Title: The Human Body An Inquiry Unit
1The Human BodyAn Inquiry Unit
- MEFB 460
- Krystal Cline, Sara Burns, Brooke Boucher, Toni
Roberds
2Day 1 Respiratory System
- Who has bigger lung capacity?
- The students will find out what effects our lung
capacity. The students will be divided into
groups to evaluate the lung capacity using a lung
capacitor or balloons based on the following
variables - Girls/Boys
- Rest/Exercise (students will do jumping jacks for
5-10 minutes for the exercise) - Breathing limitations (students will breath
through a soda straw this simulates asthma or
breathing difficulties) - Holding breath before breathing into balloon
3Day 2 Respiratory System
- The student will draw and label a diagram of the
parts of the lungs and respiratory system. Then
they will write a short narrative about their
findings in the inquiry exercise Who has bigger
lung capacity? and include some other variables
that would affect lung capacity such as smoking,
lung disease, type of exercise, etc.
4Day 3 Circulatory System
- Is your blood really blue?
- Students will do an internet and resource search
inquiry to prove or disprove this question. They
will be allowed to go to the following webpages - http//www.seps.org/oracle/oracle.archive/Life_Sci
ence.Health/2000.10/000972421581.26676 - http//www.seps.org/oracle/oracle.archive/Life_Sci
ence.Anatomy/2001.01/000978795180.24280.html - http//www.globalclassroom.org/blublud.html
- http//www.people.virginia.edu/rjh9u/blueblud.htm
l - Each student is required to defend their answer
in a narrative or illustration.
5Day 4 Circulatory System
- The student will utilize the classroom resources
to create a comic strip, flow chart or narrative
about the experiences of a red blood cell as it
leaves the Aorta travels through the body
returning to the Aorta. This activity should
include the names of the blood vessels and heart,
what each stage of the journey details, the
purpose of the red blood cells, as well as, the
path the red blood cells travel.
6Day 5 Skeletal System
7- Students will understand how the skeletal system
is organized, its importance to the body
structure, its function, and how it relates to
the muscular system. During day one of the
lesson, students will interact with online
applets to discover how bones are connected and
which bones are located in certain parts of the
body. They will be given a handout with a
skeleton and blanks pointing to key bones to fill
out during their online interaction.
8Skeletal System Applet
- http//www.innerbody.com/image/skelfov.html
9- Students will use a KWL chart to guide their
learning. A KWL chart is a piece of paper divided
into three columns What We Know What We Want to
Know What Weve Learned. - Practice Students will do the activity If We
Had No Bones. Review the different purposes of
bones with your class. Have students write and
illustrate a short paragraph describing what our
bodies would be like without bones.
10Explanation (What Weve Learned)
- It is responsible for creating cells that help
keep us healthy (white blood cells). - It protects our vital organs.
- It supports our muscular system, allowing us to
move.
11Day 6 - Skeletal System
- Students will continue learning how the skeletal
and muscular systems are related using online
applets. Students may need time to complete
activities from the previous day. Direct them to
the website http//www.innerbody.com/htm/body.htm
l.
12Extension
- If time allows, students with a strong stomach
can perform virtual knee surgery online on the
website http//www.edheads.org/activities/knee/in
dex.htm. - This is a very interactive applet that guides
students through the process of knee surgery with
guiding questions.
13Day 7 Muscular System
14- Students will understand the muscular systems
structure and function. - Students will again be given a worksheet to fill
out using an online applet. They should fill in
blanks labeling the more common muscles using the
applet. The website is http//www.msjensen.gen.um
n.edu/webanatomy/GAME/13.htm.
15- Key Words smooth muscles, cardiac muscles,
skeletal muscles, and tendons. - Students will then compare and contrast types of
muscles through Internet research and their
textbooks. They will explore the coordination of
the muscular and skeletal systems and write a
paragraph describing how they both interact to
produce movement in the body.
16Assessment Skeletal Muscular Systems
- Assessment should be given in the form of a quiz
over identifying major bones and muscles and
their functions using a word bank. The quiz
should also have an open-ended question over how
the skeletal and muscular system interact to
produce movement in the body.
17Day 8 Skeletal-Muscular System
- CLASS ACTIVITY
- How Does Rest Affect Tired Muscles?
18How Does Rest Affect Tired Muscles?
- Objectives
- The children will gather data about the number of
exercises they can do within a given period of
time. - The children will determine the effect of rest on
the amount of exercise they can do.
19How Does Rest Affect Tired Muscles?
- Materials
- Pencil
- Paper
- Chart with 10 columns
- Stopwatch or clock with second hand
- Class Preparation
- Divide the class into small groups of 2-3
students. - Prepare the recording chart for the repetitions.
20How Does Rest Affect Tired Muscles?
- Motivation/Focus
- Ask the children if they remember that in the
lower grades, their parents or teachers tried to
make them rest or take naps. Have the children
discuss why the adults wanted then to rest. You
may wish to point out that young children are
very active and tire quickly. Explain that rest
gives muscles a chance to regain some strength.
Tell the children that in this activity, they
will find out how rest affects their muscles.
21How Does Rest Affect Tired Muscles?
- Directions
- Divide the class into two-member teams. One
member will perform the exercise while the other
member records data. Have the member who is
going to perform the exercise make a clenched
fist with one hand and then extend his/her
fingers. Have the other member count how many
times this exercise can be completed within 15
seconds. He/she should then enter the number in
the first column of the chart.
22How Does Rest Affect Tired Muscles?
- Directions
- Have all teams repeat this procedure four times,
with no rest between trials. After the first
member has completed five trials, have him/her
rest for 10 minutes. During this rest period,
have the other member of the team do the
exercise. - After the other member has completed five trails,
have the teams repeat the activity but this time
with a minute of rest between trails. Have the
partners record the data as they did before.
23How Does Rest Affect Tired Muscles?
- Discussion Questions
- 1. How did resting for a minute between trails
affect the results? - 2. How can you use what you learned in this
activity?
24How Does Rest Affect Tired Muscles?
- Extension
- You may wish to have some student synthesize all
the data from this activity and prepare a
classroom graph showing the average number of
exercises performed during each trial for both
the first part of the activity (exercising
without rest) and the second part of the activity
(exercising with rest). Ask the students to draw
their own conclusions based on the two graphs.
25Day 9-The Nervous System
- The students will discover the parts of a neuron
by building a model. - They will use five different colors of pipe
cleaners to build the cell body, axon, dendrites,
myelin, and synaptic terminal - The students will then define each term and write
a short paragraph describing the importance of
the neuron to the nervous.
26(No Transcript)
27Day 10-The 5 Senses
- How Does Smell Affect Tastes?
- The students will predict, observe, and study the
relationship between taste and smell. - In groups, a volunteer will be blindfolded. A
student will then hold an apple slice under the
volunteers nose and have them take a bite of a
potato. The volunteer will then report what food
they tasted. - They will do this again while holding an onion
slice under the volunteers nose and having the
student take a bite of an apple. - This activity will be done with several different
foods. The students will then conclude what
effect smell has on taste.
28Day 11-Reproductive System
- The students will learn about the different parts
of the male and female reproductive system. - The students will review the reproductive organs
of the frog. - They will then label a diagram of the male and
female reproductive organs utilizing classroom
resources. - The students will then compare the humans
reproductive organs to the frogs reproductive
organs and there purposes.
29Day 12 The Digestive System
- The students will discover the function of the
digestive system by tracking the path of the food
they consume. They will illustrate in a time
line the path of food through the mouth,
esophagus, liver, stomach, pancreas, small and
large intestines, rectum, and anus. The students
should be able to explain the function of each of
these organs and their importance to digestion.
30Day13 The Excretory System
- The students will explore how the excretory
system rids their body of waste. They will
determine which organs are used to excrete food
and liquid, oxygen and carbon dioxide, sweat, and
water and salts. The students will research
filtration in the kidneys, small and large
intestines, skin, and lungs using in class
resources such as their textbook, encyclopedias,
and other books used by the teacher.
31Day 14 Lab Assessment
- The student will illustrate their learning of the
body systems by performing a virtual frog
dissection at http//www.froguts.com/flash_content
/index.html The student will identify and
describe all the body parts on a chart that is to
be turned in with the lab work.
32Day 15 Creative Assessment
- The student will show their knowledge of the
human body by creating a travel brochure for the
body systems. The brochure will be poster-size
and should include a presentation to entice
clients to visit your body. The student will
include a letter to potential clients welcoming
them to their body as well.
33Assessment
- In an effort to have an assessment that is
ongoing throughout the unit we are using a body
systems journal and poster for each student. The
student will make an outline of their body onto
butcher paper and will draw in each body system.
The journal will be a daily journaling of 3-5
minutes to describe that days body system. The
poster will be implemented as part of their
Travel to the Human Body presentation.
34TEKS
- 7.2 Scientific Processes. The student uses
scientific inquiry methods during field and
laboratory investigations. The student is
expected to - Plan and implement investigative procedures
including asking questions, formulating testable
hypotheses, and selecting and using equipment and
technology - Collect data by observing and measuring
- Organize, analyze, make inferences and predict
trends from direct and indirect evidence - Communicate valid conclusions
- Construct graphs, tables, maps and charts using
tools including computers to organize, examine,
and evaluate data.
35TEKS
- 7.3 Scientific Processes. The student uses
critical thinking and scientific problem solving
to make informed decisions. The student is
expected to - Analyze, review, and critique scientific
explanations, including hypotheses and theories,
as to their strengths and weaknesses using
scientific evidence and information - Draw inferences based on data related to
promotional materials fro products and services - Represent the natural world using models and
identify their limitations - Evaluate the impact of research on scientific
thought, society and the environment
36TEKS
- 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
37NSES
- CONTENT STANDARD AAs a result of activities in
grades 5-8, all students should develop - Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
38NSES
- Life Science
- CONTENT STANDARD CAs a result of their
activities in grades 5-8, all students should
develop understanding of - Structure and function in living systems
- Reproduction and heredity
- Regulation and behavior
- Populations and ecosystems
- Diversity and adaptations of organisms
39NSES
- STRUCTURE AND FUNCTION IN LIVING SYSTEMS
- Living systems at all levels of organization
demonstrate the complementary nature of structure
and function. Important levels of organization
for structure and function include cells, organs,
tissues, organ systems, whole organisms, and
ecosystems. See Unifying Concepts and Processes
- All organisms are composed of cells--the
fundamental unit of life. Most organisms are
single cells other organisms, including humans,
are multicellular. - Cells carry on the many functions needed to
sustain life. They grow and divide, thereby
producing more cells. This requires that they
take in nutrients, which they use to provide
energy for the work that cells do and to make the
materials that a cell or an organism needs. - Specialized cells perform specialized functions
in multicellular organisms. Groups of specialized
cells cooperate to form a tissue, such as a
muscle. Different tissues are in turn grouped
together to form larger functional units, called
organs. Each type of cell, tissue, and organ has
a distinct structure and set of functions that
serve the organism as a whole. - The human organism has systems for digestion,
respiration, reproduction, circulation,
excretion, movement, control, and coordination,
and for protection from disease. These systems
interact with one another. - Disease is a breakdown in structures or functions
of an organism. Some diseases are the result of
intrinsic failures of the system. Others are the
result of damage by infection by other organisms.