Science Performance
Grade 7th
Title
Gutsy Guts
Topic – Living things are made of organs that function
to help survival.
Performance Expectation: The Framework - Use simple models to describe that plants and animals have
major internal and external structures, including organs, that support survival, growth, behavior, and
reproduction. [Clarification Statement: Examples of structures include thorns, stems, roots, stamens, ovaries,
heart, brain, skin, or bones.] [Assessment Boundary: Students are responsible for the overall functions of
major structures but the mechanisms of how they function within a system are not assessed. Students are
NOT expected to memorize different types of structures but should be able to use information given.]
Performance Expectations: Lesson - Make observations and collect data to provide evidence on how digestive
organs provide food energy.
Student Science Performance
Gathering Information
Carry Out an Investigation
Students will use an interactive activity to discover information about how the digestive system works including how
food moves through and how organs work.
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http://sciencenetlinks.com/interactives/systems.html
http://www.loveyourgut.com/games/gut_week_game.php
Students will compile their learning on a Graphic Organizer.
Reasoning
Construct an Explanation from Evidence
Students construct an explanation for how organs of the digestive system work together to help the body get energy
out of food. They support the explanation with evidence they collected from the investigation.
Develop an Argument from Evidence
Class Discussion – Conduct a class discussion and engage students in argument from evidence. (Hint: See chapter from
of Ready, Set, Science.) Sample Questions to Initiate Discussion:
Questions:
Q: What patterns did you observe?
Q: Explain organs help other organs during the process of digestion.
Q: What examples of chemical digestion did you observe?
Q: What examples of physical digestion did you observe?
Q: What do you think will happen if the stomach did not do its part in digestion?
Extend thinking through the questions to ensure students recognize the digestive patterns and organs involved.
Communicating
Develop Models and Communicate Information
Students will respond to the prompt: “Describe the function organs in the chemical and physical digestion of a
hamburger. Include the full trip from fast food restaurant to toilet.” Students will review two peers’ assignments for
accuracy, content, and evidence.
(Hint: Expect models to show the relationships between organs and their functions in chemical and physical digestion.)
Science Practices
Carry out Investigation
Obtain, Evaluate, and
Communicate information
(B. Moulding, 2011)
Science Essentials (Student Performance Expectations From Appendix C, D, E)
Explaining science phenomena
Make careful observations that generate evidence
Recognize patterns in observations and data
Explain science observations using evidence
Crosscutting Concepts
Systems and System Models
Disciplinary Core Ideas
Living Organisms
Describe the interactions of specific components of a system.
Describe systems in terms of interactions and components.
Analyze interactions within a system.
Organisms have characteristic structures and functions to meet needs.