Title: Body Systems Connections Materials/Supplies: 1 Body System Connections handout & 1 set of body systems flashcards for each group Activity Purpose: After covering the body systems in class, this activity allows students to use the information about each system and apply it to different situations. Activity Objective: The student will be able to describe how body systems work together. Preparation: You can create the flash cards and worksheet based on how many body systems you would be reviewing. Our activity is based on 10 body systems, but if you use less will need to change handout. (Skeletal, Muscular, Cardiovascular, Lymphatic, Respiratory, Digestive, Urinary, Integumentary, Endocrine, Nervous) On a table in front of room have all of the body systems flashcards for each group shuffled and then lined up in random order (face down), so that each group has quick access to their groups flashcards. Description/Steps: 1. Put the students get into groups of 3-4 with any grouping system you choose. 2. One person from each group come pick up a copy of the Body System Connections Handout and take back to the group. 3. The group designates who their secretary/recorder will be. Then the group will rotate who will go up and pick up the cards, so that everyone is having a turn picking up the cards. 4. The groups sends first person up to select their first card and take it back to their table. The recorder writes the name of the body system on the top center line of the worksheet. 5. The group sends the next person up with first card, turns it in face-up and then selects the second card. Back at the group the recorder writes down the second body system on the space where arrow points from the first body system (worksheet is in a clockwise rotation). Then the group comes up with a way that the two body systems work together. They cannot progress with assignment until they have something written down. 6. Once they have brainstormed this and written down their answer, the next group member takes that card back up to front of room and gets another card. When return to group, the write the third body system down and then brainstorm a connection that the second and third body system have with each other. 7. This is repeated until the last card is selected. After brainstorming the connection it has with the previous selected body system, the final part is then brainstorming how last body system is connected to the first body system selected. Variations: Grading can be varied, based on what teacher wants: 1. Have a point system for each answer: 3 = very detailed answer that showed indepth thought and brainstorming; 2 = good answer, but not a lot of thought into answer; 1 = somewhat good answer, could be a stretch on being accurate; 0 = not accurate and/or not completed. 2. If wanting it to be competitive activity for the class: a. Could see who gets done the fastest b. Could have some calculation of points and speed of completion c. Could have it a set time and once a group finishes one whole handout, the cards are mixed up again and they start on another worksheet. Each time it is all new again since they don’t have the same body systems line up. If they do, can say they can’t use same answer more than once. Body System Connections As we draw body systems, you will list in the arrows how that system is connected to the one before.