Jennifer Hellstern
November 9, 2010
Science: Human Body Systems and Functions
Our Body
25-30 Students
Grouping of Students: 8 groups of 3 to 4 students
Goals:
The primary goal is for the students to learn the function of the different organ systems
and to be able to identify some of the organs in each system. The students will also
understand the importance of each system and organ. We will look at the skeletal and
digestive system in depth. Students will learn about the different bones in the skeletal
system. Students will also understand the importance of the digestive system and learn
about the parts that make up this system.
Objectives:
The student will draw a life size human body and label the different organ systems with
95% accuracy.
The student will identify the ten different human organ systems after reviewing them in
class and making the life size body.
TEKS:
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions and knows the contributions of relevant
scientists. The student is expected to: (B) Use models to represent aspects of the natural world
such as human body systems and plant and animal cells;
(12) Organisms and environments. The student knows that living systems at all levels of
organization demonstrate the complementary nature of structure and function. The student is
expected to: (B) identify the main functions of the systems of the human organism, including the
circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary,
nervous, and endocrine systems
Prerequisite Knowledge:
Students will have briefly talked about the human body and its organ systems in previous
years. The day before this lesson, the class will have read the chapter about the human
body.
Concept:
In this lesson, the class will review the ten organ systems in a human body. They will be
able to identify what the ten systems are and briefly explain the purpose of each. They
will also be able to identify the major organs in each organ system and be able to explain
their importance in the system. Students need to learn about the human body so that they
know how to take care of themselves. The human body is comprised of the skeletal,
digestive, circulatory, integumentary, respiratory, muscular, nervous, reproductive,
endocrine, and excretory systems.
Definitions:
Skeletal system (free dictionary, 2010) - The bodily system that consists of the bones,
their associated cartilages, and the joints, and supports and protects the body, produces
blood cells, and stores minerals.
Muscular system (free dictionary, 2010)- The bodily system that is composed of skeletal,
smooth, and cardiac muscle tissue and functions in movement of the body or of materials
through the body, maintenance of posture, and heat production.
Respiratory system (Merriam-Webster, 2010) - a system of organs functioning in
respiration and in humans consisting especially of the nose, nasal passages, pharynx,
larynx, trachea, bronchi, and lungs
Circulatory system (Merriam-Webster, 2010) - the system of blood, blood vessels,
lymphatics, and heart concerned with the circulation of the blood and lymph
Nervous system (Merriam-Webster, 2010)- the bodily system that in vertebrates is made
up of the brain and spinal cord, nerves, ganglia, and parts of the receptor organs and that
receives and interprets stimuli and transmits impulses to the effector organs
Digestive system (Merriam-Webster, 2010) - the bodily system concerned with the
ingestion, digestion, and absorption of food
Endocrine system (Merriam-Webster, 2010)- the glands and parts of glands that produce
endocrine secretions, help to integrate and control bodily metabolic activity, and include
especially the pituitary, thyroid, parathyroids, adrenals, islets of Langerhans, ovaries, and
testes
Excretory system (free dictionary, 2010) - system that removes excess, unnecessary or
dangerous materials from an organism, so as to help maintain homeostasis within the
organism and prevent damage to the body
Reproductive system (Merriam-Webster, 2010)- the system of organs and parts which
function in reproduction consisting in the male especially of the testes, penis, seminal
vesicles, prostate, and urethra and in the female especially of the ovaries, fallopian tubes,
uterus, vagina, and vulva
Integumentary system (free dictionary, 2010) - organ system that protects the body from
damage, comprising the skin
Examples:
This unit relates to the students’ life because they each have bodies they need to take care
of. Each student needs to understand how their own body works.
Materials:
Butcher paper (8 pieces that are big enough to trace around a student)
Markers and colored pencils (8 packs of each)
TV/computer and DVD of The Magic School Bus: Human Body or the book The Magic
School Bus: Inside the Human Body
Organ system review (25-30 copies)
- http://www.harding.edu/plummer/morph/organsystems.htm
Student textbooks, library books about human body, posters
Safety:
Be careful when tracing around a student. Don’t poke them. Use a pencil to trace and not
a marker that way you don’t color on the person.
Procedures:
1. Pass out the organ system review handout to every student. Briefly go over each
system. Have the students take turns reading it out loud. Ask questions
periodically. http://www.harding.edu/plummer/morph/organsystems.htm
2. Play the Magic School Bus movie for students. (Depends if the teacher is able to
get a copy of the movie. If not, read the story version.) Teacher may need to fast
forward through beginning to skip to the part where they are inside the body.
3. Divide students into eight groups. Depending on how many are in attendance,
there will be about three to four students to each group.
4. Assign each group one of the following systems: integumentary, circulatory,
digestive, skeletal, respiratory, muscular, nervous, and endocrine. (Omit the
reproductive and excretory systems to prevent joking and playing around.)
5. Pass out a piece of butcher paper and markers to each group.
6. Tell the students that they are going to make a life size human by tracing an
outline of one of the group members. Once they’ve done that, they need to work
together as a group to label the organs in their system.
7. When students are done, have each group present their drawing.
8. Be sure to go over the excretory and reproductive systems after the students have
presented their humans. The teacher can have the class turn into their books for a
reference.
Assessment:
Based on the group presentation of their life size human, the teacher will be able to assess
if the students understand the basic parts of the organ systems. While the groups draw
and label their human, the teacher will be able to assess their understanding through
observations. The teacher can help groups that are struggling.
Summary:
Ask the class what they learned today. Students should be able to tell you that they
reviewed briefly the different organ systems and that they were able to learn specifics
about their particular system they drew and labeled. They should also be able to tell you
that they learned that each organ system has a specified function and is made of many
parts that work together.
Differentiated Instruction
Special Adaptations for Re-teaching:
The students are grouped together so if a student is having trouble, they should ask a
group mate. If students are still confused about the different systems, as a class make a
table that specifies the function, parts, importance of each system. Be sure to go through
each system slowly. Have students follow along in their textbooks to help. The teacher
can include the student made life size human bodies to help demonstrate the different
systems. The teacher could also try to borrow or find a model of the human body.
Having an actual model of the heart, bone, muscles, etc will help students understand
how organs work together to make up a system.
Extension Activities for Gifted and Talented:
While the rest of their group members label the organs on their group’s life size human,
the gifted and talented student can write down the importance of that organ and what that
organ does.
Infusion of Technology:
The teacher uses a computer or TV to show the Magic School bus video.
Infusion of Content Areas:
Because the students use their textbooks and library books as a reference to label their
organ system, the teacher is incorporating reading. They also are integrating reading by
going over the organ systems handout. Learning new vocabulary also develops their
language arts skills. By working on their project in groups, the students are working on
their social skills. Art is also being incorporated in the labeling activity since the students
have to draw a human body and color it.
References:
Cole, J. (1990). Magic School Bus: Inside the Human Body. New York, NY: Scholastic
Inc.
Cole, J. (writer), & Jacobs, L. (director). (2005). Human Body. P. Burns (producer), The
Magic School Bus. Warner Home Video.
Free dictionary. (2010). Dictionary. Retrieved from http://www.thefreedictionary.com/
Harding. (2002). Vertebrate Organ Systems. Retrieved from
http://www.harding.edu/plummer/morph/organsystems.htm
Merriam-Webster. (2010). Dictionary. Retrieved from http://www.merriam-webster.com/
Texas Education Agency. (2010). TEKS. Retrieved from
http://www.tea.state.tx.us/index2.aspx?id=6148
Jennifer Hellstern
November 9, 2010
Science: Human Body Systems and Functions
Skeletons and Bones
25-30 Students
Grouping of Students: individually and in pairs
Goals:
The primary goal is for the students to learn the function of the different organ systems
and to be able to identify some of the organs in each system. The students will also
understand the importance of each system and organ. We will look at the skeletal and
digestive system in depth. Students will learn about the different bones in the skeletal
system. Students will also understand the importance of the digestive system and learn
about the parts that make up this system.
Objectives:
The student will create a model of the human skeletal system with 95% accuracy.
The student will label the different bones in the skeletal system after putting together
their skeleton.
TEKS:
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions and knows the contributions of relevant
scientists. The student is expected to: (B) use models to represent aspects of the natural world
such as human body systems and plant and animal cells; (C) identify advantages and limitations
of models such as size, scale, properties, and materials; and
(12) Organisms and environments. The student knows that living systems at all levels of
organization demonstrate the complementary nature of structure and function. The student is
expected to: (B) identify the main functions of the systems of the human organism, including the
circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary,
nervous, and endocrine systems
Prerequisite Knowledge:
The students will have briefly gone over the basics of the skeletal system. Students may
know some of the bones in the body.
Concept:
In this lesson the students will learn about what bones are in the skeletal system. By
learning what bones are in the body, students will know where certain bones are in the
body and the importance of each. They will also be able to see how many bones work
together to produce movement. The adult body is comprised of 206 bones. By studying
the skeleton, the students will briefly learn about how muscles help create movement.
Another important reason for students to study the skeletal system is so that they can
understand that their bones give the body structure and protect vital, internal organs.
Definition:
Skeletal system (Merriam-Webster, 2010) - The bodily system that consists of the bones,
their associated cartilages, and the joints. It supports and protects the body, produces
blood cells, and stores minerals.
Clavicle (Merriam-Webster, 2010) - Either of two slender bones that extend from the
manubrium of the sternum to the acromion of the scapula. Also called collarbone.
Cranium (Merriam-Webster, 2010) - The bony case enclosing the brain, excluding the
bones of the face; braincase.
Scapula (Merriam-Webster, 2010) - shoulder blade; the flat, triangular bone in the back
of the shoulder
Femur (Merriam-Webster, 2010) - the bone that extends from the pelvis to the knee,
being the longest and largest bone in the body
Radius (Merriam-Webster, 2010) - the bone on the outer or thumb side of the forearm
Ulna (Merriam-Webster, 2010) - The larger bone of the two bones of the forearm,
extending from elbow to wrist on the side opposite the thumb
Sternum (Merriam-Webster, 2010) - Also referred to as the breast bone, this is the long
flat bone in the middle of the chest.
Ribs (Merriam-Webster, 2010) - One of a series of long curved bones occurring in 12
pairs in humans and extending from the spine to or toward the sternum
Humerus (Merriam-Webster, 2010) - the bone that extends from the shoulder to the
elbow
Tibia (Merriam-Webster, 2010) - shin bone; the inner and larger bone of the leg below
the knee
Fibula (Merriam-Webster, 2010) - The outer, narrower, and smaller of the two bones of
the human lower leg, extending from the knee to the ankle
Pelvis (Merriam-Webster, 2010) - the lower part of the trunk of the body, bounded
anteriorly and laterally by the two hip bones
Phalanges (Merriam-Webster, 2010) - any bone of a finger or toe.
Carpal (Merriam-Webster, 2010) - the joint between the arm and hand, made up of eight
bones; the wrist.
Metacarpal (Merriam-Webster, 2010) - The part of the hand that includes the five bones
between the fingers and the wrist.
Metatarsals (Merriam-Webster, 2010) - the part of the foot between the ankle and the
toes, its skeleton being the five bone extending from the tarsus to the phalanges.
Tarsals (Merriam-Webster, 2010) - ankle bone
Examples:
Our body is made out of bones. Bones give us structure and allow us to move. Each
student has a skeletal system. Many have probably had first hand experiences with
breaking bones.
Materials:
-printable handouts of bones for students to assemble
http://crafts.kaboose.com/paperskeleton.html
-clues handout
- Labeling handout
http://www.lessontutor.com/jm_skeleton.html
-scissors (enough for each student or to share)
-pocket brads (about 10 per student)
-glue or tape (enough to share at each table, 5-6)
-lyrics and music to the bone song
-Computer and internet access
http://medtropolis.com/VBody.asp
-informational handout on skeletal system
http://yucky.discovery.com/flash/body/pg000124.html
Safety:
Do not to eat the glue. The glue is to glue down the skeletal parts. Do not glue body parts
or put glue in people’s hair. Be careful when cutting with scissors and using the pocket
brads.
Procedures:
1. Play the bone song for students.
2. Tell the students that today’s system that they are going to focus on is the skeletal
system. Pass out handout on skeleton to students to read. This will be the introductory
to the system. http://yucky.discovery.com/flash/body/pg000124.html
3. Go onto the computer and bring up the virtual body tour website
(http://medtropolis.com/VBody.asp)
4. Go over the skeletal system section with students.
5. Pass out bones handout, clues handout, and labeling handout along with scissors,
pocket brads, and glue.
6. Tell the students that they are going to make their own skeleton. They need to cut
out the pieces and then following the clues on the handout, assemble the skeleton in
the right order. They need to poke the pocket brads into the two bones to connect
them. They can also use glue or tape.
7. Have each student work individually on making their skeleton.
8. Once the student has made their bone, they need to fill in the blanks on the bone
handout. The students will use the clues handout to help label.
9. After they’ve labeled their bones and have finished making the skeleton, have the
students pair up and quiz each other on the bones. Students can point to a bone and
ask the other student what it’s called or can read off the clues off the sheet to have the
student guess.
10. After the class is done, discuss significance of some of the bones such as femur,
humerus, cranium, ribs, etc.
Assessment:
Assessment for this lesson will be primarily on participation and observations. The
teacher will be able to tell by the final product of the skeleton if each student understands
where the different bones are. By discussing the significance of some of the bones, the
teacher will be able to tell if the students understand why bones are important. The
teacher will also be able to check for understanding by observing the students quiz each
other.
Summary:
Ask the class what they learned today in class. They should tell you that they went over
the different bones in the body and learned the importance of bones. They also learned
the functions of certain bones. Have students give you examples.
Differentiated Instruction
Special Adaptations for Re-teaching:
The best way to re-teach this lesson would be to try to get a skeleton model into your
classroom. This way the students could actually see and feel the bones. This would be
very beneficial for those visual learners. Another great way to show the students the
bones would be to try to get copies of x-rays. The teacher could also buy some chicken
wings and thighs and have the students dissect them. The students would be able to see
how bones, tendons, and joints work together. This would tie in the muscular system.
The class could also dissect owl pellets as an extension activity so they could compare
bones of animals to humans.
Extension Activities for Gifted and Talented:
For an extension activity, I would have my gifted and talented students make the skeletal
system of an animal after they made their human skeleton. They would have to look
through books or look on the internet for the bone structure of an animal. You could also
have these students label the important muscles attached to some of the bones on their
paper skeleton.
Infusion of Technology:
At the beginning of the lesson, the students look at a virtual body of the skeleton system
on the internet.
Infusion of Content Area:
The skeleton activity incorporates art and creativity into the lesson. The lesson also
incorporates language and reading skills. By quizzing each other, the students are
working on their social skills.
References:
Discovery Kids. (2000). Skeletal system. Retrieved from
http://yucky.discovery.com/flash/body/pg000124.html
Free Dictionary. (2010). Medical dictionary. Retrieved from http://medicaldictionary.thefreedictionary.com/skeletal+system
Kaboose. (2010). Paper Skeleton. Retrieved from
http://crafts.kaboose.com/paperskeleton.html
Lesson Tutor. (2010). Printable of Human Skeleton. Retrieved at
http://www.lessontutor.com/jm_skeleton.html
Medtroplis. (2001). Virtual body tour. Retrieved from http://medtropolis.com/VBody.asp
Merriam-Webster. (2010). Dictionary. Retrieved from http://www.merriam-webster.com/
Texas Education Agency. (2010). TEKS. Retrieved from
http://www.tea.state.tx.us/index2.aspx?id=6148
Clues for Skeletal System
My name is cranium. I’m what protects your brain.
I’m connected to the cranium but I don’t protect the brain. My job is to open and shut
which aids in talking and eating. My name is mandible.
I’m made out of phalanges, carpals, and metcarpals and connect to the radius and ulna.
Who am I?
I protect your insides. I’m made out of several bones. You can eat this part when you go
to the barbecue restaurant. I’m connected to the arms.
I’m the middle part of the rib cage. My name is the sternum.
I’m the long stretch of bones that encases your spinal cord.
My name rhymes with Elvis. I’m attached to the vertebrae.
You can remember my name because I’m funny. My name is humerus, I’m humorous.
I’m where your biceps are triceps are.
My name is scapula. I’m a triangular sort of shape that’s connected to the rib cage,
clavicle, and humerus.
I’m what’s known as the collarbone. You can also call me the clavicle. I’m at the top of
the rib cage.
Radius and Ulna here. We make up the lower arm and we’re connected to our funny
friend humerus.
Find the pelvis, we’re connected to him. There are two of us. We make up the top half of
your leg. Who am I?
I’m helpful when someone needs to kneel. I connect the upper leg to the bottom. I’m the
patella.
We’re almost done. I’m fibula and he’s tibia. We make up the bottom part of the legs.
Can you decide who goes in front and who’s in back? Here’s a hint, the front bone isn’t
the first of us to arrive alphabetically if we did.
Don’t forget the feet. We allow you to walk. We’re made out of tarsals, metatarsals, and
phalanges.
Jennifer Hellstern
November 9, 2010
Science :Human Body Systems and Functions
Digestive System
25-30 Students
Grouping of Students: partners and individually
Goals:
The primary goal is for the students to learn the function of the different organ systems
and to be able to identify some of the organs in each system. The students will also
understand the importance of each system and organ. We will look at the skeletal and
digestive system in depth. Students will learn about the different bones in the skeletal
system. Students will also understand the importance of the digestive system and learn
about the parts that make up this system.
Objectives:
The student will create a model of the digestive system using play dough.
The student will label the different organs in the digestive system with 95% accuracy.
The student will write a wanted ad about their organ in the digestive system.
TEKS:
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions and knows the contributions of relevant
scientists. The student is expected to: (B) use models to represent aspects of the natural world
such as human body systems and plant and animal cells; (C) identify advantages and limitations
of models such as size, scale, properties, and materials; and
(12) Organisms and environments. The student knows that living systems at all levels of
organization demonstrate the complementary nature of structure and function. The student is
expected to: (B) identify the main functions of the systems of the human organism, including the
circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary,
nervous, and endocrine systems
Prerequisite Knowledge:
The students will have briefly gone over the basics of the digestive system. Students may
know some of the organs of the digestive system.
Concept:
In this lesson the students will learn about what organs are in the digestive system. By the
end of the lesson, the students will understand how the food we eat travels down our
digestive system. They will realize that the digestive system starts at the mouth and goes
all the way to the excretory system. Students need to learn about how the digestive
system works so that they can learn how to take care of their body. They need to know
that the digestive system makes food useable as building materials and sources of energy.
The digestive system also eliminates the non-usable materials. This system physically
and chemically breaks down food into smaller pieces.
Definitions:
Digestive system (Merriam-Webster, 2010) - the bodily system concerned with the
ingestion, digestion, and absorption of food
Salivary glands (free dictionary, 2010)- An organ or a structure that secretes a substance;
secrete saliva which begins the breakdown of carbohydrates and helps food to move
down the throat.
Mouth (Merriam-Webster, 2010)- the natural opening through which food passes into the
body of an animal and which in vertebrates is typically bounded externally by the lips
and internally by the pharynx and encloses the tongue, gums, and teeth
Tongue (Merriam-Webster, 2010)- a fleshy movable muscular process of the floor of the
mouths of most vertebrates that bears sensory end organs and small glands and functions
especially in taking and swallowing food and in humans as a speech organ
Esophagus (Merriam-Webster, 2010)- a muscular tube that in humans is about nine
inches long and passes from the pharynx down the neck between the trachea and the
spinal column and behind the left bronchus where it pierces the diaphragm slightly to the
left of the middle line and joins the cardiac end of the stomach
Stomach (free dictionary, 2010)- The enlarged, saclike portion, one of the principal
organs of digestion, located in vertebrates between the esophagus and the small intestine;
the abdomen or belly
Small intestine (Merriam-Webster, 2010)- the part of the intestine that lies between the
stomach and colon, secretes digestive enzymes, and is the chief site of the absorption of
digested nutrients
Large intestine (Merriam-Webster, 2010)- the more terminal division of the vertebrate
intestine that is wider and shorter than the small intestine, and concerned especially with
the removal of water and the formation of wastes
Examples:
The human body is comprised of a digestive system. This system allows us to break
down food and use it as energy. Each student has a digestive system. Some students may
have family members who have had problems with their digestive system such as
problems with gallbladder or liver.
Materials:
- Different colored play dough (at least 4 different colors per table)
- Construction paper
-“wanted” handout
http://www.sciencespot.net/Pages/otrail1.html
-markers and colored pencils for each table(about 6 packs of each)
-computer and internet access
http://medtropolis.com/VBody.asp
-digestive handout
http://yucky.discovery.com/flash/body/pg000126.html
Safety:
Do not to eat the play dough. The play dough is to only be used to make the digestive
system. Do not throw the play dough at anyone.
Procedures:
1. Start off by reading the first paragraph of the handout on the digestive system
from yucky.discovery.com
http://yucky.discovery.com/flash/body/pg000126.html
2. Tell the class that they are going to study the digestive system today. Read the rest
of the handout.
3. Pull up the virtual tour website. Go through the digestive system.
http://medtropolis.com/VBody.asp
4. Tell students that they are going to make their own model of the digestive system
using play dough. Have the students pair up with the person next to them.
5. Pass out the play dough, construction paper, and markers to each table.
6. Explain to the students that they will use the play dough to make the different
organs of the digestive system. They will lay their play dough organs onto the
construction paper in the order of the system. They need to shape the play dough
into the shape of the organs. They will then label the different parts by writing it
on the construction paper next to that specific organ. Draw the outline of the
human body after you’ve made the digestive system so that they students can see
where the organs are in relation to the whole body.
7. Have the students leave their final product on their desk so the teacher can come
by and assess the system.
8. Once students are done with that activity, pass out the wanted worksheet. Tell the
students that they have to pick one of the organs out of the digestive system to
write a wanted ad about. They need to draw a picture of the organ and then write
a brief summary describing the organ that way the sheriff can round up the organ.
Students can use their textbook, computer, and library books.
Assessment:
Assessment for this lesson will be based on the wanted poster and the diagram. The
teacher will be able to tell if students understand how the digestive functions and what
role the individual organs do based on the play dough model. Based on the wanted
poster, the teacher will be able to tell based on the student’s writing if they understand
how important the organs are in the digestive system. I would assess the written
assignment for a grade and the play dough model for a participation grade. The teacher
needs to make sure to check each model though.
Summary:
Ask the class what they talked about today. They should be able to tell you that they
talked about the importance of the digestive system and went over what organs are in the
digestive system. They also made their own wanted ad for a particular organ. Ask the
class why they think the teacher had them create an ad. Then ask some students to tell
you what organ they did and read the ad for the class.
Differentiated Instruction
Special Adaptations for Re-teaching:
Students are paired together to make the play dough model. If a student needs help they
should ask their partner and then ask the pair across from them. In order to reteach the
digestive system, it would be helpful to the students to watch an in-depth video about the
system. The virtual tour they look at in the lesson doesn’t talk a lot about the digestive
system. Another suggestion for re-teaching is to find good books on the topic.
Extension Activities for Gifted and Talented:
Instead of having these students write and draw a wanted poster, they can write a letter to
the head of the human body company and convince them from firing a certain organ.
Students try to avoid being fired by writing a letter defending their position in the
company. They need to describe in detail their function in the company. They need to try
to convince them how the company (human body) would fail without them. This activity
allows for more creativity and writing.
Infusion of Technology Resources and Support:
This lesson uses a computer and internet access to look at the virtual body tour.
Infusion of Content Areas:
This lesson integrates language arts, art, science, and social studies. By working together,
students are working on their social skills which are part of the social studies’ TEKS.
Since the students have to write a wanted ad or a letter as an extension activity, they are
getting practice with their writing skills. The wanted ad also incorporates art.
References:
Discovery Kids. (2000). Digestive system. Retrieved from
http://yucky.discovery.com/flash/body/pg000124.html
Free dictionary. (2010). Dictionary. Retrieved from http://www.thefreedictionary.com/
Lesson Planet. (2010). Name Human Body Organ Lesson Plans. Retrieved at
http://www.lessonplanet.com/search?keywords=name+human+body+organs&me
dia=lesson&page=2
Medtroplis. (2001). Virtual body tour. Retrieved from http://medtropolis.com/VBody.asp
Merriam-Webster. (2010). Dictionary. Retrieved from http://www.merriam-webster.com/
Science Spot. (2000). The Organ Trail: The Round Up. Retrieved from
http://www.sciencespot.net/Pages/otrail1.html
Texas Education Agency. (2010). TEKS. Retrieved from
http://www.tea.state.tx.us/index2.aspx?id=6148