THE HUMAN BODY

1
THE HUMAN BODY

• Nikki Parker
• Shelley Strickland
• Jennifer Mate
• Lindsey Pippen
• Stacy Brazelton
• Sean Elliot
• Allison Lehrmann

2
Focus of Human Body Unit

• Students will learn the following 5 systems of
  the human body.
• Skeletal System
• Respiratory System
• Circulatory System
• Muscular System
• Digestive System
• They will begin by getting into groups and then
  draw a life sized body on a piece of butcher
  paper. One group member will lay down and trace
  an outline of their body. As each system is
  introduced, the group will add structures to
  their paper person. Have them give their person
  a name.

3
The Skeletal System

• Bellringer Students can journal about what it
  would be like if we lacked bones.
• Purpose of the Skeletal System
• 1. Protection 
• 2. Storage    
• 3. Movement   
• 4. Blood cell formation

4
The Skeletal System cont.

• Lab A chicken bone, or other bone from butcher
  places in vinegar for a few days. It could be
  placed in the vinegar at the start of the system
  and hypothesis made, then at the end look to see
  the changes and why they occurred. (Vinegar
  dissolves the hard minerals in bone!)
• Joints
• 1. Sliding  
• 2. Ball and Socket  
• 3. Hinge

5
The Skeletal System cont.

• Fractures In pairs make an illustration of one
  kind of fracture, how it differs from other
  fractures and how it is treated.
• Use life size skeleton to measure bones in length
  and thickness and rank from longest to shortest
  bones, and from thickest to thinnest and reason
  why these are so.

6
Respiratory System

• Introduction
• - Have students measure their own breathing rate.
  
• - After physical activity, measure rate again.
• - How has it changed? How long does it take to
  return to normal?
• - Introduce Respiratory System.

7
Respiratory System cont.

• Purpose of Respiratory System is to supply oxygen
  to cells and remove carbon dioxide.
• Oxygen taken into our bodies through respiratory
  system, moved by circulatory. (Connection
  between systems)

8
Parts of the Respiration System

• Key terms nose, mouth, pharynx, larynx, trachea,
  lung, capillaries, alveoli, cilia, bronchi.
• Colored water bottle Students make a model
  which represents the respiratory system and shows
  how it functions.

9
Inhaling and Exhaling

• Model steps of Heimlich maneuver and explain what
  happens to our bodies when we choke.
• Have students research injuries (stats) caused by
  choking in their city and report findings to the
  class

10
Respiratory Infections, Diseases, etc.

• Discuss harms of smoking.
• Have a doctor or health expert come talk to class
  on the dangers of smoking.
• If possible, show students healthy vs. diseased
  lung.

11
Activities

• Student Activity
• To wrap up the system, have students make a
  travel brochure as if they were promoting a trip
  through the respiratory system.
• What would you see on the way, what different
  paths could you take?
• Extension activity
• Have students research in library or media
  center the dangers of carbon monoxide poisoning.
  How does this affect our breathing? What
  precautions can be taken to protect ourselves?
• Students can present the information as they
  choose.

12
The Circulatory System introduces.
13
The Heart!
14
Engagement

• Students will lay their hand (palm side up) on
  their desk and count how many times they can open
  and close their hand for one minute. (Their hands
  should start getting tired after about 45
  seconds. The students might start to wonder what
  they are doing). They will record how many times
  they opened and closed their hand. Don't stop!
  Let's see if we can keep going a little longer.
• Ask students what is their hand doing? (opening
  and closing). What part of the body might your
  hand represent? (the heart)

15
Heart Facts

• The heart is the strongest muscle in the body.
• The heart weighs between 7 and 15 ounces (200 to
  425 grams) and is a little larger than the size
  of your fist.
• Each day, the average heart beats 100,000 times,
  pumping about 2,000 gallons (7,571 liters) of
  blood.
• Your heart works as a pump that pushes blood to
  the organs, tissues, and cells of your body.
• Arteries carry oxygen-rich blood (red) away from
  your heart, and veins carry oxygen-poor blood
  (blue) back to your heart.
• If all the vessels of this network in your body
  were laid end-to-end, they would extend for about
  60,000 miles (more than 96,500 kilometers), which
  is far enough to circle the earth more than twice!

16
Path of Blood Through the Heart

• Using a diagram of the heart, the students will
  trace the path of blood through the heart and
  label its appropriate parts.
• Diagram Handout

17
The Heart--Helpful Websites

• http//www.kidshealth.org/kid/body/heart_SW.html
• http//www.pbs.org/wgbh/nova/heart/heartmap.html
• http//www.coreknowledge.org/CKproto2/resrcs/lesso
  ns/499Circulatory.pdf
• http//www.sci.mus.mn.us/heart/lessons/lesson6.htm
  
• http//www.tmc.edu/thi/anatomy2.html

18
Muscular System

• Purpose Learn about
• 1.What is a muscle
• 2. Types of muscles
• 3. How muscles work
• 4.Identifying major muscles

19

• Lab Activity First we are going to have you make
  a hand wave bye-bye with materials provided. You
  are not allowed just move the hand back and
  forth, but to construct a way to make it move.
  You have to use a hand cut out, straw and string.
  You may use any other materials as needed.
  Materials to use are string, hand cut outs,
  straws, tape, and paperclips. (any others?)
• Students will construct their hand wavers, then
  have them explain what they did and maybe why.

20

• Ask What do you think the string represents?
• Answer The string represents a muscle.
• Explanation The muscle is like a piece of string
  because it can pull, but it cannot push. A
  muscles job is to get shorter, or contract. Its
  connected to a bone at each end by a ropelike
  part called tendon. As the muscle shortens, it
  pulls that bone and makes the body move. But a
  muscle cannot push. (So another muscle on the
  other side of the bone moves it back again.)

21

• Now we are going to look into exactly what is a
  muscle and how they work together, because if a
  muscle can only push, then exactly how do we move
  our arms and legs?
• Use a computer and go to
• http//trackstar.4teachers.org/trackstar/ts/viewTr
  ackMembersFrames.do?org.apache.struts.taglib.html.
  TOKEN2e56d4bffe576e421e84b3279127c81anumber8958
  7password
• Or type in Trackstar in yahoo, then search by
  keyword, type muscle, and then select Muscles 
• Track 89587 (or type in this track number)
• Annotations by  Mary Barrios
• Answer the question in the yellow horizontal box,
  and go through all the websites on the left hand
  side.

22

• Note Other website that might be useful
• http//trackstar.4teachers.org/trackstar/ts/viewTr
  ackMembersFrames.do?org.apache.struts.taglib.html.
  TOKEN2e56d4bffe576e421e84b3279127c81anumber5077
  8password
•  
• http//trackstar.4teachers.org/trackstar/ts/viewTr
  ackMembersFrames.do?org.apache.struts.taglib.html.
  TOKEN0c9353669f339734322545d796baaea2number1871
  15password
•  
• http//trackstar.4teachers.org/trackstar/ts/viewTr
  ackMembersFrames.do?org.apache.struts.taglib.html.
  TOKEN0c9353669f339734322545d796baaea2number9712
  1password
•  
• http//trackstar.4teachers.org/trackstar/ts/search
  ByKeyword.do?org.apache.struts.taglib.html.TOKENc
  4244c616e8f83c7807f7cd0f934bd6ekeywordsmusclesu
  bjectNameArraySciencegradeNameArrayMiddle285-
  929
•  
• http//www.cln.org/themes/muscular.html

23
The Digestive System

• Students will begin to explore the digestive
  system using the aid of a webquest.
• The students will journey through the webquest
  searching for information.
• At the end they will complete a poster and
  present to the class what they have learned.

24
Closure

• At the very end of the unit, the students should
  have a life sized body with parts from each
  system drawn on their paper person.
• They can present these paper people to the class
  and show how they designed everything.