STAGE 1: IDENTIFY DESIRED RESULTS

Big Idea:In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.

StandardsMS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Lesson Objectives:

By the end of lesson:I can :explore how the body is a system of interacting subsystemsComposed of groups of cells that are organized into tissues, organs and organ systems to work together to carry out specific tasks in multicellular organisms.

Explain why organisms eat what nutrients food supplies, and how the body obtains these nutrients and removes waste.Explore human digestion.Explain how plants get and use energy .

Resources: Resource 1: Science Books Resource 2: Science Notebook Resource 3: Smart board and tablets Resource 4: PPT Resource 5: Science file

Essential Questions

How do the body systems work together to carry out all the functions necessary for an organism's growth and health?

Success Criteria By the end of this lesson, students will be able to: WILF

Almost all students (>90%) will list the major nutrients human body needs and the parts of digestive system.

Majority of the students (60-70%) should collect evidence to support the claim that digestive sytem interacts with other systems during food digestion.

Minority of the students (16-30%) could develop an argument supported with evidence to support and refute a claim: Plants obtain energy and remove wastes the same way we do.

SAIS Understanding by Design (UbD) Lesson Plan Template

STAGE 2: DETERMINE ACCEPTABLE EVIDENCEAssessment (DOK):FormativeSummative

FormativePOP quiz.

Instructional Strategies/SoD/EAL/Emirati studentsAccommodations

EAL

1. Give them vocabulary.Peer Teaching and extra support.

SOD

2. Give them vocabulary.3. Give them praise.

STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTIONPeriod 1: 45 Minutes

Lesson Outline(activities and approximate time for each)

WALT: I can describe different nutrients found in foods and the functions they carry out in the body.WILF: I will be able to identify the 6 major nutrients.I will be able to describe the main functions of nutrients in our body.I will cite evidence to support a claim about the importance of nutrients in our diet.Engage: Students are given a nutrition Facts label.They will identify as many facts as possible to justify whether macaroni and cheese is healthy or not.

Explain:Watch the video:https://www.youtube.com/watch?v=CiOBhgxdhYoTake notes and discuss.

Research and explain the effect of an assigned nutrient in your body. (group work)https://www.healthline.com/health/food-nutrition/six-essential-nutrients

https://us.humankinetics.com/blogs/excerpt/the-six-categories-of-nutrients

Students that are Extreme Spatial Bias will read and define nutrient density. They have to practice reading and citing evidence from text.Which drink has more nutritional power of vitamin C. Provide evidence and reasoning.

Students that are Extreme Verbal Bias will compare nutrient density using a graph. I will provide support when needed.

Your friend thinks our diet should not contain nutrients. Do you agree or not? Cite evidence to support the claim.

Evaluate: Share your answers with peer reflection.Period 2: 45 Minutes

Lesson Outline(activities and approximate time for each)

HANDS-ON LAB

Model Tissue Structure and Function

You will model two different tissue types and relate their

structure to their function.

Stick out your tongue and feel the surface. Now, feel the bones in your fingers and the skin on the back of your hand. Do you think all of these structures are made of the same tissue, or are they different?

This tissue protects the skin from abrasion. It can be especially thick on the heels of your feet.

This tissue is located in the heart. It stretches and contracts to make the heart pump blood.

Write your own hypothesis.

___________________________________________________________________________________________________________________________________________________________

Procedure and AnalysisSTEP 1 Look at the tissues in the photographs. Record your observations

about the structure and shape of the cells.

STEP 2 Choose the materials that you think will best model the cells and how they are connected to form tissues. Create your model.

STEP 3 Describe how your model represents groups of cells working together to form tissues.

STEP 4 Use your models to make a claim about how organisms are made up of organ systems, which are made up of groups of cells.

Conclusion: In one or two sentences summarize what was determined in the experiment.

Extend: Application in real life:

Periods 3: 45 minutesLesson Outline(activities and approximate time for each)

WALT: I can describe the Function of digestive system.WIF: I will be able to define mechanical and chemical digestion.I will relate the 2 types of digestion to real life example.I will collect evidence on how different systems interact to digest food.Engage: Give example of different types of food you like to eat. Recall the importance of nutrients in our food.Explain,explore:The greatest thing since bread is sliced. (Refer to the Demo in the lab).

Watch this video:https://www.youtube.com/watch?v=bFczvJp0bpUThe digestive system).

Read About: How does digestion work?Description: Gather information about how digestion works to build on prior knowledge.

Read About: How does digestion work? The StomachDescription: Gather information about how digestion works to build on prior knowledge.As the bread was digested, it interacted with other body systems. Explain how the other organ systems are involved in

the digestion of bread.

Collect Evidence (A)Description: Collect evidence on why digestion is important for organisms, such as the chameleon.Ask Extreme spatial bias students to draw an evidence of interaction between muscular and digestive system.

Ask Extreme Verbal students to draw a graphic organizer to describe how digestive system works in our bodies.

Evaluate: Summarize the lesson, differentiate between mechanical and chemical digestion, and list the parts of the

digestive system with brief description of their functions.

Period 4: 40 MinutesLesson Outline(activities and approximate time for each)

WALT: I can describe the function of excretory system.WILF: I will be able to identify the function of kidney.I will collect evidence on what happens after food is digested and the nutrients are obtained.I will analyze the impact of kidney disease on our health.

Engage: watch a videohttps://www.youtube.com/watch?v=Q0s71cjCNWsGiven a hint that kidney has a similar function in our body. So what is the function or kidney?Explain,Explore:Read About: How does digestion work? KidneysDescription: Gather information about how digestion works to build on prior knowledge.Collect Evidence (B)Description: Collect evidence on what happens after food is digested and the nutrients are obtained

Elaborate: Watch the video:

https://www.youtube.com/watch?v=8jcL3TlgF4A

kidney disease is a silent killer.

Collect evidence from the video to support or refute the claim.

Students are given some suggested resources for further research, and collecting evidence.

https://www.kidneyfund.org/kidney-today/become-a-kidney-coach.html#targetText=That's%20because%20kidney%20disease%20is,kidney%20disease%20and%20kidney%20failure.

How can we reduce the risk of kidney disease?

Evaluate:

Answer the real life application question in lesson review and q.3.

Period 5: 40 MinutesLesson Outline(activities and approximate time

WALT: I can describe how plant bodies obtain energy and get rid of waste.

for each) WILF: I will define photosynthesis.I will describe the function of xylem, phloem, and stomata.I will write a claim supported by evidence whether plants obtain energy the same way we do.Read About: How do plant bodies obtain energy and get rid of waste?Description: Gather information about how plant bodies obtain and use energy.Watch the video:https://www.youtube.com/watch?v=D1Ymc311XS8Use both the video and the read about part to explain how plants get energy and get rid of wastes.What is the waste material in plants? Are they the same as our waste material? Justify your answer.3D THINKING: How do plant bodies obtain energy and get rid of waste?Description: Connect the DCI LS1.A: Structure and Function to the SEP of Engaging in Argument from Evidence and the CCC of Energy and Matter.Evaluate:

Students will discuss the evidence collected to support or refute the claim.

Ask extreme spatial to use visuals to support or refute claim, while verbal stutents can read about it and cite evidence from text.

- Link to School Vision / UAE Culture / Real Life Experience- Cross Curricular Integration

Group work, and discussions.Our body systems(Function, and how they affect each other).

Cross Curricular:English: writing text to describe visuals, Contextual meanings, cause-effects, write argument supported with evidence.Math:

Reflection and Goals for Myself