1. Essential Question:
How do cells, tissues, organs, and organ systems explain the complexity of living things?
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question.
Standard: S7L2c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.

2. I CAN GOAL :- I CAN EXPLAIN THE DIFFERENT LEVELS OF ORGANIZATION IN HUMAN BODY.

3. What are the characteristics of living things.
Let’s Review
What are the characteristics of living things.
Instructional Approach(s): Have students turn to a partner and discuss the characteristics of living things. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

4. Which of the following are living?
Grass
Fire
Coal
Mushroom
Instructional Approach(s): The teacher should click to show each object/living thing. Ask the class or call on specific students to identify if the object is living or non-living and why. Go through each object and discuss how you know it is living or non-living. Coal, fire, and gold are non-living. Grass, mushroom, and bacteria are living because living things have: organization, the ability to grow and develop, the ability to respond to the environment, and the ability to reproduce.
Bacteria
Gold

5. Activating Strategy: Look at the two living organisms below
Activating Strategy: Look at the two living organisms below. What makes organism A more complex than organism B?
Organism A
Organism B
Instructional Approach(s): The teacher will pose the question to the class. The teacher may ask the entire class or call on specific students to provide an answer. If possible, guide the class to the conclusion that Organism A has more (more organization, more components, etc.). Organism B has less organization and fewer components (is a paramecium which is unicellular). Today’s lesson will examine some of these differences.

6. All living things are made of cells.
Instructional Approach(s): The teacher should present the statement. Ask the class “what are cells?” Watch the short video clip [2:54] to introduce students to cells.

7. Cell Theory Cells are the basic unit of all living organisms
All living organisms are made of one or more cells
All living cells come from pre- existing cells by cell division

8. Facts about Cells
The cell is the smallest unit of a living thing.
Some organisms are made of a single cell
Some organisms are made up of many cells
Each cell whether part of a unicellular organism or a multicellular organism performs all the activities that characterize life.
Multicellular organisms are more complex than unicellular organism.
Instructional Approach(s): The teacher should present the facts about cells while students summarize/record important information on the Cell portion of their organizer.

9. There are different types of cells in multicellular organisms.
Instructional Approach(s): The teacher should present the information on the slide and use the diagram to show different types of cells.

10. Cells in a multicellular organism are specialized to do different functions.
Muscle Cell
Instructional Approach(s): The teacher should present the slide while the students record any important information on the Cell portion of their organizer. The teacher may want to ask students what “specialize” means and provide a few examples of being specialized. Students should have a general understanding of specialization from 6th and 7th grade social studies. Ask students to apply specialization to the human body and what it might mean.
The ways in which the cells work together and interact depend on the organism.

11. Cell Facts Review [see resources]
Read statements about cells to determine whether the statement is True or False. If the statement is False, correct it.
Instructional Approach(s): See the resource page for a link to the Cell Facts Review sheet. The facts may be done as a class, individually, or in pairs. Give the students 1 minute or less to complete the facts. Click to the next two slides to review the previously learned facts about cells.

12. Previously Learned Facts about Cells
All living things are made up of cells.
Cells are the smallest units of all living things.
Most cells are too small to see with the naked eye, but can be viewed with the aid of a microscope.
Cells come in various shapes and sizes depending on their function.
Instructional Approach(s): The teacher should present the previously learned facts about cells. Possibly allow students to correct their statement if needed on the Cell Facts Review sheet.

13. Previously Learned Facts about Cells
Most organisms have specialized cells that perform different functions. Thus, most organisms have many types of cells.
Some organisms consist of a single cell that carries out all life processes needed for survival.
Other organisms have many cells that carry out life processes.
Instructional Approach(s): The teacher should present the previously learned facts about cells. Possibly allow students to correct their statement if needed on the Cell Facts Review sheet.

14. Examples of Cells Amoeba Proteus Plant Stem Bacteria Red Blood Cell
Nerve Cell
Instructional Approach(s): The teacher should use the slide to illustrate examples of cells from the previous lesson.

15. DIFFERENT LEVELS OF ORGANIZATION IN HUMAN BODY

16. LEVEL 1:-
CELLS…… CELLS ARE THE FIRST LEVEL OF ORGANIZATION IN ANY LIVING THING

17. LEVEL2:TISSUE
In more complex organisms, cells are not only specialized but grouped together in tissues.
Muscle Tissue
TISSUE: A tissue is a group oFsimilar cells that are organized to do a specific job.
Instructional Approach(s): The teacher should present the information while students write down important information about a tissue on the Tissue portion of their organizer.

18. LEVEL3:- ORGAN: Different tissues working together to perform a particular function .
The Heart
Instructional Approach(s): The teacher should present the information while students write down important information about an organ on the Organ portion of their organizer.

19. Other Organs
Instructional Approach(s): The teacher should use the slide to illustrate other examples of organs.

20. The Circulatory System
LEVEL4:- ORGAN SYSTEM:-Different organs and tissues working together . An organism may have only a few organ systems.
Instructional Approach(s): The teacher should present the information while students write down important information about an organ system on the Organ System portion of their organizer.

21. Other Organ Systems
Instructional Approach(s): The teacher should use the slide to illustrate other examples of organ systems. Ask students to identify organ systems if possible in the image.

22. LEVEL5 :-ORGANISM The organism itself represents the highest level of organization.
If an organism is complex, it will consist of trillions of cells grouped into tissues, organs, and organ systems.
Instructional Approach(s): The teacher should present the information on the slide while the students record important information on the Organism portion of their organizer.
If an organism is simple, it meets its needs with a body made up of only a few types of specialized cells.

23. Cell Tissue Organ Organ System Organism
Instructional Approach(s): The teacher should use the pyramid to review the levels of organization from smallest level to the largest level. The teacher may add the pyramid to the back of the organizer if desired.

24. Levels of Organization
Instructional Approach(s): The teacher should use the diagram to reinforce the levels of organization in the body from the smallest part (cell) to the largest part (organism).

25. Summarizing Strategy
Which of the following shows the correct representation of the levels of organization in a multicellular organism?
Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to determine student mastery of the content and if differentiation is needed.

26. Optional Review Activities [see resources]
Levels of Organization Foldable
Levels of Organization Sort
Levels of Organization Review
Onion and Cheek Cell Lab or view microscope slides of cells
Instructional Approach(s): The teacher should use one or two of the review activities if needed.