UNIT OF STUDY
Title: Structure and Function of Animals Subject/Course: Science
Topic: animal cells, tissues and organs
Grade: 6th
UNIT GOALS AND EXPECTATIONS
IMPORTANT CONCEPTS/UNDERSTANDINGS:
Big Idea: Living systems at all levels of organization
demonstrate the complementary nature of structure and
function. Important levels of organization for structure and
function include cells, organs and tissues. All organisms are
composed of cells. Some organisms are single cells, others
are multicellular.
Length: 4 weeks
Designer: Stacy Evans
ESSENTIAL QUESTIONS:
•
•
•
•
•
How are muscle, blood and skin tissues different?
What are the functions of animal tissues?
How do animal tissues work together to form organs?
What are the functions of animal organs?
What is the relationship between organ function and the
needs of cells?
Concepts:
• Living systems at all levels of organization
demonstrate the complementary nature of structure
and function. Important levels of organization for
structure and function include cells, organs and
tissues.
• All organisms are composed of cells – the
fundamental unit of life. Most organisms are single
celled, some are multicellular.
• Cells carry on the many functions needed to sustain
life.
• Specialized cells perform specialized functions in
multi-cellular organisms. Groups of specialized
cells cooperate to form a tissue, such as a muscle.
STUDENT LEARNING EXPECTATIONS:
LS 2.6.1
LS 2.6.2
LS 2.6.3
LS2.6.4
LS 2.6.5
LS 2.6.6
LS 1.6.1
Observe, describe and illustrate animal tissues: muscle, blood, skin
Investigate the functions of tissues: muscle, connective, nerve and epithelial
Model and explain the function of animal organs: heart, lungs, kidneys, eyes, ears, skin and teeth
Dissect organs: heart, eye and lung
Describe the relationship between organ function and needs of cells: oxygen, food, water, waste removal
Investigate careers, scientists, and historical breakthroughs related to tissue and organs
Verify the accuracy of observations
SPECIFIC DECLARATIVE KNOWLEDGE – What I know
• Explain the functions of different tissues: muscle,
connective, nerve and epithelial
• Explain the function of animal organs
• Identify the needs of cells and how they are related
to the function of organs.
SPECIFIC PROCEDURAL KNOWLEDGE – What I need to do
•
•
•
•
•
Observe and illustrate animal tissues
Draw and label animal organs
Model animal organs (lung)
Dissect heart, eye and lung
Compare/Contrast tissue types
UNIT ASSESSMENTS
(Include tasks related to Dimensions 3 and 4 and Bloom’s Taxonomy)
•
•
•
Written observations of animal tissue investigation
In notebook students will draw the organs and label the parts, describe the function of each part and explain the
role of the organ in the body.
Open Response Assessment – pathway of air through lungs
1
Traditional Assessments:
Unit Test
Quiz over lung model
Other Evidence of Learning:
Daily notebook entries
LOL – Line of Learning
ACTIVITIES AND LEARNING EXPERIENCES
•
•
•
•
•
•
•
•
•
•
•
Students will complete a review sheet on animal cells. We will discuss how animal
cells, tissues and organs relate to plant cells, tissues and organs
Animal tissues - students will observe prepared slides of muscle, blood and skin.
Students will draw in their notebooks what they see. Then they will
compare/contrast the tissue. Students will read about the parts of blood and each
part’s function. Then they will make a foldable of the blood parts. Next we will look
at pictures of muscles on the smartboard and classify them as smooth, skeletal and
cardiac. Next students will draw and label the parts of skin. We will examine the
functions of skin. Students will examine the affects of sunlight on the skin during
the apple activity. We will have slices of apples, some will have sunscreen and
some will not. Students will observe them over time to see the effects of the sun.
Students will read section on the 4 main types of tissues and complete a graphic
organizer.
Interactive Reading Guide – students will read 42-45 in text and complete reading
guide
Heart – Students will listen to “Pumps Your Blood” song. As a class we will trace
the path of blood through the heart and discuss the function of the heart. Students
will watch a video clip of the heart at work and then complete a review sheet over
the heart’s parts and function. Students will then dissect a heart and draw and label
in their notebook what they observe.
Lungs – Students will pair up and time each other to see how many times their heart
beats in one minute. Then each student will do jumping jacks for one minute and
time their heartbeat again. Students will explain why the heart rate increased. Then
I will ask students if anything else sped up, and if so (breathing) what is the
connection. We will discuss how the heart is directly related to the lungs. Students
will read and complete and interactive reading guide about the lungs. Then
students will make a model of the lungs. Students will orally explain to me how the
model works.
Kidneys – students will complete an interactive reading guide over the function of
the kidneys. Then students will watch a video clip of how the kidneys work.
Eyes- Students will label a diagram of the eye and explain the function of each part.
Then students will dissect an eye. Students will record their observations in their
notebooks.
Ears- Students will label a diagram of the ear and explain how the ear works in their
science notebooks.
Teeth- Students will label a tooth and explain the parts of the tooth. Then students
will classify the different types of teeth and explain what each type of tooth is use
for. Students will examine the skulls of various animals and compare the teeth.
4 Step Vocabulary – Students will define words using 4 step vocabulary process
Resources
SAMSC resource binder
Harcourt Science
Glencoe Level Red
SAMSC resource binder
Harcourt Science
Harcourt Science
United Streaming
Harcourt Science
Harcourt Science
United Streaming
4 step vocab document
Career Connections
Students will investigate various careers (nursing, farming, eye doctor dentist) that involve the structure and
function of animal organs.
2