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Patty Deenard Lewis‐‐Palmer, D38 Esther M
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Page
1
TABLE OF CONTENTS
HUMAN BODY (FOSS) Re-Developed
Lesson Sequence
page 3
Investigation 1 – Bones
page 4
Investigation 2 – Joints
page 6
Investigation 5 – Digestive System
(Student Sheets included)
page 7
Investigation 6 – Respiratory System
(Student Sheets included)
page 14
Investigation 7 – Circulatory System
page 23
Constructed Response E:
Your Incredible Body System
page 31
Human Body Extension Writing Assignment
page 32
Human Body, FOSS, Re-Developed, 2010
Page 2
Re-Developed Lesson Sequence
In an effort to align the kit with the Colorado State Science Standards (2010) the
following sequence should be used:
Note: Review the Assessment Package before beginning the kit. There is an additional
item in the assessment/rubric that reflects the new standards.
(Re-Developed or omitted lessons are noted in blue type.)
**The “big idea” for this re-developed science kit is that every system is interdependent
and is made up of parts that work together. Emphasize this idea throughout the unit.**
Investigation 1, Part 1—Counting Bones
See lesson changes.
Introduce Performance Assessment
Investigation 3, Part 1
Constructed Response C
Investigation 3, Part 2
Investigation 1, Part 2
Emphasize reading “The Boneyard” on
Page 8 of the Human Body Science
Stories book.
Constructed Response A
Investigation 1, Part 3
Investigation 2, Parts 1 and 2
Lessons Combined. See lesson changes.
Investigation 3, Part 3
Embedded Performance Assessment
Investigation 4, Part 1
Constructed Response D follows Part 1
Investigation 4, Part 2 OMITTED
Investigation 4, Part 3 OMITTED
Investigation 2, Part 3
Emphasize reading “Comparing Joints” on
page 12 of the Human Body Science
Stories book.
Investigation 2, Part 4
Constructed Response B
Investigation 4, Part 4 Optional
Investigation 5 – The Digestive System
Investigation 6 – The Respiratory System
Investigation 7 – The Circulatory System
Constructed Response E
Human Body, FOSS, Re-Developed, 2010
Page 3
INVESTIGATION 1, Part 1: BONES
Changes/Additions to investigation
Addition:
Prior to Investigation 1 (Part 1), create a chart that draws on prior
knowledge, comparing and contrasting all living organisms. As a class,
brief statements could be added to chart under headings for each
organism; OR, it could be noted in each column whether the organisms
have an actual skeletal, muscular, digestive, respiratory, or circulatory
system. The term "system" must be defined first as parts working together
in a function.
Skeletal
Muscular
SYSTEMS
Digestive Respiratory
Circulatory
Plants
Mammals
Reptiles
Amphibians
Birds
Fish
Insects
Humans
Guiding the Investigation Part 1:
Addition:
1. When introducing the jumping rope activity ask, "What system(s)
might be involved in active exercise, besides bones and muscles?”
2. Before jumping, have students practice taking their pulse. Teacher
should time for 6 seconds. Students multiply their count by 10, and
record in their notebook. Students should record pulse rate in
response to the question: "What is my pulse rate at rest?" OR "My
resting pulse rate is_____."
Human Body, FOSS, Re-Developed, 2010
Page 4
3. After students complete jumping exercise, have them take their own
pulse again and record rate as, "My active pulse rate while jumping is
_____." Require students to compare rates.
4. Discuss all parts of the body that were part of jumping rope exercise
(include lungs, heart, bones and muscles). “Do you know what other
systems are part of the human body? Of what system are these body
parts?”
5. Students should finish notebook entry with a statement in response
to: What did I notice? What do I think? OR Write a sentence
explaining what happened with body systems while at rest and then
jumping.
Wrapping it up, Part 1:
1. Read The Shape of Your Shape in FOSS Science Stories Add to word wall heart lungs
bones
muscles
pulse rate
Human Body, FOSS, Re-Developed, 2010
Page 5
INVESTIGATION 2: JOINTS
Part 1 and 2 (combined)
GUIDING THE INVESTIGATION
PART 1
• Follow #1, 2, and 3 as written.
• #4 – Use Thumb Joints sheet as another activity from
Investigation 2, Part 2.
• Ignore all other steps in Part 1 up to #9.
GUIDING THE INVESTIGATION
PART 2
• Skip #1.
• Follow the rest of the lesson, being sure to include the Thumb Joints
sheet as one of the activity rotations.
WRAP UP
Add to word wall
joints
ligaments
Notebook Entry: Students should draw a thumb joint in the notebook and
add a caption describing drawing.
Human Body, FOSS, Re-Developed, 2010
Page 6
INVESTIGATION 5: DIGESTIVE SYSTEM
PURPOSE
Students will answer the question: How is food made usable by the body?
MATERIALS
•
•
•
•
•
•
•
•
•
•
2 Saltine crackers per student
1 straw per student
1 blender for class
1 quart-size baggie with an assortment of items from an un-chewed
meal
1 knee-high stocking
3-4 different colored dry erase markers
Student science notebooks
Student Sheets 1 and 2, Digestive System
Optional: books about the human body or digestive system
Optional: copies of Construct-a-Gut for each student
GETTING READY
1.
2.
3.
4.
Study Materials list carefully; food stuffs and a blender are required
Save a meal, un-chewed (previous night’s dinner or school lunch)
Make copies of Student Sheets
Plan a 45 to 60 minute lesson
GUIDING THE INVESTIGATION
1. Instruct students to be ready to write in their science notebook.
Anything the teacher writes in blue should be put into the notebook,
but any other color is simply a guideline. As you work through this
lesson, take as many opportunities to have them draw what is being
discussed or to respond to, “What do I think?” After discussing and
allowing for student drawing and writing, teacher draws and/or writes
on the dry erase board. Allow students to do the thinking first.
2. Distribute Saltines with this important instruction: “Eat slowly and
nibble. Make the cracker last.”
Human Body, FOSS, Re-Developed, 2010
Page 7
3. After some eating time, have students Think, Pair, Share. Students
think about what happened while they were eating, talk quietly with a
partner about what they noticed or felt while eating, then have pairs
share with the rest of the class.
4. During share, listen for these main points or parts of the system.
Students will be accessing prior knowledge and what they already
know about eating.
•
•
•
•
•
Mouth
Biting teeth (incisors)
Chewing teeth (molars)
Tearing teeth (canines)
Tongue – moves food around for chewing, saliva contact, and
as an aid to swallowing
• Saliva and glands – softens/breaks food up for swallowing
• Jaw muscles – moves jaw up and down to chew food
5. Introduce the esophagus. Distribute a straw to each student.
(Instruct students NOT to blow through the straw as it will be used in
a demonstration; violators will lose opportunity to participate.)
Ask students to tear a 1” x 10” piece of paper and try to stuff it from
one end of the straw to the other using only their fingers. (This
models the esophagus and the muscles that help you swallow.)
If students have more cracker to chew, have them swallow while they
hold their hands against their throat. Draw the mouth and esophagus
with blue marker. Allow time for thinking and writing and a short
debrief.
6. Introduce the stomach. Show students the blender and explain that
you are going to pour into the bowl an un-chewed meal prepared
earlier. Pour in the contents and ask how the blender bowl is now
like a stomach.
Have students write a brief statement in the notebook about how the
stomach is like the bowl of the blender.
Human Body, FOSS, Re-Developed, 2010
Page 8
Demonstrate the blender beating/grinding the food. Compare its
actions to that of the stomach. Draw the stomach attached to the
esophagus. Students should be drawing the same thing.
7. Introduce the intestines. (Remember, small means narrow diameter;
large means larger diameter. The small intestine is narrow and very
long while the large intestine is comparably short and larger.) Take
some blended food from the blender and put it into a knee-high
stocking. Squeeze the knee-high! The juice that comes out
represents the nutrients your body is getting from the food. The
somewhat dried-out leftovers in the intestine are waste.
Draw the small and large intestines, then students do the same.
8. Introduce the rectum. It is not necessary to explain further. Waste
passes out. Students of this age understand this concept.
9. Give students Sheet #1, Digestive System, and have them compare
their notebook drawing to the published drawing. Have students label
their notebook drawing.
Give students Sheet #2 to complete using the published drawing
sheet.
WRAP UP
Have students share drawings. Have students answer the inquiry
question: How is food made usable by the body?
Add to word wall
teeth
tongue
saliva
jaw
esophagus
stomach
intestines
waste
Extension Activity: Complete a child-sized model of the digestive system
following the directions on the Construct-A-Gut template.
Human Body, FOSS, Re-Developed, 2010
Page 9
Name
DIGESTIVE SYSTEM – STUDENT SHEET 1
Human Body, FOSS, Re-Developed, 2010
Page 10
Name
DIGESTIVE SYSTEM – STUDENT SHEET 1
Use the illustration on Student Sheet 1 to help you fill in the blank lines as you
follow the process of digestion.
Food is the fuel of the body. The
materials the body needs to keep running
properly come from the food and drink we
consume. The process of changing food
to substances the body can use is called
_______________.
Digestion begins in the
_______________. The instance food
enters the mouth, the _______________
_______________ send secretions to
begin changing starches into usable
sugar. The _______________ moves
the food around. Teeth further break up
food into small pieces and reduce it to a
small, soft ball ready for swallowing.
The food moves down the
_______________, toward the
_______________ by muscular
movements called peristalsis. When it
reaches the stomach, some of the food is
stored temporarily and further digestion
takes place. Chemicals, called enzymes,
are produced by the stomach. They also
act to break down the food. Powerful
stomach muscles grind and churn the
food while strong digestive juices, call
gastric juices, make proteins digestible.
The food is broken down into a thick,
pasty juice called chime. The process
takes 3 to 4 hours.
Human Body, FOSS, Re-Developed, 2010
At this point, some of this digested
food is absorbed into the
_______________ _______________.
The rest is slowly released into the
_______________ _______________
through a ‘door’ at the end of the stomach
called the pylorus. This ‘door’ is
necessary to keep the food in the
stomach long enough to be digested.
As the semi-digested food passes into
the next 10 or 12 inches of the small
intestine, called the _______________, it
is further acted upon by digestive juices.
Bile from the _______________ is stored
in the _______________
_______________. Bile is released to
break down fats. The _______________
produces pancreatic juices and sends
them into this section to carry on further
digestion. Tiny, finger-like projections,
called villi, line the inside of the small
intestine. The villi absorb the nourishing
chemicals from the food. Blood vessels
carry these chemicals to all parts of the
body.
Water is absorbed in the
_______________ _______________,
leaving the more solid material which
cannot be used. This waste has not be
digested. It will finally be released from
the body through the _______________,
and expelled out an opening in the skin
called the _______________.
Page 11
Human Body, FOSS, Re-Developed, 2010
Page 12
Human Body, FOSS, Re-Developed, 2010
Page 13
INVESTIGATION 6: RESPIRATORY SYSTEM
PURPOSE
Students will understand the function of the respiratory system and
compare the trachea to the esophagus.
MATERIALS
FOR STUDENTS
Science notebooks
Student Sheet 1: Lungs (1 sheet per pair)
Student Sheet 2: Lungs
“Looking at Your Lungs” article (1 per pair)
GETTING READY
1. Set up a computer with a screen, or some other way to project a video
from the internet.
2. Review the video http://video.about.com/asthma/How-LungsFunction.htm to be sure it works. You may also use a similar video from
another website if you have Media Cast, United Streaming, or a video
from your school’s library about human body systems.
3. Make copies of Student Sheet 1 and the article “Looking at Your Lungs”,
one per pair of students.
4. Make copies of Student Sheet 2: Lungs, one per pair. Cut sheet in half,
one half for each student.
Human Body, FOSS, Re-Developed, 2010
Page 14
GUIDING THE INVESTIGATION: The Respiratory System
This part will take approximately 50-60 minutes.
1. Show video to introduce the system. Discuss.
2. Have partners read the article “Looking at Your Lungs” by
Kidshealth.com, while answering the questions on Student Sheet 1:
Lungs. They should answer the questions together.
3. Hand out Student Sheet 2: Lungs. Have students glue drawing of
respiratory system into science notebook. Underneath the drawing,
have students write a caption describing how the trachea and lungs
work in the respiratory system. Have a few students share.
4. As a class, compare and contrast the esophagus and trachea. You or a
student could draw the two passages and label while the class adds
elements of comparison.
Epiglottis To lungs To stomach Human Body, FOSS, Re-Developed, 2010
Epiglottis
To lungs To stomach Page 15
WRAP UP
Add to word wall
respiration
lungs
trachea
oxygen
carbon dioxide
diaphragm
inhale
exhale
Human Body, FOSS, Re-Developed, 2010
Page 16
Name
THE LUNGS – STUDENT SHEET 1
Read the article, “Looking at Your Lungs,” from KidsHealth. Answer the
following questions. You may use a separate sheet of paper.
1. What is important about the size of your lungs?
2. Describe how your lungs are protected.
3. Explain how the diaphragm helps you breathe.
4. How do the muscular and skeletal systems help you inhale and exhale?
5. What type of gas in the air we breathe is necessary for your body?
6. What gas do we exhale?
7. How is exhaling related to the ability to speak?
8. Why do you hiccup?
9. Describe what smoking does to your lungs and how it affects them.
10. Why do you think the trachea is called the “windpipe”?
Human Body, FOSS, Re-Developed, 2010
Page 17
Name
LUNGS (RESPIRATORY SYSTEM) – STUDENT SHEET 2
Name
LUNGS (RESPIRATORY SYSTEM) – STUDENT SHEET 2
Human Body, FOSS, Re-Developed, 2010
Page 18
Looking at Your Lungs
What’s something that you do all day, every day, no matter where you
are or who you’re with?
a. think about what’s for lunch tomorrow
b. put your finger in your nose
c. hum your favorite song
d. breathe
It’s possible that some kids could say (a) or (c) or that other might
even say – yikes! – (b). But every single person in the world has to
say
(d). Breathing air is necessary for keeping humans (and many animals) alive. And the two parts
that are large and in charge when it comes to breathing? If you guessed your lungs, you’re right!
Your lungs make up one of the largest organs in your body, and they work with your respiratory
system to allow you to take in fresh air, get rid of stale air, and even talk. Let’s take a tour of the
lungs!
Locate Those Lungs
Your lungs are in your chest, and they are so large that they take up most of the space in there.
You have two lungs, but they aren’t the same size the way your eyes or nostrils are. Instead, the
lung on the left side of your body is a bit smaller than the lung on the right. This extra space on
the left leaves room for your heart.
Your lungs are protected by your rib cage, which is made up of 12 sets of ribs. These ribs are
connected to your spine in your back and go around your lungs to keep them safe. Beneath the
lungs is the diaphragm (say: dye-uh-fram), a dome-shaped muscle that works with your lungs to
allow you to inhale (breathe in) and exhale (breathe out) air.
You can’t see your lungs, but it’s easy to feel them in action: put your hands on your chest and
breathe in very deeply. You will feel your chest getting slightly bigger. Now breathe out the air,
and feel your chest return to its regular size. You’ve just felt the power of your lungs!
Human Body, FOSS, Re-Developed, 2010
Page 19
A look inside the Lungs
From the outside, lungs are pink and a bit squishy,
like a sponge. But the inside contains the real
lowdown on the lungs! At the bottom of the
trachea (say: tray-kee-uh), or windpipe, there are
two large tubes. These tubes are called the main
stem bronchi (say: bron-keye), and one heads left
into the left lung, while the other heads right into
the right lung. Each main stem bronchus (say:
bron-kuss) – the name for just one of the bronchi –
then branches off into tubes, or bronchi, that get
smaller and even smaller still, like branches on a
big tree. The tiniest tubes are called bronchioles
(say: bron-kee-oles), and there are about 30,000 of
them in each lung. Each bronchiole is about the
same thickness as a hair.
At the end of each bronchiole is a special area that leads into clumps of air sacs called alveoli (say:
al-vee-oh-lie). There are about 600 million alveoli in your lungs and if you stretched them out,
they would cover an entire tennis court. Now that’s a load of alveoli! Each alveolus (say: al-veeoh-luss) – the neame for one of the alveoli – has a mesh-like covering of very small blood vessels
called capillaries (say: cap-ill-er-ees). These capillaries are so tiny that the cells in your blood
need to line up single file just to get through them.
All About Inhaling
When you’re walking your dog, cleaning your room, or spiking a
volleyball, you probably don’t think about inhaling (breathing in) –
you’ve got other things on your mind! But every time you inhale air,
dozens of body parts work together to help get that air in there without
you ever thinking about it.
As you breathe in, your diaphragm contracts (gets smaller) and
becomes flat. This allows it to move down, so your lungs have more
room to grow larger as they fill up with air. “Move over, diaphragm,
I’m filling up!” is what your lungs would say. And the diaphragm isn’t
the only part that gives your lungs the room they need. Your rib muscles become tighter and make
your ribs move out to give the lungs more space.
At the same time, you inhale air through your mouth or nose, and the air heads down your trachea,
or windpipe. On the way down the windpipe, tiny hairs called cilia (say: sill-ee-uh) move gently
to keep mucus and dirt out of the lungs. The air then goes through the series of branches in your
lungs, through the bronchi and the bronchioles. The air finally ends up in the 600 million alveoli.
As these millions of alveoli fill up with air, the lungs get bigger. Remember that experiment where
you felt your lungs get larger? Well, you were really feeling the power of those awesome alveoli!
It’s the alveoli that allow oxygen from the air to pass into your blood. All the cells in the body
need oxygen every minute of the day. When the oxygen is in the alveoli, it is able to pass through
the walls of each alveolus into the tiny capillaries that surround it. The oxygen enters the blood in
the capillaries, going directly to the heart first. The heart then sends the oxygenated (filled with
oxygen) blood to all the cells in the body.
Human Body, FOSS, Re-Developed, 2010
Page 20
Waiting to Exhale
When it’s time to exhale (breathe out), everything happens in reverse: now it’s the diaphragm’s
turn to say, “Move it!” Your diaphragm relaxes and moves up, pushing air out of the lungs.
Your rib muscles become relaxed, and your ribs move in again, creating a smaller space in your
chest.
By now your cells have used the oxygen they need, and your blood is carrying carbon dioxide
and other wastes that must leave your body. The blood comes back through the capillaries and
the wastes enter the alveoli. Then you breathe them out in the reverse order of how they came
in: the air goes through the bronchioles, out the bronchi, out the trachea, and finally out through
your mouth or nose.
The air that you breathe out not only contains wastes and carbon dioxide, but it’s warm, too! As
air travels through your body, it picks up heat along the way. You can feel this heat by putting
your hand in front of your mouth or nose as you breathe out. What is the temperature of the air
that comes out of your mouth or nose?
With all this movement, you might be wondering why things don’t get stuck as the lungs fill and
empty! Luckily, your lungs are covered by two special layers called pleural membranes (say:
ploo-ral mem-branes). These membranes are separated by a fluid that allows them to slide
around easily while you inhale and exhale.
Time for Talk
Your lungs are important for breathing…and also for talking! Above the trachea (windpipe) is
the larynx (say: larr-inks), which is sometimes called the voice box. Across the voice box are
two tiny ridges called vocal cords, which open and close to make sounds. When you exhale air
from the lungs, it comes through the trachea and larynx and reaches the vocal cords. If the vocal
cords are closed and the air flows between them, the vocal cords vibrate and a sound is made.
The amount of air you blow out from your lungs determines how loud a sound will be and how
long you can make the sound. Try inhaling very deeply and saying the names of all the kids in
your class – how far can you get without taking the next breath? The next time you’re outside,
try shouting and see what happens – shouting requires lots of air, so you’ll need to breathe in
more frequently than you would if you were only saying the words. Experiment with different
sounds and the air it takes to make them: when you giggle, you let out your breath in short bits,
but when you burp, you let swallowed air in your stomach out in one long one! When you
hiccup, it’s because the diaphragm moves in a funny way that causes you to breathe in air
suddenly, and that air hits your vocal cords when you’re not ready.
Human Body, FOSS, Re-Developed, 2010
Page 21
Love Your Lungs
Your lungs are amazing: they allow you to breathe, talk to you friend, shout at a game, sing,
laugh, cry, and more! And speaking of a game, your lungs even work with your brain to help
you inhale and exhale a larger amount of air at a more rapid rate when you’re exercising – all
without you even thinking about it once.
Keeping your lungs looking and feeling healthy is a good idea, and the best way to keep your
lungs pink and healthy is not to smoke. Smoking isn’t good for any part of your body, and your
lungs especially hate it. Cigarette smoke damages the cilia in the trachea so they can no longer
move to keep dirt and other substances out of the lungs. Your alveoli say, “ouch,” too, because
the chemicals in cigarette smoke can cause the walls of the delicate alveoli to break down,
making it much harder to breathe. Finally, cigarette smoke can damage the cells of the lungs so
much that the healthy cells go away, only to be replaced by cancer cells. Lungs are normally
tough and strong, but when it comes to cigarettes, they can be hurt easily – and it’s often very
difficult or impossible to make them better. If you need to work with chemicals in an art of shop
class, be sure to wear a protective mask to keep chemical fumes from entering your lungs.
You can also show your love for your lungs by exercising! Exercise is good for every part of
your body, and especially for your lungs and heart. When you take part in vigorous exercise
(like biking, running, or swimming, for example), your lungs require more air to give your cells
the extra oxygen the need. AS you breathe more deeply and take in more air, your lungs become
stronger and better at supplying your body with the air it needs to succeed. Keep your lungs
healthy and they will thank you for life!
Want to see a lung in action? (You will need Shockwave to see this.)
Human Body, FOSS, Re-Developed, 2010
Page 22
INVESTIGATION 7: THE CIRCULATORY SYSTEM
PURPOSE
Students will describe the flow of blood through the circulatory system and
explain connection between the respiratory and circulatory systems.
MATERIALS
For each student:
Student sheets 1 and 2
For each team of 5 students:
5 inflated red balloons
5 inflated blue balloons
Poster or drawing of the lungs
Playground chalk or masking tape
For the class:
Stop watch for relay
(optional) transparency or copy of “Circulatory System Relay
Simulation”
GETTING READY
Set up the relay course ahead of time in a gymnasium or on the
playground (see diagram on next page). If a gymnasium or hallway is
used, mark off the parts of the circulatory system with squares of masking
tape. If the playground is used, mark off the squares with playground
chalk.
Human Body, FOSS, Re-Developed, 2010
Page 23
GUIDIING THE
E INVESTIGATIO
ON
(This part will tak
ke approxximately 50-60
5
minu
utes.)
1. Sho
ow video to
o introducce the sysstem
http://www.ma
ayoclinic.com/healtth/circulattory-syste
em/mm006
636
(Or choose a similar video from MediaCa
ast, United
dStreamin
ng, etc.)
2. Passs out Stud
dent Shee
ets 1 and 2.
2 Discusss the flow
w of blood
d (oxygena
ated
and deoxygenatted) throug
gh the heart, veins and arterries, as well as factts
about blood.
b
Ha
ave studen
nts color the
t deoxyygenated areas of the
t heart
blue, and the oxygenated areas of the heart red. Put student sheets
s
into
o
science
e noteboo
oks.
3. Circ
culatory System
S
R
Relay
Simulation (d
drawing)
Human Body, FOSS, Re--Developed, 20
010
Pa
age 24
DOING THE INVESTIGATION
1. Prior to beginning the activity, review the parts of the circulatory
system with the students.
2. Show the students the relay course and review the circulatory
pathway. You may wish to use a transparency or drawing of the relay
to help in explaining.
3. Divide the students into teams. Explain to students that the red
balloons will represent oxygenated blood cells. Meanwhile, the blue
balloons will represent carbon dioxide loaded blood cells that have
given away their oxygen and are now carrying away the cells' waste.
4. Demonstrate the path with one student. Walk the student slowly
through this pathway:
a. Students begin in the Left Ventricle as an oxygenated blood cell (red balloon).
b. They travel through the Aorta.
c. After passing through the aorta, students carry their oxygenated blood to the
muscles.
d. From the muscles, students carry carbon dioxide loaded blood to the Right
Atrium (blue balloon).
e. From the Right Atrium, students travel into the Right Ventricle.
f. Students travel through the Pulmonary Artery.
g. From the Pulmonary Artery, students travel into the lungs where they
exchange their carbon dioxide for oxygen (exchange blue balloon for a red
balloon).
h. Now carrying oxygenated blood, students enter the Left Atrium and are ready
to begin the circulatory cycle again.
5. Once everyone seems to have the idea, tell the students they are
going to have a relay race to see which group can complete the relay
in the shortest amount of time. Explain that from the moment the
heart begins beating until it stops, the heart works tirelessly, without
ever pausing to rest. The average heart muscle will contract and
relax about 70 to 80 times a minute. It takes one blood cell
approximately 20 seconds to complete the journey through the
circulatory system.
Human Body, FOSS, Re-Developed, 2010
Page 25
6. Blood cells go exactly where they are needed most in the body
without ever stopping. Students should be prepared to take on the
role of a blood cell and know exactly where to travel in the circulatory
system. Have one group of 5 students demonstrate. One student
must go through the entire circulatory system before the next blood
cell may continue. Begin timing with a stop watch with the first
student starting from the left ventricle, and end timing when the last
student re-enters the left atrium from the heart. If each blood cell only
takes 20 seconds to complete the circuit, a group should be able to
complete the process in about 1 minute and 20 seconds. Keep a
record of group times to see which group circulates through the
system most time efficiently.
7. Have some students link together to form a blood clot and traverse
the course. What are the health impacts of blood clots? What
happens if the left ventricle pushes blood cells out inefficiently (i.e.,
too slow)? If the valves between the heart chambers allow back flow,
rather than control flow in one direction, or if the vessels or valves
collect deposits that narrow or restrict them?
WRAP UP
• Notebook entry
Students should answer the question, “How does blood flow through
the circulatory system?”
• Ask the students, "What factors do you think might affect the
efficiency of circulation in real bodies?"
• Read The Circulatory System (Investigation 4, p. 28-29) from the
FOSS Science Stories
• Formal Assessment – Students complete The Heart: An Assessment
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EXTENSIONS
1. Creative writing: students write a story following a red blood cell
through the circulatory system. Encourage students to include the
major parts of the system as characters in the story.
2. View Walt Disney’s “Hemo the Magnificent”.
3. Make a poster showing the parts of the heart.
Add to word wall
circulation
heart
veins and arteries
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Name
CIRCULATORY SYSEM AND BLOOD – STUDENT SHEET 1
The circulatory system is a group of organs which carry food
and oxygen to, and remove waste from, every cell in the body. THE BLOOD – Fluid of the Circulatory System
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Name
CIRCULATORY SYSEM AND BLOOD – STUDENT SHEET 2
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Name
THE HEART
ASSESSMENT
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Name : __________________________ Date: ___________________
HUMAN BODY
CONSTRUCTED RESPONSE E: Your Incredible Body Systems
DIRECTIONS: This is an open-ended question. Your answer will show your
understanding of how different body systems rely upon other systems to make
your body work. After reading the prompt, respond in the space below.
PROMPT:
YOUR INCREDIBLE BODY SYSTEMS
Choose one body system you have studied.
1) Draw a labeled diagram of the body system.
2) Describe what it does and why it is important for function of the whole human
body.
3) Describe how it interacts with the other systems to keep your body working
properly.
Draw a labeled diagram of one body system:
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Human Body Extension Writing Assignment
Biomimetics Lesson Plan
Addresses 5th Grade Life Science Concept 1, Relevance and Application 3: There are tools
and materials – such as Velcro – made by humans that were inspired by plant or animal
adaptations.
Materials:
• National Geographic April 2008: “Design by Nature”
Article and images are also available at:
http://ngm.nationalgeographic.com/2008/04/biomimetics/clark-photography
• Pictures of plants and animals cut out from magazines
Background: This article discusses examples of the science of biomimetics, or human
engineering modeled after designs found in nature. Pictures of inventions such as Velcro, a
concept car, and a type of paint are compared with their natural counterparts. Students will see
how these natural designs are often inspiration for innovative human inventions.
Task:
1. Introduce the science of Biomimetics and show images from the National Geographic
article. Discuss how these adaptations help plants or animals and how the inventions
are used to help human beings.
2. Have students peruse pictures of plants and animals as they begin to think of an
invention they could create based on a characteristic found in nature. Examples could
be a concept car, a type of camouflage, or any adaptation that allows animals to survive
and could help human beings.
3. Students write to the prompt:
Imagine you are an inventor trying to make something that will help human beings in
their daily lives. Choose an animal or plant characteristic to model your invention after.
Explain how your invention is similar to the plant or animal, how your invention works
and how it will be used in daily life.
Product:
This prompt can be used for a writing task, or you can take it further by having students create
miniature models of their invention complete with a persuasive article on why a company should
invest in their invention.
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