Grade Level

7th Grade (Access Points - Kindergarten to 2nd Grade reading level)

Duration

25 minutes per lesson
7 lessons total

Subject Focus

Biology – The Body, Cells, Organs, Organ Systems

---

Learning Standards & Objectives

This unit aligns with aligns with the Florida C Palms Science Standards for Access Points and the Common Core State Standards (CCSS) for Literacy in Science at an appropriate emergent reading level.

Science Standard (Florida C Palms Access Points):

• SC.7.L.14.1 Describe the structures and functions of cells as the basic units of life.
• SC.7.L.14.2 Identify major organs and structures in human body systems and describe their functions.
• SC.7.L.14.3 Describe how organ systems work together to maintain health.

Common Core Literacy Standards:

• CCSS.ELA-LITERACY.RI.K.1 With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Note: Adapted for Access Points with dyslexia-sensitive text and visuals.

---

Success Criteria (I Can Statements)

• I can name parts of a cell and say what they do.
• I can name major organs in the body.
• I can explain what an organ does in my body.
• I can describe how organs work together.
• I can use pictures to show what I know.

---

Differentiation for Diverse Learners

• Use dyslexia-friendly fonts and high-contrast visuals.
• Provide hands-on models and tactile materials.
• Use simple short sentences with clear visuals.
• Offer sentence starters or word banks for writing.
• Use peer buddies and small group instruction.
• Visual schedules for lesson flow to help focus.

---

Extension Activities for Advanced Learners

• Research a specific organ system and present a poster with simple facts.
• Compare human body systems with those of animals.
• Build a 3D cell or organ model using craft materials.

---

Lesson Schedule & Detailed Plans

---

Day 1: Parts of a Cell

Objective: Identify basic cell parts and their functions.

Materials:

• Large colorful cell diagram poster
• Cell part labels with pictures
• Dyslexia-friendly reading cards with simple descriptions
• Modeling clay or playdough

Activities:

1. Start with a short reading aloud: "A cell is a tiny living thing inside your body."
2. Show cell diagram; point to nucleus, cytoplasm, cell membrane.
3. Students match label cards to the poster (use word and symbol cues).
4. Hands-on: Create a simple cell model with clay.

Assessment:

• Observe student label matching accuracy.
• Student explains one cell part function to a peer.

I Can Statement:
I can name parts of a cell and tell what one part does.

---

Day 2: What is an Organ?

Objective: Identify at least 3 major organs in the body.

Materials:

• Organ picture cards (heart, lungs, stomach)
• Simple organ fact sheet with symbols
• Body outline poster (blank)

Activities:

1. Read aloud a simple text about organs.
2. Show organ cards and place them on the body outline poster.
3. Group discussion: What does each organ do? Use picture clues.
4. Students place organ cards on their own printed outline sheets.

Assessment:

• Student matches organ cards to location on outline.
• Answers yes/no questions about organ functions.

I Can Statement:
I can name some organs in my body.

---

Day 3: Heart and Circulatory System

Objective: Describe the heart’s location and basic function.

Materials:

• Heart diagram with arrows showing blood flow
• Visual story: "How the Heart Works" (simple sentences + pictures)
• Red and blue yarn strings for blood vessels activity

Activities:

1. Read the story with visual cue cards.
2. Show heart location on body outline.
3. Use yarn activity: red string = blood with oxygen, blue = blood without oxygen. Students connect “heart” to “lungs” and “body.”
4. Reinforce with a heartbeat tapping game.

Assessment:

• Students point to heart and say what it does.
• Correctly connect yarn paths.

I Can Statement:
I can find my heart and say what it does.

---

Day 4: Lungs and Breathing

Objective: Explain lungs and how we breathe.

Materials:

• Simple breathing diagram
• Balloons to demonstrate lung expansion
• Reading card: “Breathing is for life” with pictures

Activities:

1. Read aloud about lungs.
2. Students inflate and deflate balloons to understand lung action.
3. Illustration task: Draw lungs and arrows for air.
4. Group discussion on breathing: Why do we need air?

Assessment:

• Student draws lungs with arrows.
• Verbal reply to “What do lungs do?”

I Can Statement:
I can show how my lungs help me breathe.

---

Day 5: Stomach and Digestion

Objective: Identify the stomach and describe basic digestion.

Materials:

• Digestion process poster (simple steps + images)
• Plastic food models or pictures
• Video demo (2 minutes, no sound, visual only)

Activities:

1. Show where stomach is on body poster.
2. Read simple text about stomach turning food.
3. Students place food models on stomach area on a body diagram.
4. Watch video to visualize digestion movement.

Assessment:

• Match food models to stomach location.
• Repeat one digestion fact aloud.

I Can Statement:
I can name the stomach and tell what it does with food.

---

Day 6: How Organs Work Together

Objective: Describe how two body systems help each other (e.g., heart and lungs).

Materials:

• Venn diagram poster showing heart and lungs
• Story with characters “Heart” and “Lungs,” simple dialogue
• Cut-outs for group sorting activity

Activities:

1. Read story about how heart and lungs work as friends.
2. Complete Venn diagram with class on interactive board.
3. Sorting cards: “What is heart’s job?” “What is lungs’ job?” “What jobs are same?”
4. Peer share about teamwork.

Assessment:

• Correctly place cards in Venn diagram.
• Explain one way organs work together.

I Can Statement:
I can tell how two organs work as a team.

---

Day 7: Body Systems Review & Creative Project

Objective: Review organ functions and show understanding through art.

Materials:

• Body outline worksheet
• Organ stickers or cut outs
• Crayons/markers
• Dyslexia-friendly summary sheet

Activities:

1. Guided review: Repeat “I can” statements aloud together.
2. Students create their own body system collage by placing organs on worksheet.
3. Students explain their collage to the class or teacher.

Assessment:

• Completed collage with organs in correct places.
• Verbal check on 2 organ functions.

I Can Statement:
I can put organs on a body and say what they do.

---

Final Notes

This unit builds body system understanding using multisensory, engaging methods that support Access Points learners. The scaffolded content, simple texts, and hands-on activities together build confidence and comprehension. Teachers are encouraged to adapt pacing and provide further practice as needed.

Challenge for teachers: Use technology where possible — such as a tablet drawing app for the Day 7 project or voice recordings for student explanations to support oral language development.

This plan aims to both meet standard requirements and inspire meaningful, joyful learning!