Human Body Systems. Cells Tissues Organs Systems: Muscular and Skeletal, Nervous, Circulatory and Cardiovascular, Respiratory, Digestive and Excretory

Human Body Systems

Cells Tissues Organs Systems: Muscular and Skeletal, Nervous, Circulatory and Cardiovascular, Respiratory, Digestive and Excretory Overview of Content Topics

Science Notebooks Focus Question Prediction (includes reasoning) Data collection Claims and Evidence I claim that..My evidence is.. Conclusion Reflection

Pre-Assessments Uncovering Student Ideas in Science, Volumes 1-4 by Page Keeley Volume 1, p. 131: Is It Made of Cells? Volume 1, p. 139: Human Body Basics Volume 1, p. 147: Functions of Living Things Volume 4, p. 131: Digestive System

The Human Body Systems unit contains a wealth of vocabulary. Remember, vocabulary is introduced AFTER a lesson. Then, students will have connections and meaning for the term. Students may also include a glossary section at the end of the lesson or in a separate part of their science notebook. Vocabulary Reminder

Lesson 2: Cells, Tissues, Organs, Systems What is the relationship among cells, tissues, and organs? Students will use the resources and video to complete the Venn diagram comparing and contrasting CELLS vs. TISSUES. Cells: http://www.scienceclarified.com/Ca-Ch/Cell.html http://www.scienceclarified.com/Ca-Ch/Cell.html http://www.uic.edu/classes/bios/bios100/labs/celllab.htm http://learn.genetics.utah.edu/content/begin/cells/insideacell/ http://www.cellsalive.com/cells/cell_model.htm Tissues: http://www2.yvcc.edu/histologyzoomer/HistologyTutorials/histology_tutori als.htm#Four Basic Tissue Types http://www2.yvcc.edu/histologyzoomer/HistologyTutorials/histology_tutori als.htm#Four Basic Tissue Types

Lesson 2: Cells, Tissues, Organs, Systems Cells Video http://dsc.discovery.com/videos/assignme nt-discovery-shorts-the-cell.html http://dsc.discovery.com/videos/assignme nt-discovery-shorts-the-cell.html

Lesson 2: Cells, Tissues, Organs, Systems

To discuss organs, students will use the butcher paper provided and trace one member of the group. Cut out the outline of the body on the paper.

Lesson 2: Cells, Tissues, Organs, Systems Then, students will draw the organs in the location they think they belong. Organs: brain, heart, lungs, esophagus, liver, stomach, large intestine, small intestine, kidneys, skin, pancreas

Lesson 2: Cells, Tissues, Organs, Systems Brain: in cranium (skull), used for thinking and controlling the body Heart: pumps blood to all parts of the body Lungs: two organs in the chest used for breathing Esophagus: muscle-lined tube, carries food from throat to stomach Liver: filters blood, helps with digestion Stomach: creates acid and enzymes to digest food

Lesson 2: Cells, Tissues, Organs, Systems Large intestine: thick, lower end of digestive system where water is removed from digested food Small intestine: coiled, thin part of digestive system, nutrients removed from food and released in the bloodstream Kidneys: sustains proper water balance, filters waste from the blood Skin: outer layer of tissue, largest organ Pancreas: produces fluid to help digest food

Lesson 2: Cells, Tissues, Organs, Systems Engineering/Technology Integration: ENGINEERING TISSUES http://news.discovery.com/videos/tech-engineering-tissue.html

Lesson 3: Believe It or Not Lesson 3 in the unit uses Lesson 1 from the Human Body Systems kit from BCBS (Kendall Hunt). How do we make the best choices to keep our body systems healthy? Read and discuss the Muscle Powder ad, Carlos and Heidi cartoon. Discuss claims statements, direct and indirect evidence

Lesson 3: Believe It or Not Review jobs In cooperative teams, complete claims and evidence statements for the Muscle Power ad. Then, use the additional ads provided to complete claims and evidence statements.

Lesson 4: Muscular and Skeletal Systems Lesson 4 uses Lesson 2 from the Human Body Systems kit from BCBS (Kendall Hunt). What are the functions of the musculoskeletal system?

Lesson 4: Muscular and Skeletal Systems 1. Complete the anticipatory guide, discuss. 2. Read Your Bones and Muscles on p. 40- 43 of the student guide and respond to the anticipatory guide again.

Lesson 4: Muscular and Skeletal Systems Main Points from Reading Selection: The skeleton supports every part of your body, protects organs, and helps the body move. At birth, babies have about 350 soft bones. As you grow, these bones grow together and by your mid- twenties, you will have about 206 bones. Forty to fifty percent of your body weight is made of muscle. Your bones and muscles working together are called the musculoskeletal system.

Lesson 4: Muscular and Skeletal Systems Three types of muscles 1. SKELETAL MUSCLE: These muscles are attached to your bones, allow you to move and be active, are made stronger when exercise, and are voluntary (can control when to move it).

Lesson 4: Muscular and Skeletal Systems 2. SMOOTH MUSCLE: These muscles, which are found in organs (i.e. diaphragm, lungs, blood vessels, stomach), are involuntary. Involuntary means you do not have to think about them working. For instance, your lungs and diaphragm move without you having to think, Breathe, breathe

Lesson 4: Muscular and Skeletal Systems 3. CARDIAC MUSCLE: This muscle, located in the heart, works ALL of the time. It is extremely strong and also involuntary.

Lesson 4: Muscular and Skeletal Systems

Jigsaw activity on Exploring Muscles Materials Managers, Trackers, Messengers (expert group) Return to cooperative team and share information

Lesson 4: Muscular and Skeletal Systems Read Steroids: Muscle Madness and discuss Complete Time to Move lessonselect at least one exercise in each set in the Exercise Appendix. Record how your body feels.

Lesson 5: Teach Engineering, Muscles, Muscles Everywhere www.teachengineering.org Review types of muscles (skeletal, smooth, cardiac) Voluntary vs. involuntary Muscular atrophy in space, importance of exercise http://www.youtube.com/w atch?v=0ue85np82C8

Lesson 5: Teach Engineering, Muscles, Muscles Everywhere Research a type of skeletal muscle (leg, arm, back, etc.) Design a microgravity exercise machine to strengthen that muscle (think: what types of exercises might strengthen that muscle) Share

Engineering/Technology Integration Muscular System: Prosthetic Legs http://science.discovery.com/videos/popscis- future-of-power-prosthetics.html

Technology Integration VIDEO: The cartoon has student friendly vocabulary and effectively explains the functions of the muscular system. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59302&cat_id=20607 This site contains interesting information and yucky features about the muscular system. http://yucky.discovery.com/noflash/body/pg000123.html In this site, students use the keyboard to control the muscles of a person riding a bicycle. They are able to see how the muscles depend on each other to ride the bike. http://www.scienceworld.ca/flash_games/bodyworks/muscle_hustle.html

Lesson 6: Nervous System How does the nervous system work? Stroop Experiment Students will work with a partner. Color the words so that the color and word do not match (color the word red with a blue crayon).

Lesson 6: Nervous System

Engineering/Technology Integration VIDEO: This animated video provides an overview of the nervous system in student- friendly language. http://kidshealth.org/PageManager.jsp?lic=1&arti cle_set=59295&cat_id=20607 Engineering/Technology Connection: Mind- Controlled Robot Uses Human Brain Waves http://news.discovery.com/videos/tech-mind- controlled-robot-uses-human-brainwaves.html

Technology Integration With this site, students can complete the Stroop experiment online. http://faculty.washington.edu/chudler/java/ready.html This site contains interesting information and yucky features about the nervous system. http://yucky.discovery.com/noflash/body/pg000136.html Smell: http://yucky.discovery.com/noflash/body/pg000150.htmlhttp://yucky.discovery.com/noflash/body/pg000150.html Sight: http://yucky.discovery.com/noflash/body/pg000142.htmlhttp://yucky.discovery.com/noflash/body/pg000142.html Students will be able to expand their knowledge of brain functioning with this website. http://www.e- learningforkids.org/Courses/Liquid_Animation/Body_Parts/Brain/index. html

Technology Integration This site allows students to explore various views of the brain, learn more about the parts of the brain, and listen to a brief narrated tour on neurons. http://www.medtropolis.com/virtual-body/ The online game allows students to assess their reaction time blocking hockey pucks. A content section is also included in the learn more section. Note: The puck travels in kph rather than mph. http://www.scienceworld.ca/flash_games/bodyworks/slapshot.html Neuroscience for Kids provides detailed content information about the nervous system under the Explore tab. http://faculty.washington.edu/chudler/neurok.html

Lesson 7: Teach Engineering, Blood Cell Basics

Students work in pairs. Where is your heart located? Open the bag, place six grains of rice in the bag, seal the bag. Move the rice around. What does is feel like? What does your model look like? www.teachengineering.org

Lesson 7: Teach Engineering, Blood Cell Basics This Jell-O (fake blood) investigation shows the proportion of white blood cells to red blood cells enables the learner to see how red blood cells are extremely flexible because they need to fit through very small capillaries to get oxygen to all part of the body

Lesson 7: Teach Engineering, Blood Cell Basics Draw a diagram of the Jell-O model on the Blood Cell Model handout. Discussion Why are there only a few white blood cells? Why is it so squishy?

Lesson 7: Teach Engineering, Blood Cell Basics Dramatization of cholesterol VIDEO: http://www.youtube.com/wa tch?v=0eJptRnGCdc&feature= related http://www.youtube.com/wa tch?v=0eJptRnGCdc&feature= related YOU ARE AN ENGINEER: Design a device to clean out blocked arteries (can complete after lesson 8)

Lesson 8: Circulatory and Cardiovascular Lesson 8 uses Lesson 3 from the Human Body Systems kit from BCBS (Kendall Hunt). How do the circulatory and cardiovascular systems work?

Lesson 8: Circulatory and Cardiovascular Complete the Heart and Cardiovascular System Anticipation Guide. Read pages 56-60 from the student guide and respond to the anticipatory guide again. Review responses.

Lesson 8: Circulatory and Cardiovascular Main Points from Reading Selection: Cardiovascular system composed of heart, arteries, veins, capillaries, blood. The cardiovascular system carries nutrients, energy (form of sugar), and oxygen throughout the cells of the body. Heart = bodys pump Tubing for blood movement = blood vessels

Lesson 8: Circulatory and Cardiovascular Three types of blood vessels: 1. Arteries: thick, muscular, carry blood away from the heart (arteries and away both start with a). 2. Veins: thinner than arteries, carry blood back to heart 3. Capillaries: smallest vessels, connect larger arteries to veins, one cell wide (allow oxygen, carbon dioxide, sugar, nutrients, molecules to move to and from blood and throughout other systems).

Lesson 8: Circulatory and Cardiovascular HEART -organ made of muscle tissue -pumps blood throughout body -basically hollow, consists of four compartments surrounded by thick muscle -Atrium: top compartments that hold blood coming into the heart -Ventricles: bottom compartments, the think and muscular walls push together pumping blook out of the heart to the body

Lesson 8: Circulatory and Cardiovascular BLOOD FLOW IN THE HEART: 1.Blood flows into heart (from all over body) 2.Enters right atrium. 3.Into right ventricle. 4.Pumped to lungs. 5.Blood gets oxygen from air sacs in lungs, gets rid of carbon dioxide, blood flows from lungs. 6.Goes to left atrium of heart. 7.Flows into left ventricle. 8.Blood pumped out of body through aorta.

Lesson 8: Circulatory and Cardiovascular Your heart becomes stronger with exercise. Review Find Your Pulse. Practice finding your pulse (1 minute). Read Measuring Your Heart Rate instructions. Discuss how to construct a data table. Construct table, begin data collection.

Lesson 8: Circulatory and Cardiovascular Share data with the class. Discuss how to display data on a graph Analyze graphs

Lesson 8: Circulatory and Cardiovascular Read What the Heart Does During Exercise. Aerobic vs. anaerobic Time to move (15 minutes): Select an aerobic exercise from the Exercise Appendix on pages 149-165.

Engineering/Technology Integration VIDEO: This cartoon is a source for great information about the cardiovascular system. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59298&cat_id=20607 Engineering/Technology Connection: Artificial Heart http://videos.howstuffworks.com/howstuffworks/40349-the-stuff-of-genius-the- artificial-heart-video.htm Engineering a Heart Valve http://www.youtube.com/watch?v=9RMx31GnNXY http://www.youtube.com/watch?v=9RMx31GnNXY time from 5:12-5:35 Making Capillaries from Cotton Candy http://planetgreen.discovery.com/videos/dean-of-invention-making-capillaries- from-cotton-candy.html

Technology Integration This site contains interesting information and yucky features about the cardiovascular system. http://yucky.discovery.com/noflash/body/pg000131.html The flow of blood through the circulatory system is simulated with this visual animation. http://www.kscience.co.uk/animations/blood_system.swf The heart is a rotating model that allows the use to examine specific parts of the heart. http://thevirtualheart.org/anatomyindex.html This site shows an animation of blood flow through the heart. It also provides a brief narrated tour of the human heart. http://www.medtropolis.com/virtual-body/ VIDEO: This cartoon is a source for great information about the cardiovascular system. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59298&cat_id=20607

Lesson 9: Respiratory Lesson 9 uses lesson 4 from the Human Body Systems kit from BCBS (Kendall Hunt). How does the respiratory system function?

Lesson 9: Respiratory Complete the Respiratory System Anticipation Guide. Read Your Respiratory System and respond to the questions again.

Lesson 9: Respiratory Lungs used for breathing Inhale: breathing in Exhale: breathing out

Lesson 9: Respiratory INHALING: How oxygen from the air travels to cells inside your body: 1.Air enters nasal passages as you breathe in. 2.Air travels through throat to trachea. 3.Trachea divides into two tubes, the bronchial tubes. 4.Bronchial tubes lead to lungs. 5.In lungs, bronchial tubes divide into small branches called bronchioles. 6.Air sacs (alveoli) found at ends of tine branches. In air sacs, oxygen in air passes to blood inside capillaries. Blood carries oxygen to heart, which pumps blood with oxygen throughout body. 7.Diaphragm (thick sheet of muscle located at bottom of chest cavity) moves up and down during inhaling. Moves up when a person exhales.

Lesson 9: Respiratory EXHALING: -Waste product is carbon dioxide, which is made by cells when sugars are turned into energy to keep cells alive. -Too much carbon dioxide = poison. -Blood cells absorb oxygen from air in alveoli (air sacs) and give up carbon dioxide. -Exhaled air has less oxygen and more carbon dioxide. -There is still some oxygen in exhaled air, which explains why CPR is possible to help someone else breathe.

Lesson 9: Respiratory Make a model of the respiratory system. Is the model an accurate representation of the human respiratory system? Why or why not?

Lesson 9: Respiratory Review Breathing and Exercise. What will happen to your breathing rates after you exercise? Read Its Breath-taking! The Respiratory System. Discuss Checking Understanding.

Engineering/Technology Integration VIDEO: The cartoon for students provides content about the how the respiratory system works. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59 298&cat_id=20607 Talcum Powder Fights Lung Cancer http://videos.howstuffworks.com/university-of- florida/3467-talcum-powder-fights-lung-cancer-video.htm New Device for Lung BiopsyMayo Clinic http://www.youtube.com/watch?v=_x6F_JLhEEo

Technology Integration This site contains interesting information and yucky features about the respiratory system: http://www.teachers.ash.org.au/jmresources/systems/body.html Drag and drop the names of the parts of the respiratory system in this interactive activity: http://www.kscience.co.uk/animations/lungs.swf Students will be able to enhance their knowledge about the parts of the respiratory system with this interactive activity: http://www.e- learningforkids.org/Courses/Liquid_Animation/Body_Parts/Respiratory_System/ index.html VIDEO: Bill Nye on Respiration is an entertaining video presentation on the human bodys respiratory system. The video is in three parts on Gamequarium. http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7328

Lesson 10: Comparison of Skeletal, Muscular, Circulatory, Cardiovascular, and Respiratory Lesson 10 uses lesson 5 from the Human Body Systems kit from BCBS (Kendall Hunt).

Lesson 10: Comparison of Skeletal, Muscular, Circulatory, Cardiovascular, and Respiratory Read the lesson context on page 101 of the student guide. Develop a question to investigate as a team that relates to the musculoskeletal, cardiovascular, circulatory, and respiratory systems.

Lesson 10: Comparison of Skeletal, Muscular, Circulatory, Cardiovascular, and Respiratory Share out with the class. Read The Human System: How Everything Works Together as closure Homework: RAFT Creative Writing

Lesson 11: Digestive and Excretory Lesson 11 uses Lesson 6 from the Human Body Systems kit from BCBS (Kendall Hunt). How does the digestive system function?

Lesson 11: Digestive and Excretory What does You are what you eat mean? Locate ingredients and nutrition facts on food labels. Compare nutrition facts on labels with Chart of Nutrients on page 117 of the student guide. Record findings on the Nutrients in My Food handout.

Lesson 11: Digestive and Excretory Teams will select a most healthy food from the choices provided. Rank foods from each team.

Lesson 11: Digestive and Excretory Review Keeping a Balance. Complete chart. What does one serving mean?

Lesson 11: Digestive and Excretory Discuss new food plate that has replaced the revised food pyramid. www.choosemyplate.gov

Lesson 11: Digestive and Excretory Read and discuss Eating and Digestion. Complete the Digestive System Anticipation Guide. Read Your Digestive System and respond to the questions again. Complete Check Your Understanding.

Lesson 11: Digestive and Excretory Main Points from Reading Selection: -Digestion: changing food you eat into a form that the body can use STEPS TO THE DIGESTIVE PROCESS 1.Saliva (from the salivary glands) helps chemically break down food you ate. 2.After chewing, this food goes down the esophagus into the stomach. Acid in the stomach mixes with food and breaks it down (liquid mush). 3.Mush moves to small intestine and mixes with more chemicals. Nutrients absorbed into bloodstream from small intestine. 4.The large intestine is where digestion occurs. It compacts solids left after nutrient absorption in the bloodstream. Body then absorbs water from these solids and gets rid of compacted solids as a waste. Fiber helps waste move quickly.

Lesson 11: Digestive and Excretory The excretory system removes waste products from your body. Organs of the Excretory System Lungs - removal of excess carbon dioxide Liver - produces urea and uric acid as a by-product of the breakdown of proteins Skin - removal of excess water, salt, urea and uric acid Urinary System - kidneys filter the blood to form urine, which is excess water, salt, urea and uric acid

Engineering/Technology Integration VIDEO: The animated video explains both the digestive and excretory system in detailed but kid- friendly terms. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59299&cat_id=20607 VIDEO: This video on the excretory system, which focuses on urine, explains how the body creates and excretes waste. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59257&cat_id=20607 Engineering/Technology Connection: The following excerpts are from http://www.youtube.com/watch?v=9RMx31GnNXYhttp://www.youtube.com/watch?v=9RMx31GnNXY Engineering a Human Bladder Time 5:36-6:27 Engineering a Human Liver Time 6:28-7:19 Printing a Human Kidney Time 9:22-11:50

Technology Integration This site contains interesting information and yucky features about the digestive and excretory systems: Digestive: http://yucky.discovery.com/noflash/body/pg000126.htmlhttp://yucky.discovery.com/noflash/body/pg000126.html Excretory: http://yucky.discovery.com/noflash/body/pg000128.htmlhttp://yucky.discovery.com/noflash/body/pg000128.html Students are able to assemble the parts of the digestive system in the Organize Your Organs section. A short narrated tour provides basic information about the digestive system. http://www.medtropolis.com/VBody.asp This site shows a cartoon model with the components of the digestive system. Audio is added to pronounce the parts of the system. http://www.sheppardsoftware.com/health/anatomy/digestion/digestion_t utorial.htm

Lesson 12: Teach Engineering, Digestion Simulation www.teachengineering.org How are medicines such as aspirin digested and processed in the human body? Why are some aspirins coated? DEMONSTRATION ONLYUse a document camera or video so that the entire class can see this simulation.

Lesson 12: Teach Engineering, Digestion Simulation For the simulation, we will use a cup filled with vinegar to represent the stomach and a cup filled with water and baking soda to represent the small intestine. We use vinegar to represent the stomach because it is an acid similar to the gastric acid that is squirted on food by our bodies while it is in the stomach. We use baking soda and water to represent the small intestine because together they form a base similar to bile, one of the main digestive juices squirted on food while it is in the small intestine.

Lesson 12: Teach Engineering, Digestion Simulation Fill a clear plastic cup with vinegar. Fill a second clear plastic cup with a mixture of 1.5 teaspoons baking soda, a pinch of salt, and half a cup of water. Place both aspirins (coated and uncoated) into the simulated stomach. What happened?

Lesson 12: Teach Engineering, Digestion Simulation Move the coated aspirin out of the vinegar and into the baking soda and water mixture (simulated small intestine). What happened to the coated tablet? How is this demonstration similar to the human digestive system? Where in the body would you expect the coated and uncoated aspirin tablets to dissolve?

Lesson 13: Review, Post-Assessment, Feedback Science notebooks Observations, student conferences Embedded assessments from the teachers guide Terminology checks on www.quia.comwww.quia.com Prompts from the Wake County Teacher Resource Guide

Teacher References This site provides resource links about each of the body systems as well as interesting facts. http://www.kidskonnect.com/subject-index/31-health/337-human-body.html This site has links to many fantastic resources on the human body. Many of the sites are focused at the student level. http://www.teachers.ash.org.au/jmresources/systems/body.html The cartoon videos are from www.kidshealth.org. This for kids tab also contains articles, quizzes, word finds, and additional content activities about the human body. It is an excellent resource for both teachers and students. Direct link to How the Body Works: http://kidshealth.org/kid/htbw/htbw_main_page.html#cat20580www.kidshealth.org http://kidshealth.org/kid/htbw/htbw_main_page.html#cat20580 The Inner Body site has detailed information for the teacher on each of the body systems. http://www.innerbody.com/ This site provides teacher content and contains printable handouts illustrating the components of each system. http://www.enchantedlearning.com/subjects/anatomy This site provides additional enrichment investigations with the circulatory, digestive, muscular, nervous, respiratory, and skeletal. http://www.henry.k12.ga.us/cur/mybody/content.htm#circulatory

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Human Body Systems. Cells Tissues Organs Systems: Muscular and Skeletal, Nervous, Circulatory and Cardiovascular, Respiratory, Digestive and Excretory