Overview

In this learning sequence students investigate the difference between unicellular and multicellular organisms and consider why unicellular organisms are so small. They look at the levels of organisation in a multicellular organism, from cells to organ systems, before investigating the structure and function of the digestive system and the respiratory system. 

Students will have an opportunity to do a number of simple experiments involving the digestive and respiratory systems and consider the use of models to represent key processes in digestion and breathing. 

Students are able to go beyond these core lesson sequences by exploring further ideas and resources provided.  

Students are learning to:  

• compare and contrast unicellular and multicellular organisms

• identify the levels of organisation in a multicellular organism, from cells to organ systems 

• describe the simple structure and function of the digestive system

• describe the simple structure and function of the respiratory system

• safely conduct experiments to investigate and model these systems.

Success criteria 

• I can describe similarities and differences between unicellular and multicellular organisms.

• I can identify the levels of organisation in a multicellular organism, from cells to organ systems, using examples.

• I can accurately label diagrams and describe the structure of the digestive and respiratory systems.

• I can describe the main functions of the digestive and respiratory systems.

• I can safely conduct experiments to investigate digestion and breathing.

• I can tabulate, graph, analyse data and assess models used.

Outcomes:  

• SC4-1VA  appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them 

• SC4-4WS  identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge 

• SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually  

• SC4-7WS  processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions  

• SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

• SC4-14LW relates the structure and function of living things to their classification, survival and reproduction

• SC4-15LW explains how new biological evidence changes people's understanding of the world

Students investigate the similarities and differences between unicellular and multicellular organisms as well as reasons why unicellular organisms are small in size. They use metric units cm, mm and µm to measure the size of unicellular organisms. Students learn about the levels of organisation within multicellular organisms, from cells to organs systems and give examples found in plants and animals. In a case study, students examine the spray on skin technique developed by Prof. Fiona Wood and Dr Marie Stoner for burn patients. 

• Activity 1 – Identifying unicellular organisms  

• Activity 2 – Identifying multicellular organisms 

• Activity 3 – Cells, tissues, organs and systems 

• Activity 4 – From cells to system 

• Activity 5 – Spray on skin

In this lesson, students brainstorm prior knowledge of human body systems, including known tissues, organs and organ systems, and complete a concept map and whole body illustration showing locations of and connections between these structures within the body. Students investigate the structure and function of the human digestive system and complete short experiments to model processes of digestion, as well as assess the suitability of the model used.  

• Activity 1 – My body systems 

• Activity 2 – What is the digestive system and what does it do? 

• Activity 3 – Investigating your digestive system 

• Activity 4 – The digestive system in detail 

In this lesson, students investigate the structure and function of the respiratory system and the mechanism of breathing. Students develop an understanding of gaseous exchange for cellular respiration and the importance of the circulatory system in transporting oxygen to cells and removing carbon dioxide, to be expelled through the lungs. Students measure factors affecting breathing rates and lung vital capacity, before investigating chosen diseases of the respiratory system. 

• Activity 1 – Supplying the ingredients for energy 

• Activity 2 – The respiratory system 

• Activity 3 – Investigating your respiratory system 

• Activity 4 – Diseases of the respiratory system  

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