Transcript You Can’t Have One Without the Other

Body Systems
7th Grade Science
TAKS 2
TEKS 7.9(A)
TAKS Objective 2
The student will demonstrate an
understanding of living systems and the
environment – Interdependence occurs
among living systems
TEKS
• TEKS 7.9 (A) identify the systems of the
human organism and describe their
functions.
Student Prior Knowledge
• TEKS 6.10 (C) identify how structure
complements function at different levels of
organization including organ and organ
systems.
Background
Human Body Team
Parts and Their Function
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
Skin Deep
ENGAGE
•
•
Divide into four groups.
Using a pencil and piece of paper
compete to list as many ORGANS of the
body as you can in ONE minute.
1.
2.
3.
4.
5.
What characteristics do all of these organs share?
How do they differ?
What are organs composed of?
What would happen if you were missing an organ?
(If necessary) Would you consider skin to be an organ? Why or
why not?
What functions does your skin serve?
What are some examples of organ systems?
6.
7.
EXPLORE
• Have students work
independently or as a
class through the MD
Anderson Project
SAFETY CD/
Curriculum Lesson
One – Layers of the
Skin and Lesson One
Terminology (drag
and drop).
EXPLAIN
ELABORATE
• Elaboration 1
Interactive Tutorial on Burns
Burn Tutorial
Have students participate in the interactive tutorial from the
national institute of health reviewing the skin and researching
different degrees of burns and the layers of skin that they
affect.
Burn Flyer
• Elaboration 2
Informational Brochure on Burns
Have students participate in research of different degrees of burns
and the layers of skin that they affect.
.
EVALUATE
Label a diagram of the skin and
list 3 functions of the skin.
No Bones About It!!
ENGAGE
Show short clip from The Blob.
Have Scary Skeleton song and animation playing when
student enter the room.
http://www.learnenglish.org.uk/kids/songs/skeleton.html
Then read:
Dem Bones by Bob Barner. Publisher: Chronicle Books.
EXPLORE
1. Deboned
2. Q-Tip Skeleton
EXPLAIN
What are the five main function of the skeleton?
1.
2.
3.
4.
5.
provide structure and support for body
protect internal organs
make blood cells
store minerals
attachment for muscles for movement
ELABORATE
• Weird Proportions
• Bone Up Your Knowledge
Computer Lab
Questions
1. List three functions of our
skeletal system.
2. What are two things that our
skeletal system stores?
3. How many bones does the
average mature adult have in
their body?
4. What are three things that our
bones need to stay healthy?
5. List 5 different bones that are
found in our body.
EVALUATE
1.
2.
3.
4.
5.
After observing the chicken bone soaked in vinegar and water and
participating in a class discussion, the learner will produce a Venn
diagram, table or sketch in his/her journal to compare and contrast the
bones. A grade of pass/fail will be given.
After observing both models of the bones and participating in a class
discussion, the learner will record the differences between hollow and
solid bones. A grade of pass/fail will be given.
Using the text, and class notes, the learner will produce a labeled
sketch in his/her journal that describes the components of a bone. A
grade of pass/fail will be given.
Using the text, information from the website, and class notes, the
learner will demonstrate an understanding of the structures and list at
least 4 functions of the skeletal system by creating labeled drawings
and providing a 100-word summary of the overall function of the
skeletal system. A minimum score of 70% on the rubric is required.
After completing the Q-tip skeleton, the learner will identify the following
major bones of the body: skull, spine, ribs, pelvis, femur, tibia, fibula,
humerus, radius, ulna, phalanges, and collar bone.
Come to Your Senses!
ENGAGE
Show students various optical illusions
Power Point Optical Illusions
EXPLORE
•
•
•
Create Edible Brain Models
Neuron Bead Model
Brain Game
EXPLAIN
Neuron Model
ELABORATE
•
•
•
•
Find Your Blind Spot
Sweet Visions
Smeller Feller
2-Point Discrimination
EVALUATE
Neuro-Jeopardy
Urinary System
ENGAGE
Tell the Urban Legend Story
“Travelers Beware”
EXPLORE
CONSTRUCT THE URINARY SYSTEM
EXPLAIN
Describe to your partner the parts and the
pathway of the excretory system.
ELABORATE
Kidney Filtration Simulation Lab
Students will participate in a lab activity that will
simulate the overall function of the kidneys.
EVALUATE
1. Students will construct a model of the urinary
system with 100% accuracy. A grade of pass or
fail will be given.
Digestive System
ENGAGE
Watch digestive system clip with
gold medalist Bonnie Blair from
PBS video Universe Within.
EXPLORE
Digestion Simulation
EXPLAIN
1. When you cut your “food” what did this
represent?
2. What types of nutrients are digested by each
structure.
3. For each digestive structure, tell me if the food
was digested physically, chemically, or both.
4. In what digestive structure are the most
nutrients absorbed?
5. Where does undigested food leave the body?
ELABORATE
•Digestion Website Investigation
•Informational Brochure on Digestive Issues
EVALUATE
1. After completing the digestion simulation, the
student will have produced an identical piece of
“food” with their name on it in the “anus.” A grade
of pass/fail will be given for correct procedure
during the simulation.
2. Using the text, class notes, website information
and class discussion the learner will produce a
labeled sketch in his/her journal that describes the
structures and functions of the digestive system. A
grade of pass/fail will be given.
3. Using the text, information from the website, and
class notes, the learner will demonstrate an
understanding of the structures and functions of
the digestive system by creating an informational
brochure. A minimum score of 2 on the rubric is
required.