7th anatomyindex

Welcome to Mrs.G's Web Site

Have fun learning science with a crazy teacher!

Web page Directory

8th grade curriculum
7th grade curriculum
Student Info page
Parent Signature pg
7th grade parent page
8th grade parent page
Science Fair
Thoughts to share
Helpful Links
E-mail

7th Grade Science and Technology
Focus on Anatomy

5 Structure and Function in Living Systems Unit
5.1 Length of Time for the Unit: 1 week
5.2 Essential question for the year:
How does an organism’s structure enable it to survive in its environment?
5.3 Essential unit question to be asked:
How does an organism’s system help it to survive in its environment?
5.4. Focus questions to be asked:
1.4.1 What is the basic organization of living organisms?
1.4.2 How can an organism that appears to be a simple as an earthworm be as complex an organism as humans?
5.5 Science Standards To Be Addressed:
5.a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.
5.b Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.

5.6 Technology Standards To Be Addressed:
Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document

5.7 Essential Activities to be Conducted:
5.7.1 Worm Dissection (actual or virtual)
5.8 Additional Activities Available:
5.8.1 Reaction to Moisture
5.8.2 Pulse rates and temperature
5.8.3 Worm Jeopardy

Circulatory System Unit:
Physical Principles in Living Systems
6.1 Length of Time for the Unit: 2 weeks
6.2 Essential question for the year:
How does an organism’s structure enable it to survive in its environment?
6.3 Essential unit question to be asked:
How does an organism’s circulatory system help it to survive in its environment?
6.4. Focus questions to be asked:
6.4.1 What is the purpose of the circulatory system?
6.4.2 How is the heart designed anatomically?
6.4.3 What is oxygenated/deoxygenated blood and where is it found in the circulatory system?
6.4.4 What are the vessels that blood travels in?
6.4.5 What is blood pressure?
6.4.6 What happens when something doesn’t work right in the circulatory system?
6.4.7 What is blood made of?
6.4.8 What types of blood are there and can they be mixed?

6.5 Science Standards To Be Addressed:
6.j. Students know that contractions of the heart generate blood pressure and that heart valves prevent backflow of blood in the circulatory system.

6.6 Technology Standards To Be Addressed:
I. Word Processing:
___ a. Type, edit, and print a document
___ b. Format document (margins, headers, footers, and page numbering)
___ c. Format page text (tab, indent, line spacing, font type, size, and style)
___ d. Cut, copy, and paste text and insert graphics from an another document
___ e. Use the spell check function
___ f. Save documents in different locations (disk drive, file server)

II. Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document

Circulatory System: Internet Links
Explore this site for lots of information, pictures and movies about the heart
http://sln.fi.edu/biosci/
Click on "Cardiovascular System" for detailed interactive pictures
http://www.innerbody.com/htm/body.html
Watch an animated diagram of blood flowing through the heart
http://www.heartpoint.com/theheart.html
Click on the heart and blood articles for detailed information and pictures
http://www.howstuffworks.com/category-body.htm
For useful information about the heart, blood and circulation, click on "Heart"
http://www.kidshealth.org/kid/body/mybody_SW.html

III. Spreadsheet:
___ a. Create a spreadsheet that incorporates cell formulas
___ b. Format cell attributes (columns, rows, justification, styles, decimal place)
___ c. Use fill down features for multiple entries
___ d. Use the data from a spreadsheet to create charts and graphs

IV. Database:
___ a. Create a database with defined fields and enter information
___ b. Set field attributes, move fields, change field size, add graphics, and
create multiple layouts to display appropriate information
___ c. Use sort and find to retrieve and interpret information
___ d. Merge information into a word processing document

6.7 Essential Activities to be Conducted:
6.7.1 Web Cite Links
6.7.2 Measuring Heartbeat Lab
6.7.3 Heart Structure (Dissection) Lab: virtual or actual
6.7.4 Which blood types can be safely mixed? Lab: chemistry

Skeleton & Muscles
7.1 Length of Time for the Unit: 3 weeks
7.2 Essential question for the year:
How does an organism’s structure enable it to survive in its environment?
7.3 Essential unit question to be asked:
How does an organism’s skeletal and muscular system help it to survive in its environment?
7.4 Essential Questions To Be Asked:
7.4.1 What makes up the skeleton?
7.4.2 Why do organisms need a skeleton?
7.4.3 What are bones made of?
7.4.4 What are the joints in the body? Where are they located?
7.4.5 How do joints work?
7.4.6 How are they similar to simple machines?
7.4.7 What is a muscle?
7.4.8 What makes up muscles?
7.4.9 How do muscles work?
7.4.10 Does temperature affect muscles?
7.4.11 What controls muscles, or are different muscles controlled differently?

7.5 Science Standards To Be Addressed in this unit:
5.c Students know how bones and muscles work together to provide a structural framework for movement.
6.h Students know how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints).
6.i Students know how levers confer mechanical advantage and how the
application of this principle applies to the musculoskeletal system
7.6 Technology Standards To Be Addressed:
Word Processing:
___ a. Type, edit, and print a document
___ b. Format document (margins, headers, footers, and page numbering)
___ c. Format page text (tab, indent, line spacing, font type, size, and style)
___ d. Cut, copy, and paste text and insert graphics from an another document
___ e. Use the spell check function
___ f. Save documents in different locations (disk drive, file server)

Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document

Skeleton Internet Links
Internet Links
Click on "Bone" for detailed information presented in a fun way
http://www.kidshealth.org/kid/body/mybody_SW.html
Click on the skull for a detailed view of the skeleton
http://www.innerbody.com/htm/body.html
Watch a short movie, take a quiz and find out why bones are so strong
http://www.brainpop.com/health/skeletal/skeleton/index.weml
Click on "Arms Like Us" to understand more about joints
http://www.thetech.org/exhibits_events/online/robots/overview/
Find out about the foot bones and how they affect sports performance
http://www.exploratorium.edu/sports/remarkable_feets/index.html
Muscles Internet Links
Click on "Muscles" for useful information. There's an animation on the last page
http://www.kidshealth.org/kid/body/mybody_SW.html
Watch a movie and click on "Bob the Ex-LabRat" for a reflex-testing experiment
http://www.brainpop.com/health/muscular/muscular/index.weml
An online experiment to test your reactions
http://www.exploratorium.edu/baseball/reactiontime.html
Click on "Muscle System" for interactive pictures. Move your mouse over the picture and click on the eyeglass symbols for more
http://www.innerbody.com/htm/body.html
A labelled diagram to print out and save
http://www.medword.com/LoResMslsAnt.html

III. Spreadsheet:
___ a. Create a spreadsheet that incorporates cell formulas
___ b. Format cell attributes (columns, rows, justification, styles, decimal place)
___ c. Use fill down features for multiple entries
___ d. Use the data from a spreadsheet to create charts and graphs

IV. Database:
___ a. Create a database with defined fields and enter information
___ b. Set field attributes, move fields, change field size, add graphics, and
create multiple layouts to display appropriate information
___ c. Use sort and find to retrieve and interpret information
___ d. Merge information into a word processing document

7.7 Essential Activities to be Conducted:
7.7.1 Web research
7.7.2 Body regions
7.7.3 What are the parts of the human skeleton
7.7.4 Lab: Build a Skeleton
7.7.5 Naming the bones of the skeleton
7.7.6 Lab: Investigating bone using a microscope
7.7.7 Lab: Investigating the internal anatomy of bone
7.7.8 Lab: Does calcium really make bones strong?
7.7.9 Lab: Chicken Leg Dissection
7.7.10 Great Bone Mystery
7.7.11 Lab: How do muscles work?
7.7.12 Lab: Muscle action Lab

Nervous System
8.1 Length of Time for the Unit: 5 weeks
8.2 Essential question for the year:
How does an organism’s structure enable it to survive in its environment?
8.3 Essential unit question to be asked:
How does an organism’s nervous system help it to survive in its environment? 8.4 Essential focus Questions To Be Asked:
8.4.1 What makes up the nervous system?
8.4.2 Why do organisms need a nervous system?
8.4.3 What are nerves made of?
8.4.4 What does the brain do?
8.4.5 How does the brain work?
8.4.6 What is a reflex?
8.4.7 What is the anatomical structure of ear?
8.4.8 How does the ear work?
8.4.9 What is the anatomical structure of the eye?
8.4.10 How does the eye work?
8.4.11 How does the eye detect light?
8.4.12 Is light a straight line or does it change ?
8.4.13 What causes light to bend and change?

8.5 Science Standards To Be Addressed:
5b. Students will understand that organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can effect the entire system.
5g. Students will understand how to relate the structures of the eye
and ear to their functions.
Physical Principles in Living Systems (Physical Science)
6. Physical principles underlie biological structures and functions.
As a basis for understanding this concept:
a. Students will understand that visible light is a small band within a very broad electromagnetic spectrum.
b. Students will understand that for an object to be seen, light emitted by or scattered from it must enter the eye.
c. Students will understand that light travels in straight lines except when the medium it travels through changes.
d. Students will understand that white light is a mixture of many wavelengths (colors), and that retinal cells react differently with different wavelengths.
e. Students will understand that light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).
f. Students will understand that the angle of reflection of a light beam is equal to the angle of incidence.

8.6Technology Standards To Be Addressed:
Word Processing:
___ a. Type, edit, and print a document
___ b. Format document (margins, headers, footers, and page numbering)
___ c. Format page text (tab, indent, line spacing, font type, size, and style)
___ d. Cut, copy, and paste text and insert graphics from an another document
___ e. Use the spell check function
___ f. Save documents in different locations (disk drive, file server)

Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document

The Nervous System
Explore "The Neuron" and "Peripheral Nervous System" for information and games
http://faculty.washington.edu/chudler/introb.html
Click on "Nervous System" for a labelled picture, then click on "Animations"
http://www.innerbody.com/htm/body.html
Look at this 3-D picture of a neuron to understand how complex neurons are
http://www.ini.unizh.ch/stereo_pict/stereo.html
Includes reflex reaction experiments
http://www.pbs.org/ktca/newtons/13/rlxes.html

The Brain Internet Links
Click on "Nervous System" then click on the eyeglass on the brain for more information and pictures
http://www.innerbody.com/htm/body.html
For information, quizzes, facts and games, click on "Brain Basics"
http://faculty.washington.edu/chudler/introb.html
Probe this brain to see which areas control various parts of the body
http://www.pbs.org/wgbh/aso/tryit/brain/
Facts and statistics about the brains and body systems of different animals
http://faculty.washington.edu/chudler/facts.html
Click on "Brain" for lots of brain information
http://www.kidshealth.org/kid/body/mybody_SW.html

Skin, Nails and Hair
Watch a movie on hair
http://www.brainpop.com/health/integumentary/hair/index.weml
Watch a movie on nails
http://www.brainpop.com/health/integumentary/nails/index.weml
Watch a movie on skin
http://www.brainpop.com/health/integumentary/skin/index.weml
Click on "Hair", "Nails" or "Skin"
http://www.kidshealth.org/kid/body/mybody_SW.html
Facts, games and quizzes about skin
http://faculty.washington.edu/chudler/receptor.html
Find out about fingernails
http://www.beakman.bonus.com/beakman/fingernail/fingernail.html
Find out about goosebumps
http://www.beakman.bonus.com/beakman/gbump/gbump.html
Click on "Nervous System", then click on the hair and skin for more information
http://www.innerbody.com/htm/body.html

The Ear Internet Links
Click on "Ear" for facts and an animation
http://www.kidshealth.org/kid/body/mybody_SW.html
Ear information, quizzes and experiments
http://faculty.washington.edu/chudler/bigear.html
An interesting UK sign language Web site
http://www.britishsignlanguage.com
An informative American sign language Web site
http://www.bconnex.net/~randys
Information about sound and the ear
http://library.thinkquest.org/19537/
Click on "Ear Wax" for interesting ear facts
http://yucky.kids.discovery.com/flash/body/pg000029.html

The Eye Internet Links
Go here for information, facts, quizzes, games and useful links
http://faculty.washington.edu/chudler/bigeye.html
Click on "Eye" for useful information and go to the last section for an animation
http://www.kidshealth.org/kid/body/mybody_SW.html
Watch an online dissection of a cow's eye
http://www.exploratorium.edu/learning_studio/cow_eye/index.html
Find out how glasses correct eyesight
http://www.beakman.bonus.com/beakman/glasses/eyeglasses.html

Nose & Tongue
Click on "Tongue" and "Nose" on the KidsHealth site for clear information
http://www.kidshealth.org/kid/body/mybody_SW.html
Click on "How the Nose Knows" and "That's Tasty" for information and experiments
http://faculty.washington.edu/chudler/introb.html#sense
Watch a short movie about smell
http://www.brainpop.com/health/senses/smell/index.asp
Watch a short movie about taste
http://www.brainpop.com/health/senses/taste/index.asp
Choose "Nervous System", and click on the tongue and the nose for detailed information
http://www.innerbody.com/htm/body.html
Click on "Snot" for interesting nose facts
http://yucky.kids.discovery.com/flash/body/pg000029.html

Light & Shadow

A good introduction to light
http://cse.ssl.berkeley.edu/light/light_tour.html
Take a trip to the Sun and click on "Solar Light Tour" to learn all about its energy
http://www.sunblock99.org.uk/sb99/fact/fact_f.html
To find out about lasers look at "Einstein's Legacy" and then click on"Lasers".
http://www.colorado.edu/physics/2000/index.pl
A comprehensive look at light
http://library.thinkquest.org/28160/english/
Find out more about the physics of light
http://www.howstuffworks.com/light.htm
See how amazing 3D images, called holograms, are made using lasers
http://www.holograms.bc.ca/home2.htm

Color Internet Links
A wealth of information about rainbows
http://www.unidata.ucar.edu/staff/blynds/rnbw.html
More information about rainbows
http://www.geom.umn.edu/education/calc-init/rainbow/
Find out about light and colour on this fascinatiing Web site
http://www.thetech.org/exhibits_events/online/color/intro/
More information about light and colour at the Franklin Institute
http://sln.fi.edu/qa98/spotlight10/spotlight10.html
Lots of great light and colour experiments
http://www.exploratorium.edu/snacks/iconcolor.html
Watch a movie about the many different uses of lasers
http://www.brainpop.com/tech/healthtechnology/laser/index.weml

Light behavior Internet Links
More about optical illusions. Scroll down to read instructions
http://www.dogfeathers.com/java/spirals.html
Explore the intriguing world of optical illusions
http://www.sandlotscience.com/
Light experiments in an underwater lab
http://www.uncwil.edu/nurc/aquarius/lessons/light.htm
Find out why a diamond sparkles
http://www.pbs.org/wgbh/nova/diamond/sparkle.html

8.7 Essential Activities to be Conducted
8.7.1 Activity: Dominant Brain side
8.7.2 Lab: Demonstration of Reflexes
8.7.3 Lab: Reaction Time
8.7.4 Labs: Human Senses: Skin, Human reflexes
8.7.5 Labs: Human Senses cont: Visual senses, blind spot detection, Dominant Eye determination, Visual Accomodation, Near Point of vision, Afterimage, Pupil reactions
8.7.6 Labs: Parts of the Eye (sheep eye dissection)
8.7.7 Read aloud: The structure of the brain
8.7.8 Read aloud:The Four Senses

Multimedia Presentation
9.1 Length of Time for the Unit: 2 week
9.2 Essential Questions for the year:
How does an organism’s structure enable it to survive in its environment?
9.3 Essential unit question to be asked:
How do an organism’s systems and structures help it to survive in its environment? Using what you, the student, have learned, pick a system or structure and create a multimedia presentation to answer this question.

9.4 Technology Standards To Be Addressed:
Word Processing:
___ a. Type, edit, and print a document
___ b. Format document (margins, headers, footers, and page numbering)
___ c. Format page text (tab, indent, line spacing, font type, size, and style)
___ d. Cut, copy, and paste text and insert graphics from an another document
___ e. Use the spell check function
___ f. Save documents in different locations (disk drive, file server)

Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document

Multimedia:
___ a. Author and navigate through a multimedia presentation
___ b. Integrate various media (CD-ROM, Internet, audio, digital sources)
___ c. Create basic animation (linear and frame)

9.5 Essential Activities to be Conducted:
Create a hyperstudio, multi media presentation about one of the body systems or structures, using what was learned in class, and various additional resources from books, the internet, and specialized software.