LEARNING—FOCUS STRATEGIES
Lesson Planning Form
Teacher(s)
A. Kelly
Grade Level
7th
Subject
Life Science
GPS
S7L2.e – Explain the purpose of the major organ systems in the human body.
Concept, Topic, Skill
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Major Body Systems
Essential Question(s)
What is the purpose of the major organ systems in the human body? (i.e.,
digestion, respiration, reproduction, circulation, excretion, movement, control,
and coordination, and for protection from disease).
1. Identify the major tissues found in the body.
2. Compare an organ with an organ system.
3. Describe a major function of each organ system.
4. Identify the major organs of the skeletal system.
5. Describe the functions of bones.
6. Illustrate the internal structure of bones.
7. Compare three types of joints.
8. Discuss how bones functions as levers.
9. List the major parts of the muscular system.
10. Describe the different types of muscles.
11. Describe how skeletal muscles move bones.
12. Compare aerobic exercise with resistance exercise.
13. Give an example of a muscle injury.
14. Describe the major functions of the integumentary system.
15. List the major parts of the skin, and discuss their functions.
16. Describe the structure and function of hair and nails.
17. Describe some common types of damage that can affect skin.
Activator:
(ex: kwl, word maps, wordsplash, etc)
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Class discussion – begin with a question relating to student experiences.
Word splash – Students fill in a thought bubble with words that relate to the topic
to be studied.
Demonstration and then a what/why discussion – inquiry based.
Individual and GROUP brainstorms
KWL charts
Bone Song
Heart Activity
Stomach demonstration
Endocrine Activity
Key Vocabulary to Preview
Homeostasis, tissue, epithelial tissue, nervous tissue, muscle tissue, connective tissue,
organ, skeletal system, compact bone, spongy bone, cartilage, joint, ligament, muscular
system, smooth muscle, cardiac muscle, skeletal muscle, tendon, ligament, integumentary
system, sweat glands, melanin, epidermis, dermis, hair follicle, cardiovascular system,
blood, arteries, capillaries, veins, pulmonary circulation, systemic circulation, blood
pressure, lymphatic system, lymph, lymph nodes, thymus, spleen, tonsils, respiration,
respiratory system, pharynx, larynx, trachea, bronchi, alveoli, digestive system,
esophagus, stomach, small intestine, pancreas, liver, gallbladder, large intestine, urinary
system, kidney, nephron, urine, urinary bladder, central nervous system, peripheral
nervous system, neuron, impulse, receptor, nerve, brain, reflex, endocrine system, gland,
hormone, immune system
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Flash cards for vocabulary words or a vocabulary flip book.
Note-taking with explanations and questioning.
Demonstrations by teacher with predictions and discussions from students.
Inquiry-based lessons with students discovering answers given a minimum of
information.
Lab activities with lab reports written in the correct form.
Interpreting, analyzing graphs, and creating graphs using a set of data.
Use of Activboard(flipcharts, websites, etc) by teacher and students.
Practice using the scientific method.
Illustrations, foldables, charts, etc., that will explain the students understanding of
the concept being learned.
Use of Quia activities to study vocabulary.
Guided reading with a graphic organizer.
Answer comprehension questions using the graphic organizer.
CLOZE with Power Point presentations
www.brainpop.com
Body systems webquest
Summarizer
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Section Reviews
Numbered Heads
Study Guide
Chapter Assessment
Answer EQ
Vocabulary review/ QUIA
Ticket out the door.
Tell a neighbor
Extended Thinking
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Go over key vocabulary terms, and relate to real-world objects, pictures, ect.
Compare/contrast infectious disease with genetic disorder
Research of infectious disease
Teaching Strategies
Include Graphic Organizer(s)
(Which one and how will it be
used?)
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Cloze notes
Highlighted key facts
Extra Time
Reduced assignments
Closed Captioning