Mississippi Science L.4.1

L.4.1 is a cluster heading. These are the individual standards under it.

• L.4.1.1

  Use technology or other resources to research and discover general system function (e.g., machines, water cycle) as they relate to human organ systems and ident...

• L.4.1.2

  Obtain and communicate data to describe patterns that indicate the nature of relationships between human organ systems, which interact with one another to contr...

• L.4.1.3

  Construct models of organ systems (e.g., circulatory, digestive, respiratory, muscular, skeletal, nervous) to demonstrate both the unique function of the system...

• L.4.1.4

  Research and communicate how noninfectious diseases (e.g., diabetes, heart disease) and infectious diseases (e.g., cold, flu) serve to disrupt the function of t...

• L.4.1.5

  Using informational text, investigate how scientific fields, medical specialties, and research methods help us find new ways to maintain a healthy body and life...

01

What Students Need to Do

Students identify organs in major body systems and explain each system's job. They use models and sources to show how systems work together during breathing, digestion, and movement. They explain how diseases and health choices affect the body.

02

What Mastery Looks Like

A student can trace oxygen from the lungs, through blood pumped by the heart, to leg muscles. They can label a body model and explain how those systems work together. They can use a health source to explain why flu spreads between people but diabetes does not.

03

Common Misconceptions

Students may think organs work alone or that the heart makes oxygen instead of pumping blood that carries it. They may think diabetes is contagious or that cold air, rather than a virus, causes a cold.

04

How to Assess It

Exit ticket: Draw arrows showing how oxygen moves from the lungs to leg muscles after ten jumping jacks. Label the heart and both body systems, then circle which illness spreads between people: flu or diabetes.

1. 01

   Build a paper body map with cutout lungs, heart, small intestine, and muscles; add arrows tracing oxygen and nutrients to muscles.

2. 02

   Ask partners: Why do breathing and heart rates rise after ten jumping jacks? Have them name the organs involved.

3. 03

   Give groups cards labeled heart, lungs, stomach, brain, and bones; have them sort the cards by system and explain one connection between systems.

4. 04

   Compare a public health flu flyer with a diabetes clinic handout; mark which disease spreads and find one prevention or care step.

• FB.3

  Students will demonstrate an understanding of how the structure of living organisms supports the essential functions of life.

• HAP.1

  Students will demonstrate an understanding of how anatomical structures and physiological functions are organized and described using anatomical positions.

• HAP.2

  Students will demonstrate an understanding of the relationship of cells and tissues that form complex structures of the body.

• BIO.1A

  Students will demonstrate an understanding of the characteristics of life and biological organization.