Organisms and environments. The student knows how system are organized and function to support the health of an organism and how trait are inherited.
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Glossary Support for S.7.13.A
the system of blood, blood vessels, lymphatics, and heart that functions to circulate the blood, providing nutrients and removing waste from cells
the system concerned with the ingestion, digestion, and absorption of food and the discharge of residual wastes; consisting of the digestive tract and accessory glands (such as the salivary glands and the pancreas) that secrete digestive enzymes
the glands and parts of glands that produce endocrine secretions, help to integrate and control bodily metabolic activity, and include the pituitary, thyroid, parathyroids, adrenals, islets of Langerhans, ovaries, and testes
the system that protects the body from foreign substances, cells, and tissues by producing the immune response and that includes especially the thymus, spleen, lymph nodes, special deposits of lymphoid tissue (as in the gastrointestinal tract and bone marrow), macrophages, lymphocytes including the B cells and T cells, and antibodies
specific variation in the characteristics of organisms received from a parent or ancestor by genetic transmission
the external layer or covering (as in skin, hair, scales, feathers, or cuticle) of an organism or one of its parts and that functions as a barrier to protect the body and its organs
the system of muscles in the body, which functions to allow movement of body parts for locomotion and other actions
the system that in vertebrates is made up of the brain and spinal cord, nerves, ganglia, and parts of the receptor organs and that receives and interprets stimuli and transmits impulses to the effector organs
an individual form of life, such as a plant, animal, bacterium, protist, or fungus; a body made up of organs, organelles, or other parts that work together to carry on the various processes of life
the system of organs and parts which function in reproduction (to produce offspring); in the male consists of the testes, penis, seminal vesicles, prostate, and urethra and in the female consists of the ovaries, fallopian tubes, uterus, vagina, and vulva
a system of organs functioning in respiration for gas exchange; in humans, the respiratory system consists of the nose, nasal passages, pharynx, larynx, trachea, bronchi, and lungs
a usually rigid supportive or protective structure or framework of an organism; in humans, the skeletal system consists of bones, cartilage, and ligaments
regularly interacting or interdependent group of items forming a unified whole
the organs of the urinary tract comprising the kidneys, ureters, urinary bladder, and urethra that function to remove waste from the body
Supporting Information
Research
Ashmann, Scott, and Amanda Nelson. “Why Do I Crave That Cookie?: Teaching the Integration of Human Body Systems.” The Science Teacher 79, no. 7 (2012): 43–47. http://www.jstor.org/stable/43557572
Summary: The interconnected nature of human body systems is explored with the concept of craving and eating a cookie in the article, "Why Do I Crave That Cookie?: Teaching the Integration of Human Body Systems."