(5-8) C3

Science Curriculum Preview Committee Clarification of Learning Results

Revised 04/07/04

5-8

C3: Describe the structure and function of major organs in the human body.

Curriculum Organizing Questions

What specialized functions do these cells perform?

How do the cells in this organ compare with the cells in other organs?

How do the tissues in this organ compare to those in other organs?

What function does this organ and the organ system serve for the organism?

Where in the hierarchy of organization (cell, tissue, organ, organ system, organism, ecosystem) does this fall?

In what ways does this organ demonstrate that form follows function?

Why is water so important to this organism?

How does this organ (and the organism that it is a part of) get larger?

What might happen if organ wasn't working?

Elaboration

Students should be helped to recognize that specialization of cells serves the operation of the organs, and the organs serve the needs of the cells.

Specific Ideas

Specialized cells perform specialized functions. NSES C1d

Groups of specialized cells cooperate to form a tissue. NSES C1d

Different tissues, made up of different kinds of cells, are grouped together to form larger functional units called organs. NSES C1d

Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. NSES C1d

There is a hierarchy of organization in living systems which includes cells, tissues, organs, organ systems, whole organisms, and ecosystems.

Organs function to serve the needs of all cells for food, air, and waste removal. Benchmarks 5C2

It is within the cells of the organs that the basic functions of organisms are carried out, such as extracting energy from food and getting rid of waste. Benchmarks 5C3

Living systems at all levels of organization demonstrate the complementary nature of structure and function. NSES C page 156, SFAA page 60

About 2/3 of the weight of cells (and thus organs and organisms) is made up of water which is necessary to carry out cell functions. Benchmarks 5C4

Cells repeatedly divide to produce more cells for growth and repair of body structures. Benchmarks 5C2

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	What specialized functions do these cells perform? How do the cells in this organ compare with the cells in other organs? How do the tissues in this organ compare to those in other organs? What function does this organ and the organ system serve for the organism? Where in the hierarchy of organization (cell, tissue, organ, organ system, organism, ecosystem) does this fall? In what ways does this organ demonstrate that form follows function? Why is water so important to this organism? How does this organ (and the organism that it is a part of) get larger? What might happen if organ wasn't working?
Elaboration	Students should be helped to recognize that specialization of cells serves the operation of the organs, and the organs serve the needs of the cells.
Specific Ideas	Specialized cells perform specialized functions. NSES C1d Groups of specialized cells cooperate to form a tissue. NSES C1d Different tissues, made up of different kinds of cells, are grouped together to form larger functional units called organs. NSES C1d Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. NSES C1d There is a hierarchy of organization in living systems which includes cells, tissues, organs, organ systems, whole organisms, and ecosystems. Organs function to serve the needs of all cells for food, air, and waste removal. Benchmarks 5C2 It is within the cells of the organs that the basic functions of organisms are carried out, such as extracting energy from food and getting rid of waste. Benchmarks 5C3 Living systems at all levels of organization demonstrate the complementary nature of structure and function. NSES C page 156, SFAA page 60 About 2/3 of the weight of cells (and thus organs and organisms) is made up of water which is necessary to carry out cell functions. Benchmarks 5C4 Cells repeatedly divide to produce more cells for growth and repair of body structures. Benchmarks 5C2
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