Unit Plan 5 (Grade 7 Science): Human Body Systems
Grade 7 unit modeling how digestive, respiratory, and circulatory systems interact to move food and oxygen, showing the body as cell-based interconnected subsystems.
Focus: Use models to describe interactions among the digestive, circulatory, and respiratory systems, showing how they work together as interacting subsystems composed of groups of cells.
Grade Level: 7
Subject Area: Science (Life Science — Human Body Systems)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students build on their understanding of cells, tissues, and specialized subsystems to focus on three major human body systems: digestive, circulatory, and respiratory. They develop and use conceptual and diagram models to show how these systems interact to move matter and energy (food, oxygen, carbon dioxide, nutrients) around the body. Through diagrams, simple demonstrations, and argument writing, students support MS-LS1-3 by explaining that the body is a system of interacting subsystems composed of groups of cells.
Essential Questions
- How do the digestive, circulatory, and respiratory systems each contribute to keeping the body alive?
- In what ways do these systems interact—what does each system provide to the others?
- How can models (diagrams, flow maps, analogies) help us understand the movement of matter (food, oxygen, carbon dioxide) through the body?
- What evidence can we use to argue that the human body is a system of interacting subsystems composed of groups of cells?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe the main structures and functions of the digestive, circulatory, and respiratory systems.
- Develop and use models (diagrams, flow charts, and system maps) to show how these three subsystems interact to move food, oxygen, and carbon dioxide.
- Explain how cells and tissues (e.g., alveoli, villi, capillaries, muscle tissue) support the function of each subsystem.
- Trace the path of a molecule (e.g., oxygen or glucose) through at least two subsystems, using arrows and labels to show interactions.
- Construct a claim–evidence–reasoning (CER) argument that the human body is a system of interacting subsystems composed of groups of cells, focusing on digestive, circulatory, and respiratory systems, aligned to MS-LS1-3.
Standards Alignment — 7th Grade (NGSS-based custom)
- MS-LS1-3 — Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
- Students model and explain how digestive, circulatory, and respiratory systems interact and are made from cells and tissues.
Success Criteria — Student Language
- I can describe what the digestive, circulatory, and respiratory systems each do for the body.
- I can create a model that shows how these systems interact, not just work alone.
- I can explain how groups of cells (like alveoli cells, villi cells, blood cells) help each system work.
- I can trace the path of oxygen, glucose, or another molecule through two or more systems.
- I can write a CER that uses evidence to argue the body is a system of interacting subsystems composed of groups of cells.