unit test should assess content and should also have ACCESS-aligned components that assess language development.
Date of Unit Test 4/8/2016

How are you assessing
language?
What ACCESS-aligned tasks will
assess listening, speaking,
reading, and/or writing?
Students will explain important processes of each body system through
ordering events and using sequencing words to express chronology.
(through writing and speaking as assessed through a writing checklist and
writing rubric (WIDA levels))

Project Overview
A 2-3 sentence, high-level
summary of your project. The
elevator speech!
Students will read articles and draw understanding from class lectures to
engage in discussion and debate on pressing issues concerning the
intersection of health, culture, and society as framed from a biological
perspective. (through reading and listening and speaking as assessed
through a mix of student and teacher oral checklist)
Performance Task Culminating Project
Body Maps
Body System Map
Throughout this unit, students will engage in collaborative groups to create
and buildbody system maps for each human system covered. By the end of
the unit, students will have create a body atlas of all the systems, with
particular emphasis on a specific system covered in the unit and will be able
to record their projects using an audio recording software.

Driving Question or How does each body system sustain homeostasis?

Problem to Solve What happens to your breakfast after you eat it?
What real-world challenge, What happens when you get a cut?
problem, or task will students
engage in to apply their learning? How does your body know to let go of something hot?

How is structure and function related?

Is hunger a pandemic? What is the biological significance of hunger? How

does hunger disrupt homeostasis?
 Products or
Performance Task
Be specific about student tasks /
outcomes. Which are individual
and which are collaborative?
What are you assessing with
each?
Audience
Who is the intended, real-world
audience for student work?
Integrated Language
How will language be integrated
and assessed across all four
language domains?
Individual Specific content or competencies to be assessed
Students will Students will be assessed on their ability to individually
collaboratively work fulfill their roles.
together by each Students will be assessed on their abilities to use social
having specialized roles language from sentence frames to communicate with peers
within a group. These within a group through a checklist.
roles can/will change
Students will be assessed on their abilities to practice the
on a weekly basis.
language of Science as they complete their group roles.
Students will also
complete individual
portfolio with
reflections and a letter
from the perspective of
a body system.
Team Specific content or competencies to be assessed
In collaborative groups, Group rubric will be given to students that also consider teamwork and
students will construct equity
body system maps as teamwork rubric that factors in each individuals contribution to the project
and ability to complete tasks
the culminating project
for this unit. Students
will work together to
build body atlases,
adding a new system
map for the body
system each week in
order to building
understanding of the
body systems and
explore how they work
together to maintain
homeostasis.
Students will present their projects to fellow peers and potentially to
parents and other members of the Lawrence community.
Speaking Listening
Students will give oral Students will use listening guides to
presentation to share their record and keep track of important and
completed programs and interesting information as presented by
personal highlights from their their peers.
journey of completing this
project. Students will use
academic vocabulary in their oral
presentation as they describe
their specialized body system.
Reading Writing
 Students will read articles to build
understanding and make
connections to real world
application of systems biology.
Students will read articles to
frontload discussion on a debate
issues concerning human body
systems.
Students will write reflection assessing
their roles in their groups and how well
they believe they were able to
complete their roles during the project.
Students will also share personal
highlights and metacognitive growth
throughout the process of working on
this project.
Students will write letters from the
perspective of a particular system in
order to explain how a body system
works.

Students will supplement their body

maps with written labels and short
summary of how a system functions to
maintain homeostasis. Students will use
sequencing words and academic
vocabulary to explain the important
processes in a system.

Tasks & Timeline
What are the steps you and
students will need to take to
complete the project and over
what time period will this occur?
[These tasks should also be
reflected in your unit calendar.]
Week 1- Trace the body frame that will be the foundation of the body maps
Week 2 - Creating + adding on the Digestive System Map
Week 4- Creating + adding on the Nervous System Map
Week 6 - Creating + adding on the Circulatory System Map
Week 8 -Creating + adding on the Immune System (Lymphatic System) Map
Week 9 - Creating and adding on their specialized system
Week 11- Recording and Presenting their group Map!

Cross-Content
Connections
What are the interdisciplinary
connections?
Reflection Methods
How will you engage students in
reflecting on their work product,
their language development, and
/ or their collaboration?
Students will engage with topics that also parallels with the themes and idea
covered in World Studies. Students will have discussion about hungry as an
pandemic. Students will also consider pandemic from a biological
perspective with a consideration of the Immune System.
Journal / Learning Log
I. Students will also submit a portfolio at the end of the unit. The
portfolio will trace their experience with each system/map. It will ask
students to reflect on their ability to work in their groups and how
they feel about the project. The teacher will hold students
accountable for the portfolio by having due dates for each week.
II. The portfolio will also have a letter where students write to
themselves from the perspective of one body system.
Survey
Surveys will be give after each round of map making in order to
gauge how students are working together and equality of work
within a group. These survey will be counted towards the final
project grade.
Student Friendly Rubric / Checklist
 A Rubric outline expectation and quality of work expected from
students will be give to student at the start of the project. Students
will also receive a system checklist for each body system map.
Other:

Resources & Materials Onsite People & Facilities

Needed <type here>
What types of resources will you
need? Be sure to secure these far
enough in advance. Equipment, Materials, Online Resources, & Technology
Large butcher paper
Markers
colored pencils
labels
tape
Community Resources
ENLACEs Library (Anatomy textbooks and atlases)

Criteria for Success Have you created an exemplar response or student product (attach
How will you know whether below)
students have met expectations?
-- In the process --
 Have you selected or developed a rubric that measures success in
CONTENT and LANGUAGE? (attach below)
Not Yet - To Be Completed this weekend

Stage 4 Learning Plan

Summary of Key Learning Events and Instruction

Date: 1/18/16 Date: 1/19/2016 Date:1/20/2016 Date:1/21/2016 Date:1/22/2016

Intro to No School (MLK Day) CO: SWBAT define CO: SWBAT describe CO:SWBAT complete CO:SWBAT explain
Homeost homeostasis. negative feedback heart rate lab the results of a lab
asis mechanisms. activity. activity.

LO:SWBAT describe LO:SWBAT explain an LO:SWBAT write a LO:SWBAT write a

body temperatures example of negative hypothesis using conclusion for a lab
and describe the feedback using target If-then-because. activity.
function of a fever. vocabulary.

My normal body
temperature is ____
degrees

Task:Graphing body Task: Task: Task:

temperatures,
looking at data and
finding averages

Date: 1/25/2016 Date: 1/26/2016 Date:1/27/2016 Date:1/28/2016 Date:1/29/2016

Digestive CO: SWBAT explain CO: SWBAT identify CO: SWBAT explain CO:SWBAT create a CO: SWBAT label and
System the function of the and label the major how the digestive body system map for explain each organ of
Digestive System. organs in the system digests food. the digestive system. the digestive system
digestive system. map.
 LO: SWBAT write and LO: SWBAT to say the LO: SWBAT use LO: SWBAT to write LO: SWBAT to write a
say why the digestive names of the organs sequencing words to the names of each description of their
is important. in the digestive describe how the major organ in the body map.
system and describe digestive system digestive system.
The Digestive System what each organ digests food.
is important because does.
it _______

Task: Intro (Function Task: Major organs in Task: Processes Task: Map Task: Maps
and connections to the system (What happens in the
homeostasis) and system?)
Vocab
Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date:1//2016
Digestive CO: SWBAT write a CO: SWAT perform a CO: SWBAT CO:SWBAT read a CO: SWBAT explain
System procedure for a lab. lab to answer a summarize a lab short article about how the digestive
testable hypothesis. activity. hunger. system works
through a quiz.

LO:SWBAT write a LO: SWBAT write a LO: SWBAT write a LO:SWBAT have a LO: SWBAT to write a
testable hypothesis. reasoning for the conclusion for a lab discussion around short paragraph
results found in lab. activity. the issue of hunger. summarizing how the
digestive system
processes food.

Task: Lab (Set-up and Task: Lab (Perform Task: Lab (Debrief Task: Real-world Task: Mini-quiz
procedures, start it) and finish) and LEA) application (article,
video, debate,
discussion)
Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date:1//2016
Nervous CO SWBAT explain CO:SWBAT identify CO: SWBAT explain CO:SWBAT create a CO: SWBAT label and
System the function of the and label the major how the nervous body system map for explain each organ of
Nervous System. organs in the nervous system response to the nervous system. the nervous system
system. stimuli. map.

LO: SWBAT write and LO: SWBAT to say the LO:SWBAT use LO:SWBAT write the LO:SWBAT write a
say why the nervous names of the organs sequencing words to names of each major description of their
system is important. in the nervous describe how the organ in the nervous body map.
system and describe nervous system system.
what each organ allows us to response
does. to the environment.

Task: Task: Task: Task: Task:

Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date:1//2016
Nervous CO:SWBAT write a CO:SWAT perform a CO:SWBAT CO: Dissection Day? CO:SWBAT explain
System procedure for a lab. lab to answer a summarize a lab how the nervous
testable hypothesis. activity. system works
through a quiz.

LO:SWBAT write a LO:SWBAT write a LO:SWBAT write a LO:TBD LO:SWBAT write a

testable hypothesis. reasoning for the conclusion for a lab short paragraph
results found in lab. activity. summarizing how the
nervous system
functions.

Task: Task: Task: Task: Task:

Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date:1//2016
Circulato CO:SWBAT explain CO:SWBAT identify CO:SWBAT explain CO:SWBAT create a CO: SWBAT label and
ry the function of the and label the major how the circulatory body system map for explain each organ of
System Circulatory System. organs in the system transports the circulatory the circulatory
circulatory system. oxygen throughout system. system map.
the human body.

LO: SWBAT write and LO: SWBAT to say the LO:SWBAT use LO:SWBAT write the LO:SWBAT write a
say why the names of the organs sequencing words to names of each major description of their
circulatory system is in the circulatory describe how the organ in the body map.
important. system and describe circulatory system circulatory system.
 what each organ transport blood and Use prepositions to
does. . oxygen. describe the location
of the major organs
in the circulatory
system.

This is the ____

The _____ is located
next to/by/in front
of/in back of/on top
of the ______

Task: Task: Task: Task: Task:

Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date:1//2016
Circulato CO:SWBAT write a CO:SWAT perform a CO:SWBAT CO: Dissection Day? CO:SWBAT explain
ry procedure for a lab. lab to answer a summarize a lab The importance of how the circulatory
System testable hypothesis. activity. exercise? Do teens system works
get enough exercise? through a quiz.
SHould gym be
required in school?

LO:SWBAT write a LO: SWBAT write a LO:SWBAT write a LO: SWBAT use a LO:SWBAT to write a
testable hypothesis. reasoning for the conclusion for a lab listening guide to short paragraph
results found in lab. activity. engage in a debate. summarizing how the
circulatory system
transports blood and
oxygen throughout
the body.

Task: Task: Task: Task: Task:

Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date:1//2016
Immune CO:SWBAT explain CO:SWBAT identify CO:SWBAT explain CO:SWBAT create a CO: SWBAT label and
System the function of the and label the major how the immune body system map for explain each organ of
Immune System. organs in the system protects the the immune system. the immune system
immune system. body from sickness map.
and disease.

LO: SWBAT write and LO: SWBAT to say the LO:SWBAT use LO:SWBAT write the LO:SWBAT write a
say why the immune names of the organs sequencing words to names of each major description of their
system is important. in the immune describe how the organ in the immune body map.
system and describe immune system system.
what each organ protects the body
does. from foreign
bacterial invasion.

Task: Task: Task: Task: Task:

Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date:1//2016
Immune CO:SWBAT write a CO:SWAT perform a CO:SWBAT CO:SWBAT explain CO:SWBAT explain
System procedure for a lab. lab to answer a summarize a lab the purpose of how the immune
testable hypothesis. activity. vaccination. system works
through a quiz.

LO:SWBAT write a LO:SWBAT write a LO:SWBAT write a LO:SWBAT discuss LO:SWBAT to write a
testable hypothesis. reasoning for the conclusion for a lab the pros and cons of short paragraph
results found in lab. activity. vaccination. summarizing how the
immune system
protects the body
from an sickness.

Task: Task: Task: Task: Task:

Date: 1//2016 Date:1//2016 Date:1//2016 Date:1//2016 Date: 4/8/16
Review / CO: SWBAT finalize CO: SWBAT present CO:SWBAT perform a CO: SWBAT review CO:
Final and practice their their body systems jigsaw for the unit exam
Project / body system map map. with group jeopardy
Assessm presentations.
ent
LO:SWBAT write an LO:SWBAT use a LO:SWBAT to. LO: SWBAT practice LO:
individual group listening guide for sentences frame to
reflection. peer presentations. answer questions.

Task: Task: Task: Task: Task: Unit Exam