Transcript You Can’t Have One Without the Other

You Can’t Have One Without
the Other
Body Systems
TAKS Objective 2
The student will demonstrate an
understanding of living systems and the
environment – Interdependence occurs
among living systems
TEKS 8.6 A
The student knows that
interdependence occurs among
living systems. The student is
expected to describe interactions
among systems in the human
organism
Lesson Objectives
Describe connections between the immune
system and other body systems.
Design an experiment to demonstrate the
relationship between the circulatory and
respiratory systems.
Summarize the relationship between oxygen debt
and muscular contractions.
Create labeled drawings of the lungs and
diaphragm during inhalation and exhalation.
Student Prior Knowledge
• TEKS 6.10 (C) identify how structure
complements function at different levels of
organization including organ and organ
systems.
• TEKS 7.9 (A) identify the systems of the
human organism and describe their
functions.
• TEKS 7.9 (B) describe how organisms
maintain stable internal conditions while
living in changing external environments.
Background
Body Systems work together
• If you damage one system,
you may damage several
like smoking which irritates
the lungs and also destroys
the macrophages of the
immune system
Body Systems work together
• If you get excited, the nervous system
increases the heart rate
Body Systems work together
• If you become ill with
AIDS the immune system
is destroyed, you may
get pneumonia (lungs),
yeast infection
(reproduction), Candida
affecting esophagus
(digestive), or Kaposi’s
sarcoma (integument).
Human Body Team
All the systems play a part. How do
they interact?
Which one is the most important?
Integumentary System
Skin, Hair and Nails
• I cover and protect every
place on the body!
• I am the first line of
defense against invasion
and injury.
• I retain body heat yet,
have pores to release
excess heat and wastes.
• I retain moisture and
your body is almost 80%
water!
Skeletal System
• Without me, you’d
have no shape or
structure…you’d be a
blob.
• I make you able to
move!
• I make your red blood
cells that carry oxygen
to all the cells.
• I protect the precious
brain, heart and spinal
cord.
Muscular System
• The heart is made
of cardiac muscle.
• The internal organs
are made of
smooth muscle.
• Without the
skeletal muscles
the bones couldn’t
move.
Respiratory System
• I bring in the oxygen that is carried on the
red blood cells…without me you’d have no
oxygen to carry!
• I carry the CO2 (waste gas) out of the body.
• The circulatory system needs me for gas
exchange.
• The muscles need oxygen to move.
• The brain needs
my oxygen to think.
Circulatory System
• I carry oxygen and nutrients to every
cell in the body!
• I am the heart, the veins, the arteries,
capillaries and blood.
• I transport the white blood cells to all
the infections and injuries.
• Without me, the oxygen and the CO2
in the body couldn’t reach the cells
or lungs.
Nervous System
I tell everything
what to do. I tell
the heart when to
beat, the body
when to move, the
digestive system to
add enzymes.
I am the leader.
Digestive/Excretory System
• Without my system, the
body would not be able
to obtain energy and
nutrients.
• I break down all the
food stuffed in my
mouth into usable
nutrients and expel the
wastes.
Reproduction System
• Without me, there
would be not be
any systems.
• I am how the
species continues.
Body Systems
ENGAGE
Show the movie clip from Ebola:
The Plague Fighters
EXPLORE
EXPLAIN
1. How is Ebola virus transmitted?
2. How does Ebola affect humans?
ELABORATE
Repeat the experiment and offer
the option to abstain. Change
the infectious agent to HIV.
EVALUATE
Explain the connection between
the immune system with other
body systems.
ENGAGE
Play the song, “Turn the Beat
Around” by Gloria Estefan.
EXPLORE
1. How many times does you
heart beat per hour? Per day?
Per year?
2. Jog in place for one minute.
Create a data table to colelct
information about heart rate
before and after jogging.
Include multiple trials.
EXPLAIN
1. How much faster is your pulse
after jogging?
2. Why did the heart rate
increase?
3. How did the circulatory and
respiratory system interact?
ELABORATE
Record the number of times you
can squeeze a tennis ball for 2
minutes.
Questions
1. How did you hand feel at the
end of the activity?
2. What is happening to the
muscles in your hand?
3. How do swimmers overcome
lactate buildup as they near the
end of a race?
4. Which body systems are
interacting together in this
activity?
EVALUATE
Explain the connection between
the circulatory and respiratory
systems.
ENGAGE
What is the difference in these two
liquids? Can you make them the
same?
EXPLORE
Complete the learning experience.
EXPLAIN
1. Why did the BTB solution turn
yellow in the presence of carbon
dioxide?
2.Why does the need for oxygen
increase during exercise?
ELABORATE
Suggest an experiment to change
the solution back to blue. Hint:
The amount of oxygen and
carbon dioxide in the solution
must be changed.
EVALUATE
Explain how the muscular, skeletal,
and circulatory systems work
together during digestion.
ENGAGE
Everyday about 1/5 of the tip of
each villus is lost during digestion.
Guess what is in 1/3 of daily
excrement?
EXPLORE
Complete the learning experience
on page 42-43.
EXPLAIN
1. Which cloth is similar to the villi?
2. How would this help in
absorption of food?
3. What do the villi, alveoli, and
nephrons have in common?
ELABORATE
Demonstrate diffusion across a
cell membrane using raw eggs
with no shell
EVALUATE
Explain how the muscular, skeletal,
circulatory, and respiratory systems
work together during breathing.
Summative Assessment
Pair with a partner and describe how
the two systems interact.
Form a triad and describe how the
three systems interact.