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Investigating Human Systems

Lesson by Lesson Guide


Kendall Hunt (BSCS)

and

Alignment Lessons


Table of Contents NC Essential Standards and Clarifying Objectives ......................................................................................... 3

Essential Questions for the Unit.................................................................................................................... 3

Pre-Unit Assessment Opportunities .............................................................................................................. 3

Notes about the Unit/Additional Materials Needed for Alignment Lessons ................................................ 3

Lesson 1 An Inventory of My Traits & A Tree of Genetic Traits (Alignment Lesson) ................................ 6

Lesson 2 Generations of Traits (Alignment Lesson) ..................................................................................... 8

Lesson 3 A Recipe for Traits (Alignment Lesson) ...................................................................................... 10

Lesson 4 Cells, Tissues, and Organs (Alignment Lesson) ........................................................................... 12

Lesson 5 Believe It or Not (Lesson 1 in the Inv. Body Systems Teacher Guide) ........................................ 15

Lesson 6 Muscles, Bones, and Fitness (Lesson 2 in the Inv. Human Systems Teacher Guide) .................. 17

Lesson 7 Muscles (Alignment Lesson) ........................................................................................................ 20

Lesson 8 Nervous System (Alignment Lesson) ........................................................................................... 24

Lesson 9 Blood Cell Basics (Alignment Lesson) ........................................................................................ 27

Lesson 10 Count the Beats (Lesson 3 in the Inv. Human Systems Teacher Guide) .................................... 30

Lesson 11 A Breathing System (Lesson 4 in the Inv. Human Systems Teacher Guide) ............................. 32

Lesson 12 Fitness from the Inside Out (Lesson 5 in the Inv. Human Systems Teacher Guide) .................. 35

Lesson 13 Nutrition and Fitness (Lesson 6 in the Inv. Human Systems Teacher Guide) ............................ 37

Lesson 14 Digestion Demonstration (Alignment Lesson) ........................................................................... 40


NC Essential Standards and Clarifying Objectives

5.L.1 Understand how structures and systems of organisms (to include the human body)

perform functions necessary for life.

5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others

require many cells that are specialized to survive.

5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory,

muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life.

5.L.3 Understand why organisms differ from or are similar to their parents based on the

characteristics of the organism.

5.L.3.1 Explain why organisms differ from or are similar to their parents based on the


5.L.3.2 Give examples of likenesses that are inherited and some that are not.

Essential Questions for the Unit

What are inherited traits?

How are organisms different from and similar to their parents?

What are some of the major systems of the human body?

What function does each body system perform to sustain life?

Pre-Unit Assessment Opportunities

There are several formative assessment probes which can be administered throughout this unit:

“Is It Made of Cells?” can be found on page 131 of Uncovering Student Ideas in Science, Volume

1 (Pink Cover), by Page Keeley et al OR “Human Body Basics” can be found on page 139 of

Uncovering Student Ideas in Science, Volume 1 (Pink Cover), by Page Keeley et al can be

administered during Lesson 4 (Cells, Tissues, Organs).

“Digestive System” can be found on page 131 of Uncovering Student Ideas in Science, Volume 4

(Green Cover), by Page Keeley et al can be administered during Lessons 13 and 14.

“Functions of Living Things” can be found on page 147 of Uncovering Student Ideas in Science,

Volume 1 (Pink Cover), by Page Keeley et al can be administered near the end of the unit. This

will permit students to compare the functions of living things with the human body systems and

their related functions. Students will then determine if the functions of living things are

performed by plants, animals, or both.

Notes about the Unit

This unit uses a combination of lessons from Investigating Human Systems and Alignment

Lessons in order to meet the expectations of the NC Essential Standards for Science. Because


Alignment Lessons supplement the Investigating Human Systems teacher guide and kit materials,

additional materials are required, which are not included in the science kit. This chart provides a

listing of lessons, materials, and suggested quantities for Alignment Lessons:

Lesson CMAPP Day(s) Additional Materials Needed, not included in science kit Quantity

Genetics 24-26

set of 6 plastic cups or baskets 1 set per student group

Unifix cubes in 4 different colors 4 colors per student group

leaves for "A Tree of Genetic Traits" activity (available on CMAPP)

1 leaf per student

large tree for "A Tree of Genetic Traits" activity (available on CMAPP)

1 tree for class display

envelopes 1 per student

DNA strips for "A Recipe for Traits" activity (available on CMAPP)

1 set of strips per student

Dog traits key (available on CMAPP) 1 key per student

Cells, Tissues, Organs, Systems

27-29 large sheets of bulletin board paper for body tracing

1 sheet per student group

pictures of major body organs (available on CMAPP) 1 set per student group

Believe It or Not

30 set of advertisements that promise immediate fitness results (available on CMAPP)

1 set per student group

Muscles, Bones, and

Fitness 31-32

bathroom scales (ask parents or colleagues to borrow) 2 or 3 for the class

Nervous System

34-36

Stroop Effect tester pages (available on CMAPP), printed in color

1 set of color copies per student group; each student should receive a tester page to add his/her own colors

Blood Cell Basics

37

sealable sandwich bags 1 per student group

small cups of prepared, red Jello (storebrands work well, too) 1 per student group

white rice 6-8 grains per


student group

Count the Beats

38-39 timers (can be borrowed from Motion & Design kit) 1 per student group

small, soft ball such as a Nerf ball 1 for class

Nutrition & Fitness

44-45

nutrition fact labels from empty food containers

small collection for each student group

Digestion Demonstration

44-46

clear, plastic cups 2 for teacher demonstration

vinegar enough to fill demo cup

baking soda 2 -3 teaspoons for demo cup

aspirin, enteric coated 1 for teacher demonstration

aspirin, uncoated 1 for teacher demonstration


Lesson 1 An Inventory of My Traits & A Tree of Genetic Traits (Alignment Lesson) Students take an inventory of their own easily observable genetic traits and observe how their

trait inventories differ from those of others. Students mark their traits for tongue rolling and

earlobe attachment and create a visual representation [A Tree of Genetic Traits] of the

frequency of trait combinations within the class.

Clarifying Objectives

5.L.3.1. Explain why organisms differ from or are similar to their parents based on the



Focus Questions



Activity Guiding Questions

Lesson plans and instructional resources can be

downloaded from CMAPP, Days 24-26.

Discuss examples of likenesses that are

inherited and some that are not.

Students will complete the "Inventory

of My Traits" survey.

Use data from "Inventory of My Traits"

to create a class graph.

Complete the "A Tree of Genetic

Traits" activity.

Following the investigation, use

Revised Bloom's questioning strategies.

How did this investigation relate to the

concept of inherited traits?

How are organisms different from their

parents? Provide evidence to support

your response.

How are organisms similar to their


your response.

Science Content Words

Use these terms when teaching the lesson:

- characteristics: qualities of an organism

- inherited: characteristics from parents

- likeness: similar or nearly the same

- organism: an individual living system

- traits: distinguishing characteristics

Integration Hints

The lesson plan includes a math extension in which students calculate the frequency of traits in

their classroom, then compare their calculations with given frequencies for the general

population.


Science Notebook Helper

Students can copy or write the Focus Questions in their science notebook and use them for

Lessons 1-3. Students can paste or staple inventories and graphs in their science notebooks as

artifacts of learning. Are students developing claims and evidence statements based on the data

collected in the classroom?

Assessment Opportunities

Following the investigation, provide an opportunity for a “quick write” where students explain

what they learned in the investigation.


Lesson 2 Generations of Traits (Alignment Lesson) Students learn that traits are passed from parents to offspring and that siblings may or may not receive

the same traits from their parents.





Focus Questions






Review concepts introduced in the

previous investigation.

Introduce the “Generations of Traits”

activity and group students in pairs.

Students complete the “Generations of

Traits” activity and record their data.

Students engage in a teacher-facilitated

class discussion.







your response.



your response.


In addition to the terms introduced in the previous lesson, use these terms when teaching this

lesson:

- generation: a group of individuals born and living at the same time, such as siblings

- offspring: the young of a person, animal, or plant

- parents: animals (including humans) or plants that produce offspring

Integration Hints

The Family Traits Trivia activity can be done as a homework assignment and data analysis

activity.


The Generations of Trait worksheet and related questions can be pasted or stapled in students’

science notebooks as an artifact of learning. You might consider guiding students to label

Generations of Traits worksheet to indicate generation, parents, and offspring.



Following the investigation, provide an opportunity for a “quick write” where students explain

what they learned in the investigation.


Lesson 3 A Recipe for Traits (Alignment Lesson) Students create and decode a "DNA recipe" for man's best friend to observe how variations in DNA lead

to the inheritance of different traits.





Focus Questions






Review concepts introduced in the

previous investigations.

Introduce “A Recipe for Traits” activity

and distribute the materials.

Students complete “A Recipe for

Traits” activity and record their data.

Students engage in a teacher-facilitated

class discussion.







your response.



your response.


In addition to the terms introduced in the previous lessons, use these terms when teaching this

lesson:

- DNA: material in life forms that transfer genetic characteristics from parents to offspring

Integration Hints

For writing, consider a RAFT assignment: The DNA Dog will write a letter to a potential owner

explaining what it needs for survival and a long, happy life. (Role=Dog, Audience=potential pet

owner, Format=letter, Topic=needs of dog)


Students can staple or paste the dog traits key in their science notebooks. They can draw their

DNA dog in their notebook as well.



Have students write a letter to a parent/guardian about what they learned from the lessons on

genetics. Be sure to include specific examples and data references to support statements.


Lesson 4 Cells, Tissues, and Organs (Alignment Lesson)

Students learn that the cell is the basic unit of a living organism. In multicellular organisms

(organisms with more than one cell), a collection of cells that work together to perform similar

functions is called a tissue. In the next higher level of organization, various tissues that perform

coordinated functions form organs. Finally, organs that work together to perform general

processes form body systems.

*This lesson can cover three class periods.


5.L.1.1 Explain why some organisms are capable of surviving as a single cell while other require

many cells that are specialized to survive.

Focus Questions

Why are cells considered the building blocks of life?

What are the characteristics of unicellular and multicellular organisms?


You might consider administering the

formative assessment probe called “Is It

Made of Cells?” or “Human Body

Basics.”

Guide students to complete the K and

W portions of a KWLH chart (what I

think I know, what I want to know,

what I learned, how I learned it)

regarding cells

Students observe animal cells and

tissue samples either under a

microscope or by using photographs

(links available on CMAPP Days 27-

29).

Prompt students to record illustrations

of these examples in their science

notebooks.

Following the slides or online cells and

tissues observation, students will

complete a Venn diagram that

compares and contrasts cells and

tissues.

As some students observe animal cells

and tissue samples, other student teams

can use butcher paper to create a paper

body model.

They will trace one member of the

How do you explain the function of a

cell?

Why are cells considered the basic unit

or "building block" of life?

What role(s) to cells and tissues serve

in the human body?

What is the relationship among cells,

tissues, and organs?

Based on responses from the

discussion, review and reiterate the

concepts of unicellular versus

multicellular, functions of cells, tissues,

and function.

Note: Teachers many have students

record responses to these questions as a

"quick write" in their science

notebooks.


group on the paper to create a life-size

human body (same gender).Then, they

will use the paper organs handout

provided (available on CMAPP Days

27-29) to drawn the organs in the

correct position on the person

(puzzle/model). When students draw

the organs, the teacher will be able to

determine student ideas on the size of

each of these organs in relationship to

the body. Cooperative teams will

discuss their thoughts on the correct

placement of the organ.

After the investigation is complete,

discuss placement and rationale with

the class. Display the paper human

body models in the classroom.

Revisit the formative assessment probe

and allow students to confirm their

initial responses or capture new

learning based on evidence/information

gained throughout this lesson. Students

can also populate the L (what I learned)

and H (how I learned it) columns of the

KWLH chart.

Share the Engineering and Technology

video entitled “Regenerating Organs”

(link available on CMAPP Days 27-29)



- cell: the basic unit of life

- multicellular: composed of many cells

- unicellular: single-celled; composed of one cell

- permeable: able to pass through

- tissue: similar cells with a specific function

- organ: a part of a system that consists of cells and tissues and is specialized to do a particular

task

Integration Hints

For an engineering and technology integration, view the video “Regenerating Organs.”



Students can record the focus questions in their science notebooks and refer to them during the

course of this lesson. Students can complete the KWLH and Venn diagrams comparing cells and

tissues in their science notebooks as artifacts of learning. Students document what they have

learned about these concepts and any new questions they might want to explore further.


Are students understanding that cells are the “building blocks” of plants and animals (including

humans)? Are students aware that single-celled or unicellular organisms exist because all

functions necessary for survival occur in the one cell? Are students beginning to understand the

hierarchy of cells combining to form tissues, tissues combining to form organs, and organs

working together to form a system, which has a specific function or task?


Lesson 5 Believe It or Not (Lesson 1 in the Inv. Body Systems Teacher Guide)

Students use a fictitious ad for Muscle Powder to prompt a discussion of their ideas of fitness.

Students critically examine existing advertisements for products and services that promise easy

fitness and changes to the body. They apply scientific skepticism to extraordinary claims about

products that promise to produce an ideal body.




Focus Questions

Why is it important to maintain a healthy body?

How do we make the best choices to keep our body systems healthy?


Students will review several ads that

promise immediate fitness.

After students examine the ads (several

ads are available on CMAPP Day 30),

ask students if they believe the ads and

explain why.

Students will read the cartoon on pages

24-25 of the student guide. Read and

discuss pages 26-28 from the student

guide.

Use the Muscle Powder ad (available in

student guide) to complete claims and

evidence statement s in cooperative

teams. Use page 31 from the student

guide for directions. Students will

discuss ideas with their cooperative

science group and then share out ideas

with the class.

Students will record claims and

evidence statements in their science

notebooks.

Why is it important to maintain a

healthy body?

How do we make the best choices to

keep our bodies healthy?




notebooks.



- direct evidence: evidence you collect yourself

- indirect evidence: evidence you do not collect yourself, but rely on evidence collected by

others

- fitness: state of being healthy


Integration Hints

Students can use a Venn diagram or other graphic organizer to compare the Muscle Powder ad

(available in the Student Guide) to other ads that are reviewed. Students can cite evidence

regarding why an ad is making believable claims or not.


Students record the focus questions and claims and evidence statements in their science

notebooks.


Students can complete a quick write to share what they learned in this lesson about being a good

consumer of information and advertising. They might discuss the importance of using evidence

to support a claim especially if something seems “too good to be true.”


Lesson 6 Muscles, Bones, and Fitness (Lesson 2 in the Inv. Human Systems Teacher Guide)

Students explore the musculoskeletal system through readings, activities, and exercises. Team

members will become "experts" about some muscle and bones and they share their expertise.

Students try exercises and record how their muscles respond.

*This lesson can cover two class sessions. The skeletal and muscular systems were introduced in

the Human Body unit in 3rd

Grade.




Focus Questions

What are the functions of the skeletal system?

What are the functions of the muscular system?


Prompt students to share what they

already know about the muscular and

skeletal systems.

Complete the "Muscles and Bones"

expository activity (pages 40-43 in the

student guide)

The lesson descriptions for the

following activities/investigations

begin on page 76 of the teacher's guide:

- Exploring Muscles Team Tasks

(tasks are jig sawed then team

members return to their home

team to report their new

learning)

- Ideas to Think About (whole

class task)

- Time to Move (whole class

task)



notebooks.

View the Engineering and Technology

videos entitled “Artificial Bones” and

“Prosthetic Legs.” (links available on

CMAPP Days 31-32)

Why is the skeletal system referred to

as the framework of the human body?

What are muscles?

How do muscles help the body move?

What makes a muscle strong?

How can you measure the strength of a

muscle?

How might you strengthen muscles in a

healthy way?

How might you hurt your muscles?




notebooks.




Skeletal System

-ball/socket joint: joint that allows twisting and turning; example: hip joint

-bones: forms the substance of a skeleton; support the body

-cartilage: flexible connective tissue

-cranium: skull

-femur: longest, largest, and strongest bone in the human body; located in the upper leg

-fracture: to break or crack

-framework: support, i.e. skeleton

-gliding joint: joint that allows flat bones to slide over each other; example: foot, wrist

-hinge joint: joint that allows movement in a certain spot, like the opening and closing of a door;

example: elbow, knee, ankle

-humerus: long bone in arm extending from the shoulder to the elbow

-immovable: not able to be moved

-joints: place where two bones are joined or united to allow motion

-mandible: jaw bone

-patella: flat moveable bone in the front of the knee; also known as the knee bone

-pelvis: funnel-shaped part of the skeleton supporting lower limbs

-phalanges: bones that make up the fingers

-radius: bone of the forearm on the thumb side

-ribs: bone that support and protect organs such as the heart and lungs

-scapula: shoulder blade

-skeleton: framework of 206 bones that supports the human body

-skull: head bone that protects the brain; also known as the cranium

-spine: backbone

-sternum: breastbone

-tarsals: bones in the feet

-tibia: shinbone; located in the lower leg

-torso: upper part of the body

-ulna: bone of the forearm, located on the side opposite the thumb

-vertebrae: bones in the spine or backbone

Muscular System

-bicep: muscle at the front of the upper arm

-cardiac muscle: heart muscle

-contract: to draw together

-endurance: ability or strength to continue or last without becoming tired

-exertion: activity of using muscles in various ways to keep fit


-extend: to increase in length

-flex: to bend

-involuntary: muscle controlled without thinking about it, i.e. pumping heart

-ligaments: tissues that connect bones, hold organs in place

-muscles: tissues that cause motion in the body when contracted

-musculoskeletal: the muscular and skeletal systems

-resistance: exercise that involves working your muscles against free weights or your body’s

own weight (walking, running, push ups)

-skeletal muscle: muscle connected at either end with a bone

-smooth muscle: found in the walls of internal organs, blood vessels, hair folloles

-tendons: connect muscle to bone

-tricep: muscle located at the back of the upper arm

-voluntary: muscle whose action is controlled by the person; example: lifting and arm

Integration Hints

Check with the Physical Education specialist for ways s/he can support students learning about

the muscular and skeletal systems. As part of the jigsaw activity, some students will create a

model of the arm using cardboard, brads, and string. Ask students to complete a Plus/Delta to

analyze the model: What makes it a good model? How can we make it a better model?


Students can record the focus questions in their science notebooks. Students should record

information they learn during both the jigsaw activities and the reporting information to the

home team. The anticipation guide and other handouts can be stapled or pasted in science

notebooks as artifacts of learning.


Do students understand that the skeletal and muscular systems work together to provide support,

protection, and mobility/movement? Are students making a connection between exercise and

maintaining muscle strength and flexibility?


Lesson 7 Muscles (Alignment Lesson)

Students learn about the three different types of muscles (smooth, cardiac, and skeletal) and how

outer space affects astronauts' muscles. They will discover how important it is for astronauts to

get adequate exercise both on Earth and in outer space.

*Prior to the lesson, collect books on muscles for student reference. Internet sites could also be

utilized.




Focus Question

How does the human muscular system change in a space environment?


The Teach Engineering Lesson Plan entitled

“Muscles, Muscles Everywhere” can be

downloaded from CMAPP Days 31-32.

Have the class brainstorm a list of all

the things our muscles enable us to do.

Write all the ideas down on the board

and guide students towards ideas they

may not have considered (walk, run,

jump, smile, laugh, eat, go to the

bathroom, cry, frown, giggle, play

hopscotch, swim, ski, snowboard, do

ballet, play basketball, pump blood

through our body, breath, etc.).

Next, talk about voluntary and

involuntary muscles, and write an "I"

(involuntary) or a "V" (voluntary) next

to each action.

Briefly discuss the different types of

muscles (cardiac, smooth and skeletal).

Talk about voluntary movement (the

ability to tell a part of the body ─ our

arms and legs ─ to move), vs.

involuntary (we cannot control our

heart by thinking about it). Discuss how

muscles work in teams, just like

engineers and astronauts. (For example,

the face uses over forty different kinds

of muscles to make expressions.)

What are the differences and

similarities between voluntary and

involuntary muscles?

How are muscles different in space?




notebooks.


Discuss the problem of muscle atrophy

in space (muscles grow weaker in space

because, due to microgravity, they do

not have to support the weight of the

body; in a microgravity environment,

the body is almost completely

weightless).

Discuss the challenges of exercising in

microgravity (exercising in space is

tough if the body is weightless; for

example, lifting weights does not help

your muscles get stronger because the

weights themselves are nearly

weightless. This is why NASA

engineers designed special exercise

machines for astronauts to use while in

space).

Show students pictures of actual

exercise machines that NASA designed

for astronauts to use and discuss how

they work in microgravity conditions.

(See Figures 2 and 3.)

Group the students into teams of 6.

Have the students look up different

kinds of skeletal muscles from the

library books and, if possible, examine

slides of muscles under the microscope.

Have teams choose one skeletal muscle

for which they would like to design a

microgravity exercise machine (leg,

arm, back, etc.). Ask students to write

that muscle down at the top of a sheet

of paper.

Have each team brainstorm what type

of exercise activities might be used to

strengthen that muscle (sit ups, push

ups, running, walking on your hands,

etc.).

Have the students design a machine to

strengthen that muscle, using at least

one of the exercises they came up with

(in step 7 above). Have them draw a

picture of their machine and write a

sentence to explain how it works.


Encourage the teams as they design and

draw their machine. (Teachers:

encourage students to carefully

consider and include the modifications

needed in a microgravity environment

in their designs.)

If time permits, have student teams

review their design with the entire

class. If time is short, ask a just a few

student teams to volunteer to show their

design to the class.



notebooks.


In addition to terms used in the previous lesson, use these terms when teaching the lesson:

- atrophy: to waste away or decrease in size

Integration Hints

Students can calculate the weight of their muscles on Earth. For example, 2/5 of the body is

made of muscle, so if a person weighs 100lbs, 40lbs of their body weight is attributed to muscle.


Students record the focus question in their science notebooks. They can also jot down any

additional information from books or internet sites as a record of their learning. Students draw a

design for exercise equipment that targets a particular muscle group and a brief explanation of

how the equipment works. Students also write claims and evidence statements in their science

notebooks.


Describe It In Words: Have students write next to their machine which muscle (or muscles) it

will exercise. Have the students write two sentences about these muscles (where they are located,

voluntary vs. involuntary, cardiac vs. smooth vs. skeletal) on a sheet of paper.

Job Interview: Tell the students you are a senior engineer from NASA, and that you are looking

for some trained biomedical engineers to prepare exercise machines for the next space shuttle.

However, in order to get the job, they must be able to correctly answer the following five

questions:

- How many kinds of muscles are there? (Answer: three)

- What are the names of the kinds of muscle? (Answer: smooth, skeletal, cardiac)

- Which ones are voluntary and which are involuntary? (Answer: Skeletal is voluntary; cardiac


and smooth are involuntary)

- What happens to astronauts' muscles in outer space? (Answer: They atrophy, or get weaker,

because of the microgravity environment.)

- Who helps the astronauts exercise in space and what do they design and build? (Answer:

Engineers! They design and build special exercise machines that work in outer space to help the

astronauts keep their muscles strong.)

Congratulate the students on passing their job interview and being hired to work for NASA!


Lesson 8 Nervous System (Alignment Lesson)

The Stroop effect describes an experiment about the time it takes to name the color of printed

words. When you try to name the color in which color words are printed, it takes longer when

the color word differs from the ink color than when the color word is the same as the ink color.

Students will try and consciously change the interpretation the brain naturally wants to give

them. Students will also examine robot sensors to highlight the similarities between human

sensors and their engineering counterparts. This enables students to view the human body as a

system, i.e., from the perspective of an engineer. Humans have recreated most of the human

sensors in robots - eyes, ears, and sensors for temperature, touch, and smell.

*This lesson can cover three class sessions. The investigation involves color. If you have a color

blind student in class, s/he can be in charge of timers and assisting with data collection.




Focus Question

What are the main functions of the nervous system?


Stroop experiment lesson plan and resources

can be downloaded from CMAPP Days 34-36.

Prompt students to share what they

already know about the nervous system

and provide real life examples.

Complete the Stroop experiment with

students:

1. Challenge the class to read the names

of the colors out loud together. This

should be fairly easy.

2. Challenge the students to name the

color that the words are written in. For

example, if the word "green" is written

in purple, the class would name the

color "purple".

3. If using stations, have students use a

stopwatch to time themselves reading the

words versus naming the colors and

compare the results.


video entitled “How Do Robot Sensors

Work?” and guide students to make

connections between the robot and the

nervous system. (video link available

How do these investigations relate to

the nervous system?

How do the components of the nervous

system work together to send messages

to the body?




notebooks.


on CMAPP Days 34-36)



-autonomic nervous system: system of nerves which control involuntary functions

-axon: part of a neuron that takes information away from a cell

-brain: controls mental and physical actions; located in the cranium(skull)

-brain stem: part of brain near the spinal cord; controls reflexes, breathing, and heartbeat

-cerebellum: large portion of the brain which controls voluntary motions

-cerebrum: largest part of the brain which controls voluntary movements and mental actions

-dendrites: part of a neuron that brings information to a cell

-nerves: bundle of fibers that carry impulses from the brain to other parts of the body

-neurons: specialized, impulse-conducting cells which are composed of a cell body, axon, and

dendrites

-peripheral nervous system: lies outside the brain and spinal cord and includes nerves to arms,

legs, and sense organs

-relay: to transmit a signal

-signals: messages sent from the brain to nerves

-spinal cord: cord of nerve tissue extending through the spinal column and protected by the

vertebrae of the spine/backbone

-spinal nerve: nerves that start in the spinal cord

-stimuli: something that causes an action; example – stimulus: hot stove, response: moving hand

away from hot stove

-synapse: place where nerve messages are sent and received

Integration Hints

Students can complete the Stroop experiment online – see the link on CMAPP. Students can

complete the Stroop experiment three or more times and find their average time to complete the

task.

Students can research additional activities that relate to the nervous system – see the link on

CMAPP.


Students record the focus question in their science notebooks. Handouts can be stapled or pasted

in the science notebook as artifacts of learning. Students record data from the Stroop experiment

trials in their science notebooks and write claims and evidence statements based on the data

collected.


Are students recognizing that their brains received mixed messages when completing the Stroop

experiment? Are students beginning to understand that the major components of the nervous


system are the brain, spinal cord, and nerves? Did students make a connection between the

nervous system and the way the robot in the video was wired?


Lesson 9 Blood Cell Basics (Alignment Lesson)

Students will make a proportional model of blood out of red gelatin, a plastic bag, and rice. They

will learn about the different components that make up blood and will investigate what happens

when the arteries and veins experience buildup from cholesterol. They will then work in pairs to

brainstorm ways to clean our clogged arteries.

*Each group of students will need 1/2 C of prepared red gelatin, 5-8 grains of rice, and 1 freezer-

strength zip bag.




Focus Question

How can we use a model to learn about the components of blood?


The Teach Engineering lesson plan entitled

“Blood Cell Basics” and supporting resources

can be downloaded from CMAPP Day 37.

First, ask the students where their heart

is located. Give them a moment to

point to their chests (or other locations

if they are unsure). Then, have them

point to the center of their chests and

then move their fingers over about an

inch or two to their left. This is where

their heart is located in the chest cavity.

Next, write the following activity

directions either on the board, on an

overhead or on a handout. If students

follow verbal instructions well, have

them follow along as you read the

instructions.

· Very carefully open the gelatin bag.

· Place about 6 grains of rice in their

bag.

· Seal the bag very carefully.

· Group the rice together in one corner

of the bag.

Have students carefully squeeze the bag

to move the rice around. Discuss what

it feels like, how it looks. Write student

responses on the board.

Using their Blood Cell Model

Why are there only a few white blood

cells? (Answer: The rice represents the

white blood cells, and as we learned,

there are very few white blood cells in

our blood ─ only about 1%.)

Why is it so squishy? (Answer: The red

blood cells, water and plasma are

represented by the gelatin. The red

blood cells, in particular, have to be

very flexible in order to travel through

tiny arteries, called capillaries.)

Have the students write a descriptive

paragraph about their blood cell.

(Possibly only for older students,

younger students could write in pairs)

How does this investigation connect to

the circulatory system?

What was your rationale for the

development of your engineering

device to help blood flow?




notebooks.


Worksheet, have students draw a

diagram of their model. Ask them to

label the white and red blood cells on

their diagram.

Next, have a five groups (10 students)

stand in the front of the classroom.

Instruct 2 students to pretend they are

blood, and the rest to pretend they are

cholesterol (blockage). The students

that are the cholesterol line up in twos

(standing one foot apart from one

another). Now have the blood pass

between them. Have the cholesterol

students stand right next to each other.

The blood will not be able to pass

anymore (or at least not easily, if at

all). This is what happens when a heart

attack occurs. Explain to the students

that engineers design medical

equipment that helps doctors remove

these cholesterol clogs.

Lastly, students will design a way to

clean out blocked arteries. Ask them

what kinds of heart problems people

can have, who fixes them, and why

engineers would study the heart.

Encourage teams to name their

engineering company. Ask them to

come up with a way to clean out

blocked arteries and encourage them to

be creative with their designs: there is

no wrong answer. Have students draw

a picture of their design and present it

to another team or the entire class.



- blood: circulates in body to sustain life

- cholesterol: waxy substance found in animal tissue; too much can lead to heart disease

- red blood cells: carry oxygen throughout the body

- white blood cells: fight off infections and diseases

- platelets: smallest blood cells which form clots if you have an injury such as a cut or scrape

- plasma: the watery part of blood that contains protein and suspends blood cells


Integration Hints

Graphing Practice: Assess students' understanding of the concepts by assigning the Blood Cell

Math Worksheet (available for download on CMAPP Day 37) which has the students complete a

pie chart on the components of blood.

Problem Solving: Present the class with the following problems and ask the students to calculate

the number of red and white blood cells present in the blood based on the following percentages.

Use a calculator and give the students a whole number for the volume of blood.

Red blood cells - 44%

White blood cells - 1%

Plasma - 5%

Water - 50%

· 100 ml of blood. (Answers: 44 ml red blood cells, 1 ml white blood cells, 5 ml plasma, 50

ml water.)

· 200 ml of blood. (Answer: 88 ml red blood cells, 2 ml white blood cells, 10 ml plasma, 100

ml water.)

Student-Generated Definitions: On a white/chalk board, or designated word wall, write the four

composites of the blood cell (white blood cell, red blood cell, plasma, water), and generate a

class comprehensible definition.

Analyze the Model: This lesson presents another opportunity to analyze a model: What makes

this a good model? What would make it a better model?


Students record the focus question in their science notebooks. They might staple or paste any

handouts from the lesson in their notebooks as artifacts of learning. Students should include a

labeled drawing of their model of blood as well as their tool or technique for clearing out

blocked arteries.


Are students beginning to understand that blood is made up of four components: red blood cells,

white blood cells, plasma, and water? Are they making connections to drinking plenty of water

each day to maintain a healthy body, considering water makes up a great portion of blood? Are

students beginning to make connections to a diet rich in fruits and vegetables to avoid the build

up of cholesterol, which blocks arteries and restricts blood flow?


Lesson 10 Count the Beats (Lesson 3 in the Inv. Human Systems Teacher Guide)

Students measure and compare their heart rates at rest, during exercise, and after exercise. They

graph and interpret their data and then read about the effects of regular aerobic exercise on the

heart. Students participate in aerobic activity and describe the relationship between exercise, the

heart, and overall physical fitness.



muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life

Focus Question

What roles do the circulatory and cardiovascular systems serve in the human body?


Review prior knowledge of circulatory

and cardiovascular systems.

Complete CM-3 "Heart and

Cardiovascular System Anticipation

Guide"

Read "Your Cardiovascular System"

from the student guide; reflect back on

responses from the anticipation guide

Complete the "Finding a Pulse"

investigation on page 93 of the

teacher's guide and pages 63-65 of the

student guide. Graph results as a class,

analyze and discuss graph (see page

102 from the teacher's guide for sample

graphs).



notebooks.


videos entitled “Artificial Heart” and

“Engineering a Heart Valve” (links

available on CMAPP Days 38-39) and

discuss the videos as a class.

Students will respond to the following

question: How would you compare and

contrast the circulatory and

cardiovascular systems?




notebooks.


In addition to terms introduced in the previous lesson, use these terms when teaching the lesson:

-aerobic exercise: exercise that increases the need for oxygen

-anaerobic exercise: exercise that builds muscles through tension

-aorta: major artery which circulates blood from the heart to all of the body except the lungs


-arteries: blood vessels that carry blood away from the heart

-atrium: two upper chambers on each side of the heart, receives blood from veins and forces it

into ventricles

-blood vessels: any of the tubing (arteries, veins, capillaries) through which blood travels and

circulates the body

-capillaries: smallest of blood vessels

-cardiac: relating to the heart

-circulation: flowing (such as the flow of blood throughout the body)

-heart: an organ consisting of four chambers; contracts to pump blood throughout the body

-heart rate: number of heart beats counted in one minute

-pulmonary artery: transports blood away from the heart to the lungs

-pulse: regular throbbing of arteries caused by heart contractions; pulse can often be detected

near the wrists or the sides of the neck

-veins: blood vessels that carry blood to the heart

-ventricles: two lower chambers on each side of the heart

Integration Hints

Check with your Physical Education specialist or school nurse as s/he may be able to offer

support to students as they work to find their pulse and heart rate or to discuss different types of

exercise.


Students record the focus question in their science notebooks. They might paste or staple the

anticipation guide in their notebook as an artifact of learning. Students can create a chart and/or

graph to display data related to their heart rate before, during, and after exercising. (See chart

example on page 95 of the Teacher Guide.)


Do students recognize the heart, blood, and blood vessels as the major components of the

circulatory system? Do they understand that blood carries oxygen and nutrients to the cells and

that it carries waste away from cells? Are students connecting their pulse to the beating of their

hearts? Are they recognizing the importance of aerobic activity to exercise and strengthen the

heart muscle?


Lesson 11 A Breathing System (Lesson 4 in the Inv. Human Systems Teacher Guide)

Student teams explore the function of the respiratory system. They recognize the role that the

lungs and other parts of the system play in the human body. Teams make a model that simulates

how the system works. Students measure and record their breathing rate at rest and after

exercise and compare their results with those from Lesson 3 [Count the Beats]. Students explain

the relationship between the respiratory and cardiovascular systems.

*This lesson can cover three class sessions. Holes, large enough to insert a straw, need to be cut

in the center of the bottom of the clear plastic cups.




Focus Question

How do the parts of the respiratory system work together to deliver oxygen to the body?


Ask students what they already know

about the respiratory system. They can

documents these ideas in their science

notebook.

Share ideas with the class.

Complete the "Respiratory System

Anticipation Guide" from pages 78-81

of the student guide.

Students will then read "Your

Respiratory System" on pages 78-81 of

the student guide and respond to the

anticipatory guide again.

Review responses with the class.

Answer key on page 111 of the

teacher's guide.

Students will create a model of the

respiratory system using the kit

materials provided. Directions for the

construction of the model can be found

on pages 82-88 in the student guide.

Students will then complete the

"Breathing and Exercise" investigation,

which can be found on pages 89-91 of

the student guide.



notebooks.


discussion questions verbally and/or in

their science notebooks: How does the

respiratory system work? How does

exercise affect the functioning of the

respiratory system? Provide evidence

from the investigations to support the

responses.




notebooks.



videos entitled “Talcum Powder Fights

Lung Cancer” and “New Device for

Lung Biopsy-Mayo Clinic” (links

available on CMAPP Days 40-42) then

discuss with the class.



-air sac: air-filled spaces in the body

-alveoli: very small air sacs; where air breathed in goes

-bronchial tubes: two tubes at the end of the trachea, brings in air from trachea and helps clean

lungs; one tube goes to the right lung, the other to the left lung

-diaphragm: sheet-like muscle separating the chest from the abdominal cavity; creates a change

in air pressure to draw air in and expand the lungs

-exhale: to breathe out

-inhale: to breathe in

-larynx: voice box

-lungs: two respiratory organs located in the chest; they are protected by the rib cage

-nasal passages (nasal cavity): openings that allow inhaling and exhaling through the nose

-pharynx: throat; collects incoming air from the nose and passes air to the trachea

-respiration: inhaling and exhaling air; breathing

-ribs: bones that protect and support the chest

-sinuses: hollow spaces in the bones of the head; warm and moisten air that is inhaled

-trachea: windpipe; passage from pharynx to lungs

Integration Hints

The production of the respiratory model presents another opportunity to analyze the model: What

makes it a good model? What would make it a better model?

Students


Students record the focus question in their science notebooks. They should also include a labeled

drawing of the respiratory model in their science notebook as an artifact of learning. Students can

include claims and evidence statements regarding the respiratory system in their science

notebooks as well as data collected during the Breathing and Exercise investigation.


Are students recognizing the nose, trachea (wind pipe), and lungs as the major components of the

respiratory system? In a previous investigation, students should have realized that their heart rate


increases as a result of exercise. Are they making the connection that their breathing rate has

increased as well? Are students able to cite evidence/data to support their claims?


Lesson 12 Fitness from the Inside Out (Lesson 5 in the Inv. Human Systems Teacher Guide)

Student teams research a question that they have about exercise and how it relates to their

musculoskeletal, cardiovascular, and respiratory systems. Student teams share their questions

and explanations with their classmates.




Focus Questions

What are the similarities among the skeletal, muscular, circulatory/cardiovascular, and

respiratory systems?

What are the differences among the skeletal, muscular, circulatory/cardiovascular, and

respiratory systems?


Read the lesson introduction on page

101 of the student guide.

Students will select one question they

want to investigate further in their

cooperative team. Sample questions are

found on page 103 of the student guide.

Students will use research materials to

explore the possible solutions to their

group question.

Students will read "The Human

System: How Everything Works

Together" on pages 105-108 of the

student guide.

Students will share out their findings to

the question in a group presentation.

After presenting, other groups in the

class will ask thoughtful questions

based on the question stems from

Revised Bloom's Taxonomy (RBT).



-Use terms from the skeletal, muscular, circulatory, cardiovascular, and respiratory lessons.

Integration Hints

This lesson incorporates gathering information from multiple sources (nonfiction text, websites)

to complete a research project that is presented to the class. The lesson also includes a RAFT

(role, audience, format, and topic) writing activity about a couch potato becoming physically fit.


Students can record the focus questions in their science notebooks. They should also jot down

information they find during their research.



Science notebook entries and the creative writing piece can be used as assessment tools.


Lesson 13 Nutrition and Fitness (Lesson 6 in the Inv. Human Systems Teacher Guide)

Students analyze the "Nutrition Facts" labels in foods they usually eat and make a list of healthy

foods. They compare their daily diets with MyPyramid and the "Dietary Guidelines for

Americans." Students read about the digestive system and how it breaks down food into useful

nutrients.

*This lesson can cover two class sessions.



muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary fo

Focus Question

What are the roles of the digestive and excretory systems in the human body?


You might consider administering the

formative assessment probe called

“Digestion System.”

Read the introduction to the lesson,

which is located on page 113 of the

student guide.

Have students discuss the phrase "You

are what you eat."

Complete the investigation entitles

"What Is in the Foods You Eat?" In this

investigation, students will explore

food labels and the specific nutrients

found in food. Directions are located on

page 115-117 of the student guide.

Note: Discuss how the food pyramid

has changed and is now a food plate.

Students will classify the foods from

"What Is in the Foods You Eat?" on the

food plate.

Read and discuss "Eating and

Digestion" from page 121 of the

student guide.

Complete the "Digestive System

Anticipatory Guide.

Students will then read "Your Digestive

System" on pages 124-127 from the

student guide and adapt the answers to

their anticipatory guide, as needed.

Answers for the anticipatory guide are


question: How does the body digest

food? What is the role of the excretory

system?

Note: Teachers many have students record

responses to these questions as a "quick

write" in their science notebooks.


found on page 139 of the teacher's

guide.



notebooks.

Briefly discuss the excretory system

and how the body eliminates waste and

other nutrients or materials it cannot

use.


video segments and discuss them with

the class. (links available on CMAPP

Days 44-46)



-anus: where solid waste exits the body

-appendix: located near the small and large intestines; its purpose is unknown

-bile duct: store bile (yellow, green liquid from the liver)

-digestion: processing food in the body

-epiglottis: located in the back of the mouth; prevents food and drink from entering the larynx

-esophagus: muscular passage connecting the mouth and the stomach; its rhythmic motion

pushes food into the stomach

-large intestine: where stool (solid waste) accumulates

-liver: filters blood coming from the digestive tract, releases bile, and helps take toxins (poisons)

from chemicals in the body

-mouth: where digestion begins

-pancreas: about 6” long and located behind the stomach; secretes insulin

-rectum: straight section of the intestine, ending in the anus; stores solid waste

-saliva: watery fluid for tasting and swallowing food, chewing, and keeping mouth moist

-salivary glands: secretes (releases) saliva

-small intestine: helps in the passage of food that comes from the stomach

-stomach: organ in the digestive system that stores and digests food

-tongue: organ in the mouth; functions include eating, tasting, and speaking

Integration Hints

Students can begin journaling the foods they eat in order to track nutrients. Then they can

analyze the data to recommend healthy food choices.


Students record the focus question in their science notebooks. They might include the


anticipation guide as an artifact for learning. They should also write claims and evidence

statements.


Are students beginning to understand that the mouth, esophagus, stomach, and intestines are the

major organs of the digestive system?


Lesson 14 Digestion Demonstration (Alignment Lesson)

Through a teacher demonstration, students learn what simulation means and how it relates to

the engineering process, particularly in biomedical engineering.

*BECAUSE THE LESSON INVOLVES ASPIRIN, TEACHERS CAN COMPLETE THIS LESSON AS A

CLASS OR SMALL GROUP DEMONSTRATION. In advance, gather materials for a class

demonstration: 1 uncoated aspirin tablet [really inexpensive "uncoated" generic aspirin works

best] and 1 enteric-coated aspirin tablet, two clear plastic cups, 1 cup vinegar, 1.5 teaspoons

baking soda, pinch of salt, half cup water.




Focus Question

What are the roles of the digestive and excretory systems in the human body?


The Digestion Simulation lesson plan can be

downloaded from CMAPP Days 44-46.

Introduce the simulation by reading the

script under the

Introduction/Motivation section at the

bottom of page 2: “Did you know that

biomedical engineers recently created

the world’s first artificial stomach? It

mimics…”

Work through the demonstration and

script as outlined in the lesson plan

document.

Follow up with a class discussion to

guide students to make connections to

the digestive system and highlight the

benefits of simulations. .

How is this demonstration similar to

the human digestive system? (Listen to

student explanations.)

From seeing this demonstration, where

in the body would you expect each

table to be likely to dissolve? And

why? (Answer: Expect the uncoated

aspirin to dissolve in the stomach in the

acidic environment; expect the coated

aspirin to not dissolve in the stomach,

but later, past the stomach, in the small

intestine.)

Why might it be a good idea to test new

medicines in a simulated environment

rather than on a real person?




notebooks.



- Use terms introduced in the digestive system lesson.

Integration Hints

From Teach Engineering:


In many situations it is helpful to simulate an activity before it is actually carried out. Simulation

has saved a lot of human lives and provided engineers and researchers with much valuable

information. Hopefully, the artificial stomach will continue this process by providing us with

information about how certain medications and foods are processed by our digestive systems.

Can you think of any other examples of simulation being used by engineers as a research tool?

(Possible examples: Simulating car crashes with dummies that represent people, testing bridge

and building designs, testing strength of rope [or other materials] before using it for rope

climbing [or other purposes], testing airplane designs in wind tunnels before they are built, etc.)


Students can record the focus question in their science notebooks. They should also record their

observations of the teacher-led demonstration, label a drawing of it, and make connections to the

digestion process. For example, the cup with the vinegar represents the stomach while the cup

with the water, baking soda, and salt represents the small intestine.


Drawing: Test students' knowledge of the digestive system by asking them to draw and label a

simple diagram including all of the major digestive organs in sequence. If necessary, allow them

to use their textbooks or other source of information for help.

Discussion: Lead a classroom discussion about the importance of using simulation to do

experiments rather than performing tests on humans. On the board, make a list of the advantages

and disadvantages of using simulation. Students may record ideas on paper.

Artificial Organ Design: Have students draw their own design for a machine that simulates one

of the major organs in the human digestive system. Remind student to label areas in which a

distinguishing organ characteristic is simulated (for example, a simulated stomach might include

an apparatus that mixes food with acid and enzymes).

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