Sie sind auf Seite 1von 13

CONCEPT STATEMENT:

Though many students understand that atoms can be comprised of subatomic particles such as protons, neutrons,
and electrons it is hard to illustrate how these incredibly small pieces of matter can compose something as complex
as a human being. As students gain experience working with different parts of biology on a macroscopic and
microscopic level, a hierarchy of body systems originating at the atom and ending at the organism can be
constructed. Learners may also have misconceptions about how our bodies are built or organized especially
because of how instruction is oriented, there may be gaps in their understanding about the larger picture of
biological diversity that is shown even within our own bodies.

LESSON OBJECTIVES: Upon successful completion of this lesson, SWBAT:


Describe complexity of biological systems using prior knowledge and critical thinking skills
Develop a general hierarchy for ordering molecules and components of human organ systems from atoms
to organisms IOT show that components of biology typically can be categorized into a structure
Explain that atoms comprise all parts of matter, and that atoms are used to create more specialized
components within the human body
STANDARDS ADDRESSED:
SAS
Standard - 3.2.7.A2: Identify atoms as the basic building blocks of matter and that elements are composed
of one type of atom
NGSS
Standard - HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms

RESOURCES/MATERIALS, SUPPLIES, HANDOUTS:


Body System Cards 8 sets per class
2 Circulatory System sets
2 Digestive System sets
2 Muscular System sets
2 Respiratory sets
1 Integumentary System set
1 Package of chart paper (for groups during day 2)

ADVANCED PREPARATION:
Instructorsshouldbefamiliarwithamoredetailedversionofthebodysystemsthatarebeingusedinthislessonanduse
thatknowledgetoconnecteachorgansystemtothenext.However,theteachershouldnotdescribeinformationthatisnot
pertinenttotheactivityandshouldbeconsciousofwhatthelessonobjectivesareandwhatinformationpastthestudents
contentknowledgeisnecessaryforthemtocompletethegoalofthelesson.Theinstructorshouldprepareallrelevant
materialspriortotheclassandtheyareresponsiblefororganizingeachorgansystemforeachgrouptouseimmediatelyat
thestartofclass.
SAFETY CONSIDERATIONS:
Students do not need to use scissors for this lesson as the teacher is responsible for providing all necessary
materials. However, the instructor should be aware that students may need to move to other groups to exchange
their deck of cards ensure classroom management procedures are used and students are aware of what the
teacher expects in terms of behavior and side conversations.

Type of Student Grouping:

8 groups // 4 students each

Background Information for Teachers:

Generally, the hierarchy of organisms as detailed by this activity is shown below (Examples are provided using the
Digestive System Cards):

Organ System (Digestive System)

Organs (Small Intestine, Liver)

Cells (Liver cells, epithelial cells)

Polymers (lipid bi-layer, DNA, polysaccharides, enzymes/proteins)

Monomers (amino acids, sugars, fatty acids)

Atoms (oxygen, hydrogen, nitrogen, & carbon)

New Terms to Understand:


Hierarchy
Organ System
Monomer
Polymer
ENGAGEMENT (Est. Time: 5-
7 minutes)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions
The first question will most likely be
Teacher introduces the class by Order the following from smallest to easy for students to complete, however
providing pre-activity largest: City, Country, State, Continent, if they show that they cannot complete
questions to the students on & Street or if they are struggling it may show
the worksheet. that some students struggle with
Is there a scientific word we could use interpreting the size of certain items in
to describe ordering things this way? reference to others involved in that
system
If students do not initially get the word
Remember at the beginning of hierarchy, use probing questions to Depending upon students prior
the year, we talked about cells assess their knowledge of systems and knowledge, they may understand that
being the basic building blocks hierarchies in other parts of biology the intended answer for this question
of life? How did we organize How do we organize organisms is hierarchy however students are not
things comprised of cells together? expected to know this word and it will
(tissue, organ, organ system) At the beginning of the year we be developed in relevant vocabulary
looked at characteristics of life, pertaining to this lesson/
how were they organized? Is
there a word we used there to
describe this method?

Connect this information to


how hierarchy can be
developed in many ways in
biology and not just at the
cellular level

TRANSITION

We are going to be developing a hierarchy of things that make up our bodies. They go from as small as atoms, to as
large as organ systems. On each of your tables is a deck of systems found in the human body, digestive, circulatory,
etc. Work in your groups to organize these cards from largest to smallest. Follow the directions on the worksheet
and only complete Part 1 now. Some things you may not have seen before but dont get discouraged. Just because
you dont know what something is, doesnt mean that you cannot infer where it may be placed by looking at all the
other cards in your deck.
EXPLORATION (Est. Time:
25)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

Now, the instructor will be Some students may start to become Students may rationalize the
rotating around to each group confused once they deal with placements of their cards in many ways
to give them probing questions, monomers and polymers. However, the I think that these cards looked
and observing any students can use their knowledge of the same, so I put them together
misconceptions that may come atoms and elements to make an This picture looks much larger
to light as a result of this inference into where these than the others, so I put it first
activity. (The majority of this components might fit into their map. I know that atoms would be the
portion of the lesson is Think of the first part of the smallest, but I dont understand
surrounded around the teacher word monomer. Have you how they make these larger
providing small-group heard this prefix before? What things
feedback to students based on do you think it means?
their maps that they create) Think of the first part of the
word polymer. Have your heard
this prefix before? What do you
think it means?
Teachers should phrase their I noticed that you put this card
feedback to students by saying: here, look at the function
I Notice or I Wonder described on it, why do you
allowing the students to be think it should be placed there?
comfortable in their answers Are atoms able to connect to
but also forcing them to think each other? Think about water,
critically about the work they that is two different elements
did for their maps. that we have spoken about in
class. If they are able to
connect together, why couldnt
other elements?

After students exchange their


cards, begin to ask more Does every cell in this system
questions tailored to have the same components?
similarities and differences Is every polymer involved in
between each system that they each cell and organ higher in
are exploring. If the instructor this system?
would like to increase
academic rigor, ask students to
speculate why certain cards
were found on some organ
systems but not others//why
there was a card found on
every organ system.

Encourage students to not only


organize their cards based on
largest to smallest, but also to
look at how some cards may be
EXPLORATION (Est. Time:
25)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions
directly related to others but
possibly not involved in other
ones.
E.X: DNA is found in most cells,
but amino acids arent a
component to forming
polysaccharides

TRANSITION
For Part 1 to Part 2
Now we have organized one system and observed how some terms are familiar to us, and others not. At this time,
shuffle and paper clip your cards then, exchange your cards with another group and move on to part 2. We are
doing the same activity again, but with different questions.
EXPLANATION (Est. Time: 3-
5 minutes)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

Students will begin Part II of The instructor should start this Some students may have the
the assignment by organizing a portion of the class with another pre- misconception that yes, atom does
different organ system found activity question based around make up matter, but that atoms make
within the human body. assessing the students knowledge of up every part of more complex
how atoms construct matter, but are systems.
The main objective of this part not the only components to forming Some students may feel that cells are
of the lesson is for students to complex systems of matter. built with just atoms, instead of
demonstrate similarities or complex structures such as polymers
differences between the initial Do-Now: the students are not expected to
organ system they worked with Are cells made of atoms? If yes, explicitly state that cells are made up
and one that another group explain how you know this. If of more specialized structures like
was assigned. you do not think that cells are polymers, however the activity should
made of atoms, what do atoms demonstrate to students that atoms
Students will first organize make up? Use examples from can connect with others to form more
their systems just as they did in the hierarchy you worked on specialized structures which can be
Part I, but may find that some yesterday. formed into a cell.
components of the new system
are unfamiliar or that there
are some components of this
new system that are not
related to their initial one.

The instructor now presents


the objectives for todays Todays Objectives:
activity: Identify similarities and
differences between the first
organ system you worked with,
and a different one
Re-evaluate how you organized
your initial system and attach
it to chart paper
Indicate any changes you made
on your chart paper and why
Describe why you placed
unfamiliar components of your
hierarchy on your chart and
how you think they relate to
the whole system
The instructor should also go Due by the end of class:
through with students what is Hierarchy with descriptions
due at the end of class Completed worksheet
Do-Now/Exit Ticket

The instructor will now Use probing questions to enforce


EXPLANATION (Est. Time: 3-
5 minutes)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions
provide time for students to relevant content, informally assess
complete the second part of student knowledge, and elicit critical
the activity. thinking:
Just as the instructor moved I noticed that you put this card
around to groups in the first here, look at the function
part of the activity, they should described on it, why do you
be posing probing questions think it should be placed
into students thinking to get there?
them to think critically about Are there some parts of this
the organization of their system that have more to do
hierarchy. with each other? Why do you
think that is?
At this point, students are Are there some parts of this
familiar with the general lay- system that are different from
out of each organ system. In your first one? Why do you
order to increase academic think they are different?
rigor, the teacher should put
emphasis on creating more
complex and non-linear
hierarchies as well as

TRANSITION

The instructor will post the objectives for Part II as well as describe what they need to be turned in at the end of
class
ELABORATION (Est. Time:
21 minutes)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

The instructor will now Use probing questions to enforce Some students may begin to see that
provide time for students to relevant content, informally assess hierarchies are assembled of
complete the second part of student knowledge, and elicit critical components not just based on their
the activity. thinking: size.
Just as the instructor moved I noticed that you put this card
around to groups in the first here, look at the function Some students may start thinking
part of the activity, they should described on it, why do you about where they have seen these
be posing probing questions think it should be placed words before and may make
into students thinking to get there? speculations about why certain
them to think critically about Are there some parts of this components are only involved in
the organization of their system that have more to do certain body systems
hierarchy. with each other? Why do you
think that is?
At this point, students are Are there some parts of this
familiar with the general lay- system that are different from
out of each organ system. In your first one? Why do you
order to increase academic think they are different?
rigor, the teacher should put (If the group is still thinking in
emphasis on creating more a linear fashion) I like how we
complex and non-linear are organizing from smallest to
hierarchies as well as largest, but is there another
way we can look at how we
organized your cards? Are all
of these (proteins/sugars/etc.)
involved in this cell/organ?
Why do you think that?

TRANSITION

Now that we have completed two body systems, collect your cards and return them to me. I will divide up the first
cards and systems that we dealt with during yesterdays class. What I want you to do now is to re-evaluate how you
organized your initial system and attach your hierarchy on a piece of chart paper. Determine whether you want to
re-organize it, and indicate any revisions you made on your chart paper. I would also like you to describe any
unfamiliar parts of your hierarchy and explain why you put them in the location you did.
EVALUATION (Est. Time: 21
minutes)
Probing Questions (Questions that Anticipated Student Responses (to a
Teacher and Student Activity
make student thinking visible) few questions), Misconceptions

Students will work in their


groups to complete their
revised hierarchy

Cycle around to each group to


ensure that they are not only
explaining any changes they
have made, but also why they
placed certain components as
described in the objectives.

Once students have completed Why do you think there were Students may say something as simple
their class period, end the class some similarities and as such as organ systems have
by posting an exit ticket differences between the two different roles/functions and the parts
question on the board systems you worked with that make them up must be different
today? Provide one example
from your work to describe For similarities, some students may
your thinking. begin to understand ideas such as
cells are partially made up of similar
things like the cell membrane being
made up of fatty
acids/phospholipids/etc
SUPPLEMENTARY MATERIALS:
BIOStudent#:________ Name:______________________________ Date:_____________
BIOUnit2.1Atoms,SubatomicParticles,&ElementsDueFriday,10/06/17
PreActivityQuestions:
1. Order the following from smallest to largest: City, Country, State, Continent, & Street

2. Is there a scientific word that we could use to describe ordering things this way? What
do you think it is?

Part1
Intodaysactivitywewillbeobservingdifferentsystemswithinthehumanbodyand
organizingthemintoa____________.Somecardsinthepacketonyourdeskmaybefamiliar
toyouandsomemaynotbe.Pleaseorganizethemusingyourknowledgeofbiologyand
chemistry.
1. Work within your group to discuss and organize the cards on your table into an order
that starts from smallest and ends at the largest.

2. Draw the hierarchy map that you and your group organized and indicate which system of
the human body it is:
HierarchyMapof________________System

3. After you are finished organizing your cards, explain why you and your group ordered
them this way:

4. Are there any cards on your sheet that you are familiar with? If so, explain what you
know about their function in our bodies:

5. Indicate parts of your map that you are unfamiliar with. Can you predict their purpose in
the human body based on context clues?
Part2

1. Shuffle your cards, paper-clip them back together and exchange your cards with another
group. Then, organize the new cards you received the same way you did for your first
map:
2. Draw another map based on the cards you traded with another group and indicate
which system of the human body it is:

HierarchyMapof________________System
3. What similarities and differences do you observe between the first set of cards you organized and the new ones?

Similarities Differences