(5-8) C1

Science Curriculum Preview Committee Clarification of Learning Results

Revised 04/08/04

5-8

C1: Compare and contrast human organ systems with those of other species.

Curriculum Organizing Questions

Does this organism reproduce in the same way humans do?

Does this organisms control its body in the same way humans do?

How do the cells for this organism's muscles compare with a human's?

How do the cells of this organ get the energy, materials that it needs?

Does this organism move nutrients around in its body in the same way that humans do?

What role(s) does this organ play in the human body? Are there similar organs in other species?

How does this organ (or organ system) compare with those found in plants?

Elaboration

Students can now develop more sophisticated understandings of how organs and organ systems work and can relate knowledge of organs and organ systems to cells. Meeting this standard does not mean that students can list all of the organs in all of the systems, or that they should memorize organisms that have differences in their basic systems. Comparing human systems to plants may be limited at this stage as students will not have a sophisticated understanding of plant systems yet.

Specific Ideas

Like other animals, human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. Benchmarks 6A1

Organs and tissues of different organisms, including humans, are made up of similar cells.

The ways in which similar cells and organs function is similar in all living organisms.Benchmarks 5C3

The basic needs of cells are similar in all living organisms.

Cells of all organisms use food to provide the energy for the work they do and to make the materials that a cell or organism needs.

Human organ systems function to meet the same needs for life as organ systems in other species.

The cells in human beings and other animals differ somewhat from cells in plants. Benchmarks 5C1

Developmental & Instructional Implications

Emphasizing vocabulary can impede understanding and take the fun out of science. Discussion of what needs to be done is more important than naming the parts that do it.

Some children may think that digestion is a process which releases usable energy from food and many children confuse respiration with breathing.Driver p.29

With sensory organs, some children may not be aware of the role of the brain in perception, not recognizing that the brain translates signals that it receives. Driver pgs.46-47

Students may recognize that muscles are necessary for movement, but may not sketch them over joints or may not recognize the role of involuntary muscles in other organ systems. Driver p.47

Some misconceptions regarding the reproductive system may be present. Students may believe that a "seed" is planted inside of the mother, or that the egg is incubated, or that the sperm are consciously seeking the egg. Driver p.49

Coordinate with health curriculum.

Examples

Back to Big Ideas Grid C Back to Standard C Back to Index

Curriculum Organizing Questions	Does this organism reproduce in the same way humans do? Does this organisms control its body in the same way humans do? How do the cells for this organism's muscles compare with a human's? How do the cells of this organ get the energy, materials that it needs? Does this organism move nutrients around in its body in the same way that humans do? What role(s) does this organ play in the human body? Are there similar organs in other species? How does this organ (or organ system) compare with those found in plants?
Elaboration	Students can now develop more sophisticated understandings of how organs and organ systems work and can relate knowledge of organs and organ systems to cells. Meeting this standard does not mean that students can list all of the organs in all of the systems, or that they should memorize organisms that have differences in their basic systems. Comparing human systems to plants may be limited at this stage as students will not have a sophisticated understanding of plant systems yet.
Specific Ideas	Like other animals, human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. Benchmarks 6A1 Organs and tissues of different organisms, including humans, are made up of similar cells. The ways in which similar cells and organs function is similar in all living organisms.Benchmarks 5C3 The basic needs of cells are similar in all living organisms. Cells of all organisms use food to provide the energy for the work they do and to make the materials that a cell or organism needs. Human organ systems function to meet the same needs for life as organ systems in other species. The cells in human beings and other animals differ somewhat from cells in plants. Benchmarks 5C1
Developmental & Instructional Implications	Emphasizing vocabulary can impede understanding and take the fun out of science. Discussion of what needs to be done is more important than naming the parts that do it. Some children may think that digestion is a process which releases usable energy from food and many children confuse respiration with breathing.Driver p.29 With sensory organs, some children may not be aware of the role of the brain in perception, not recognizing that the brain translates signals that it receives. Driver pgs.46-47 Students may recognize that muscles are necessary for movement, but may not sketch them over joints or may not recognize the role of involuntary muscles in other organ systems. Driver p.47 Some misconceptions regarding the reproductive system may be present. Students may believe that a "seed" is planted inside of the mother, or that the egg is incubated, or that the sperm are consciously seeking the egg. Driver p.49 Coordinate with health curriculum.
Examples