The Human Body

1
The Human Body

• Kelly Heenan
• Lisa Naizer
• Jenny Jones

2
7th Grade TEKS

• (7.9) Science Concepts. The student knows the
  relationship between structure and function in
  living systems. The student is expected to
• (A) identify the systems of the human organism
  and describe their functions and
• (B) describe how organisms maintain stable
  internal conditions while living in changing
  external environments.

3
7th Grade TEKS

• (7.10) Science Concepts. The student knows that
  species can change through generations and that
  the instructions for traits are contained in the
  genetic material of the organisms. The student
  is expected to
• (B) compare traits of organisms of different
  species that enhance their survival and
  reproduction and
• (C) Distinguish between dominant and recessive
  traits and recognize that inherited traits of an
  individual are contained in genetic material.

4
7th Grade TEKS

• (7.11) Science Concepts. The student knows that
  the responses of organisms are caused by internal
  or external stimuli. The student is expected to
• (A) Analyze changes in organisms such as a fever
  or vomiting that may result from internal
  stimuli and
• (B) Identify responses in organisms to external
  stimuli found in the environment such as the
  presence or absence of light.

5
What the Students Should Already Know

• That systems may combine with other systems to
  form a larger system.
• The relationship between structure and function
  in organs and organ systems.
• That all organisms are composed of cells that
  carry on functions to sustain life.
• That traits of species can change through
  generations and that the instructions for the
  traits are contained in the genetic material of
  the organisms.
• How bodies respond to internal and external
  stimuli such as hunger, thirst, heat, light, and
  the components of an ecosystem.

6
Day 1

• Assessment K-W-L
• Know Give the students a brief list of key
  topics and ideas that pertain to the human body,
  and have them fill it out individually. The
  teacher then collects several of the students
  responses and writes them on a piece of butcher
  paper (titled Know) to post on the wall.
• Want to know Keep a box in the classroom that is
  for students anonymous questions and a piece of
  butcher paper (titled Want to Know) that these
  questions can be posted on each day the teacher
  answers them.
• Learned Another piece of butcher paper will be
  hanging in the classroom (titled Learned) that
  will serve as a word wall for the students.
  Teacher will add new vocabulary to it as the
  weeks progress.

7
Day 1

• Overview for the students
• Explain that we are going to be doing a three
  week unit on the human body.
• Assign Project
• As a body organ, you are an employee of the Human
  Body Corporation. Due to recent cost increases,
  the Human Body is having to fire workers. You
  need to write a letter to the Human Body
  Corporation defending your position in the
  company. In your letter, describe the
  characteristics of your organ and explain why you
  are important to the Human Body Corporation.
  Present these letters to the class in three
  weeks. The class will decide which organs had the
  most convincing arguments that they should not be
  fired.
• Students will use the rest of class to get into
  groups and begin working on projects.

8
Day 2

• Skeletal System
• Students will add skeletal system and its
  definition to their science notes. Teacher will
  add skeletal system to the word wall. Teacher
  will use a human size skeleton to teach the names
  of bones and the types of joints to the class.
  Students will touch or move the corresponding
  bones and joints on their own bodies as teacher
  points to those on the skeleton. Teacher will
  label the bones on the skeleton as she teaches
  their names.
• Activity Students will construct a skeleton out
  of toothpicks and clay by breaking toothpicks
  into different lengths to represent various bone
  sizes and using clay to represent the joints.
  They will build these on white construction paper
  and a shoebox top (for easier mobility). Students
  will label on the construction paper the ball and
  socket, pivot, hinge, fixed and sliding joints.
• TEKS 7.9 (A)

9
Day 3

• Skeletal System
• Teacher uses a human size skeleton to review the
  skeletal system. Teacher explains that although
  bones are lighter than wood, steel, and concrete,
  they are stronger because of their inner
  tube-shaped structures and the bone matrix that
  glues their structures together.
• Activity Students will press 2 circular
  indentations into a piece of clay using the rim
  of a beaker. They will make a tower of straws
  standing in all directions around one
  indentation, and make a tower of straws standing
  straight up around the other indentation. They
  will then trim a piece of paper into a rectangle
  whose width is equal to a straws length. They
  will cover one side of the paper with double
  sided tape and then roll it into a tube with the
  tape inside. Then they will closely pack one
  layer of straws around the inside and place a
  layer of tape on top of the straws, then place
  another layer of straws on top of that layer of
  tape. Students will hypothesize which tower will
  hold more weight, then test their hypotheses by
  placing a book on top of each and pushing down.
• TEKS 7.9 (A)

10
Day 4

• Muscular System
• Students will add muscular system to their
  science notes along with its definition. Teacher
  will add muscular system to the word wall.
  Teacher will identify for the students the
  different muscles on a diagram of a humans
  muscular system. The students will move or flex
  the corresponding muscles in their own bodies as
  she points to those on the diagram. Teacher will
  go over how and why these muscles move.
• Activity - Students use computers to play Muscle
  Game on http//www.bbc.co.uk/science/humanbody/bod
  y/index.shtml?skeleton
• TEKS 7.9 (A)

11
Day 5

• Nervous System
• The students will add nervous system to their
  science notes along with its definition. Teacher
  will add nervous system to the word wall.
  Teacher will identify for the students the
  different parts of the nervous system using a
  diagram.
• Activity - The students will go on a walking
  field trip where they will try to remember as
  much as they can. When they return to the
  classroom they will share what they experienced
  using each of their senses.
• Activity - The students will form a large circle
  around the classroom and do a relay race by
  squeezing the persons hand next to them after
  they have felt a squeeze from the person on their
  other side. The class will calculate their
  average individual response time. The class will
  then discuss why it might take as long as it does
  for them to respond.
• TEKS 7.9(A)

12
Day 6

• Circulatory System
• Teacher will go over and show parts and functions
  of the circulatory system, and students will take
  notes in journals. New words for system will be
  placed on the word wall.
• Activity - In pairs, with a balloon, a bulb
  syringe, and a large container of water one
  squeezes and releases bulb so that the balloon
  repeatedly fills with water and the other feels
  expansion and contraction. Students will
  hypothesize what they will feel and why before
  they use the balloons. This is to demonstrate
  expansion and contraction of blood vessels as
  blood is pumped through them. Then students will
  make their own stethoscope with a cardboard tube
  from a paper towel role. Each will listen to
  their partners heartbeat and count the number of
  beats per minute as they rest. Next, each will
  run in place for one minute and then calculate
  each others heartbeats. This helps them see that
  the heart beats faster after exercising in order
  to pump more blood (oxygen) to the working
  muscles.
• TEKS 7.9 A

13
Day 7

• Circulatory System
• Prior to the class, teacher will set up a relay
  course in a gymnasium or outside (see the diagram
  on next page).
• Teacher will review circulatory pathway and then
  show students the relay course outside. Students
  will be divided into teams and given supplies.
  Red balloons represent oxygenated blood cells,
  and blue balloons represent carbon dioxide loaded
  blood cells that have given away their oxygen and
  are now carrying away the cells' waste. Teacher
  first demonstrates the path of the relay race and
  travels through the system. Once everyone
  understands, students will have a relay race to
  see which group can complete the relay in the
  shortest amount of time. Blood cells go exactly
  where they are needed most in the body without
  ever stopping, and students take on the role of a
  blood cell. One student must go through entire
  system before the next blood cell may continue.
  Begin timing with a stop watch with the first
  student starting from the left ventricle, and end
  timing when the last student reenters the left
  atrium from the heart. Teacher will keep record
  of times to see which group circulates through
  the fastest.
• TEKS 7.9 (A)

14
Circulatory System Relay Simulation
As an inquiry based follow up, ask
students -"What factors do you think might
affect the efficiency of circulation in real
bodies Some students can link together to form a
blood clot and traverse the course. Then ask,
What are the health impacts of blood clots?
What happens if the left ventricle pushes blood
cells out inefficiently (i.e., too slow) if the
valves between the heart chambers allow back
flow, rather than control flow in one direction
if the vessels or valves collect deposits that
narrow or restrict them?
http//quest.arc.nasa.gov/smore/teachers/act9.html
15
Day 8

• Digestive System
• Students add digestive system and peristalsis
  and their definitions to their science notes.
  Teacher adds digestive system to the word wall.
  Teacher explains the process of the digestive
  system using a diagram and drawing arrows from
  one organ to the next.
• Activity - Students hypothesize what would happen
  if they chew on a soda cracker (without
  swallowing) and if they swallow a cracker laying
  on their sides. Have students investigate the
  answers and conclude that digestion begins in the
  mouth with saliva and peristalsis occurs in their
  esophagus. For enrichment, teacher will have a
  floor puzzle of the digestive system available
  for students who finish their investigations
  early.
• TEKS 7.9 (A)

16
Day 9

• Excretory System
• Teacher will show and go over parts and functions
  of the excretory system. New words will be
  placed on word wall.
• Activity - Students will go to computer lab and
  go to http//www.quia.com/jg/218746.html. These
  are games that include matching, flashcards,
  concentration, and a word search. In each
  activity all the terms and ideas relate to what
  students have learned about the excretory system.
  To perform these activities students will need to
  relate what they have learned to the games. In
  order to perform them efficiently, they will have
  to investigate how all of the functions of the
  excretory system relate to one another.
  Directions for each game are at the top of each
  activity page.
• TEKS 7.9 A

17
Day 10

• Respiratory System
• Students will add respiratory system to their
  science notes along with its definition. Teacher
  will add respiratory system to the word wall.
  Teacher will identify for the students the
  different parts of the respiratory system on a
  diagram of a humans respiratory system.
• Activity - Students will make a model of a human
  lung using 2-liter soda bottles and balloons.
  They will cut the bottom of the soda bottle off
  and put a balloon over it. They will also put a
  balloon over the top of the bottle and put the
  balloon inside. The balloon on the bottom will
  act as the diaphragm and the balloon inside the
  bottle will act as the lung.
• TEKS 7.9A

18
Day 11

• Reproductive System
• Students add reproductive system and its
  definition to their science notes. Teacher adds
  reproductive system to the word wall. Teacher
  explains the reproductive process using a
  diagram. Teacher leads a class discussion about
  the different human traits that students
  inherited from their parents.
• Activity Students fill two jars with the same
  number of black beans to represent two parents
  with black-black gene pairs. They will draw a
  bean from each jar several times and note their
  results. Then they will fill one jar with red
  beans and one with black beans and draw a bean
  from each jar several times and record their
  results. Then they will fill both jars with equal
  mixtures of black and red beans and note their
  results. They will then determine the phenotypic
  ratios for each experiment.
• TEKS 7.9 (A)
• TEKS 7.10 (C)

19
Day 12

• Dominant and Recessive Traits
• Students will copy Dominant and Recessive
  Traits in their notes. Teacher will add
  Dominant and Recessive Traits to the word wall.
• Activity - Students will come up with traits on
  humans that are dominant and recessive. Students
  will then observe if they have a recessive
  attached earlobe or dominant unattached earlobe.
  If they are dominant, they will flip a coin to
  see if they are homozygous or heterozygous
  dominant. They will then get with a partner and
  make a punnett square with a partner using their
  own respective traits. They will discuss their
  observations with the class and describe what the
  punnett square they each came up with means
  (including the percents of recessive and
  dominant).
• TEKS 7.10 C

20
Day 13

• Adaptation
• Activity As an introduction to adaptations,
  have students work in groups. Give each group a
  spoon, straw, toothpick, and clothespin to act as
  a mouth. Give each group pennies, rubber bands,
  and/or paper clips to act as a food source.
  Students will hypothesize which mouth can eat
  the most of each type of food. Students will
  role-play the gathering of food sources with the
  different mouths and make charts to record their
  data. Students will graph and analyze their
  results. Compare feeding successes between the
  groups and describe the mouth parts best suited
  for survival.
• After activity, teacher will have students tell
  what adaptations that they think humans have.
  Students will add adaptation and its definition
  to their science notes. Teacher adds adaptation
  to the word wall.
• Teacher will proceed with the lesson on traits
  and adaptations of the human body that have
  enhanced and aided our survival.
• TEKS 7.10 (B)

21
Day 14

• Internal/External Responses
• Students will add internal and external stimuli
  to their science notes. The teacher will add
  internal and external stimuli to the word wall.
  The teacher will have the students come up with
  different types of internal and external
  responses their bodies have. As mentioned in the
  Science TEKS Toolkit, the students will then do
  individual investigations on the computer on
  different symptoms, such as fever and vomiting,
  and will come up with causes for each. They will
  then share their results with the class.
• TEKS 7.11 A

22
Day 14

• Internal/External Responses
• Have the students do How does light affect your
  eyes from the attention getters in the book on
  page 355. This should allow students to see their
  partners eyes dilate and develop theories as to
  why they can see in the dark as well as light.
  The students will then discover how their bodies
  maintain a stable 98.6 degree Fahrenheit
  temperature. They will take their own
  temperature inside and outside, then graph and
  analyze the results. They can then describe
  different ways their bodies maintain a stable
  temperature, such as by shivering, sweating or
  burning calories.
• TEKS 7.9 B

23
Day 15

• Students will present projects to the class.
• Students will vote on which organ should be kept,
  and the winning group will get five extra points
  on their tests.

24
Day 16

• Students will be assessed over the last three
  weeks with a test
• Half of the test will be hands on
• Other half will be multiple choice, fill in the
  blank, and free response