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The Human Body An Inquiry Unit

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The Human Body. An Inquiry Unit. MEFB 460. Krystal Cline, Sara Burns, Brooke Boucher, Toni Roberds ... The students will find out what effects our lung capacity. ... – PowerPoint PPT presentation

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Title: The Human Body An Inquiry Unit


1
The Human BodyAn Inquiry Unit
  • MEFB 460
  • Krystal Cline, Sara Burns, Brooke Boucher, Toni
    Roberds

2
Day 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

3
Day 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.

4
Day 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.

5
Day 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.

6
Day 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.

8
Skeletal 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.

10
Explanation (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.

11
Day 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.

12
Extension
  • 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.

13
Day 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.

16
Assessment 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.

17
Day 8 Skeletal-Muscular System
  • CLASS ACTIVITY
  • How Does Rest Affect Tired Muscles?

18
How 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.

19
How 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.

20
How 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.

21
How 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.

22
How 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.

23
How 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?

24
How 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.

25
Day 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
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27
Day 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.

28
Day 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.

29
Day 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.

30
Day13 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.

31
Day 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.

32
Day 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.

33
Assessment
  • 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.

34
TEKS
  • 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.

35
TEKS
  • 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

36
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

37
NSES
  • 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

38
NSES
  • 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

39
NSES
  • 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.
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