7th grade/Unit 2
I.
Grade Level/Unit Number:
II:
Unit Title: Human Body
III.
Unit Length: 60 days, based on 60 minute class periods
IV.
Essential concepts (major goals & learning outcomes)
 What are the major processes and concepts in the scientific method?
 What is homeostasis and what happens when it is disrupted?
 How are cells, tissues, organs, and systems related?
 How do organ systems work together to maintain homeostasis?

What are the major functions of the skeletal system?

What are the functions of skin?

What are the main parts of the circulatory system and what is the function of
each?

What is the relationship between the respiratory system and the circulatory
system?

What are the parts and function of the digestive system?

What organs work within the excretory system?

What are the parts and functions of the urinary system?

What are the major parts of the nervous system?

How do the 5 senses work?

Why is the endocrine system important to the body?

How do endocrine glands regulate homeostasis?

What are the basic processes involved in reproduction?

What are the structures and functions of the male and female reproductive
systems?

What are the stages of human development from birth to death?

What are the hazards of tobacco, alcohol, and illegal drugs on the body?

Why is exercise, good diet and sleep important to maintain a healthy lifestyle?

What role does the immune system play in the human body?

What other systems work with the immune system to protect the body?
1
V.
Objectives Included:
Number
Competency or Objective
RBT tag
1.01
Identify and create questions and hypotheses that can be
answered through scientific investigations.
Develop appropriate experimental procedures for student and
teacher generated questions.
Analyze variables in scientific investigations:
 Identify dependent and independent.
 Use of control
 Manipulate
 Describe relationships between
 Define operationally
Analyze evidence to:
 Explain observations
 Make inferences and predictions
 Develop the relationship between evidence and
explanation
Use mathematics to gather, organize, and present quantitative
data resulting from scientific investigations:
 Measurement
 Analysis of data
 Graphing
 Prediction models
Prepare models and/or computer simulations to:
 Test hypotheses
 Evaluate how data fit
Use oral and written language to:
 Communicate findings
 Defend conclusions of scientific investigations
Use technologies and information systems to
 research
 gather and analyze data
 visualize data
 disseminate finding to others
A3
Analyze and evaluate information from a scientifically literate
viewpoint by reading, hearing and/or viewing:
 Scientific text
 Articles
 Events in the popular press
Analyze how human body systems interact to provide for the
needs of the human organism:
* Musculoskeletal
* Cardiovascular
* Endocrine and Nervous
* Digestive and Circulatory
* Excretory and Respiratory * Reproductive
* Immune
* Nervous - sensory
A4, A5
1.02
1.04
1.05
1.06
1.07
1.08
1.09
1.10
4.01
A3
A3, A4
A3, A4
A2, A3
A2, A3
A6
A3
B4
2
4.02
Describe how systems within the human body are defined by
the functions it performs.
Explain how the structure of an organ is adapted to perform
specific functions within one or more systems.
 liver
 heart
 lung
 brain
 stomach
 kidney
Evaluate how systems in the human body help regulate the
internal environment.
Analyze how an imbalance in homeostasis may result from a
disruption in any human system.
Describe growth and development of the human organism.
A2,A3
4.07
Explain the effects of environmental influences on human
embryo development and human health including
 smoking
 drugs
 alcohol
 diet
A2
4.08
Explain how understanding human body systems can help
make informed decisions regarding health.
A4, A5
4.03
4.04
4.05
4.06
A2,A3
B5
B5
A2,A3
VI. NC English Language Proficiency (ELP) Standard 4 (2008) – for Limited English
Proficient students (LEP)
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of SCIENCE.
LEP Modifications: Modifications appear in gray boxes throughout the unit.
Additional handouts and diagrams will appear after each unit. ELD modifications are
mainly for entering, beginning, and developing English language proficiency level
students. When the following symbol appears in the unit,
, it indicates an
opportunity to assess the embedded language objectives. Regular assessment of
language objectives will ensure that LEP students progress in using the English
language within the science content area. A brief explanation of how to assess the
language objective will follow the symbol.
VII. Materials and Equipment List
Handouts
String or yarn spools (6)
masking tape
3
meter sticks (6)
Flexible drinking straws (class set)
1 stopwatch for the teacher,
small beads-about the size of the straw opening (class set)
1 egg and a container of vinegar (1 per each class)
Note cards or scrap paper
Balls- (small sport or playground balls from the PE department)
A set of stairs or individual chairs
Straws (regular size)
Coffee stirrer straws (smaller)
Class set of coffee filters
Decks of Cards or other flashcards
Class demonstration materials:
1 - two liter soft drink bottle
2 -16 oz drink bottles (smaller size if you can find them)
1- basin to hold up to 2 liters of water
2-textbooks or other material to make a stand
1-block of wood (or other material) at least 5 cm tall
Yellow and Blue food coloring
Silicone Glue (for bathtubs)
1 apple per class
Plastic wrap
Internet Access
Access to Media Center for research
Small thin balloons
Several bags of dried black eyed peas or small dried beans
Several straight pins
Student safety glasses
VIII. Big Idea- Human Body Systems
Living systems have the following level of organization—cells, tissues,
organs, and organ systems. The complexity and number of fundamental units
change in extended hierarchies of organization. Within these systems,
interactions between components occur. Further, systems at different levels of
organization can manifest different properties and functions.
The human body has a set of systems, which regulate the internal
environment and strive to give our cells the necessary conditions they need to
function. These systems are made up of organs; each organ system functions in
the human body and works in cooperation with other systems to benefit the entire
organism. The skeleton system provides the support for movement and
protection of internal organs. The muscular system creates the force that enables
the body to move and carry out different functions related to movement. The
body’s circulatory, respiratory, digestive and urinary systems work in combination
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to supply all cells with what they need to function properly and remove wastes.
The reproductive system enables the organism to make more of its kind.
The immune system protects cells from microscopic invaders. The nervous
system controls body processes by using electrical impulses via a network of
nerves. The endocrine system uses chemical messages called hormones, which
are released into the blood and regulate many bodily processes. The endocrine
and nervous systems are two control systems that keep the body in homeostasis.
Body systems work together in maintaining a constant internal environment.
When this balance is disrupted, the body systems may not function properly and
human health can suffer.
Life style choices, environmental factors, and genetics can cause
abnormalities to occur during embryonic development as well as later in life.
Human activities such as smoking, consumption of alcohol and the use of drugs
lead to a variety of adverse conditions within the human body and interfere with
the efficient operation of the systems of the body. Technology and medical
advances can help us understand how the human body functions and allow us to
make informed decisions regarding our health. All organisms must be able to
access and utilize resources, to grow, to reproduce, and maintain stable internal
conditions even though in an eternal state of flux in the constantly changing
external environment.
IX. Notes to the teacher/ storyline
The first lesson of the unit begins with an overview of what human body systems
are. Students will become familiar with each system and the underlying function of
each. They will be introduced to the idea that all human body systems are
interdependent on each other system. The lesson will lead into the skeletal and
muscular systems and will discuss the function of each. Students will complete two labs
focused on muscle actions and the culminating activity will be the construction of a 3
dimensional model.
The second lesson focuses on the function of the digestive system along with the
location and purpose of organs. Student groups will participate in several activities such
as measuring the length of actual digestive organs, a simulation of peristalsis and
learning how to calculate the number of sugar teaspoons found in common food items.
As a culminating activity students will create an informational brochure on a digestive
organ and its function.
The third lesson introduces the circulatory system and gives an overview of its
many functions. Students will be introduced to the parts of the heart and will learn how
to calculate their target heart rate. Students will learn about the term cholesterol and the
effects that it has on the heart and cardiovascular system. Finally the culminating
project will be to complete a foldable or a newsletter on the 4 components of blood and
their function.
5
The fourth lesson covers the respiratory and excretory systems. It begins with a
simulation of breathing and introduces the terms asthma and emphysema. Students will
participate in a lab and graphing activity that measures their breathing rate over a period
of time. They will learn about the Heimlich maneuver and how to use it to help a choking
victim. Students will be introduced to the urinary system and learn how it filters the
blood to keep up healthy. The final culminating activity is to discuss the affects that
tobacco products have on the respiratory system and the body and create an antismoking bumper sticker.
The fifth lesson focuses on the nervous system. It begins with a simulation of
how the brain receives and interprets messages in the body. Students will be given an
overview of the five senses and introduced to the parts of the neuron, brain, ear and
eye. Student groups will participate in a lab that will calculate their reaction time and
they will use that data to construct a graph. The culminating activity will be to complete
a foldable or a PowerPoint presentation.
The sixth lesson introduces the endocrine and reproductive systems. Students
will learn about the term hormone and the effects it has on the body. They will get an
overview of each endocrine gland and their role in maintaining homeostasis in the
body. Students will learn about puberty and male and female reproduction. As a
culminating activity students will have the option of completing a foldable timeline on
growth and development or a PowerPoint on each system.
The seventh and final lesson focuses on the immune system. Students will
participate in an inquiry activity on the spread of viruses. They will learn about immune
and autoimmune diseases and the role of T cells in the body. As a culminating activity
students will make the connection that all human body systems function together to
keep the body strong and healthy. Students will be asked to complete a PowerPoint
presentation on the entire human body unit and tie in the knowledge learned.
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X. Global Content- 21st Century Skills
Lesson-Location-Activity Title
Skel/Mus-evaluate- d/b map
Resp/Exc-extension-prompt
Skel/Mus-explore- Frayer
Dig-evaluate-d/b map
Cir-explain-brace map
Skel/Mus-elaborate-project
Dig-extension-brochure
Immune-extension-poster
Cir-extension-newsletter
Resp/Exc-extension-prompt
Skel/Mus-elaborate-project
Dig-extension-brochure
Skel/Mus-engage- website
Resp/Exc-extension-prompt
Dig-extension-brochure
Nerv-extension-powerpoint
NCSCOS
Grade 7
Communication Skills
1.01, 1.02, Conveying thought or opinions
1.08
effectively
1.05, 1.10
When presenting information,
distinguishing between relevant and
irrelevant information
1.04, 4.02, Explaining a concept to others
4.03, 4.06,
4.07, 4.08,
Interviewing others or being
interviewed
Computer Knowledge
1.09
Using word-processing and
database programs
1.07
Developing visual aides for
presentations
1.08
Using a computer for communication
2.04
Dig-explain-vocabulary
Resp/Exc-engage-body outline
1.02
Skel/Mus-elaborate-project
Dig-extension-brochure
Cir-explore-heart transplant
Resp/Exc-Extension-forensics
1.03
1.09
1.08
1.09, 2.02
Dig-extension-brochure
Cir-extension-newsletter
Learning new software programs
Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
Developing career interest/goals
1.08
Dig-extension-brochure
Cir-extension-newsletter
Dig-extension-brochure
Immune-evaluate-brochure
21st century skills
1.03, 1.05
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
7
Resp/Exc-extension-prompt
Ner/End-elaborate-foldable
1.05, 4.07
Identifying cause and effect
relationships
Lesson-Location-Activity Title
NCSCOS
Grade 7
1.10
21st century skills
1.07, 1.08
Locating and choosing appropriate
reference materials
Reading for personal learning
Dig-extension-brochure
Rexp/Exc-elaborate-NOVA
Nerv-extension-powerpoint
End/Rep-extension-powerpoint
Dig-extension-brochure
Nerv-extension-powerpoint
Cir-explore-heart websites
Cir-explore-heart transplant
Cir-extension-newsletter
End/Rep-extension-powerpoint
Immune-evaluate-brochure
Skel/Mus-elaborate-blink lab
Dig-extension-brochure
Resp/Exc-extension-prompt
Dig-extension-brochure
Resp/Exc-extension-prompt
Dig-explore-website
Dig-elaborate-smoking info
All projects, & powerpoints
Dig-extension-brochure
Cir-explain-brace map
Skel/Mus-extension-writing
Resp/Exc-extension-prompt
Cir-extension-newsletter
Resp/Exc-extension-prompt
1.10
Language Skill - Writing
Using language accurately
1.07, 1.08,
1.10
Organizing and relating ideas when
writing
1.10
Proofing and Editing
2.04
Synthesizing information from
several sources
Documenting sources
Developing an outline
1.10
2.03
1.05
1.09
1.01, 1.05
Dig-engage-string lab
Resp/Exc-extension-prompt
Immune-explore-inquiry
Skel/Mus-explain-muscle lab
Nerv-explore-reaction time
Dig-engage-string lab
Resp/Exc-extension-prompt
Dig-elaborate-peristalsis
Resp/Exc-extension-prompt
Summarizing main points after
reading
1.02
1.05, 1.07,
1.10, 2.03,
4.04
1.06, 4.01,
4.05,
1.09
Writing to persuade or justify a
position
Creating memos, letters, other forms
of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving Skills
Identifying key problems or
questions
Evaluating results
Developing strategies to address
problems
Developing an action plan or
timeline
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I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Human Body- Skeletal & Muscular Systems
III.
Unit Length: 9 days
IV.
Objectives Included:
1.01, 1.02, 1.05, 1.06, 1.07, 1.08, 4.01, 4.02, 4.03, 4.04,
Language Objectives:
 Respond to questions using the affirmative and negative forms of sentence
construction.
V.
Materials Needed:
Handouts
Internet Access
VI.
Notes to Teacher:
This is a 9 day lesson for the Skeletal & Muscular system. It is necessary to
review the concepts learned from the previous day in order to make connections.
Before starting to teach any human body system it is necessary to give an
overview of each system and its function. Included is a list of each system and a
definition. (attachment 1) You might start each day by putting a list of organs,
cells or tissues on the board and asking students to identify the system that it
works in. Many organs will overlap into different systems. (Examples: marrow,
heart, bone, stomach, white blood cells, blood, brain, lungs, nose, pancreas,
skin, eyes, bicep, intestines, teeth)
At the end of the unit is a skeletal and muscular project. After a couple of days of
instruction pass this out and have the due date projected towards the end of your
unit. This will allow them ample time to plan their final product.
Day 1
EngageAs an introduction to the human body you can play the following game? Ask students to
name 10 body parts that have only 3 letters. Have them to divide their paper with a line.
Above the line they will need to name 5 parts found above the neck. Below the line they
will need to name 5 parts that are found below the neck. They can work individually or
as a team. This may take about 10 minutes.
(Answer: above neck- ear, eye, jaw, gum, lip; below neck- rib, toe, leg, arm, hip)
9
Visit the websitehttp://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html
It gives an overview video for each human body system. Show the short video clips on
the skeletal and muscular systems.
Ask the question- What would happen if one system of the human body were to fail or
stop working? This should initiate a conversation that each organ works in a specific
system and the systems work with each other. If one system were to fail then the others
would start to fail.
Briefly describe each system and brainstorm ideas of organs, cells or tissues that work
within that system. Distribute the windowpane graphic organizer. (attachment 2) Under
the list of each human body system inside the square- ask students to include a picture
of something in the body that works in that system. For example they may draw a bone
under the skeletal system. (It is ok if their pictures look nothing like the real thing.)
Day 2
ExploreHave students fill in a Frayer model(adapted from Frayer, D., Frederick, W.C., and
Klausmeier, H.J. 1996. A Schema for Testing the Level of Cognitive Mastery. Madison,
WI: Wisconsin Center for Education Research) on the skeletal and muscular systems to
see what prior knowledge they have. (attachment 3 & 4)
After discussing the answers they recorded, show the following video from United
Streaming. This video gives an overview of each human body system and its
function(s).
Link: http://www.unitedstreaming.com/
Search: Life Science: Human Biology (20 min.)
Listed below are questions that will be answered in the video. Ask students to listen for
the answer and be ready to discuss them at the conclusion of the video.
1. How many bones are in the body? 206
2. The heart pumps blood to which 2 places? Body and lungs
3. How much does the brain weigh? 3 lbs.
4. How does the brain communicate with the rest of the body? By the spinal cord
5. How many muscles are in the body? 656
6. What are bones filled with? Marrow
7. What 2 things are muscles fed by?
8. Where is the pancreas located?
Oxygen and sugar
Behind the stomach
9. What are the 5 senses? Smell, touch, taste, hearing, seeing
10
LEP Modification:
 Provide students with a cloze activity and a word bank instead of asking them
to write the answers to the questions. See sample below:
206
marrow
taste
body
oxygen
hearing
lungs
sugar
seeing
Word Bank
3
stomach
spinal cord
smell
656
touch
1. There are___________ bones in the body.
2. The heart pumps blood to the ____________ and__________.
3. The brain weighs__________ pounds.
4. The brain communicates with the rest of the body through the ______________.
5. There are____________ muscles in the body?
6. Bones filled with ________________.
7. Muscles are fed by ______________and ______________.
8. The pancreas is located behind the _______________.
9. The 5 senses are___________, _______________, ____________,
____________, _____________.
Day 3
ExplainAsk the students- Are your bones alive?
Yes! Bones are made of a mixture of hard stuff that makes them strong and many living
cells which help them grow and repair themselves. Like other cells in your body, the
bone cells rely on blood to keep them alive. Blood brings them food and oxygen and
takes away waste.
If bones weren't made of living cells, things like broken fingers or arms would never
mend. Your bone cells are busy growing and multiplying in order to repair a break.
When you break your leg, blood clots form to close up the space between the broken
segments. Your body then deposits more of the hard stuff to fill in the break.
Review what makes a system? Living things are made up of cells. A group of cells form
a tissue, a group of tissue performing the same task form an organ and organs working
together form systems. Introduce the 5 functions of the skeletal system. Explain that
without the functions we would not be able to move or live. The five functions of the
skeletal system are:
11
1.
2.
3.
4.
5.
To provide shape and support.
To allow movement.
To protect organs.
To produce blood cells.
To store minerals for later use.
Discuss the 5 functions and allow students to elaborate or provide examples of each.
Ask students to research how many bones are found in an adult person. Once they
discover that the answer is 206, explain that when a baby is born there are over 300
bones. As the baby grows and develops many bones grow or fuse together and become
longer bones. Anywhere that a bone meets is called a joint. There are 2 types of jointsmovable and immovable. Immovable joints are those that do not move, examples are
your pelvis and skull. Movable joints can be pivot, gliding, hinge or ball and socket.
Each joint allows a particular type of movement. Each bone in the body has a set of
muscles attached to it that allow you to move. Muscles work in pairs, as one relaxes the
other contracts.
The discovery health website listed below offers an overview of each system. Under the
system it lists terms along with diseases and disorders. Each animated clip is about 1-2
minutes long. This can reinforce terminology discussed or introduce illnesses that can
occur within the skeletal or muscular system.
Discovery health- http://health.discovery.com/tools/blausen/blausen.html
Make the connection that smoking and the use of drugs can have an effect on each
body system. The following website provides research on smoking and its affects on the
skeletal system. http://www.jrussellshealth.com/smokosteo.html
Day 4
Muscles attaching to bones enable us to move, lift, and even run. Muscles control every
function in the body. There are 3 main types of muscles found in the body. All muscles
are either voluntary or involuntary. Involuntary muscles are those you are unable to
control, and they work on their own. Examples of involuntary muscles actions are
breathing, digestion, and heartbeat. Voluntary muscles are those that you can
consciously control. Examples of voluntary muscles actions are all movements of
skeletal muscles, talking, and walking. Ask students to use the textbook to answer the
following questions on the 3 muscle types. They can fill out the chart like the one below
with their answers.
Which of the 3 muscle types appear to be banded or “striated”?
Which one(s) are voluntary and which ones are involuntary.
Which one(s) react quickly?
Which one(s) tire quickly?
12
Muscle Type
Is it voluntary?
Is it involuntary?
Does it tire quickly?
Does it react quickly?
Skeletal
Smooth
Cardiac
Through their investigating they should discover:
Smooth muscles such as those in the intestines appear to be smooth. They are
involuntary which means they cannot be controlled. They do not react nor tire quickly.
Skeletal muscles attach to bones. They allow us to move and lift things. Skeletal
muscles appear to be striated or banded, and they are voluntary which means they only
move when you want them to. They react quickly, but also tire quickly.
Cardiac muscle- is only found in the heart. It is involuntary and is also striated. It reacts
quickly and does not tire quickly.
LEP Modification:
 Provide LEP students who have difficulty reading in English with specific page
numbers and paragraphs that they can use to find information to complete the
chart. Allow LEP students to work together or with a partner to complete the
task.
Day 5
Discuss the answers they recorded in the chart. Elaborate on what would happen if
smooth and cardiac muscles tired easily. To follow up the chart direct the students to
participate in a lab investigation to prove which muscle type tires the easiest?
(attachment 5) Students will choose a medium sized book and will lift it for 5
consecutive minutes. You can control the stop watch.
Tell students when to start and when to stop. The partner’s job is to count the number of
presses the other person does within each minute. The student doing the book presses
is not allowed to switch arms. They must use the same arm for the entire 5 minutes. At
the end of each minute, allow 5 seconds and then start with the second minute. By the
end of the 5th minute student should start to see a pattern that they can do fewer
presses than the first minute. Why- because skeletal muscles tire easily. Discuss the
follow up questions after the lab. Activity adapted from Carolina Academic Press.
Day 6
ElaborateReview the definitions of voluntary and involuntary muscles. Discuss examples of each
type. (Voluntary- chewing, walking; Involuntary- breathing, heart beating)
Ask the question- Is blinking voluntary or involuntary? Students may say one or the
other and a few may say both. Allow students to create their own experiments to
determine the answer or use the activities listed below.
13


Ask students to see how long they can go without blinking. Is it possible to force
your eyes to stay open? This will reinforce the fact that blinking is voluntary for a
while but then becomes involuntary.
Have one student hold up a piece of plastic wrap or an overhead in front of their
eyes. Allow a partner to throw a cotton ball at their face. The partner should
record if they blink or not? This reinforces that blinking is involuntary and also
protective.
At the conclusion of their experiment have them write a lab report and answer the
following questions. (attachment 6)
How do your eyes feel after trying to NOT blink?
Is blinking helpful and protective in any way?
What might happen if you were unable to blink?
Is blinking voluntary or involuntary?
Assess Language Objectives:
 Have students write the answers to the lab questions using simple affirmative
sentences. For example:
How do your eyes feel after trying to NOT blink?
-My eyes are dry.
Is blinking helpful and protective in any way?
-Blinking is helpful. Blinking is protective.
What might happen if you were unable to blink?
-My eyes might get hurt.
Is blinking voluntary or involuntary?
-Blinking is voluntary. Blinking is involuntary
Day 7, Day 8
EvaluateHave the students create a double bubble map comparing and contrasting voluntary
and involuntary muscles. (attachment 7) The students need to give 3 characteristics of
voluntary and 3 of involuntary muscles in the outside circles. The center circles will have
characteristics they share in common. (Ideas of what they can fill in are: Voluntary
muscles -you can control, are striated, skeletal muscles are examples, walking, eating.
Involuntary muscles- you cannot control, found in smooth muscles, control breathing
and digestion. Characteristics they have in common are blinking, reflexes, there are 3
main muscles types.)
Pass out the enclosed skeletal & muscular project, which incorporates ideas from both
systems. (attachment 8) There is a rubric included at the bottom; you may add the
points according to your preference. Go over the requirements and the rubric. Allow
them to choose which project they will complete. Any materials can be used to create
14
the final product and students should need no more than 5 days to work on it at home.
When projects are completed and turned in, allow students to give feedback.
You can let students stand up and present their projects to the class or place each
project on the student’s table along with a sheet of paper. Allow the students to rotate
around the room and give feedback about each other’s final product.
LEP Modification:
 LEP students may require more support to complete projects on their own.
Consider allowing students to work in pairs, assigning specific duties in the
project to LEP students. Also, consider that some students may not have
access to certain types of materials such as modeling clay etc. Consider
allowing students to draw detailed illustrations instead of actual models if
finding materials is a problem.
Day 9
ExtensionAllow students to incorporate writing with the following topics:
*Cardiac muscles are involuntary muscles that are found in the heart. The contractions
are controlled by your pacemaker, which are the cells in the heart.
Research CPR techniques and create an information brochure on how it works.
What are the steps used in CPR and how does it actually restart the heart?
*Cartilage covers the ends of bones and is composed of strong collagen fibers.
Collagen from animals is used to make gelatin. Make a decision as to whether humans
should use animal parts such as bones to make products. Write a persuasive essay to
explain your position.
*Tendons are tough connective tissues that allow muscles to move bones. The Achilles
tendon is the largest tendon and is located above the heel of your foot. Research the
story of Achilles in Greek mythology. Write an explanation of why the tendon above the
heel is called the Achilles tendon.
*Smooth muscles are involuntary and are controlled by your central nervous system.
These muscles line the walls of most of the hollow organs in your body such as blood
vessels and the intestines. Imagine you are the central nervous system. Write a log
entry that gives detailed commands to three crewmembers who are smooth muscles.
(Adapted from Creative Teaching Press/ The Muscular & Skeletal Systems)
LEP Modifications:
 The following prompt may be more suitable for some beginning LEP
students:
o Should people use animal parts to make things?
o Write one paragraph explaining your opinion.
o Your paragraph needs to be at least three sentences long.
Assess Language Objectives:
 Students should practice writing sentences using negative sentence
structures (i.e. I do not want people to use animal parts to make things.) or
affirmative sentence structures (I want people to use animal parts to make
things.) Provide cloze writing frame. I do not __________. I want ____.
15
System
Function
Skeletal
protects, supports, allows movement, produces
blood cells, & stores minerals
Muscular
allows body movement and maintains posture
Digestive
breaks down food and absorbs nutrients
Circulatory
transports nutrients, wastes, & other materials
Respiratory
exchanges oxygen & carbon dioxide between blood and air
Excretory
removes solid & liquid waste
Nervous
detects sensation & controls most functions
Endocrine
plays a part in the regulation of metabolism, reproduction
& other functions
Reproductive
performs reproduction & controls male and female functions
& behaviors
Immune
controls the immune response & fights diseases
Integumentary
(skin)
protects, regulates temperature & prevents water loss
(attachment 1)
16
(attachment 2)
17
Definition
(in own words)
Examples
Characteristics
Non-examples
Picture
18
Definition
(in own words)
Examples
Characteristics
Non-examples
Picture
19
Name _______________________________
Date ______________
Tiring Muscles
Purpose:
To observe muscle fatigue, and to see which muscle type tires the easiest.
Procedure:
1. You will work in partners. The first test subject will hold a book with one hand at shoulder level. He/she
will begin raising the book as high as the arm will extend, and then bring it back down to the shoulder.
Using the same arm, you will continue in one minute intervals, until you have reached 5 minutes.
The partner will be the recorder and the counter.
2.
Each person will collect their information. When finished you will need to answer the questions below.
You must also construct a line graph that illustrates both people’s results.
Name_______________________
Name ______________________
At the end of
At the end of
:
# of presses:
:
First minute
First minute
Second minute
Second minute
Third minute
Third minute
Fourth minute
Fourth minute
Fifth minute
Fifth minute
# of presses:
1. How did the number of book presses from the first minute compare to the number at the fifth
minute?
2. What systems were involved in this activity?
3. What organs were involved in this activity?
4. Name the 3 muscles types.
Which one tires the easiest?
20
Construct a line graph for you and your partner. The vertical axis should be labeled as number of
presses, and each line will represent 5. The horizontal axis should be labeled as time, and each line
represents one minute. You must also include a title and a key.
(title)
(Attachment 5)
Adapted from Carolina Academic Press
21
Lab Report
Date Lab Performed
Unit – Human Body Systems
Lab: Muscular System
Student Name:
The Lab Question: Is blinking Voluntary or Involuntary?
Student Hypothesis: I think
Materials:
Procedures/ Steps
Observations/Drawings
Conclusion/ Results: (how does your data support or reject your hypothesis)
(attachment 6)
22
(attachment 7)
23
Task: Choose 1 of the projects below:
Create a model or structure of a bone. The final product must illustrate at least 5
main parts of a bone. Each part of the bone must be appropriately labeled or
included in a key. The model should be accompanied by a description outlining the
function or purpose of each part of the model. There is no size requirement.
Construct a working model of a movable joint. Choose the type of movable joint you
want to recreate. (hinge, ball and socket, pivot or gliding) The model must be able
to move in order to appropriately show how the joint works inside the body. The
final product must be accompanied by a description of the joint and several
examples of where it can be found inside the body. The bones used in the joint
must be properly labeled.
Replicate a microscopic view of all 3 muscle types found inside the body. (smooth,
skeletal or cardiac) Each tissue type must be accurately reconstructed and labeled.
Each tissue must be accompanied by a description of its function and an example of
where it can be found in the human body. There is no size requirement.
Suggested materials:
String, clay, sponge, pipe cleaners, fishing line, bubble wrap, tissue paper, cardboard tubes,
jar lids, plastic wrap, beads, wire, glue, fabric, any leftover materials you may already have.
Grading Rubric:
____creative use of
materials
_____accuracy of model
____parts labeled/key included
____accurate description
with at least 5 sentences.
_____complete sentences
____grammar/spelling
_____effort
_____on time
_____ Rubric returned with final product
(attachment 8)
24
I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Human Body- Digestive System
III.
Unit Length: 8 days
IV. Objectives Included:
1.05, 1.06, 1.08, 1.10, 4.01, 4.02, 4.03, 4.05, 4.07, 4.08
Language Objectives:
 Read, record and categorize information on a food label.
 Explain how to evaluate the nutritional value of foods by reading food labels.
 Express opinions using facts gathered from reading.
V.
Materials Needed:
The following are 3 separate activities.
* String or yarn spools (6), masking tape, meter or yard sticks (6)
* Flexible drinking straws (class set), 1 stopwatch for the teacher,
small beads-about the size of the straw opening (class set)
the bead should fit snuggly into the straw so students have to force it
through the opening
* Class demonstration- 1 egg and a container of vinegar, (1 for each class)
* Note cards or scrap paper- ahead of time put the vocabulary terms and
definitions on separate note cards and in a Ziploc bag. Make 4 or 5 sets that
can be distributed to groups.
VI.
Notes to Teacher:
This is a 8 day lesson for the Digestive system. It is necessary to review the
concepts learned from the previous day in order to make connections.
When using the yarn for the student activity, cut an amount longer than the
students actually need. This way the same yarn or string can be used by each
class period. To attach the organs you can have students use note cards or
masking tape. These can be easily removed at the end of class.
When setting up the vinegar and egg demonstration keep in mind that you will
observing it over a period of 2 or 3 days. You want to make sure that the
container is big enough for students to see into and to allow the egg to expand a
little.
Day 1
EngageAsk students the questions:
What does your digestive system do?
What organs do you think help with digestion?
25
How long do you think the digestive system is?
Allow the students to participate in an investigation that will answer this question. Break
the students into groups of 3 or 4. Each group needs a yard or meter stick, a length of
string/yarn at least 23 feet long, and masking tape for labeling the string. Give students
the following measurements either on the board or as a handout and ask them to
measure each distance and mark the organ it represents. Once they make the
measurement they can write the organ it represents on the masking tape and loop it to
the string. Once they have completed all the labeling, have them calculate the total
distance of the digestive system.
The string will look something like:
Measurements:
Mark off 3 inches of string to represent the mouth
Add 10 inches for your esophagus
Add 6 inches for your stomach
Add 15 feet for your small intestines
the small intestines can be broken down into the
duodenum- 9 inches, jejunum- 4 feet, ileum- 10 feet
Add 5 more feet for your large intestines
Now measure the entire length of the string.
How many feet and inches long is the average digestive system?
Have students stretch out the length and look at how long it is. Have them discuss the
answers to the following questions:
Follow up questions:
1. Do you think it is helpful that the digestive system is so long? Why?
2. If someone had to have a part of their digestive system removed, such as a piece
of their small intestines, how would this affect their food absorption?
3. What role do you think each organ plays in digestion?
Day 2
Visit: http://www.unitedstreaming.com/ (may have to be purchased)
Show the clip titled Nutritional and Digestive Health- Eating for your future (55:00)
Listed below are questions that will be answered in the video. Ask students to listen for
the answer and be ready to discuss them at the conclusion of the video.
If you go under video segments, you do not need to show segments: lean and mean or
mind and body. Without those segments the video is 32 minutes.
1. How many times should food be chewed before it is swallowed? 20 times
26
2. Steak is a good source of animal _____________. protein
3. We each eat about ________ pounds of beef in one year. 90
4. How long is a giraffe’s digestive tract? 280 feet
5. Stomach acid is so strong it can dissolve a ____________? razor blade
6. The major part of digestion starts in the _______.
small intestines
7. One out of every two dollars spend in American goes towards what? eating out
LEP Modification:
 Provide students with a cloze activity and a word bank instead of asking them
to write the answers to the questions. See sample below:
Word Bank
Protein
90
small intestines
20
280
razor blade
eating out
1. You should chew your food ___________ times before swallowing.
2. Steak is a good source of animal _____________.
3. We each eat about ________ pounds of beef in one year.
4. A giraffe’s digestive tract is _____________ feet long.
5. Stomach acid is so strong it can dissolve a ____________.
6. The major part of digestion starts in the _______.
7. One out of every two dollars spent in American goes toward ________________.
Day 3
ExploreVisit the websitehttp://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html
It gives an overview video for each human body system. Show the short video clips on
the digestive system.
Ask students the following questions and review the answers:
What are some organs that work in the digestive system? (liver, stomach, intestines)
What are some examples of how the food is broken down?
(chewed, churned, mixed with saliva and stomach acid)
How long do you think digestion usually takes? (24-48 hours)
Show the students the included diagram of the digestive system.(attachment 1)
Introduce the organs that work in the digestive system. Ask students to use the text or
other materials available to research and then color the digestive organs the appropriate
color listed. (Digestive diagram adapted from Teacher Created Materials, Inc)
27
After reviewing the accurate color coded answers to the diagram ask students to write
the path of digestion in the order that it occurs. Where does digestion start and where
does it end? Make a list on the board. Once they have their list, check it for accuracy.
The correct path is: mouth, pharynx (throat), esophagus, stomach, small intestines,
large intestines, rectum, anus,
Ask the question: Of the organs shown in the diagram, which ones do you think food
DOES NOT directly pass through? It helps with digestion, but food does not go through
it. Discuss their answers and add any they might have missed. Organs that help with
digestion but food does not pass through are: salivary glands, liver, gall bladder, and
pancreas. (They might say appendix- which is a true answer, but you may need to
clarify that the appendix is NOT a digestive organ, because it has no function at all in
the body.)
Ask:
If food does not pass through them, what do you think they do?
(they secrete enzymes or fluids that help to further break down food so it can be
digested easier or more thoroughly)
Which digestive organ do you think you can live without? (gallbladder)
Day 4
Review the digestive organs and their location or function within the body.
Ask students:
How do you think the stomach digests food? (it churns and dissolves materials)
What does it use to help with digestion? (hydrochloric acid and peristalsis)
Introduce the next demonstration along with the following questions:
In order to show students the effect that stomach acid has on food, take a raw egg and
put it into a clear container. Pour white vinegar over the egg- just enough to cover it.
Allow the egg to sit for a couple of days and ask students to make observations each
day. (Your stomach is like a large muscular bag. The muscular stomach walls squeeze
and break up food, while the stomach acid also starts to break down the food. The
result is that food leaving the stomach is mostly liquid.)
After a day or two the shell on the egg will start to dissolve. Eventually you will be able
to see the membrane of the egg and the yolk. They might also notice that the egg
becomes noticeably larger, because it absorbs some of the liquid. This could also spark
a conversation for osmosis.) This is similar to what the hydrochloric acid in the stomach
does to food. With the exception that hydrochloric acid is much stronger than vinegar.
* What happens to food when it goes into your stomach?
(it mixes with fluids that help to break it down)
* What is in the stomach that helps with digestion?
(hydrochloric acid)
* Do you think this is a strong or weak acid?(strong)
28
* Why do you think it is necessary for the acid to be strong?
(it dissolves and breaks down food particles and it kills germs or bacteria that
may enter your digestive system)
* Why doesn’t the acid eat through the stomach lining?
(there is a thick layer of mucus that lines the stomach and protects the body from
its own acid, occasionally the acid can eat through and cause a stomach ulcer)
ExplainThe discovery health website listed below offers an overview of each system. Under the
system it lists terms along with diseases and disorders. Each animated clip is about 1-2
minutes long. This can reinforce terminology discussed or introduce illnesses that can
occur within the digestive system.
Discovery health- http://health.discovery.com/tools/blausen/blausen.html
Vocabulary to introduce- Write each of the following terms on a note card. Write each of
the following definitions on a separate note card. (make enough sets to accommodate
groups) Break the students into groups and give them a bag with a set of note cards in
it. Their task is to match each word with the actual definition. At first do not let them use
other materials for help. Once they have matched the words with definitions allow them
to check their answers with the text.
1. Chemical digestion- when chemicals produced by the body break down food.
Examples: saliva, hydrochloric acid
2. Mechanical digestion- when food is physically broken down into smaller pieces.
Examples: chewing food, churning food in the stomach
3. Peristalsis- the force or contractions that push food downward.
4. Absorption- the process in which nutrients pass through the walls of your
digestive system.
5. Saliva- fluid released to help with digestion.
6. Esophagus- muscular tube that connects the mouth to the stomach.
7. Liver- found in upper right abdomen and it produces bile.
8. Small intestines- the organ where the most nutrients from foods are absorbed.
Have each group of students create a vocabulary flash card for the 8 words listed
above. (attachment 2) To complete the vocabulary card give the directions below:
The word goes in the center of the note card or paper.
In the upper left they put their meaning of the word.
In the upper right they put the dictionary definition.
In the lower left they put a picture association of the word.
In the bottom right they use the word in a sentence.
29
Day 5
ElaborateThe following demonstration will reinforce the basic idea behind peristalsis.
Give each student a flexible straw and a bead.
Ask the following questionsWhich digestive organ does the straw resemble? Esophagus
How long do you think food spends in the esophagus? Around 10 seconds
What force or contractions pushes food downward? Peristalsis
(Peristalsis allows us to swallow even when we lie upside down.)
What would be happening if we experienced reversed peristalsis? Vomiting
Give the following explanation for peristalsis?
Your food does not fall through your digestive system by gravity. Food is pushed
through your digestive system by peristalsis. It works in your esophagus, stomach and
intestines. The muscles relax and contract in order to push the food forward.
When you give the direction to go ask students to put the “food” bead in their
“esophagus” straw. They should immediately begin to use their fingers to push the bead
throughout the esophagus and out the bottom of the straw. Remind them that food only
stays in the esophagus for 10 seconds. Get your stopwatch ready for when you say
“GO!”. Allow them 3 or 4 times to beat the clock.
Visual example
of peristalsis
From
mouth
To stomach
LEP Modification:
 Explicitly show the connection between the demonstration and the concept of
peristalsis by posting the word on the board and using it while the
demonstration is going on. You can also use body language to emphasize
that peristalsis is contracting action that pushes the food down. A video of
actual peristalsis would also be helpful.
30
Most people may think smoking or drug use only has a direct affect on the respiratory
and nervous system but it also directly affects the digestive system. Make a connection
on how decisions you make to use alcohol; caffeine or tobacco products can have an
impact on the all systems, including digestion. The following is useful research and
information collected from the website listed below.
“Cigarette smoking harms the body by raising cholesterol levels and blood pressure, as well as
increasing the risk of cancer. Smoking destroys certain vitamins and creates the need for other
specific nutrients. Other research shows that smokers have an increased risk of heart disease
(including stroke, chest pain and palpitations), cancer, emphysema, fatigue, loss of vitamins and
nutrients, premature aging, gastrointestinal disorders, osteoporosis, sinus congestion and throat
irritation. According to medical reports, colds, flu and laryngitis last much longer for those who
smoke. Normally, saliva - which contains antioxidants - provides a protective buffer in the lining
of the mouth for the enzymes that fight and neutralize harmful substances. New research shows
that the chemicals in tobacco smoke destroy these enzymes, leaving a corrosive mix that
damages the cells of the mouth, and can eventually turn these cells cancerous.”
smoking and digestion- http://www.jrussellshealth.com/smokdig.html
smoking and the teeth and gums- http://www.jrussellshealth.com/smokteeth.html
Day 6
EvaluateHave the students create a double bubble map comparing and contrasting chemical and
mechanical digestion. (attachment 3) The students need to give 3 characteristics of
mechanical digestion and 3 of chemical digestion in the outside circles. The center
circles will have characteristics they share in common. (Ideas of what they can fill in are:
Chemical digestion: uses chemicals to break down the food, occurs in the mouth or
stomach, example is saliva. Mechanical digestion: grinds or breaks food apart, starts in
the mouth, example is chewing. Characteristics they have in common are: methods
used for breaking down food, helps with absorption of nutrients, both start in the mouth,
both occur in the stomach)
LEP Modification:
 Provide LEP students with charts or diagrams that visually represent both
chemical and mechanical digestion. Point them to specific pages of text or
information that will help them complete the bubble map.
 Allow LEP students to use pictures to fill in the bubble map as well as the key
vocabulary associated with mechanical and chemical digestion.
Introduce the term metabolism. This is the rate that you body turns food into energy.
People can have a slow or fast metabolism. It is important to teach students how to read
nutritional labels so they can make good decisions regarding calorie intake. Each
person’s caloric intake varies, but on average you can assume that each person needs
2,000 calories per day. By interpreting a nutrition food label each person can keep up
31
with the number of calories they eat each day along with the vitamins and nutrients they
consume. Each student can calculate the number of calories they need in one day by
using the formula below:
To calculate your Basal Metabolic Rate- (BMR)
(This gives you the number of calories you should eat in one day to maintain your
current weight and still be healthy. If you wanted to gain weight you would eat more and
if you wanted to lose weight you would eat less. Emphasize that this number is
constantly changing for students because they are still growing and developing.)
Take your weight and divide by 2.2, then multiply that by 24.
Obtain several food labels and allow students time to practice reading them. Examples
of labels: soup wrappers, yogurt containers, chip bags…(students can donate them
after lunch and you can save them year to year by sealing them in individual Ziploc
bags)
Suggested questions for students to answer:
How many calories are in a single serving?
How many serving come in the entire container?
Which vitamins are found in the food item?
If you consume 2,000 calories per day, what percentage of your daily intake does this
food make up?
How many grams of saturated fat are found in this item?
How many grams of fiber are found in this item?
If you would like to take the activity further you can have students test the food items to
see how many teaspoons of sugar are found in each item. (This is a great activity to do
after Halloween) Use the chart below:
Column A
Food item
name
Column B
Number
of sugar
grams in
the item
Column C
The sugar
grams
divided
by 4
Column D
Number
of
servings
Ex. Bubble gum
3 grams
.75 tsp
1
Ex. Lifesavers
13 grams
3.25 tsp
4
Column E
Column C
Divided by
Column D= #
of teaspoons
of sugar in
the item
.75 tsp per
piece
.81 tsp per
piece
32
Assess Language Objectives:
 Assess student’s ability to read the label by evaluating the accuracy with
which they categorized the various nutrition facts on their chart.

Have students write simple sentences expressing and defending opinions
about the foods they have analyzed. For example, if a student analyzed a
label for Lifesavers candy, he may write: “I think Lifesavers are bad for the
body because they have too much sugar.”
Day 7, Day 8
ExtensionLet the students create an informational brochure on a digestive organ. Sample
digestive organs are: mouth, esophagus, gallbladder, liver, pancreas, intestines,
pancreas, and liver. (attachment 4) There is a diagram below, which shows a layout for
the information. You can reserve use in the media center or computer lab for research
to the questions. Allow them to first complete an outline taking notes and then use it to
create the final product. Students may also want to use Microsoft word or Microsoft
publisher to create their final product. Allow students to share or display their completed
brochure.
Organs to choose from: stomach, liver, intestines, pancreas, gall bladder
The cover: Write your chosen digestive organ as an acrostic. Each letter of the organ
spells a word or phrase about digestion. Include a picture of the organ.
Inside left cover: Give specifics of the organ. Where is it located? What is its general
size? What does it do to help with digestion?
Inside middle panel: Name one digestive disease or disorder. Research the condition
and answer the following questions: What is the disease? What are the signs or
symptoms? How can it be treated or cured?
Inside right panel: Explain the difference between mechanical and chemical digestion.
Where does each start and where does each take place within the digestive system?
Back left panel: What is the path of digestion? List the order that food takes as it is
digested. Include a drawing of the digestive system with at least 4 major organs.
Back middle: Pick one other system in the human body and explain how it helps with
the digestive system. On this panel also include your name, date and period.
A sample layout is included. (attachment 4)
33
LEP Modification:
 The following sequence of directions can be given to LEP students for
the completion of the brochure depending on the student’s language
proficiency.
Organs to choose from: stomach, liver, intestines, pancreas, gall bladder
The cover: Write your chosen digestive organ. Include a picture of the organ.
Inside left cover: Tell where the organ is located? What is its size? What does it do to
help with digestion?
Inside middle panel: Read the information the teacher gave you about a digestive
disease that affects this organ. Answer these questions: What is the name of the
disease? What are the signs of the disease? How can the disease be stopped?
Inside right panel: Use the bubble map you made in class to explain the difference
between mechanical and chemical digestion. Where does each start? Where does
each take place within the digestive system?
Back left panel: List the order that food takes as it is digested. Include a drawing of
the digestive system with at least 4 major organs.
Back middle: On this panel include your name, date and period.
34
The appendix is included in the diagram because it attaches to a digestive organ.
It has no function and is not a digestive organ.
(attachment 1)
35
(attachment 2)
36
(attachment 3)
37
Give specifics of the
organ. Where is it
located? What is its
general size? What
does it do to help
with digestion?
What is the path of
digestion? List the order
that food takes as it is
digested. Include a
drawing of the digestive
system with at least 4
major organs.
Name one digestive
disease or disorder.
Research the condition
and answer the following
questions: What is the
disease? What are the
signs or symptoms? How
can it be treated or cured?
Pick one other system in
the human body and
explain how it helps with
the digestive system. On
this panel also include
your name, date and
period.
Explain the difference
between mechanical and
chemical digestion.
Where does each start
and where does each
take place within the
digestive system?
Write your chosen
digestive organ as an
acrostic. Each letter of
the organ spells a
word or phrase about
digestion. Include a
picture of the organ.
(attachment 4)
38
I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Human Body- Circulatory System
III.
Unit Length: 8 days
IV.
Objectives covered:
1.01, 1.02, 1.04, 1.05, 1.06, 1.08, 1.09, 1.10, 4.01, 4.02, 4.03, 4.05, 4.07, 4.08
Language Objectives:
 Count syllables in English words and phrases to write and evaluate a cinquain for
proper form.
 Given sentence/writing frame use information learned to write a brief paragraph
for a newsletter article. Entering level students can list facts from text.
 Read and select information relevant to a given topic from sources written in
English.
V.
Materials Needed:
balls- (small sport or playground balls from the PE department)
timing device, a set of stairs or individual chairs, handouts, a class set of coffee
filters
VI.
Teacher Notes:
This is a 8 day lesson for the Circulatory system. It is necessary to review the
concepts learned from the previous day in order to make connections.
The balls should be flexible enough so students can squeeze them. You can use
a class set or half a class set and take turns. (Tennis balls are too hard to use)
Day 1
Engage:
Ask: What is the main organ of the circulatory system? (heart)
Do you recall from the muscular system which type of muscle is the heart made of?
(cardiac)
Can you remember any facts about the cardiac muscle? (it is striated, it reacts quickly
and it DOES NOT tire quickly)
Can anyone guess about how many beats your heart approximately beats each minute?
(70-100)
Does your heart rate change? If so, give an example?
(yes, it speeds up when working hard or when excited)
39
What sound do you think your heart makes and what causes the sound?
(the lub-dub sound comes from the valves of the heart opening and closing)
Visit the websitehttp://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html
It gives an overview video for each human body system. Show the short video clips on
the circulatory system.
The following will show students how hard the heart actually works:
Give each student or student pair a flexible ball that can be squeezed with their hands.
(A tennis ball may be a little too hard for the whole minute.) When you say GO- the task
will be to squeeze the ball with 2 hands the same number of times the heart beats in
one minute, approximately 80. Time the students for one minute and allow the partner
to count for the person squeezing. Allow the other partner the same opportunity.
They should discover how difficult it is and how hard the heart works to continuously
pump blood throughout the body.
After the activity discuss:
Was it hard to continually squeeze the ball for one whole minute?
Would you be able to do that all day?
Does the heart ever get tired and stop?
Explanation: The force needed to squeeze a tennis ball is about the same force that the
heart exerts to pump blood through the body. Your hands got tired from squeezing
because they are skeletal muscles. Skeletal muscles tire quickly whereas cardiac
muscle does not. Cardiac muscle has to work 24 hours every day of every week. Your
heart does not take a break when you rest or sleep, but the beats per minute may slow
down to a resting rate.
If you want to elaborate on physical fitness levels each student can find their target
heart rate using the formula below.
(220-age) x .65 = 65% fitness level
(220-age) x .85 = 85% fitness level
In order to be considered physically fit you must reach your target heart rate for 30
consecutive minutes, 3 days a week. The top formula calculates your heart rate at a
65% fitness level and the bottom formula calculates your heart rate at an 85% fitness
level. You can briefly discuss the idea that as you become more physically fit your
resting heart rate can decrease over time due to the fact that it doesn’t have to work as
hard.
40
Ask students to predict how a non-athletic person’s heart rate would compare to an
athletic person’s? (the athletic person’s heart rate would be lower because it is used to
working hard during the exercise )
The following activity will allow students to investigate their heart and respiration rate.
Students will participate in a Harvard step test. They will be asked to take their heart
and breathing rate for 20 seconds after completing 3 different activities. They can then
use the information collected to create a graph. (attachment 1)
Day 2
Explore:
Show the following video called the Bloodmobile:
http://www2.fi.edu/exhibits/permanent/resources/heartsongMed.mpg -- (video)
or http://www.dave-logan.com/animation/bloodmobile/ -- (song)
While the video is playing ask students to write down as least 5 facts about circulation
or the circulatory system. Ask them to try and determine why some of the ambulances
are blue and some are red. (red signifies arteries carrying oxygen rich blood, while blue
signifies veins carrying oxygen poor blood.)
Visit the following websites to introduce facts about the heart and circulation:
Cut to the heart website- http://www.pbs.org/wgbh/nova/heart/
This website covers the following topics:
Pioneers of Heart Surgery
Map of the Human Heart
The following site allows students to perform an interactive Electric Heart Transplant.
You can lead the class through it as an introduction to the parts of the heart. The site
gives you directions at the bottom of the screen. It introduces them to the parts of the
heart, utensils used during surgery and what can happen to the heart if it beats
improperly.
http://www.pbs.org/wgbh/nova/eheart/transplantwave.html
Following the investigation introduce the parts of heart. (attachment 2) The main idea to
introduce is there are 2 main chambers of the heart. The upper chambers are the
atria’s, and the lower chambers are the ventricles. Each chamber has a right and a left.
Ask students to use text or resources to try and label the major parts of the heart and
vessels attached. If you feel it is necessary you can also have them label the 4 main
types of valves. Check for accuracy at the end of the activity.
Answers: 1.valve 2.right atrium 3.valves 4.right ventricle
7.valve 8. left ventricle 9. septum
5.aorta
6. left atrium
To show how the heart actually pumps blood you can visithttp://www.pbs.org/wgbh/nova/heart/heartmap.html
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It labels the parts of the heart and the valves.
If you would like to give an online quiz or a review on the parts of the heart, the following
website has in interactive quiz. On the left side of the screen there is a choice option for
cardiovascular. Once opened it offers a variety of quizzes on different ability levels.
WebAnatomy (quizzes)- http://msjensen.education.umn.edu/webanatomy/
Students can choose to take a self or timed test to check their knowledge.
Visit - http://www.unitedstreaming.com/ (may have to be purchased)
Search for the following video- Heart Attack (24:00)
It shows the muscles, arteries and vessels that keep the heart working. It introduces the
term cholesterol and discuses the effects that it has on the heart and cardiovascular
system.
Day 3
Explain:
Introduce the 4 components of blood- Red blood cells, white blood cells, platelets, and
plasma. Instruct students to fill out the brace map with each component, listing facts or
details beside each component. You may pass the information to them verbally or they
can use the text to research the components. Along the bottom, ask students to include
a picture of the component. (attachment 3)
LEP Modification:
 Provide scaffolding for LEP students as they fill out the brace map. If
providing the information through lecture have visual aids such as PowerPoint,
pictures, or sketches and notes that you draw on the board. If you prefer for
students to navigate textbooks to complete the map, point LEP students to
specific pages, paragraphs, figures and diagrams that can help them complete
the task successfully. You might also partially complete the brace map.
Background information: All blood is produced in marrow, which is found inside of
bones. Marrow is full of nutrients and all 4 components of blood. An average of 2.6
million red blood cells are produced each second by the bone marrow to replace those
worn out and destroyed by the liver.
Red blood cells- carry oxygen, they can be dark red (oxygen poor) or bright red (oxygen
rich). Please stress to students that blood is NEVER blue, this is a huge misconception.
Red blood cells carry hemoglobin, which is an iron containing protein that contains
oxygen. They are disc shaped with a pinched center. This allows it to bend and squeeze
through capillaries.
White blood cells- fight infection. They are larger in size, but they are fewer in numbers.
The body produces several different types of white blood cells. The body increases
production of white blood cells when they are needed.
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Platelets- are cell fragments that help the blood to clot at a wound site. They are shaped
somewhat like plates. Like the red and white blood cells, platelets are produced in bone
marrow. Hemophiliacs lack a sufficient number of platelets; therefore they are
considered free bleeders.
Plasma- is the fluid portion of blood. It makes up 55% of blood and is a straw (yellow)
colored liquid. About 95% of it is made of water.
Visit the website Blood Journeyhttp://www.pbs.org/wnet/redgold/journey/index.html
It covers several main topics about circulation
Phase 2- Creation of blood covers -What is blood made of? and How is blood
produced?
Phase 3- Donation
Phase 4- Blood Banks
You can use these as a reference or a student information site.
Ask the following questions:
Is everyone’s blood the same? (no)
What are the differences? (different types)
What are the different types of blood? (A, B, AB, O)
Information on blood types:
O- the most abundant- 45% of population has it, called the universal donor
because anyone can receive O blood.
A- 2nd most common- 40% of population has it
B- 3rd most common- 11% of population has it
AB- rarest type- 4% of population has it, called the universal recipient because
this blood type usually has to receive other types due to rareness.
Visit - http://www.unitedstreaming.com/ (may have to be purchased)
Search the following video- Greatest Discoveries with Bill Nye Medicine
Under segments show the 2 on blood circulation (2:51) and blood transfusions (2:08).
Circulation shows an overview of the circulatory system and the major functions.
Transfusions shows the different blood types and explains what happens if 2 noncompatible types are mixed together.
Day 4
ElaborateAsk the following questionsWhat are some illness or diseases that can occur within the heart or circulatory system?
(stroke, heart attack, high blood pressure)
What lifestyle choices can lead to heart disease or heart attacks?
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(saturated fat foods, use of tobacco products, poor exercise habits, obesity, or genetics)
If a doctor tells you that you are at risk for heart disease what can be done to reverse
the effects?
(eat less saturated fats, minimize salt intake, exercise, lose weight, change your diet)
The discovery health website listed below offers an overview of each system. Under the
system it lists terms along with diseases and disorders. Each animated clip is about 1-2
minutes long. This can reinforce terminology discussed or introduce illnesses that can
occur within the circulatory system.
Discovery health- http://health.discovery.com/tools/blausen/blausen.html
Investigate what types of things can damage the heart and the effect that smoking, drug
and alcohol abuse has on it.
Treating a Sick Heart: http://www.pbs.org/wgbh/nova/heart/treating.html
Most students may associate that heart disease can be caused by poor diet, sedentary
lifestyles or obesity, but it also can be caused by abuse of alcohol, drugs or tobacco
products. The following is useful research taken from the website listed below it.
Heart failure is also associated with untreated hypertension, alcohol abuse, and
drug abuse (primarily cocaine and amphetamines) at any age. Hyperthyroidism and
various abnormalities of the heart valves (particularly aortic and mitral) are among the
other disorders that can cause heart failure. In addition, viral infection or inflammation of
the heart (myocarditis) or primary heart muscle disease (cardiomyopathy), and in rare
instances, extreme vitamin deficiencies, can result in heart failure.
http://www.pbs.org/wgbh/nova/heart/treating.html
The following website shows several clips of damaged hearts, and the effect that heart
disease has on its physical characteristics.
Troubled Hearts website- http://www.pbs.org/wgbh/nova/heart/troubled.html
Evaluate:
Pass out the information on the folded project. (attachment 4) The students will create
a project on the 4 components of blood. Each component will include a description
along with a graphic. The center will include a description of a cardiovascular disease.
LEP Modification:
 Create an example of what the completed foldable should look like to aid in
understanding directions.
For a follow up students can visit the following website –
Test your blood I.Q.- http://www.pbs.org/wnet/redgold/php/bloodquiz.php
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Day 5, Day 6
Extension 1The task is for students to use Microsoft Publisher to create an informational newsletter.
The audience will be people who are trying to learn more about what the circulatory
system does and how it works. Examples of a target audience would be patients at a
doctor’s office, or people visiting a health fair.
LEP Modification:
 Have LEP students work with English speakers to contribute one article to the
newsletter, write a list of facts, or to be responsible for finding pictures,
creating comics, or finding statistics that fit the articles other students write in
the newsletter. Assign the LEP students an appropriate task in the group
according to their level of English proficiency.
Assess Language Objectives:
 Check the work the student did for this assignment to see how well he/she is
able to select appropriate information for a topic or explain information learned
through writing.
The newsletter must provide important circulatory information but must also be
interesting and visually appealing.
Make your newsletter more interesting and authentic by including any of the
following fillers: statistics, graphs, healthy heart tips, workout routines, nutritional facts,
patient questions with doctor answers, jokes, comics or advice.
The informational newsletter will cover the 4 components of blood.
For each component you must include information on:
Its shape
Its life span (if it has one)
Its color
What it is made of
Its function or purpose within the body
You must also include a picture of each component.
In addition to this you must also research 4 diseases that affect the circulatory system.
Create 4 articles, one for each disease and include the following information:
Name the disease and define or tell about it.
How does it affect the body?
What are the signs or symptoms?
What is the treatment, cure or ways it can be prevented?
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Day 7, Day 8
Extension 2Students will use a human body organ to create a poem. (attachment 5) Pass out a
coffee filter to each student. Allow them to write their name in the bottom with a
permanent pen. Pass out overhead pens or water-soluble markers and let students
draw and decorate. When done have then fold the filter in half 3 times and dip only the
point in water. The water will spread through the filter and make a tie-dye effect.
Carefully open the filters and let them dry. You can lie out newspapers to put the filters
on for drying. Once finished making the filters let students choose an organ from the list
and write a cinquain poem. The poem has to be checked by 2 other people. These
people check for syllable accuracy and that it makes sense. The filters will dry in about
30 minutes and the poems can be transferred the following day. On the day they
transfer the poem onto their filter, students can read and display theirs to the class.
LEP Modification:
 Allow LEP student to work in a group to check the cinquain poems for the proper
number of syllables. This way, if the LEP student has difficulty discerning the
syllables in a word, classmates can provide the support needed to figure out where
the word is properly divided. Also allow LEP students to use a student dictionary
which shows the syllabication of the word.
 Provide an example of a finished cinquain poem and demonstrate how to count out
the syllables.
Assess Language Objectives:
 Use the student’s cinquain poem as a tool to evaluate how well the student is able to
recognize the syllables in English words. Students who can figure out syllables read
and pronounce English words with greater accuracy.
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Name ________________________________
Complete each task below. Record your data
on the table. Put the number of beats and breaths
you get when counting for 10 seconds in the first
column. In the second column, put the number
that will be graphed. (your 10 seconds number
multiplied times 6 to get the whole minute)
Date _____________
#@
10 sec
# to
graph
resting heart rate
resting breathing rate
after walking heart rate
1. Take your resting heart rate for 10 seconds.
2. Take your resting breathing rate for 10 seconds. after walking breathing rate
(only count the number of times you inhale)
3. Walk up and down steps or a chair for three
consecutive minutes. Stop and calculate #4 & 5. resting heart rate
4. Take your active heart rate for 10 seconds.
resting breathing rate
5. Take your active breathing rate for 10 seconds.
(only count the number of times you inhale)
6. Rest for 2 minutes and calculate # 7 & 8.
Key:
7. Take your resting heart rate for 10 seconds.
8. Take your resting breathing rate for 10 seconds.
(only count the number of times you inhale)
heart rate
9. Create a double line graph for the results, make sure to use the
number you calculated for one minute. Include your data for the
breathing and heart rate. Each axis must be accurately labeled.
breathing
rate
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Name _______________________
Use the words below to label the diagram of the human heart. One word will be
used twice.
Left ventricle
(attachment 2)
right ventricle
left atrium
right atrium
septum
valve
aorta valves
adapted from Frank Schaffer Publications, Inc.
48
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Components of Blood- 4 Folded Display
Use a piece of paper to make the following envelope fold.
1. Fold a sheet of paper to form a square. Cut off the leftover piece at the bottom.
2. Open the square and fold it the opposite way- so there is a “X” of folded lines.
3. Open the fold back to a square. Fold each corner towards the center of the
square until it meets the center of the X.
You will be constructing a display illustrating and explaining the 4 components that
make up blood. A title must appear on the outside cover. Your name and date will be
on the back side. Each of the 4 folds will be used to explain one component of blood.
On the outside folds you should creatively write one component per fold. A picture
(drawn or printed out) should also be included with each component. It can be a
picture of the particular blood component or any picture related to circulation.
Extra Credit will be given if you can also include the scientific terms used for red and
white blood cells and platelets. (This can be found in a dictionary or encyclopedia)
When you open the fold there should be a 3 sentence minimum description of the term
along with its function and any interesting facts. Inserted inside all the folds should be a
square piece of paper with one disease that affects the circulatory system or
cardiovascular system. The disease should be defined, explaining how people get it
and also include how it is treated or cured.
Rubric:
Title _____
4 components ______
Extra Credit ____
Disease ______
explained
(attachment 4)
definition of components _____
4 pictures ______
how you get it ________
creativity _______
treatment ______
or cure
3 sent. length _____
effort ______
grammar/spelling_______
Foldable diagram adapted from Dina Zike’s Big Book of Science
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Name ________________
Date _______
Organ Cinquain Poem
Choose a structure:
Liver, stomach, appendix, tongue, eye, ear, brain, bone,
blood, nose, trachea, tonsils, skin, pancreas, intestines, gall
bladder, teeth, esophagus, spleen, salivary glands, heart
For your chosen word, write a poem telling about it.
When making sentences use the format below.
Title
Line 1- made up of 2 syllables.
Line 2- made up of 4 syllables.
Line 3- made up of 6 syllables.
Line 4- made up of 8 syllables.
Line 5- made up of 2 syllables.
Practice writing your poem below. Once you are finished have it checked
by 2 other people. Transfer it to your water color filter.
Checked by: ______________________
Checked by: ________________________
(attachment 5)
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I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Human Body- Respiratory & Excretory Systems
III.
Unit Length: 8 days
IV.
Objectives covered:
1.01, 1.04, 1.05, 1.06, 1.09, 4.01, 4.02, 4.03, 4.07, 4.08
Language Objectives:
 Using a textbook or other informational text in English, properly label the parts of
the respiratory and excretory systems.
 Use pictures to describe a process explained in English.
 Create a slogan to promote smoking cessation which is grammatically correct.
 Use transition words to describe the steps in a procedure.
V.
Materials Needed:
Straws (regular size)
Coffee stirrer straws (smaller)
A timing device
Handouts
VII.
Teacher Notes:
This is an 8 day lesson for the Respiratory and Excretory Systems. It is
necessary to review the concepts learned from the previous day in order to make
connections. Cut the straws into small segments, each student needs about a 2
inch piece
Day 1
Engage
Visit the websitehttp://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html
It gives an overview video for each human body system. Show the short video clips on
the respiratory and excretory systems.
The following activity will allow students to see how respiratory illnesses can affect
breathing.
To get started pass out a segment of each straw (normal size and stirrer) to every
student.
For the first 20 seconds allow students to breathe normally and count the number of
breaths they take. For the second 20 seconds have them breath through the normal
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size straw and count the number of breaths. At the end of 20 seconds allow students to
share how it felt. Many will say they had to take more breaths because they could not
get enough oxygen. Let students know that this would simulate the breathing of
someone with asthma. Lastly let them breathe for 10-15 seconds through the coffee
stirrer.
This will be much more difficult and will simulate the breathing of someone with
emphysema. You might want to add that emphysema is caused by long-term smoking
and causes extreme shortness of breath.
LEP Modification:
 Find photographs or pictures of someone having an asthma attack or suffering
from emphysema so beginning English language learners can associate the
activity with the diseases it simulates more concretely.
To assess prior knowledge and tie in other human body systems askWhat systems work with the respiratory system to help you breathe?
(circulatory, excretory, nervous, endocrine, muscular)
How many lungs do we have? (2)
Is it possible to live with only one? (yes)
Where are the lungs located? (behind the ribs and sternum, in the chest)
Although the lungs can be considered excretory organs because they remove carbon
dioxide (which is waste product), the main excretory organs are the kidneys.
How many kidneys’ do we have? (2)
Is it possible to live with only one? (yes)
Where are they located? (near the pelvis, at the back)
Allow them to demonstrate the knowledge learned by filling in the outline of the body
provided. (attachment 1) Directions: Try to draw and color the following organs in their
specific location. (It is OK if some are in the wrong place or are drawn differently, you
can clear up any misconceptions at the end)
The mouth, esophagus, trachea, heart, lungs, stomach, kidneys, urinary bladder
& brain. (when checking for accuracy make sure the trachea goes to the lungs and the
esophagus goes to the stomach)
To the side of each organ allow them to fill the blank in with a specific system it works
in. There will be more than one correct answer.
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Day 2
ExploreAllow students to look at the various organs in the respiratory and urinary systems.
(attachment 2) Let them use the book or other resources to label the parts. Check for
accuracy and ask students to predict what each part does.
Answers: Respiratory diagram
1. nasal passage 2. pharynx (throat)
5. bronchial tube 6. bronchiole
3. larynx (voice box)
7. alveoli
4. trachea (windpipe)
8. diaphragm
The nasal passage carries air to the pharynx, past the larynx and to the trachea. The
trachea is the bumpy cartilage that you feel in the front of your neck. The trachea
branches off into 2 bronchi. The bronchi lead into each lung. The bronchioles branch off
into smaller tubes called bronchioles. At the end of the bronchioles are alveoli. Alveoli
are tiny air sacs that allow the exchange of oxygen and carbon dioxide. The diaphragm
it the dome shaped muscle found beneath the lungs. It allows us to inhale and exhale.
Answers: Urinary System
1. left kidney
2. ureter
6. urethra
3. urinary bladder
4. right kidney
5. aorta
The kidneys are organs that filter waste products from the blood. The nutrients and
vitamins are returned to the blood stream to re-circulate while the waste products are
removed. The blood is continually filtered several times each day. The waste products
are sent down the ureters and are stored in the urinary bladder in the form of urine.
Urine leaves the body through an opening called the urethra.
Assess Language Objectives:
 Use the completed diagram to assess the student’s ability to use diagrams
and informational texts in English for labeling. If the student has labeled
incorrectly, it may be necessary to explain how to read charts and diagrams to
the student.
Visit - http://www.unitedstreaming.com/ (may have to be purchased)
Search the following video- Human Body Systems- The Respiratory System (23:00)
It provides an introduction to the respiratory organs and explains their location and
function. At the end of the video discuss the key concepts.
LEP Modification:
 During the class discussion write simple notes for students to copy or prepare
a notes sheet or PowerPoint ahead of time to share with the students. These
notes will serve as a way for LEP students to clarify what was said in the
discussion. Include rough illustrations and other visual aids in the notes
where appropriate.
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Day 3
Remind students that every time you breathe in you are supplying your body with more
oxygen. The red blood cells in the circulatory system transport the oxygen to all body
parts and then return to the lungs to pick up more oxygen and drop off carbon dioxide.
The following activity will allow students to measure their breathing rate and use the
data to create a pictograph. Students will count the number of breaths they take at rest,
after 25 jumping jacks, after hopping for 1 minute and after resting for 1 minute.
(attachment 3)
LEP Modification:
 Make sure you do a brief demonstration for the whole class so all students
can understand the directions for completing the pictograph.
Day 4
ExplainAsk studentsWhat types of things can affect breathing or damage the lungs?
(smoking or second hand smoke, asthma, pollutants, chemicals, inhalants, allergens)
The word elevation or altitude may not be mentioned as having an affect so
Visit - http://www.unitedstreaming.com/ (may have to be purchased)
Search: Science Investigations: Life Science: Investigating Human Biology
Show the clip on: Respiration at High Elevations (8)
This shows the effect that elevation has on mountain climbers and how it can lead to
oxygen deprivation.
What 2 gases are exchanged during breathing? (oxygen and carbon dioxide)
What organ(s) help to remove waste products from our bodies?
(lungs, skin, kidneys)
What are some common respiratory diseases that you have heard of?
(asthma, COPD, bronchitis, pneumonia,
What do the kidneys do? (filter the blood to remove waste products)
What would happen if the kidneys did not filter the blood?
(the waste products would build up and poison the blood)
What would happen if food were caught in the trachea?
(the air passage would be blocked and the person would be unable to breathe)
What can be done to help a choking victim? (the Heimlich maneuver)
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Visit - http://www.unitedstreaming.com/ (may have to be purchased)
Search the following video- Safety and First Aid
Show the segment on- How to help a choking victim (3)
This thoroughly explains and models how to perform the Heimlich maneuver on a
choking victim.
Follow up question after the videoWhat should you always encourage a choking person to do?
(cough- this is a sign that air is still able to reach the lungs)
What is the first thing to do when you notice someone is choking and cannot breathe?
(call someone for help)
Why should you NEVER pat a choking person on the back?
(it may further lodge the food in the trachea)
Why did the person put his knee between the choking victim’s legs?
(so if he passed out he would not fall to the floor, he would safely slide down his leg)
When someone is choking- what are the thrusts actually doing? (pushing against he
diaphragm which then pushes against the lungs and forces the reserve air out)
How could you help yourself if you were choking and were alone?
(continue coughing and if necessary use the back of a chair to thrust into your
diaphragm)
The following is a song that you can have your class sing to help visualize the Heimlich.
It is sung to the tune of the Hokey Pokey- and is called the Heimlich Hokey Pokey:
You put your right fist in,
You keep your thumb side out.
You put your left hand on,
And you’re lifting in and up.
You do the Heimlich Hokey Pokey,
And you clear the airway out.
That’s what it’s all about.
Allow students to complete the visual aid attached. They are to only use pictures to
answer each question. (attachment 4)
Assess Language Objectives:
 The pictures the student draws will show you how much the student
understood of the lecture, video and song. If there are problems with the
drawings, the student may need extra exposure to the topic to achieve
mastery of content language.
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The discovery health website listed below offers an overview of each system. Under the
system it lists terms along with diseases and disorders. Each animated clip is about 1-2
minutes long. This can reinforce terminology discussed or introduce illnesses that can
occur within the respiratory or excretory systems (bladder and kidney).
Discovery health- http://health.discovery.com/tools/blausen/blausen.html
Day 5
ElaborateDiscuss the many ways that smoking can affect the body as well as the respiratory and
excretory systems. Also tie in the effect it has on the physical appearances of the body.
Smoking has an immediate negative effect on health and athletic performance; it also
leads to wrinkled skin, and yellowed fingers. It creates a financial burden that increases
with the addiction. Since so many facilities are banning smoking, smokers are becoming
socially undesirable. Discuss the following questions and allow students to offer their
opinion.
Ask the studentsWhy do you think people start smoking? (peer pressure, as an outlet, curiosity)
Why is it hard for them to quit? (the nicotine added to tobacco is extremely addictive)
What are some diseases caused by smoking or use of tobacco products?
(emphysema, bronchitis, cancer)
What are some types of cancer caused by the use of tobacco products?
(cancer of the mouth, lip, gum, throat, stomach, kidney, pancreas, bladder & lung)
What are some ways you could help someone quit smoking?
(encouragement, modeling, doctor visit, support group, nicotine patches)
Listed below are several resources for teachers and students to explore and discuss.
The following NOVA website explores the current search for a safer tobacco product.
Visit the website and allow students to read the article and discuss. It provides current
statistics on smoking and the harmful chemicals involved. There is a teacher’s resource
guide available and video clips to explore.http://www.pbs.org/wgbh/nova/cigarette/
LEP Modification:
 Choose the segments of the article that you would like LEP students to read
carefully paying close attention to the complexity of the language in the
segment. Provide a brief vocabulary guide and access to a bilingual
dictionary to aid in understanding. When discussing, the LEP student can
share their section with classmates through pictures and key vocabulary
words.
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The following website explains many of the effects of smoking on the human body.
http://www.jrussellshealth.com/smoking.html
The effects of smoking on the kidney’s and bladderhttp://www.jrussellshealth.com/smokkidney.html
The effect of smoking on teens
http://www.jrussellshealth.com/smokteens.html
The effects of smoking on the skin
http://www.jrussellshealth.com/smokwrink.html
Allow students to create an anti-smoking bumper sticker. (attachment 5 ) The
requirement is that it encourages people to not smoke or those who do smoke -to quit.
The following website has articles about smoking that students can read and discuss as
a class. There are also many hands on and kinesthetic activities to tie into a lesson on
why smoking is so harmful.- http://www.biorap.org/skin_student.html
LEP Modification:
 “Bumper sticker” may be an unfamiliar phrase/concept to come LEP students.
Be sure to have an actual bumper sticker on hand to show students what a
real bumper sticker is, what it looks like and what it is used for. You may want
to draw the back of a car on the board and show how the bumper sticker
would be placed on a vehicle.
Assess Language Objectives:
 Check the slogan for correct word order, spelling and grammar. Dialogue with
the student to help him/her correct errors before turning in the final product.
Day 6
You have already explained how the lungs and kidneys are excretory organs but many
students may be confused as to how the skin is an excretory organ.
LEP Modification:
 While discussing the following questions, it will be beneficial for LEP students
to see some sort of visual representation of what is being discussed. This can
be in the form of a video, a diagram or the teacher simply drawing brief
explanatory sketches on the board while discussing the questions with the
class.
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Ask studentsWhat waste product does the skin give off? (sweat)
How does sweat help the body?
(it causes excess water to evaporate which cools the body)
What would happen if your body lost too much moisture?
(dehydration, body could over heat and it could lead to a heat stroke)
What are some ways we can damage the skin? (burns, cuts, sun)
How can exposure to the sun affect your skin?
(it damages the skin cells which can lead to cancer)
What hours of the day are you at a greater risk for sun burn or direct sunrays? (11-3)
What are ways we can protect our skin from the sun?
(sunscreen, hats, light colored clothes, long sleeves, sun glasses, stay in the shade)
What specific factor from the sun causes skin cancer?
(ultraviolet rays-It is not caused by the brightness or warmth of the sun.)
Is it possible to get sunburn on a cloudy day? (yes)
The following website lists myths and facts about using sunscreen
http://pediatrics.about.com/od/sunscreen/a/sunscreen_myths.htm
(examples: people of all skin color need to use sunscreen, waterproof doesn’t mean it
lasts all day, sunscreen with higher SPF does not provide longer protection, you can get
sunburn on cloudy days and even in the shade)
The following website lists the top 10 sun mythshttp://health.ninemsn.com.au/article.aspx?id=3041
EvaluateHandout the sheet on chronological sequence. (attachment 6) Allow students to fill in
both graphic organizers. The top one will illustrate the path of respiration and the lower
one will illustrate the steps in how blood is purified by the kidneys.
Possible answers:
path of respiration- air enters the mouth or nose, it goes to the pharynx, then to
the trachea, at the end of the trachea it branches into the bronchi, the bronchi send air
into the lungs, it travels down the bronchioles, it then enters the alveoli where the
carbon dioxide and oxygen is exchanged.
urinary path- blood circulates through the body, it goes through the kidneys every
day to get filtered, the nutrients and vitamins are filtered out and sent throughout the
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body, the waste products are removed, the waste is sent down the ureters, it then is
stored in the urinary bladder, finally it leaves the body through the urethra.
LEP Modification:
 Allow beginning English learners to respond through drawing the pieces of the
process in each box and through using key vocabulary learned in the unit (i.e.
major parts of the system).
Assess Language Objectives:
 When evaluating the accuracy of student responses, take special note of the
amount of content vocabulary the student uses to explain concepts. Continue
to stress the use of appropriate content vocabulary when communicating in the
science classroom.
 Check to see if LEP students are using appropriate transition words (first, next,
then, etc.) while completing the chart. If the student omits these words in their
explanations or drawings, have them go back and try to include them in the
proper order. Provide a writing frame for lower proficiency students.
Visit the website below to allow students to quiz themselves on the organs in the
respiratory and excretory systems. On the left you choose your system and then there
are several options between short and medium quizzes.
Under the respiratory system there is a section called –What do you see?
It shows up-close views of some respiratory organs. Students can analyze the picture to
see if any parts are familiar to them. The urinary system offers several short quizzes for
students to test their accuracy.
http://msjensen.education.umn.edu/webanatomy/
Day 7
Extension 1Invite your local sheriff’s department or forensics expert to speak to your classes about
fingerprinting. They can give a good description of how fingerprints form and how they
are used to solve crimes.
Allow students to take their own fingerprints and label them as an arch, loop or whorl.
Collect class data and let students make a bar graph of the fingerprint types in each
class. There is an excellent fingerprinting activity published by GEMS.
The following website offers many interactive activities focused around the respiratory
system.
http://www.lung.ca/children/grades7_12/index.html
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Day 8
Extension 2Below is a persuasive writing prompt that can be used to incorporate writing in science.
The students must come up with their own way to reduce the number of illness caused
by use of tobacco products.
PROMPT:
Smoking continues to contribute to hundreds of thousands of
American deaths each year. In addition, the number of smoking
related illnesses has increased insurance costs for all Americans, both
smokers and non-smokers. It is a devastating problem in the United
States. Write a letter to a tobacco company CEO addressing the
problem of smoking related illness. Give at least one possible solution
the tobacco company can put in place to solve this issue.
LEP Modification:
 Modify the prompt to read:
Each year many people die in America because of illnesses related to
smoking. Write a letter to a tobacco company president about the problem of
people getting sick because of smoking. Tell the tobacco company one thing
they can do to solve the problem.
 Novice English language learners can use a graphic organizer as a writing
tool as opposed to writing complete sentences and paragraphs. Students
may even choose to use a combination of words and pictures on the organizer
to express their thoughts. See example below:
Problem/Solution Outline
(http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2grap.htm)
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Name _________________________________________
Draw and color the organs listed below inside the outline.
Beside the organ write the system it works in.
Mouth-____________________ system
Esophagus--________________ system
Trachea--___________________ system
Heart--______________________ system
Lungs--_____________________ system
Stomach--________________ system
Kidneys--____________________ system
Urinary bladder--______________ system
Brain--_______________________ system
(attachment 1)
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Name ______________________________________
Use these labels
for the
respiratory
diagram:
alveoli
diaphragm
larynx (voice
box)
pharynx (throat)
trachea
(windpipe)
bronchial tube
bronchiole
nasal passage
right lung
left lung
(attachment 2)
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Name ______________________________________
Date __________
Measuring Your Breathing Rate
Calculate your breathing rate for the following activities.
You will need to count the number of times you inhale in one minute and record it in the
data table. You will draw a set of lungs for every 2 breaths. To symbolize one breath
you would draw 1 lung. Use the information you collect to fill in the data table below and
create a pictograph. Include a title in the gray box and label the axis.
# of breaths
# of lung sets to draw
1. resting
2. after 25 jumping jacks
3. after hopping for one minute
4. after resting for 1 minute
= 2
breaths
(attachment 3)
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65
66
Name ____________________________________
Topic:
The path of Respiration
Topic:
The Urinary path
(attachment 6)
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I.
Grade Level/Unit Number: 7th grade
II:
Unit Title: Human Body- Nervous Systems
III.
Unit Length: 9 days
IV.
Objectives covered:
1.01, 1.02, 1.04, 1.05, 1.06, 1.09, 4.01, 4.02, 4.03, 4.04, 4.06
Language Objective: The student will….
 Use comparative and superlative adjectives to describe the results of a
test.
 Use prepositions to describe observations.
V.
Materials Needed:
Meter Sticks
Decks of Cards or other flashcards
Internet Access
VIII.
Teacher Notes:
This is a 9 day lesson for the nervous system. It is necessary to review the
concepts learned from the previous day in order to make connections.
Day 1
EngageSay to the students (in a very suspenseful tone of voice)– “Close your eyes and imagine
that you’re sitting alone in your house watching a suspenseful movie. On the scene a
young woman is being followed through a dark wooded area by some unknown person.
She keeps glancing behind her as she begins to walk a little faster trying to reach the
safety of her home. She hears the footsteps behind her and they sound as though they
are getting closer. The woman’s pace quickens. She begins to run though the woods,
but the footsteps seem to still be getting closer. As she glances back, she trips and
falls. She quickly stands up and continues to run. Her breathing is labored, her heart
feels as though it will explode in her chest, and yet the footsteps get closer. Faster and
faster she runs, but her house is still too far away. The footsteps are getting louder.
They’ve almost caught up to her. What can she do? She glances back and sees
nothing, but when she looks to the front she runs smack into ………... The young
woman is lying in her bed. Sweat pouring off her brow. “Wow what a dream! It
seemed so real!” she says out loud. The woman rolls on her side to fall back to sleep
when she sees a shadowy figure wielding a knife. Suddenly all the lights in your house
go out.
Now say – “How did you feel during the story?” “Was your heart beating fast?” “Did
you jump a bit during certain parts of the story?” These reactions are all controlled by
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your nervous system - a series of organs and structures that transmit electrical impulses
throughout your body. The impulses cause a variety of functions to occur.
ExploreAccess prior knowledge about the nervous system using a KWL chart (attachment 1).
Due to the extensive nature of the nervous system, it might be advisable to conduct a
series of KWL assessments relating to major themes within the nervous system. These
themes should include, but are not limited to neurons, central nervous system structures
and functions, sensory structures and the peripheral nervous system, affect of diseases
on the nervous system.
Below is a list of many videos that are available to help explain the Nervous System.
Visit - http://www.unitedstreaming.com/ (may have to be purchased)
In Control: Our Brain and Nervous System (25:00)
Human Body Systems: The Nervous System (27:00)
Biologix: The Neuroendocrine System (29:07)
Eye, The: Structure and Function (25:04)
Basics of Physics: Exploring Light and Color (30:21)
Biologix: The Ear: Hearing and Balance (29:07)
Biologix: The Peripheral Nervous System (29:07)
Biologix: The Central Nervous System and Brain (29:07)
LEP Modification:
 Many students will have very limited knowledge of the nervous system.
It may be helpful to show the video In Control: Our Brain and Nervous
System prior to completing the KWL chart. This way, they will have
some vague knowledge of the topic and will then be able to fill in
questions for the “Want to Know” portion of the chart more readily.
 For the “Want to Know” portion students may need some question
stems or prompts such as “Why does_____?”, “ What is a _____?”,
“How does ___work?”
Day 2
This unit will be written as a series of units based on the four previously mentioned
themes.
1. NEURON
Place the students in circles of four and designate one person to be the brain, one
person the hand and the other two people as #1 and #2. Arrange the students so that
students #1 and #2 are seated between the person who is the brain and the one that is
the hand. The “brain” will write down a command for the hand on a piece of paper, and
will give it to #1. Person #1 will receive the information with their left hand and transfer
the information to the hand using their right hand. The hand will read the note and
execute the instructions. Then the hand will write down some type of stimulus (pain,
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excessive heat, cold, etc) on the paper and hand it to #2 (left hand), who will transfer
the note to the brain via their right hand. The brain will read the note, make a
suggested move for the hand and send the note back via the same sequence.
After three rounds of this interaction, have the students stop to answer the following
questions:



In general terms, what was the job that #1 and #2 performed?
How were the jobs of each numbered student similar? Different?
What would happen if either of the numbered students, or both were missing
from the demonstration?
LEP Modifications:
 After the initial demonstration and discussion actually take out one of the
numbered students so the class can physically see what would happen if the
neurons were missing.
 Show a video or other visual display that illustrates the function of neurons in
the brain.
2. CENTRAL NERVOUS SYSTEM
There are a variety of activities that can be used to show students how the brain and
body are linked together. Two particularly easy demonstrations involve reaction time
and memory.
Reaction Time
You will need two students, and one meter stick. Have one student hold up the meter
stick vertically in front of a second student. The second student needs to place the
meter stick between their index finger and thumb. The bottom of the yard stick will be
the “start” location . Make sure they start with the one at the bottom. Without prior
warning, the first student lets go of the meter stick and the second person tries to catch
it between the index finger and thumb. The first student then measures the distance
between the “start” point and the place where student #2 caught the meter stick. The
distance traveled is recorded on a piece of paper, and the experiment is repeated 10
total times. The student who just caught the stick will switch hands and attempt 10 new
trials for reaction time. Once student 1 has completed 10 trials with each hand, student
# 2 repeats the entire exercise. After each student has completed the reaction time
experiment, an average reaction distance should be determined for each student’s
hand. Students will then be able to determine which hand has the quickest reaction
time. Discuss some possible sources of error, and what the advantages/disadvantages
it would be to drop the meter stick for yourself. Use the table included below to
determine the reaction time for each student. Compare reaction times between
students. See if there are any noticeable reaction time differences between males and
females. (handout attachment 2)
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Assess Language Objectives:
 Have students use comparative and superlative adjectives (faster/fastest,
slower/slowest, shorter than, greater than, etc.) to describe the differences in
reaction time. Focus on making sure LEP students are using the comparative
forms correctly.
The following website has an interesting online reflex tester:
http://www.happyhub.com/network/reflex/
Reaction Time Table
distance dropped
reaction time
2 inches
0.10 seconds
4 inches
0.14 seconds
6 inches
0.18 seconds
8 inches
0.20 seconds
10 inches
0.23 seconds
12 inches
0.25 seconds
14 inches
0.27 seconds
16 inches
0.29 seconds
18 inches
0.31 seconds
Day 3
3. Memory
Divide a deck of playing cards into four different suits. Give each pair of students 2
suits. Have the students shuffle the cards several times, and then spread the cards out
face down in some uniform pattern between them. One student will turn over one card,
and then turn over a second card. If the cards match, the student gets to pick up those
two cards. If the cards do not match, then the cards are returned to the face down
position. The second student then turns over a card and tries to find its match. The
game continues until all the cards are selected from the center area. Most students
know this exercise as the memory game. It’s fairly simple, but could be made more
challenging by using cards that were written in a foreign language, or cards of unfamiliar
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objects. Simple flash cards with the numbers 1 – 50 randomly arranged would be
useful.
Ask the students
 What makes this game easy/challenging?
 How could one make it more challenging yet fair?
If Internet access is available, there are a variety of activities related to the brain and its
function through the following web site:
http://science-education.nih.gov/supplements/self/student
Click on this site and go to Lesson 1 – A difference of mind. Click on the Attention
Station and begin the STROOP TEST. This activity shows how the brain interprets
things we are familiar with (color) with words. It is a great tool for generating discussion
about how the brain works. Additional information about the brain can be gleaned from
other activities on this website.
LEP Modification:
 Some beginning language learners may have a difficult time reading
the directions or may not know their colors in English very well yet. Be
sure to demonstrate how the Stroop Test works before asking students
to do it.
 It may also be helpful for a LEP student to work with a partner to
complete this task.
4. SENSORY/PERIPHERAL
Complete the Eye Lab ping pong throw and the thaumatrope activity. (Attachment 3)
After completing the lab, students may want to consult any of the following websites for
more information about the eye.
www.merck.com/mmhe/sec20/ch224/ch224b.html
www.stlukeseye.com/Anatomy.asp
www.macula.org/anatomy/anatomy.html
www.retina.anatomy.upenn.edu/~lance/eye/eye.html
www.nei.nih.gov/health/eyediagram/
Assess Language Objectives:
 Have LEP students write sentences about what they observed in the
Eye Lab. They should use comparative adjectives (I caught more balls
with my eyes open. I caught fewer balls with one eye closed.) They
should also use prepositions (I saw the fish inside the bowl.)
 If you would prefer to assess the student’s speaking skills, question
him/her directly paying special attention to the use of comparatives and
prepositions. Correct/re-teach the student if needed.
 You may want to provide visuals illustrating prepositions (as a handout)
so students can refer to them quickly.
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ExplainThe following are explanations to the various activities just completed.
Day 4
1. NEURON
The numbered students represented two of the three types of neurons. Student #1 was
a motor neuron – a neuron that transmits information from the brain to an organ of the
body. Student #2 was a sensory neuron – carries impulses from the senses to the brain
for interpretation. A third type of neuron, interneuron, exists in the brain and spinal cord
and helps relay messages between sensory and motor neurons.
Show neuron diagram (attachment 4) and discuss the major parts of every neuron.
Dendrites receive stimuli, the cell body (soma) helps maintain the life of the neuron and
sends the impulse to the axon which finally ends at the synaptic terminals. The space
between a dendrite is called a synapse. In order for information to move from an axon
to the next dendrite a chemical is released, drifts across the synapse and becomes
attached to the receptors on the dendrite. The dendrite, once stimulated, will continue
to send the impulse throughout the next neuron.
On line quiz reviewing parts of the neuron:
http://faculty.washington.edu/chudler/revcell.html
Parts of a neuron flash file slide show:
http://itc.gsw.edu/faculty/gfisk/anim/neuronparts.swf
The following diagram can be used for students to label while they are learning about
neurons or watching the websites above.
Enchanted learning printable neuron diagram to label:
http://www.enchantedlearning.com/subjects/anatomy/brain/label/neuron.shtml
Visit: http://streaming.discoveryeducation.com/index.cfm
Search: Drug danger: In the brain
It gives an overview of the parts of the neuron and the effects that drugs have on the
brain. The entire video is 12 minutes; the neuron clip is 2 minutes.
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=33
dc3531-a64c-4137-b7c1-7a69e1089378&tabDisplay=myContent
2. CENTRAL NERVOUS SYSTEM
The internal organ needed to complete the prior exercises was your brain. Your brain is
part of the central nervous system. The brain is the control center for the body, with
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each region associated with specific functions. The different sections of the brain can be
seen in attachment 4. The largest portion of the brain is the cerebrum. If fact, the
cerebrum is divided into two halves called a right and left hemisphere. The cerebrum is
involved in all conscious functioning of the body. Whether it is interpreting things seen,
heard, tasted, smelt, touched or remembered. The cerebrum is the structure that
interprets these stimuli. The cerebrum is also involved in the sensory detection and
motor control of skeletal muscles. The cerebrum is the structure that one normally
thinks of as “the brain”, however, there is much more to the story. Inside the cerebrum
are two different sections that are involved in the monitoring and coordinating of many
unconscious activities.
The cerebellum is the second largest portion of the brain and its functions include fine
motor coordination and body movement, posture, and balance.
The final section of the brain is the brain stem which consists of the medulla oblongata,
pons and midbrain. It controls heart rate, constriction of blood vessels, digestion and
respiration.
The other section of the central nervous system is the spinal cord. The spinal cord is a
bundle of interneurons that are surrounded by the vertebral column, and extend from
below the cranium to the hip area. Paired sensory and motor nerves extend from the
spinal cord in coordination with each vertebra. The spinal cord provides the connection
between the brain and the extremities and well as the region of the body associated
with reflex actions.
LEP Modifications:
 As you explain the brain’s functions and structures, have the diagrams
of the structures you are discussing displayed on the overhead
projector. Label the parts of the brain as you discuss them. Make sure
each student has a blank diagram as well so they can label with you.
 Another helpful tool during lecture would be a partially completed set of
notes. The students can complete the missing sections along with you
as you lecture. An example can be found on attachment 13.
Ask: What might happen if you were to have an accident that caused injury to the head?
Your skull provides a protection for the brain to minimize injury.
What is a concussion? A bruise-like injury to the brain. It is when the brain hits up
against the skull.
Is it possible to live with half a brain? Yes, some people have to have parts of their brain
removed do to special conditions or injury. It is still possible for them to function and
sometimes the other side of the brain will take over and compensate for the missing
section. The following on-line article tells the story of a young lady with an autoimmune
condition called Rasmussen's encephalitis which caused her to have seizures many
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times a day. She eventually had half of her brain removed in a procedure called a
hemispherectomy which caused the seizures to completely stop.
Article title: Life with Half a Brain
Source: Scholastic magazine
http://content.scholastic.com/browse/article.jsp?id=4824
LEP Modification:
 Modify the article text by highlighting key points
 To supplement the article, allow students to view video clips of
hemispherectomy. The following YouTube links will help you search for
appropriate clips.
http://youtube.com/watch?v=TSu9HGnlMV0 (featuring Ben Carson, 6
minutes)
http://youtube.com/watch?v=oSnTJnXSL9U (PodCast)
3. SENSORY/PERIPHERAL
The peripheral nervous system is basically everything related to the nervous system
besides the brain and spinal cord. Nerves are bundles of axons that extend between
the central nervous system and some type of sensory structure. The term senses
include sight, hearing, smell and taste, as well as, touch temperature, and pain. Many
sensory structures (touch, temperature, pain, taste and smell) have already been
discussed. In addition to specialized sensory structures, the peripheral nervous system
includes reflexes and the autonomic nervous system.
The eye has a collection of structures (attachment 5) which include the following:
cornea, aqueous humor, iris, lens, vitreous humor, retina, optic nerve, blind spot, and
sclera. These structures work to help transfer a visual image into a nervous impulse
that can be interpreted by the brain.
Visit: http://streaming.discoveryeducation.com/index.cfm
Search: Inquiring Minds: Body Mysteries, show the segment on glasses (7 minutes)
This video gives an overview as to why some people need to wear glasses and some
do not. It also explains a few myths about what actually causes your vision to change.
Day 5
The ear is another complex sensory structure (attachment 6). The ear is divided into
three sections: Outer ear, middle ear, and inner ear. The sensation of hearing and
balance are tied together and reach the brain by a nerve.
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The following link is a reproducible to label the parts of the ear:
http://teacher.scholastic.com/products/instructor/images/Sound/sound_repro.pdf
An interactive link explaining what happens to sound as it enters the ear:
http://www.hearingcenteronline.com/ear2.shtml
Reflexes are reactions that your body has to stimuli that occur without the brain’s
control. Scientists have speculated that reflexes are survival type responses to prevent
injury to the body. I’m sure that you’re thinking “How can a physician hitting my knee
with a small rubber hammer be linked to some type of injury?” The actual cause of the
jumping of your leg as a point under your kneecap is struck is caused by the sudden
stretching of the patellar tendon. The patellar tendon extends from your thigh muscle
over your kneecap and articulates with your tibia. As you sit with your legs dangling
over a table or chair, the patellar tendon is stretched. When the hammer strikes the
tendon, the stretch sensors of the tendon note a sudden increase. An impulse is sent,
via a sensory neuron, to the spinal cord, where and interneuron does a quick connect to
a motor neuron at the same level of the spine. The motor neuron sends an impulse out
to the thigh muscle and stimulates a contraction, thereby shortening the tendon,
preventing possible damage, and causing your leg to jump. In addition, another
interneuron sends the stimulus of the hammer hit to the kneecap, but the reflex has
already occurred.
You can elaborate on the functions of the ear by showing the following video:
http://www.unitedstreaming.com (may have to be purchased)
Search: Understanding the Amazing Brain- show the segment on cochlear implants (6
minutes)
The autonomic nervous system is a series of checks and balances that the body uses to
help maintain homeostasis. When placed in a stressful situation, the body basically
prepares to either meet the threat or run away as quickly as possible. The following
table shows what things are controlled by the autonomic nervous system.
Structure
Heart
Lung
Liver
Kidney
Iris
Sympathetic
Stimulation
Heart rate and force
increased
Bronchial muscle relaxed
Increased conversion of
glycogen to glucose
Decreased urine
secretion
Pupil dilation
Parasympathetic
Stimulation
Heart rate and force
decreased
Bronchial muscle
contracted
Increased urine secretion
Pupil constriction
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Adrenal Medulla
Small Intestine
Large Intestine
Salivary Glands
Oral/Nasal Mucosa
Stomach
Bladder
Norepinephrine and
epinephrine secreted
Motility reduced
Motility reduced
Saliva production
reduced
Mucus production
reduced
Peristalsis reduced
Wall relaxed
Sphincter closed
Digestion increased
Secretions and motility
increased
Saliva production
increased
Mucus production
increased
Gastric juice secreted;
motility increased
Wall contracted
Sphincter relaxed
ElaborateLEP Modification:
 Be sure to include plenty of visual aids, note-taking tools and graphic
organizers during the elaborate phase of the lesson. Students need
plenty of visual support during lectures.
1. NEURON
Nerves are groups of neurons that transmit information from the central nervous system
to a sensory structure, muscle or organs in the body. Some neurons are faster at
carrying impulses than others. Some neurons are wrapped in bands of lipids known as
Myelin Sheaths. The myelin allows the impulse to actually skip along a neuron rather
than travel its entire length. Since myelin is primarily composed of lipid (fat), the
myelinated neurons appear white, and the unmyelinated neurons appear gray. This
gives the appearance in the nervous system of white matter and gray matter.
2. Central Nervous System
The cerebrum is specifically divided into regions that perform unique functions.
Traumatic brain injuries can inhibit certain activities, and the nature of the injury/loss can
help determine the location of the trauma, such as in the case of a stroke. One unique
feature of the cerebrum is that each hemisphere controls the opposite side of the body.
Therefore, the left hemisphere interprets and controls the right half of the body. The
lobes of the cerebrum correspond to the bones of the skull – frontal, parietal, occipital,
and temporal (attachment 7). Specifically, one can see the functions associated with
each area. In fact, brain regions can be extremely specific in regard to their function.
(attachment 8)
Ask:
If you are left handed, which side of the brain are you using? The right
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Allow student to complete the dominant brain lab. They will complete a check list of
activities to determine which side of their brain is dominant. (attachment 9)
4. SENSORY/PERIPHERAL
The actual mechanism for sight is quite interesting. As a person looks at an object, the
lens of their eye must try to focus the object. If the object is closer than 20 feet, the lens
must literally be stretched out so that the image will focus on the retina. After a distance
of 20 feet the eye can relax as focusing occurs. Due to the physics of light moving
through a fluid, refraction, the image is actually appearing upside down and backwards
on the retina. Our brain flips the image so that we understand what is right side up.
Only primates, birds and some reptiles actually see the world in true color. For
everything else, it is shades of gray.
The ear is divided into regions based on function and the surrounding medium. The
middle ear is filled with air. Your ears “pop” when you experience a sudden change in
air pressure, because the eustachian tubes that connect to the back of your throat
periodically seal off. If this happens as you are changing altitude, the air inside your
mouth is at a lower pressure than the air inside your ear area. The air in your ear has to
find its way out, so it pushes back against the tube causing it to “pop.” When a person
chews gum while flying, the eustachian tube periodically opens, thereby helping to
equalize the pressure. The inner ear is different in that it is full of fluid. As the fluid
vibrates or moves, one can hear and or feel their body turning.
Reflexes can be used as an indicator for a potential health problem. The myelin
sheaths around the neurons of newborn infants are not fully formed. In fact, it may take
several weeks before they are completely formed. One test that is done to verify the
presence of absence of myelin around the neurons is a reflex check. If a person were
to take a thin blunt object and stroke the bottom of a newborn’s foot from heal to toe,
they would notice that the toes of the infant would separate from each other. As the
myelin forms around the neurons, the foot will just fold downward when stroked by a
thin blunt object. Physicians can use this test on children and adults if there is some
potential problem due to loss of myelin.
Day 6
Evaluate1. NEURON
Have the students revisit the initial exercise associated with the brain, hand and
persons #1 and #2. Have the students from each group answer the following questions:
 What anatomical structure is represented by student #1?
 What anatomical structure is represented by student #2?
 What do the different hands of each numbered student represent?
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LEP Modification:
 Set up the demonstration again and this time put a sign on each
student indicating what structure they are portraying in the
demonstration.
 Allow LEP students to be the participants in the demonstration (make
sure they wear the labels). Touch or stand beside the students while
the process is in progress, naming the student’s job and structure as it
is completed.
2. CENTRAL NERVOUS SYSTEM
Based on an understanding of which regions of the brain control which function, have
the students consider the possible risks from sustaining the following injuries:





Car accident where a passenger hits their forehead on the dashboard.
Being hit in the back of the head by a baseball.
Sustaining a brain injury to the left temporal lobe.
Sustaining an injury to the medulla oblongata.
Sustaining an injury to the front section of the parietal lobe on the right side,
because of a stroke.
Have each student write down the potential risk and the reason behind their choice.
4. SENSORY/PERIPHERAL
Have students build a model of an eye, ear, neuron or brain and correctly label at least
5 parts. The final product must be accompanied with a paragraph about the chosen
organ.
LEP Modification:
 Provide specific instructions and visual examples of what the final
product should look like to ensure LEP students understand the task.
 Build the models in groups together in class and have students label
the parts together.
Day 7
ExtensionsReserve time in your media center or computer lab to allow research for the following
project(s).
1. NEURON
Have students complete a “Burrito Book” on one of the following nervous disorder topics
 Multiple Sclerosis (MS)
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






Adrenoleukodystrophy (ALD) and Lorenzo’s Oil
Muscular Dystrophy (MD)
Alzheimer's disease
Encephalitis
Epilepsy
Mad Cow disease
Parkinson’s disease
A sample Burrito Book and set of directions are at the end of the unit (attachment 10).
LEP Modification:
 Provide a visual example of what the final product should look like to
ensure LEP students understand the task.
 Choose an appropriate website, book or piece of text for the student to
use during research.
 Give the LEP students specific pieces of information to find about their
chosen disorder.
Day 8, Day 9
2. CENTRAL NERVOUS SYSTEM
Have the students create an informational PowerPoint on the nervous system. There
are several topics to choose from or students can complete all. (attachment 11), (rubric
attachment 12) The rubric is left open for you to include your own point allocation.
LEP Modification:
 Require LEP students to research only one topic..
 Choose an appropriate website, book or piece of text for the student to
use during research.
 Give the LEP students specific pieces of information to find about their
chosen disorder.
 Consider allowing beginning LEP students to work in a small group or
with a partner with a specifically assigned task within the group.
 Have a PoerPoint template with specific questions.
80
Topic: Nervous System
K
W
L
What I Know
What I Want To Learn
What I Have Learned
Attachment 1
81
Name _________________________________
Date __________
The time it takes for your eyes to send a message to your brain,
and your body to respond is called REACTION TIME.
Materials: yard stick or ruler
Trial
Reaction distance
LEFT HAND
Procedure:
1. Place your arm on a table with your
hand over the edge.
2. Space your thumb and index fingers
about 4 cm apart.
3. Have a partner hold the 1” end
of the ruler just above your open
thumb and index finger.
4. When you are ready your partner
will drop the ruler and you are to
catch it as quickly as possible
with your thumb and index finger.
5. Check the distance fallen by
taking a reading of where the
fingers closed on the ruler.
6. Record your results.
7. Repeat the procedure 10
times with each hand.
RIGHT HAND
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. Why would you not want to tell your partner when you are going to drop the
ruler? (For example you would not want to say 1,2,3 go!)
2. Do you think the width of holding your fingers open to catch the ruler affects
your measurement? How?
3. Which hand was your quickest? _______________________
Are you right or left handed? _________________________
(attachment 2)
82
The Nervous System
EYES
Ping Pong Throw
1. Toss a ping-pong ball to a partner 15 times. The partner can only
use one hand to catch the ball, but both eyes can be open.
Record the number of catches or misses.
# CAUGHT
# MISSED
2. Cover one eye and repeat step one. Remember that you can
only catch the ball with one hand.
# CAUGHT
# MISSED
What does this tell you about your vision?
THAUMATROPE
The objective: To make an old-fashioned toy and teach
yourself about vision.
Materials: 2 index cards and a pencil
Directions: Choose a drawing
Examples: bird and a cage, fish and a bowl,
man and a horse, cow jumping over the moon, etc.
Draw a bird in the center of one square.
Draw a birdcage in the center of the other square.
Tape the papers back to back near the top of a pencil.
Twirl the pencil between the palms of your two hands.
Can you see the bird inside the cage?
(attachment 3)
83
Teacher Notes-
Parts of the brain as seen from the middle of the brain. Image from Purves et al., Life:
The Science of Biology, 4th Edition, by Sinauer Associates (www.sinauer.com) and WH
Freeman (www.whfreeman.com), used with permission.
(attachment 4)
84
Teacher Notes-
Cornea – outer clear covering of the eye.
Iris – colored portion of the eye that regulates the amount of light entering the eye.
Pupil – the hole produced by the expanding and contracting of the iris.
Lens – pliable crystalline structure that focuses the image onto the back of the eye.
Fovea – area where the image projected by the lens is focused.
Vitreous Humor – gelatinous fluid that helps maintain the shape of the eye.
Retina – lining of the eye that contains the photoreceptive cells-rods and cones.
Optic Nerve – cranial nerve that leads to the occipital lobe of the brain.
Aqueous Humor (not shown) – watery fluid located between the iris and the cornea.
Sclera – tough outer covering of the eye – “Whites of the eyes”
Blind Spot (not shown) – area where optic nerve connects with the retina. There are no
photoreceptors located at this junction.
(attachment 5)
85
Teacher Notes-
Definitions:
anvil - (also called the incus) a tiny bone that
passes vibrations from the hammer to the stirrup.
cochlea - a spiral-shaped, fluid-filled inner ear
structure; it is lined with cilia (tiny hairs) that move
when vibrated and cause a nerve impulse to form.
eardrum - (also called the tympanic membrane) a
thin membrane that vibrates when sound waves
reach it.
Eustachian tube - a tube that connects the
middle ear to the back of the nose; it equalizes the
pressure between the middle ear and the air
outside. When you "pop" your ears as you change
altitude (going up a mountain or in an airplane),
you are equalizing the air pressure in your middle
ear.
hammer - (also called the malleus) a tiny bone
that passes vibrations from the eardrum to the
anvil.
nerves - these carry electrochemical signals from the inner ear
(the cochlea) to the brain.
outer ear canal - the tube through
which sound travels to the eardrum.
pinna - (also called the auricle) the
visible part of the outer ear. It
collects sound and directs it into the
outer ear canal
semicircular canals - three loops
of fluid-filled tubes that are attached
to the cochlea in the inner ear. They
help us maintain our sense of
balance.
stirrup - (also called the stapes) a
tiny, U-shaped bone that passes
vibrations from the stirrup to the
cochlea. This is the smallest bone in
the human body (it is 0.25 to 0.33
cm long).
(attachment 6)
86
Teacher Notes-
Parts of the brain as seen from the middle of the brain. Image from Purves et al., Life:
The Science of Biology, 4th Edition, by Sinauer Associates (www.sinauer.com) and WH
Freeman (www.whfreeman.com), used with permission.
The major brain areas and lobes. Image from Purves et al., Life: The Science of
Biology, 4th Edition, by Sinauer Associates (www.sinauer.com) and WH Freeman
(www.whfreeman.com), used with permission.
(attachment 7)
87
Teacher Notes-
Functional areas of the brain. Image from Purves et al., Life: The Science of Biology,
4th Edition, by Sinauer Associates (www.sinauer.com) and WH Freeman
(www.whfreeman.com), used with permission.
Parts of the cerebral cortex and the relative areas that are devoted to controlling various
body regions. Image from Purves et al., Life: The Science of Biology, 4th Edition, by
Sinauer Associates (www.sinauer.com) and WH Freeman (www.whfreeman.com), used
with permission.
(attachment 8)
88
Name _________________________
Date _________ Period _____
Which brain side is dominant?
The human brain is divided into a left and a right side. Your brain’s left side controls
many of the things that you do with the right side of your body. Many things that you do
with the left side of your body are controlled by your brain’s right side. If your body’s left
side does much of what you do, your dominant brain side is the right side.
Purpose: To find out if the left side or the right side of your brain is dominant.
Table 1- Place a check mark in the proper column to show which hand you usually use
to do the following tasks. If you use either hand just as often, then check both columns.
TABLE 1
(attachment 9)
Task
Write name
Wave hello
Bat, playing baseball
Fold hands (on top)
Hold spoon
Step up on chair
Skip
Lean on when
standing
Start to run
Take off shoe
Cross your legs
(on top)
Kick
Dog drawing
Right hand Circle
drawing
Left hand Circle
drawing
Dominant eye
TOTAL:
Left side Right side
Adapted from Glencoe/McGraw-Hill, Inc.
89
2. In the appropriate square- draw a side view of a dog.
Check off the column that shows the direction the nose faces.
3. Draw 1 circle in each of the 2 squares.
Draw one with the right hand and one with the left hand. Pay attention to which direction
you make the circle. If both circles were drawn clockwise, mark the right column.
If both circles were drawn counterclockwise, mark the left column.
RIGHT HAND
LEFT HAND
4. Roll a sheet of paper into a tube. Look through the tube at some distant object with
both eyes. While looking through the tube, close one eye and then the other. The eye
that sees the object through the tube is your dominant eye. Mark the appropriate
column. Find the total for both columns.
Follow up:
Which side of your brain seems to be the dominant side? ____________________
(attachment 9 continued)
Adapted from Glencoe/McGraw-Hill, Inc.
90
Take two pieces of computer or construction paper and fold each page width-wise
(hamburger-fold)

1st Page – make a cut along the seam 1.5 cm from the end on both sides of the
seam.
This page is called the “SLIT”.

2nd Page – place a pencil mark along the seam 1.4 cm from each end. Cut out
the piece of paper between the pencil marks. DO NOT CUT TO THE EDGE OF
THE PAPER!
This page is called the “SLOT”.
Precision is good. The more precise – the better the fit. However, the “Burrito Book”
will still work even if it isn’t perfect.
Insert the paper with the “SLIT” (Page 1) into the “SLOT” of the 2nd page. Start by
placing one edge of the SLIT through the SLOT, and then gently fold the remainder of
the paper to work it through the opening. Remember, this is paper so it will tear if you
twist and pull too much.
(attachment 10)
91
Nervous System Power Point Project
The final product must thoroughly explain information on the following:
Choose one of the leading causes of blindness in the United States- cataracts,
glaucoma, or age-related macular degeneration. Explain which part of the eye
becomes damaged and what specific symptoms are associated with it. How many
people are affected with the disease each year and what form of treatment is
recommended?
Collect information on stem cell research. What are human embryonic stem cells?
Where do stem cells come from? Why are doctors and scientists so excited about using
human embryonic stem cells for medical advancements?
Provide a picture of the brain, labeling and defining the cerebrum, cerebellum,
medulla, and spinal cord. Give examples of what each hemisphere of the brain
controls. Can you live with half a brain? What do people mean when they say you are
right or left brained?
Explain how the semicircular canals are responsible for your sense of balance. Provide
an example of where the semicircular canals are located.
Choose one of the diseases listed below and answer the following questions.
What is it? What area of the body does it affect? What are the signs and
symptoms of this disease? What is the cure or method of treatment?
cerebral palsy, encephalitis. epilepsy, meningitis, multiple sclerosis, Parkinson’s
Finally, pick one drug from the list below. Define the drug and explain how it is
used. What specific effects does it have on the nervous system? What
immediate effect does it have on the user? What are some of the long and
short-term effects it will have on the user?
marijuana, alcohol, cocaine, heroin, inhalants, LSD, amphetamines, ecstasy
Your slideshow must also include an introduction and conclusion
slide. The conclusion slide should answer the question: What is the
most important thing you learned from this project?
(attachment 11)
92
Assessment Rubric for a Technology Presentation
Points
Possible
Points
Earned
______
_____
Student demonstrates thoughtful mastery
of the content
______
_____
All required information is included
______
_____
Student uses graphics to highlight ideas
or supplement information
______
_____
Student uses appropriate backgrounds to
to create interest and appropriate visual
differentiation.
______
_____
Student uses animation and sound to support
concepts or enliven the presentation (if time allows)
______
_____
Students oral presentation shows interest and
enthusiasm. He/She can be heard and understood
______
_____
The presentation is organized with a beginning,
body of information and a conclusion
______
_____
Correct spelling, grammar and
punctuation is evident.
______
_____
Concepts and information are
appropriate and accurate.
Total: 100%
________
(x 8)
Comments:
LEP Modification: Providing a set of questions to focus on and pre-selected animations, jpgs,
& clip art will save time and will help LEP students focus on content.
(attachment 12)
93
Student Notes: The Brain and Nervous System -Teacher Copy
The Brain
 Part of the central nervous system
 Control center for the body
 Each region has specific functions, or jobs.
The Parts of the Brain
The Cerebrum
 Largest portion of the brain
 Divided into two halves called a right and left hemisphere.
 Allows you to interpret things you see, hear, taste, smell, touch or remember.
 Works to control your skeletal muscles.
 Inside are two different sections that help monitor and coordinate many
unconscious activities.


The Cerebellum
The second largest portion of the brain.
Controls fine motor coordination, body movement, posture, and balance.


Brain Stem
consists of the medulla oblongata, pons and midbrain.
Controls heart rate, constriction of blood vessels, digestion and respiration.
The Spinal Cord




The other section of the central nervous system is the spinal cord.
It is a bundle of interneurons.
Extends from below the cranium to the hip area.
Connects the brain to the extremeties and to the region associated with reflex
actions.
central nervous system
specific functions
left hemisphere
smell
skeletal muscles
heart rate
spinal cord
extremeties
Word Bank
control center
halves
see
touch
body movement
digestion
interneurons
reflex actions
taste
right
hear
remember
balance
respiration
cranium
connects
(attachment 13)
94
Student Notes: The Brain and Nervous System- Student Copy
The Brain
 Part of the ________________________________________.
 ________________________________________for the body
 Each region has ________________________________________, or jobs.
The Parts of the Brain
The Cerebrum
 Largest portion of the brain
 Divided into two ___________called __________ and
_______________________.
 Allows you to interpret things you _________, ___________, __________,
__________,or _____________,.
 Works to control your ________________________________.
 Inside are two different sections that help monitor and coordinate many
unconscious activities.
The Cerebellum
 The second largest portion of the brain.
 Controls fine motor coordination, _____________________, posture, and
_________________.
Brain Stem
 Consists of the medulla oblongata, pons and midbrain.
 Controls ____________________, constriction of blood vessels,
____________________ and ____________________.
The Spinal Cord




The other section of the central nervous system is the ____________________.
It is a bundle of ____________________.
Extends from below the ____________________ to the hip area.
____________________ the brain to the ____________________ and to the
region associated with ____________________.
central nervous system
specific functions
left hemisphere
smell
skeletal muscles
heart rate
spinal cord
extremeties
Word Bank
control center
halves
see
touch
body movement
digestion
interneurons
reflex actions
taste
right
hear
remember
balance
respiration
cranium
connects
(attachment 13 continued)
95
I.
Grade Level: 7th Grade
II.
Unit Title:
III.
Unit Length: 8 days
IV.
Objectives Included:
Endocrine and Reproductive System
4.01, 4.02, 4.04, 4.05, 4.06, 4.07
Language Objectives: The students will…
 Use subordinating conjunctions (when, because, after, etc.) when
explaining the influence of hormones on the body or functions of the
reproductive system.
 Label and define the parts of the endocrine and reproductive systems.
V.
Materials Needed:
1 - two liter soft drink bottle
2 -16 oz drink bottles (smaller size if you can find them)
1-straw
1- basin to hold up to 2 liters of water
2-textbooks or other material to make a stand
1-block of wood (or other material) at least 5 cm tall
Yellow and Blue food coloring
Silicone Glue (for bathtubs)
VI.
Teacher Notes:
This is a 8 day lesson for the Endocrine and Reproductive system. It is
necessary to review the concepts learned from the previous day in order to make
connections. The following lesson gives a general overview of the endocrine and
reproductive systems. You may want to consult the list of teacher resources at
the end of this unit to see if there is any additional information that will be of
assistance in teaching this material. A lab exercise entitled “Water Bottle
Hormones” is included to help students visualize the concepts of distance from
the source and time delay in regard to where hormones are produced and how
they work. Based on your resources and class dynamic you may wish to use this
activity as a demonstration.
Day 1
EngageThe teacher initiates a discussion on hormones. Have you ever heard “Oh, their
hormones are raging now” “He/she is moody – it must be hormones”? What are
hormones? Write the appropriate responses on the board. Address each response for
96
accuracy (in general terms). Be sure to stress that hormones are carried by the
circulatory system.
Visit the following website and show the video clip on the endocrine system:
http://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html
It gives an overview of glands, where they are and what they do.
Visit http://streaming.discoveryeducation.com/
Search the clip: The Inside Story with Slim Goodbody: The Little Giants: The Inside
Story of Your Glands (14 min)
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=95
B4D4C3-1276-40EF-A6E7-1A6857B88082
This video gives an overview of endocrine glands, their location and functions within the
body. It introduces the major functions which is to act as a chemical factory that
produces hormones and regulates many jobs within the human body.
Once you visit the website there is a tab for related materials which includes a link for a
video quiz. A copy is included as attachment 1 that you may use as an oral quiz.
LEP Modification:
 Provide a cloze activity with a word bank that the students can use
while the video plays. Allow students to discuss the video and the
answers to the cloze activity before taking the quiz.
 Allow them to use this note sheet to help them answer the questions on
the quiz.
ExploreAsk: Where in your body do you think glands are located? Eyes, under arms, neck
What do you think glands release? Glands release stuff like sweat, tears and saliva
Some glands release hormones which help the body work and grow.
How are hormones released into the body? Through the circulatory and immune
systems. Hormones are important when you go through puberty.
What happens when your body releases too many or too little hormones?
It could affect the growth and development of the body.
Pass out attachment 2, 3, 4 and have students work in groups of two in order to
complete the handouts. Go over answers and allow students to make corrections if
necessary.
97
Set up a teacher demonstration for the water bottle hormone apparatus. (attachment 5).
The questions attached to this lab activity will address the following concepts:
Stimulus; endocrine gland; hormone; target organ.
Day 2
ExplainWrite the definition for a hormone on the board/overhead.
A hormone is a chemical released from an endocrine gland that
is carried by the circulatory system to a target organ where
it elicits a change in structure or function.
Break down and explain each concept in the definition. One of the major concepts is
that endocrine glands work on structures away from the source of the hormones. The
big point is that there is a time delay between the release/omission of the hormone and
the stimulation/deactivation of the target organ.
United Streaming Videos that may help with further explanations:
http://www.unitedstreaming.com
Endocrine System, The: Regulating the Body's Chemistry (20:00)
Human Body Systems: The Endocrine System (17:00)
Life Science: Human Biology (20:00)
The following website is a great resource for the endocrine system:
http://kidshealth.org/parents/general/body_basics/endocrine.html
The chart below includes the major glands of the endocrine system, their location and
function.
Gland
Pituitary
Location
Base of the skull
Hormone
Growth
Prolactin
Thyroid
Neck
Parathyroid
Back of Thyroid
Adrenal
Top of Kidney
Thyrotropinc
Corticotropins
Anti-diuretic
Oxytocin
Thyroid
Stimulating
Calcitonin
Parathyroid
Epinephrine
Corticosteroids
Effect
Growth of long
bones
Milk production in
females
Stimulates thyroid
Adrenal glands
Water balance
Labor contractions
Increase
metabolism
Stores calcium
Releases calcium
Speeds up
metabolism
Salt and water
98
Testes
Ovaries
Male groin area
Female abdomen
Thymus
Pancreas
Above the heart
Mid-line behind
the stomach
Testosterone
Estrogen
Progesterone
Thymosin
Insulin
Glucagon
balance
Sperm production
Egg production
Uterine lining
T-cell production
Stores glucose
Releases stored
glycogen
Day 3
Hormone levels rise and fall based on changes in blood chemistry. If the blood level of
a chemical changes, hormones are released to return the level to a normal value,
therefore causing an opposite shift of a blood level chemical called negative feedback.
One of the best examples of a negative feedback mechanism occurs with the level of
glucose in the blood. After a meal, blood glucose levels rise as molecules are broken
down. To counter the rise in blood glucose, insulin is released from the pancreas.
Insulin increases the absorption and storage of glucose. Negative feedback loops help
maintain homeostasis in the body. With the onset of puberty testes (male) and ovaries
(female) begin to produce hormones on a regular basis.
In males, the testes produce testosterone which causes sperm production to occur. In
addition, testosterone causes further development of the penis, prostate gland, deeper
voice, broader shoulders, and increased upper body muscle mass (attachment 5).
Sperm live in the testes for approximately 30 days, after which their mortality causes an
increase in testosterone to produce more sperm.
In females, hormonal cycles occur in both estrogen and progesterone. On an
approximately 28 day cycle, one ovary will release an ovum (egg) to potentially become
fertilized and produce a new life. The development of the egg and the inner lining of the
uterus, the organ where the fetus will develop, are caused by fluctuations in the
hormones estrogen and progesterone.
After the uterine lining has died and is removed from the body, menstruation, estrogen
and progesterone levels that are very low begin to rise. At approximately day 14 of the
cycle, there is a slight surge in estrogen as the egg is released from the ovary
(ovulation). Increasing levels of estrogen and progesterone cause the uterine lining to
thicken in preparation for a potentially fertilized egg. If the egg is not fertilized,
progesterone levels drop which causes the uterine lining to die. After the lining dies,
muscle contractions of the uterus cause the lining to exit the body through the vagina
thereby starting her “menstrual cycle or period.” Once estrogen and progesterone
levels drop below a particular level the cycle (feedback loop) begins again (attachments
6, 7)
Once an egg is fertilized, it will bury into the uterine lining. The developing embryo
produces a chemical called human chorionic gonadotropin (hCG). The hCG circulates
99
in the blood and is filtered out in the urine. The presence of hCG triggers a positive
response on an Early Pregnancy Test (EPT).
Once the embryo is embedded in the uterine lining (implantation), a temporary organ
known as the placenta will develop. Cell division in the embryo will increase as different
organs and organ systems develop until the fetus is born.
After birth, children go through several different developmental changes including
infancy (birth – 2 years), childhood (2-13 years), adolescence (13 – 18/20 years), and
finally adulthood (20 years until death).
LEP Modification:
 Use as many visual aids, videos and presentation tools as possible to
provide scaffolding for the LEP student as they listen to the lecture.
 Encourage students to follow the lecture by providing them with a fill-inthe-blank notes sheet that outlines the major points of the lecture in
simple language. Ask questions during the lecture and fill the blanks in
with the students as the class progresses.
ElaborateTo increase student understanding of the endocrine glands and their function, each
student will research an endocrine disorder from the following list:
Acromegaly, Addison’s Disease, Cushing’s Disease, Diabetes I & II, Hyperthyroidism,
Parathyroidism, Dwarfism and Gigantism.
Have students collect information and place it into one of the many different types of
“foldables”. Personal decisions by pregnant woman have a great effect on the
developing embryo. Numerous things can either preferentially or detrimentally affect a
developing fetus such as: smoking, alcohol, drugs (prescription or illegal), exposure to
environmental chemicals, radiation and diet.
Have students pick any two of the aforementioned factors that can effect fetal
development and develop a power point presentation explaining their impact on both
the mother and the developing child.
LEP Modification:
 Have LEP students pick one factor affecting fetal development for their
PowerPoint.
 Provide specific questions that you want the student to answer in the
foldable and in the PowerPoint presentation.
100
Day 4, Day 5
EvaluateHave students complete the activity entitled Growth and Development Timeline
(attachment 8). This activity will help summarize knowledge of the reproductive system
and fetal development.
LEP Modification:
 Remind students how to create a timeline. Create one on the board
and have an example of exactly what you want the finished project to
look like for the students to reference.
Assess Language Objectives:
 In addition to creating the timeline LEP students can either write or
orally present a short explanation of the timeline to you. The student
should use subordinating conjunctions such as “when,” “because” and
“after” during the presentation.
Day 6, Day 7, Day 8
Extension 1If computer use is available have students create the reproductive and endocrine
system Power Point. They can work independently or in pairs. (attachments 9, 10)
The following are additional websites you may find useful:
Endocrine System
http://www.kidshealth.org/parent/general /body_basics/endocrine.html
http://www.nlm.nih.gov/medlineplus/endocrinesystem.html
Reproductive System
www.kidshealth.org/parent/general/body_basics/female_reproductive_system.html
www.kidshealth.org/parent/general/body_basics/male_reproductive_system.html
http://www.healthsquare.com/fgwh/wh1ch17p3.htm
Extension 2Begin a discussion revisiting the lab and show/draw the “Water Bottle Hormone”
apparatus. Have the students do a comparison between the components of this lab and
their understanding of the parts of the endocrine system. Handout a copy of the “Water
Bottle Hormone” apparatus with space for explanations (attachment 11).
.
101
Visit http://streaming.discoveryeducation.com/
Search the clip: The Inside Story with Slim Goodbody: The Little Giants: The Inside
Story of Your Glands (14 min)
VIDEO-QUIZ
1
The ________________ are also known as the sex glands.
gonads
adrenals
thyroids
pituitaries
2
What is the name of the chemical messengers that your glands produce?
hormones
vitamins
enzymes
3
What part of the endocrine system determines how tall you will grow?
the gonad glands
the pituitary gland
the adrenal glands
the hypothalamus gland
4
What would happen to you if your thyroid gland stopped working?
You would lose your energy.
You would develop a deep voice.
You would want to run from danger.
(attachment 1)
102
VIDEO-QUIZ (continued)
5
Your glands are part of your _____ system.
endocrine
circulatory
digestive
nervous
6
Your brain controls the growth of your hair.
true
false
7
The glands located on your kidneys are called _____ glands.
thyroid
adrenal
hypothalamus
8
Which gland tells you that you need a drink of water?
the pituitary gland
the adrenal glands
the hypothalamus gland
Quiz from:
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=2518632
1-a227-4f36-a6b1-d278d2b34077
(attachment 1-continued)
103
pituitary hypothalamus
Word Bank
thyroid parathyroid thymus adrenal pancreas ovaries testes
9.
4 dots
‘
Match the numbered gland above with the function below:
____ Releases the hormone estrogen and triggers egg development.
____ No larger than a pea, it controls other glands and regulates growth.
____ It controls the rate that food is turned into energy, which is called metabolism.
____ Controls the amount of calcium in the blood.
____ Gets smaller as you get older. Helps your immune system recognize & reject germs.
____ Regulates salt, water balance & metabolism. It helps you in emergency situations.
____ Controls the body’s use of glucose in the blood.
____ Releases the sex hormone testosterone and regulates sperm production.
____ Links the nervous and endocrine system and controls the pituitary gland.
(attachment 2)
104
Male Reproductive System
Word list:
Penis
Scrotum
Seminiferous tubules
Urethra
Bladder
Testes
Seminal Vesicle
(attachment 3)
105
Female Reproductive System
Word List:
Uterus
Fallopian Tube
Vagina
Cervix
Ovary
(attachment 4)
106
Water Bottle Hormones- Demonstration
The endocrine system, and its subsequent hormones, influence a variety of different
body systems. The following lab is a basic visual representation of the endocrine
system.
Materials:
1 - two liter soft drink bottle
2 -16 oz drink bottles (smaller size if you can find them)
1-straw
1- basin to hold up to 2 liters of water
2-textbooks or other material to make a stand
1-block of wood (or other material) at least 5 cm tall
Yellow and Blue food coloring
Silicone Glue (bathtubs
Cut the top off of each 16oz drink bottle leaving approximately 2/3 to ¾ of the bottle
intact. Cut a straw size hole in each bottle, and connect the two bottles with a 5 cm
piece of straw as shown in the diagram. In addition, glue a short segment of straw (3
cm) into a hole in bottle “A”. Use silicone glue to seal the hole where each straw enters
the bottle. Silicone glue the bottom of bottle “B” to the block of wood, so that bottle “A”
and the block of wood will sit level. Place the entire apparatus on some type of platform
(books, box, milk crate) so that the straw from bottle “A” is above the level of the basin.
(attachment 5)
107
straw
straw
B
A
2 Liter
Bottle
block
Basin
books
Fill containers A and B with water to just below the level of the straw. Place 2 drops of
yellow food coloring into container “A”. Add 1 drop of blue food coloring to container
“B”. Fill the 2 liter bottle up with water.
Slowly begin pouring water from the 2 liter bottle into container “B”. The water level
should rise until blue water from container “B” flows through the straw to container “A”.
Water levels in container “A” will then rise and begin flowing into the basin through the
short piece of straw connected to container “A”.
Continue to pour water from the 2 liter bottle into container “B” until the all the blue
water has moved into container “A”.
Answer the following questions on a separate piece of paper.
1. Write a description of what you observed in this experiment.
2. Obviously, this has something to do with the endocrine system. What do you think is
the connection?
3. Based on any prior knowledge of the endocrine system, try to describe what each
component represents inside the human body.
(attachment 5 continued)
108
Teacher notes
Changes in Male Anatomy with the Onset of Puberty
Area of Change
Changes
Testicles and Penis
Begin to enlarge to full size
Body Hair
Increase in hair under the arms and
in the pubic region and over the
body in general.
Body Size
Often quick increases in hand, foot,
leg and arm length – “Awkward
Look”
Voice
Changes in the voice due to swelling
and thickening of the vocal cords.
Voice may “crack” with changes.
Muscle Mass
Broadening of the shoulders and an
increase in skeletal muscle mass.
(attachment 6)
109
Teacher notes
COMPLEX CHOREOGRAPHY OF THE REPRODUCTIVE HORMONES
The monthly interplay of hormones begins with a surge of GnRH, or Gonadotropin
Releasing Hormone (not shown). This triggers a burst of Follicle Stimulating Hormone
(FSH) and a gradual increase in Luteinizing Hormone (LH). Responding to the FSH, a
dominant follicle matures, releasing a surge of estrogen. This crescendo in estrogen
levels prompts a burst of LH, which stimulates the remnants of the dominant follicle,
now called the corpus luteum, to flood the system with progesterone. If conception
doesn't occur, the system is self-limiting. Rising progesterone prompts a decline in LH;
and less LH means less progesterone. When estrogen and progesterone levels hit
bottom, it's the signal for a new surge of GnRH, starting the whole cycle anew.
(attachment 7)
110
Water Bottle Hormone Demonstration Follow-up Activity
Initially in this unit, you were asked a set of questions based on prior knowledge of the
endocrine system and how this set-up of water bottles and straws were somehow
related to the endocrine system. Now that you have completed your coverage of
hormones and the endocrine system, please use the your acquired knowledge and the
diagram below to answer the following questions.
straw
straw
B
A
2 Liter
Bottle
block
Basin
books
Fill containers A and B with water to just below the level of the straw. Place 2 drops of
yellow food coloring into container “A”. Add 1 drop of blue food coloring to container
“B”. Fill the 2 liter bottle up with water.
Slowly begin pouring water from the 2 liter bottle into container “B”. The water level
should rise until blue water from container “B” flows through the straw to container “A”.
Water levels in container “A” will then rise and begin flowing into the basin through the
short piece of straw connected to container “A”.
Continue to pour water from the 2 liter bottle into container “B” until the all the blue
water has moved into container “A”.
Attachment 8
111
Water Bottle Hormone Demonstration Follow-up Activity
1. What occurs in the body after a stimulus has been sent to an endocrine gland?
2. Which anatomical structures are represented by the following objects?
Bottle A - _______________________________
Bottle B - _______________________________
Straw - _________________________________
Food Coloring - __________________________
Fluid in the 2 Liter Bottle - __________________________
3. Using the pieces from this apparatus, write an explanation as to how this apparatus
helps exemplify the endocrine system.
4. Every experiment can use some improvement. Think of one or more things that
could be done to improve how this lab and apparatus represent the endocrine system.
(attachment 8 continued)
112
You will use the folded directions below to create a timeline of important events and
stages that take place during a person’s growth and development. Below is a list of all
the stages that must be included. Be careful, many of the categories will overlap.
The entire timeline must appear in proper sequence and be accurate.
Your final product must contain a title on the outside cover and your name, date and
period on the back cover. All of the events below and at least 4 pictures that go along
with growth or development must be illustrated on the timeline. The pictures can be
hand drawn or cut out. Complete sentences are needed for the definitions or
descriptions of the terms below.
The timeline should illustrate the following 9 major categories and include a
definition or description of each. You will need to put them in the proper order
FETUS
BIRTH
ADOLESCENCE (age 13-18/20)
ZYGOTE
PUBERTY
EMBRYO
CHILDHOOD
INFANCY
ADULTHOOD
The following information must also be included in the timeline in chronological order.
1. Skin starts to become wrinkled.
2. Heart beats regularly. Eyes and ears begin to form.
3. Infant begins to crawl.
4. Aging begins.
5. Fingerprints form.
6. Bones are visible. Heartbeat can be heard with a stethoscope.
7. Heart develops right and left chambers.
8. Aging becomes more noticeable and progresses rapidly.
9. Eyelids can open and weight can be up to 6.6 lbs (3kg)
10. A baby can hold its head up and reach for objects.
11. Ovulation in females, and sperm production in males begins.
(attachment 9)
113
Proper chronological order for timeline
MAJOR EVENT HEADINGS
Zygote- 1st day until 4th day. (fertilized egg)
Embryo- 4th day until 8th week
Fetus- 9th week until birth
Birth- 9th month
Infancy- birth until 2 years old
Childhood- age 2-13
Adolescence- age 13-18/20
Puberty- age 9-15
Adulthood- age 20 until death
SUBHEADING EVENTS
1. Heart beats regularly. Eyes and ears begin to form- 4-week embryo
2. Heart develops right and left chambers- 8-week embryo
3. Bones are visible. Heartbeat can be heard with a stethoscope. – 4-6 mo. embryo
4. Fingerprints form- 6-month embryo
5. Eyelids can open and weight can be up to 6.6 lbs (3kg)-6-9 months embryo
6. A baby can hold its head up and reach for objects.- 3 months old
7. Infant begins to crawl- 7 months old
8. Ovulation in females and sperm production in males’ begins.- age 9-15
9. Skin starts to become wrinkled- age 30
10. Aging begins- age 30
11. Aging becomes more noticeable and progresses rapidly- age 45-60
(attachment 9 continued- answers)
114
The Reproductive & Endocrine Systems
Power Point project
The final product must thoroughly explain information on all of the following topics:
Growth and development:
What is the difference between an embryo, fetus and a zygote?
Why is the amniotic fluid important for the growth and development of a baby?
What is the purpose of the umbilical cord? (What two things does it attach and
how is it beneficial to the baby?)
Research and explain the two types of twins. How are each set formed?
(Include how many eggs are fertilized and by how many sperm.) What
percentage of children born are examples of multiple births?
What is the largest number of multiple births on record? (Include the number of
births, the year they were born, the sex of each child and any complications
that occurred during their birth.)
Choose two of the following endocrine glands. Give the location and function
of each gland and include a picture of each.
Thyroid, parathyroid, pancreas, hypothalamus, pituitary, thymus, adrenal
Choose one of the diseases listed below and answer the following questions.
What is it? What area of the body does it affect? What are the signs and
symptoms of this disease? What is the cure or method of treatment? Be sure to
include which endocrine gland it affects.
Acromegaly, hyperthyroidism, thyroid disease, Addison’s disease,
Cushing Syndrome, vitiligo, diabetes (type1 or type 2)
Your slideshow must also include an introduction and conclusion slide.
The conclusion slide should answer the question: What is the most
important thing you learned from this project
(attachment 10)
115
The Reproductive & Endocrine Systems
Power Point project
Modified for LEP Students
The final product must explain information on all of the following topics:
Growth and development:
What is an embryo? What is a fetus? What is a zygote?
Why is the amniotic fluid important for the growth and development of a baby?
What does the umbilical cord do?
What are the two types of twins? How are each set formed? (Include how many eggs
are fertilized and by how many sperm.) What percentage of children born are examples
of multiple births?
Choose two of the following endocrine glands. Give the location and function of each
gland and include a picture of each.
thyroid, parathyroid, pancreas,
hypothalamus, pituitary, thymus, adrenal
Choose one of the diseases listed below and answer the following questions: What is
it? What area of the body does it affect? What happens to the body when it gets this
disease? How do you kill the disease? Be sure to include which endocrine gland it
affects.
Acromegaly, hyperthyroidism,
thyroid disease, Addison’s disease,
Cushing Syndrome, vitiligo,
diabetes (type1 or type 2)
Your slideshow must also include an introduction and conclusion slide.
The conclusion slide should answer the question: What is the most
important thing you learned from this project
(attachment 10a)
116
Assessment Rubric for a Technology Presentation
Points
Possible
Points
Earned
______
_____
Student demonstrates thoughtful mastery
of the content
_______
______
All required information is included
__________
________
Student uses graphics to highlight ideas
or supplement information
________
_______
Student uses appropriate backgrounds to
to create interest and appropriate visual
differentiation.
_______
_______
Concepts and information are
appropriate and accurate.
Student uses animation and sound to support
concepts or enliven the presentation
_______
________
Students oral presentation shows interest and
________
enthusiasm. He/She can be heard and understood
________
The presentation is organized with a beginning,
body of information and a conclusion
_______
________
Correct spelling, grammar and
punctuation is evident.
_______
________
Comments:
Total: 100%
________
(attachment 11 power point rubric)
117
I.
Grade Level: 7th Grade
II.
Unit Title:
III.
Unit Length: 4 days
IV.
Objectives Included:
Immune System
4.01, 4.02, 4.04, 4.05, 4.06, 4.08
Language Objectives:
 Use appropriate content vocabulary in written presentations.
 Listen to classroom dialogue and take notes on what is said.
 Use simple vocabulary and illustrations to describe what happens during a
demonstration.
 Write answers to questions in complete sentences.
 Use affirmative and negative forms to make comparisons.
V.
Materials Needed
Computers with Internet Access
1 apple per class
Plastic wrap
Food coloring
Small thin balloons
Several bags of dried black eyed peas or any other small dried beans
Several straight pins
Student safety glasses
VI.
Teacher Notes
This is a 4 day lesson for the Immune system. It is necessary to review the
concepts learned from the previous day in order to make connections.
The following unit covers the immune system and the topic of HIV and AIDS.
Most children at this age are not very educated regarding HIV and AIDS related
illness, so be prepared to answer many questions and clarify many
misconceptions.
Assess Language Objectives:
 There are many opportunities to assess language objectives in this unit.
Pay close attention to the use of language by LEP students as they turn
in work. Use this as an opportunity to evaluate science language
learning as well as science concept learning.
118
Day 1
EngageBegin a discussion with the students – “What do you think has been the greatest killer of
mankind since the 1800s?” Record their answers on the board. You can prompt them
to be more specific with their answers. Perhaps getting them to the point of smallpox or
bubonic plague compared to just saying disease. Address all answers to the best of
your knowledge after the discussion, and then give the correct answer if it hadn’t
already been chosen – INFLUENZA – “The Flu”. According to the Center for Disease
Control, approximately 36,000 people die from influenza each year in the United States.
On a historical basis, smallpox has probably killed more people than any other
communicable disease.
Ask students to complete a KWL Chart (attachment 1) about their knowledge of the
following topics: Bacteria, viruses, how infectious diseases are spread, how people get
sick, and what do you think a vaccine is?
Once students complete the KW (know, want to know) section of the chart visit one or
several of the united streaming video links below and allow students to begin to fill in
information under the L (learned) column.
LEP Modification:
 The student will work in groups to complete the KWL chart. Listening to
and participating in discussions with other students will help to build
background knowledge about the topic.
Visit the United Streaming website to access the videos below:
http://www.unitedstreaming.com
Body's Defenses Against Disease, The (23:46)
Allergies (25:40)
Greatest Discoveries with Bill Nye: Medicine (44:37)
Science Investigations: Life Science: Investigating Human Biology
Segment: How the Body Fights Flu (07:40)
Day 2
ExploreHave the students complete the activity entitled “Student Inquiry: Spread of Viruses
(attachment 2). Have the students complete the questions associated with the activity.
Now that the students have worked on a demo of how viruses spread, begin a
discussion about how to prevent viruses from entering the body.
119
Ask:
What lines of defense (forms of protection) does the body have?
(skin, white blood cells)
How does the skin protect humans?
(it keeps germs out unless there is an open wound or cut that allows it to enter)
Set up the following classroom investigation: (attachment 3)
Cut an apple in half
Cover one half of the apple with plastic food wrap.
Leave the other half uncovered.
Using a dropper, release several drops of food coloring on each half of the apple.
Follow up apple questions to ask:
What happened to the uncovered half of the apple?
What happened to the covered half?
How does the plastic wrap do the same job as the skin?
What are some traits of the skin that are not represented by the plastic wrap?
ExplainA teacher explanation to immunity is below. Allow students to complete a concept
definition map about immunity and how it protects our whole body. You may lecture
from the notes provided or allow students to search textbook, internet or media center
resources provided at your school. (attachment 4)
LEP Modifications:
 During the lecture provide as many visual aids as possible to reinforce
concepts discussed.
 It will also be beneficial to LEP students if the teacher filled out the concept
definition map with the students as the lecture progresses.
Our body helps prevent a number of pathogens from doing harm by one of two ways –
nonspecific and specific types of defense. Non-specific defenses are just that –
general. The human body has several types of non-specific defenses including skin,
mucous membranes, tears, and blood cells.
The skin is the first line of defense. Skin tissues are impermeable to aqueous
solutions. There are oil glands and sweat glands that contain anti-microbial compounds
that continually rid our bodies of any number of viruses, bacteria, or other pathogens.
Obvious entry points beyond the skin include the mouth, nose and eyes. However, in
each case, the membranes which line these areas either produce some type of
120
chemical defense (lysozyme in tears) or a generally inhospitable environment via pH as
in the case of mucus and stomach acid.
If there is a break in the skin and a pathogen gets into the blood stream, a variety of
different white blood cells (leukocytes) will attack the cells quickly and engulf the
pathogen. The lymph nodes help filter the pathogens out of the blood. The two most
common locations for the lymph nodes are under the jaw and in the arm pit region. The
location of the lymph nodes helps explain why physicians will check for tenderness in
these areas when a patient goes in for a check up.
Specific types of immunity are not as fast acting as non-specific defenses, but they can
help in the long run. An explanation flow map is included as a teacher instructional tool.
(attachment 5). Cells produced in the thymus gland (T-cells) recognize the proteins on
viruses, bacteria, and other pathogens. Killer T-cells will attack the virus or bacteria
directly, while other T-cells (Helper T-cells) help another group of blood cells called Bcells identify the foreign antigens and produce antibodies specific for those antigens. Bcells are produced in the bone marrow. Antibodies circulate through the blood and will
attach to any specific antigens they find. Once a foreign antigen is located by the
antibodies, the antibodies cause the virus to begin clumping together. Antibodies can
circulate in the blood for a number of years and help quicken the immune response to
any additional viral outbreaks. In addition, memory T-cells are produced that help
quicken the response to new exposures of the same pathogens.
Day 3
ElaborateShow students the 3 pictures of surgery provided below. Allow them to make inferences
about the pictures and compare how different surgery would have been during each
time frame. Discuss the possible differences as a class.
LEP Modifications:
 If possible display the three pictures side by side so comparisons can be
made more easily.
Assess Language Objectives:
 Students should write at least 4 statements comparing the pictures using the
affirmative and negative forms of verbs to describe differences between the
pictures (i.e. In picture one, the doctor isn’t wearing gloves. In picture three
the doctor is wearing gloves.)
121
Possible inferences for picture 1:
1. Physician is wearing everyday clothing. No protective gear on body, face or hands.
2. The location may not have been in a hospital or sterile location.
It may be someone’s home.
3. Patient appears to be aware and alert and not under anesthesia.
4. Patient is in a bed, not an operating table or sterile table that can be cleaned easily.
5. A man is a doctor and the women are nurses.
6. Nurses are not wearing any protecting clothing.
7. Other patients are able to watch, there is no privacy.
8. Patient not in protective clothing.
Possible inferences for picture 2:
1. Several people are in the room watching, including the cleaning lady.
(This lady is waiting to deliver a baby)
2. No one is wearing protective clothing.
3. A man is washing up in a bowl, which means they must have realized that this
somehow reduced the incidences of infection.
Possible inferences for picture 3:
1. Hair, mouth, body, and hands covered for protection.
2. Patient body covered for protection.
3. Equipment laid out for efficiency.
4. Sterile environment that can be easily cleaned.
5. Protective clothing on the patient.
122
Picture 1: Surgery Then
Picture taken from:
http://images.google.com/imgres?imgurl=http://www.glasgowguide.co.uk/i/famous/lister.j
pg&imgrefurl=http://www.glasgowguide.co.uk/infofame3.html&h=190&w=150&sz=11&hl=en&start=19&um=1&tbnid=y9HfgHk6P6NTyM:&t
bnh=103&tbnw=81&prev=/images%3Fq%3Dsurgery%2Bbefore%2Bedward%2Bjenner
%26um%3D1%26hl%3Den%26rls%3DADBF,ADBF:2008-17,ADBF:en
123
Picture 2: Surgery Then
Picture taken from:
http://images.google.com/imgres?imgurl=http://www.glasgowguide.co.uk/i/famous/lister.j
pg&imgrefurl=http://www.glasgowguide.co.uk/infofame3.html&h=190&w=150&sz=11&hl=en&start=19&um=1&tbnid=y9HfgHk6P6NTyM:&t
bnh=103&tbnw=81&prev=/images%3Fq%3Dsurgery%2Bbefore%2Bedward%2Bjenner
%26um%3D1%26hl%3Den%26rls%3DADBF,ADBF:2008-17,ADBF:en
124
Picture 3: Surgery Now
Picture taken from:
http://images.google.com/imgres?imgurl=http://www.eyesurgeryeducation.com/images/s
eek_treatment.jpg&imgrefurl=http://www.eyesurgeryeducation.com/Cataract_Seek_Tre
atment.html&h=338&w=495&sz=82&hl=en&start=98&um=1&tbnid=CAg4QfbBBjbBvM:&
tbnh=89&tbnw=130&prev=/images%3Fq%3Dsafe%2Bsurgery%2Broom%26start%3D8
0%26ndsp%3D20%26um%3D1%26hl%3Den%26rls%3DADBF,ADBF:200817,ADBF:en%26sa%3DN
125
In the late 19th century there were several milestones accomplished in the area of
medicine. Joseph Lister discovered a connection between the cleanliness of hospitals
and utensils and the number of deaths after operations. Edward Jenner, developed a
vaccine that could help protect people from the deadly smallpox bacteria. In addition,
there are numerous vaccines from measles, whooping cough, mumps, and numerous
other diseases. In the late 1700’s vaccines were developed as a way to help prevent
various pathogens from affecting large population of people. Vaccines work by
introducing the body to a minimal amount of some type of pathogen or pathogen
simulator. The body develops long-term antibodies to help protect people from
contracting the disease.
Not all illnesses can be treated or cured with a vaccine
Ask: What is HIV?(a virus that makes people sick)
What does HIV do to the body? (destroys helper T cells- a special type of white blood
cell)
How is HIV transmitted? (through bodily fluids)
By the early 1980s a new challenge had appeared against the specific immune
response. The challenge came to be classified as HIV or Human Immunodeficiency
Virus. HIV attacks the immune system by inhibiting the formation of Helper T-cells.
Without new helper T-cells, a person’s immune system becomes very weak or deficient.
Once the body’s immune system becomes depressed, the ability to fight off even the
most common of pathogens may become impossible. There is no cure for HIV,
although a number of different drugs are now available to help prolong the life of
individuals discovered to be HIV positive. HIV is contracted through the bodily fluids
including blood, semen and vaginal secretions.
In addition to HIV and its toll on the immune system, there are also some diseases
associated with the body attacking itself – autoimmune disorders. In an autoimmune
disorder, antigens in certain locations in the body are recognized as foreign and are
attacked by the immune system. The most common disorder is Rheumatoid arthritis
(RA). Rheumatoid arthritis attacks the joints causing pain and swelling. Eventually, the
patient with RA may be unable to use certain joints.
Evaluate-
126
Allow students to create a brochure to inform the general public about the benefits of
vaccination. This brochure will be a standard tri-fold model with 6 sides total. Each topic
on each page must be thoroughly explained and accompanied with a picture to help
reinforce the information.
Vaccination Foldable Directions:
Why are some
people against
vaccinations
or having their
children
vaccinated?
Page 4
What is a vaccine?
What does a
vaccine do
when it enters
your body?
What are some
other precautions
that can be taken
instead of
receiving a
vaccination?
5
Who created the
first vaccine?
How was the first
vaccine discovered?
How did it change
medicine?
Page 1
2
cover
Do all vaccinations
work?
What are some
side effects that
may result from
a vaccination?
3
LEP Modifications:
 For entering and beginning English language learners, use the following
categories for the panels of the foldable to limit the amount of language they
need to produce. Responses should be written in at least one complete
sentence for each panel.
Page 1: What is a vaccine? Page 2: Who created the first vaccine?
Page 3: Do all vaccines work?
Page 4: Why are some people against having vaccines for children?
Page 5: Where can you get a vaccine?
Page 6: Title, name, date
Assess Language Objectives:
 Evaluate the foldable for accuracy of information as well as the use of correct
sentence structure, grammar, spelling, capitalization and punctuation. The
sentences may be simple, but they must be well formed.
127
Day 4
ExtensionsAllow students to create an informational poster that covers one of the following Auto
Immune Diseases: Multiple Sclerosis, Juvenile Diabetes, Lupus, or Rheumatoid
Arthritis. The poster rubric is attachment 6. In addition, there is a vocabulary list with a
key (attachment 7, 8) that can be used to help strengthen understanding.
Days 5-10
Culminating Activity to the Human Body unit
Allow students to work in partners to create a system PowerPoint. They should start by
outlining a rough draft on paper. Once all notes are taken and questions are answered
you can give them permission to start typing. Allow 2-3 days/homework nights for
students to take notes and gather their facts. They will need 4-5 days to complete typing
a PowerPoint. Encourage them to include pictures, interesting fonts, colored or textured
backgrounds, and animation if time is available. (attachment 9 PowerPoint guidelines,
attachment 10 rubric)
Once completed, allow students to take turns presenting their PowerPoint to the class.
LEP Modifications:
 LEP students may need extra time to complete projects involving research
and use of unfamiliar technology. Provide specific resources to find easy-toread information for use in the project.
 Reduce the number of facts required per slide.
 Consider allowing LEP students to work with a partner and be responsible for
a part of the project instead of working alone. An LEP student will often take
twice the amount of time to complete a task as a native English speaker would
due to spending more time negotiating the language.
Assess Language Objectives:
 During the oral presentation, LEP students should be encouraged to speak on
a level that is in accordance with their language proficiency level. An
entering/beginning student may simply read the title and name the systems. A
developing/expanding level student may read directly from the presentation or
from prepared notes.
Bibliography:
http://uhaweb.hartford.edu/BUGL/immune.htm#intro
http://www.niaid.nih.gov/final/immun/immun.htm
http://www.niaid.nih.gov/Publications/immune/the_immune_system.pdf
http://www.cdc.gov/flu/about/qa/disease.htm
Carolina Academic Press
128
Topic: Immune System
K
W
L
What I Know
What I Want To Learn
What I Have Learned
(attachment 1)
129
Name ____________________________________
Date __________
Student Inquiry: Spread of Viruses
Purpose:
To simulate the reproduction of viruses in a cell and the spread of the viruses.
Materials:
Small 9-16” thin balloons, several bags of dried black eyed peas or any other small
dried beans, several straight pins, student safety glasses
Procedure:
1. Students working in pairs, complete the virus reproduction chart below.
2. For each cycle, the students should add that number of beans (from the
reproduced row) to the balloon (which represents a cell)
(For instance- if 1 bean (virus) is added, it will reproduce to form 2, so another
bean will be added. Once there are two, they will reproduce to form 4) The beans
will reproduce until there is a total of __________.
3. When all the beans have been added, take the cell outside, to a flat area.
4. The student will blow air into the cell. This will make the surface tight.
5. Describe the cell filled with “viruses.”
6. Predict what will happen when the cell bursts.
7. Remember safety guidelines about protecting your eyes. Wear safety glasses.
8. Carefully pop the cell with the straight pin.
9. Observe how the “viruses” spread.
10. Have another student, pop their cell and observe the results.
Data:
Viruses
1
2
4
Reproduced
2
4
16
16
Total in Cell
Conclusion:
1. Describe the cells as the viruses multiplied.
2. What happened when the cell bursts?
3. Describe the spread of the viruses when the cell burst.
4. How did the spread of the viruses affect others in your class?
5. Describe what happened when another cell burst?
6. Explain how this can demonstrate the spread of cold viruses.
(attachment 2)
Adapted from Carolina Academic Press
130
Question: How does the skin protect humans?
Directions: Complete the following tasks as the teacher demonstrates. Discuss your
findings with the class.
Draw and label what happened to the uncovered half of the apple.
______________________ _______________________ _______________________
Draw and label what happened to the covered half of the apple.
_______________________ _______________________ ______________________
How does the plastic wrap do the same job as the skin?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
How is the skin different from the plastic wrap?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(attachment 3)
131
Name __________________________________
Example:
Characteristics:
Characteristics:
Characteristics:
Example:
Example:
Example:
Example:
(attachment 4)
132
Teacher notes- Immunity Flow Map
(attachment 5)
133
Making A Poster : Auto Immune Diseases
Teacher Name:
Student Name:
________________________________________
CATEGORY
Required
Elements
4
The poster
includes all
required information
as well as
additional information.
3
All required
information is
included on the
poster.
2
All but 1 of the
required
pieces of
information are
included on the
poster.
1
Several required
pieces of information
were missing.
Content –
Accuracy
At least 7 accurate
facts are displayed
on the poster.
5-6 accurate
facts are
displayed on
the poster.
3-4 accurate
facts are
displayed on
the poster.
Less than 3 accurate
facts are displayed
on the poster.
Graphics –
Clarity
Graphics are
all in focus
and the content easily
viewed
and identified
from 6 ft. away.
Most graphics
Most graphics
are in focus
are in focus and
and the content easily the content is
viewed
easily viewed
and identified
and identified
from 6 ft. away.
from 4 ft. away.
Many graphics
are not clear or
are too small.
Title
Title can be
read from 6 ft. away
and is quite
creative.
Title can be
read from 6
ft. away and
describes
content well.
Title can be
read from 4 ft.
away and
describes the
content well.
The title is too
small and/or does
not describe the
content of the
poster well.
Grammar
There are no
grammatical
mistakes on the
poster.
There is 1
grammatical
mistake on the
poster.
There are 2
grammatical
mistakes on the
poster.
There are more
than 2 grammatical
mistakes on
the poster.
Citations
At least 4 properly
written citations
located on the
bottom right of
the poster.
3 properly
written citations
located on
the bottom
right of the
poster.
2 properly written 1-2 properly written
citations located
citations.
on the bottom
right of the poster.
(attachment 6)
134
Vocabulary
1. Antibodies
2. Antigens
3. Autoimmune Disease
4. B-cells
5. Helper T cells
6. HIV
7. Inflammatory Response
8. Lymph nodes
9. Lymphocytes
10. Memory Cells
11. Pathogen
12. T-cells
13. Vaccine
(attachment 7)
135
Vocabulary –definitions
1 Antibodies – molecules (also called immunoglobulins) produced by a B-cell in
response to an antigen. When an antibody attaches to an antigen, it helps the
body destroy or inactivate the antigen.
2. Antigens – a substance or molecule that is recognized by the immune system.
The molecule can be from foreign material such as bacteria or viruses.
3. Autoimmune Disease – disease that results when the immune system
mistakenly attacks the body’s own tissues.
4. B-cells – small white blood cells crucial to the immune defenses. Also know as
B lymphocytes, they come from bone marrow and develop into blood cells called
plasma cells, which are the source of antibodies..
5. Helper T cells – T cells that are essential for turning on antibody production.
6. HIV – Human Immunodeficiency Virus – the virus that causes AIDS.
7. Inflammatory Response – redness, warmth, and swelling produces in response
to infection, as the result of increased blood flow and an influx of immune cells
and secretions.
8. Lymph nodes – small bean-shaped organs of the immune system, distributed
widely throughout the body and linked by the lymphatic system.
9. Lymphocytes – small white blood cells produced in the lymphoid organs. B
cells and T cells are lymphocytes.
10. Memory Cells – a subset of T cells and B cells that have been exposed to
antigens and can then respond more readily when the immune system
encounters those same antigens again.
11. Pathogen – a disease causing organism.
12. T-cells – small white blood cells (also know as T lymphocytes) that recognize
antigen fragments bound to cell surfaces. “T” stands for thymus where T cells
acquire their receptors.
13. Vaccine – preparations that stimulate an immune response that can prevent an
infection or create resistance to an infection.
(attachment 8- answers)
136
LEP Modified Vocabulary Sheet
1. Antibodies – molecules (also called immunoglobulins) made by a B-cell in
that help the body kill an antigen.
2. Antigens – molecules that the immune system thinks are bacteria or
viruses.
3. Autoimmune Disease – disease where the immune system attacks the
body’s own tissues.
4. B-cells – small white blood cells that the immune defenses need. They can
also be called B lymphocytes. They come from bone marrow and develop
into blood cells called plasma cells. They are the source of antibodies.
5. Helper T cells – a kind of T cell that turns on antibody production.
6. HIV – Human Immunodeficiency Virus – the virus that causes AIDS.
7. Inflammatory Response – redness, warmth, and swelling in response to
infection.
8. Lymph nodes – small bean-shaped organs of the immune system, located
in many places in the body. They are linked by the lymphatic system.
9. Lymphocytes – small white blood cells produced in the lymphoid organs.
B cells and T cells are lymphocytes.
10. Memory Cells – a group of T cells and B cells that have been exposed to
antigens. Since they “remember” the antigen, they can respond faster
when the immune system encounters those same antigens again.
11. Pathogen – an organism that causes disease
12. T-cells – small white blood cells (also know as T lymphocytes) that
recognize antigen stuck to cell surfaces. “T” stands for thymus where T
cells get their receptors.
13. Vaccine – preparations that make an immune response that can prevent an
infection or create resistance to an infection.
(attachment 8a- answers)
137
Name _____________________
Partner’s name ______________
Systems of the Human Body- Powerpoint
Your assignment:
Prepare a slideshow including information on each system listed below.
The requirements:
For each system (each slide) you must include:
* Any 5 important facts that we discussed in class about the system.
* The question listed below, along with the correct answer.
* A picture related to the system
Listed below are the systems and the required question to answer
Slide 1- The title of your slideshow with your names and the due date
Slide 2- Skeletal- What are the 3 main types of bone injuries?
Slide 3- Muscular- Which 2 muscle types are involuntary?
Slide 4- Digestive- What is the path of digestion?
Slide 5- Circulatory- What are the 4 components of blood?
Slide 6- Respiratory- What is the path that air takes when you breathe?
Slide 7- Excretory- What are nephrons and where are they found?
Slide 8- Nervous- What are the 3 types of neurons?
Slide 9- Endocrine- Name 2 endocrine glands, their location and function.
Slide 10- Immune- What is your body’s first line of defense?
Slide 11- Conclusion slide- What did you learn by doing this project?
Your final product is due by __________________
(attachment 9)
7th grade
138
Names ____________________
Partner____________________
Assessment Rubric for a Technology Presentation
Points
Points
Possible
Earned
_______
______
Student demonstrates thoughtful mastery
of the content.
_______
______
Student uses graphics/pictures to highlight
ideas or supplement information.
_______
______
Student uses appropriate backgrounds.
______
_____
Student uses animation to support
concepts or enliven the presentation
_______
______
There is an introductory slide included.
_______
______
Each system slide has 5 important
facts listed.
_______
______
Each system slide includes the required
question with the answer.
_______
______
Each system slide has 1 did you know fact.
_______
______
Correct spelling, grammar and
punctuation is evident.
_______
______
Each system has an example of an
organ listed.
_______
_______
Total: 100%
_______
Concepts and information are
appropriate and accurate.
Comments:
(attachment 10)
7th grade
139
Human Body Systems
Websites
Creating Graphs- http://nces.ed.gov/nceskids/createagraph/
TeAchnology (rubric maker)- http://www.teach-nology.com/web_tools/rubrics/sciences/
Human Body systems (short videos)
http://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html
ADAM (short video clips)- http://www.howstuffworks.com/
WebAnatomy (quizzes)- http://msjensen.education.umn.edu/webanatomy/
Brain POP - http://www.brainpop.com/
Creating Graphs- http://nces.ed.gov/nceskids/createagraph/
The Virtual Body- http://www.medtropolis.com/VBody.asp
Electric Heart Transplant (interactive)
http://www.pbs.org/wgbh/nova/eheart/transplantwave.html
Human Body Game Closet- http://www.kidshealth.org/kid/closet/
List of various human body sites- http://edtech.kennesaw.edu/web/humanbo.html
NOVA Health- http://www.pbs.org/wgbh/nova/archive/int_heal.html
Educational Games- The Nobel Prize in Medicine
http://nobelprize.org/educational_games/medicine/tuberculosis/
Braille Bug (interactive)- http://www.afb.org/braillebug/
NOVA- PBS- http://www.pbs.org/wgbh/nova/
Science Songs and Powerpoints- http://foodsafe.ucdavis.edu/music.html
Middle School Science - http://www.middleschoolscience.com/
Human Body Resources - http://www.sciencetoybox.com/Human_Body.htm
7th grade
140
Human Body Systems
Websites (continued)
Human Body and Mind (interactive) - http://www.bbc.co.uk/science/humanbody/body/
Human Body and Mind (interactive)
http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml
Center for Disease Control and Prevention (interactive)
http://www.bam.gov/sub_diseases/index.html
Freevibe.com – drug facts- http://www.freevibe.com/Drug_Facts/index.asp
Illness descriptions for children- http://www.nald.ca/CLR/sick/page4.htm
Blood Journey- http://www.pbs.org/wnet/redgold/journey/index.html
Life Blood- http://sln.fi.edu/biosci/blood/blood.html
Medline Plus- medical information- http://medlineplus.gov/
Discovery Health- disease/disorder short animated clips
http://health.discovery.com/tools/blausen/blausen.html
ADAM animation player (video clips)-http://www.northarundel.com/aniplayer/
Test your Reflexes- http://www.happyhub.com/network/reflex/
NeuroScience for Kids- http://faculty.washington.edu/chudler/introb.html
Brain Specimens
http://www.morphonix.com/software/education/science/brain/game/specimens/specimen
s.html
Science Stumpers (interactive)- http://www.quia.com/cb/8214.html
Endocrine Glands explanations
http://www.kidshealth.org/parent/general/body_basics/endocrine.html
Kids Health- http://kidshealth.org/
NOVA- Search for a Safer Cigarette - http://www.pbs.org/wgbh/nova/cigarette/
Immune system-http://www.kidshealth.org/parent/general/body_basics/immune.html
Information on cancer and immunity
http://www.cancer.gov/cancertopics/understandingcancer/immunesystem
7th grade
141
Resources
Science Current Events- http://www.sciencenewsforkids.org/
Computer Stopwatch Timing Device- http://www.vickiblackwell.com/timer.html
Zike’s, Dinah. Big Book of Science. San Antonio: Dinah-Might Adventures, LP, 2001, p.24
Website: www.dinah.com
Videos
List is from United Streaming (videos) - http://www.unitedstreaming.com/
Inside Story- Your Body, Your Health (54:00)
Nutritional and Digestive Health- Eating for you future (55:00)
The Magic School Bus Flexes its Muscles (30:00)
The Magic School Bus for Lunch (29:00)
Life Science- Human Biology (20:00)
Human Body Systems- The Digestive System (21:00)
Drug Danger- In the Body (12:00)
Life Science- Forensics (20:00)
Safety and First Aid- (18:00)
Inhalants for Middle School (20:00)
Inquiring Minds- Body Mysteries (15:00)
Science Investigations: Life Science: Investigating Human Biology (1:30:00)
(the last 5 segments cover human body systems)
Heart Attack (24:00)
Human Body Systems- The Respiratory System (24:00)
Understanding: The Amazing Brain (49:00)
Drug Danger: In the Brain (12:00)
Great Discoveries with Bill Nye: Medicine (44:00)
7th grade
142
Human Body assessment questions
7th grade
4.01 – Analyze how human body systems interact to provide for the needs of the
human organism. RBT Tag – B4
1. You have been sick for several days when you finally decide to go to the doctor. The
doctor feels your lymph nodes, runs some tests and discovers you have a fever. He tells
you that your immune system is unable to get rid of the illness and prescribes an
antibiotic for you. What is the purpose of the antibiotic?
a. to slow down the bacteria in your body or destroy it
b. to prevent you from ever getting sick again
c. to protect you from spreading the illness to others
d. to make sure you never get that specific illness again
2. Nedra is walking on a trail through the woods when a lizard suddenly crosses the
path. Startled, Nedra jumps off the path. As she watches, the lizard crawls away
apparently unaware of her. As Nedra continues her walk, she notices that her heart
rate and respiration have increased. Which of the following best explains what has
occurred in Nedra’s body?
a. Her nervous system triggered a release of epinephrine from her
adrenal glands causing an increase in her heart rate.
b. Her musculoskeletal system helped her jump off the trail causing
her respiration to increase.
c. Her respiratory system increased to reduce Nedra’s body of excess
hormone.
d. Hormones from Nedra’s endocrine system caused her to jump off
the trail.
4.02 – Describe how systems within the human body are defined by the functions
it performs. RBT Tag – A2, A3
1. What organ system is responsible for transporting needed materials to the body
cells?
a. skeletal system
b. muscular system
c. circulatory system
d. nervous system
7th grade
143
2. Which of the following would most directly affect the proper operation of the digestive
system?
a. broken bone
b. heart attack
c. a sore throat
d. liver damage
4.03 – Explain how the structure of an organ is adapted to perform specific
functions within one or more systems. RBT Tag – A2, A3
1. How do the lungs function within the excretory system?
a.
b.
c.
d.
the lungs exchange oxygen and carbon monoxide
the lungs absorb carbon dioxide from the air
the lungs help to release carbon dioxide while absorbing nutrients
the lungs exchange oxygen and carbon dioxide and release waste products
in cells
2. Why is it necessary that humans have a four chambered heart compared to a two
chambered heart of a fish?
a.
b.
humans are larger than fish, so we have more chambers in our heart.
humans need a four chambered heart to connect to the respiratory
system.
humans only develop a four chambered after they reach puberty.
fish have a separate blood supply for their gills.
c.
d.
4.04 – Evaluate how systems in the human body help regulate the internal
environment. RBT Tag – B5
1. To maintain human life, oxygen is required and carbon dioxide is produced as a
waste product. These gases are exchanged in the lungs, where oxygen is taken in and
carbon dioxide is released. Where in the body is the oxygen actually used and carbon
dioxide produced?
a. in the cells of the lungs only
b. in the cells of the heart and the lungs but nowhere else
c. in the cells of the brain only
d. in all the cells of the human body
7th grade
144
2. Which of the following scenarios would best explain the following physiological
changes to the body?
Constriction of the blood vessels, reduction in urine production, reduction of digestive
system activity, and loss of evaporative cooling from sweating
a.
b.
c.
d.
You are sitting on a sandy beach with your feet in the sand.
You are walking quickly through a tropical rainforest.
You are resting in track of woods located near your house.
You are stranded in the desert miles from any other person.
4.05 – Analyze how an imbalance in homeostasis may result from a disruption in
any human system. RBT Tag – B5
1. A close family member is diagnosed with diabetes. Which digestive organ most likely
led to this disruption in homeostasis?
a. liver
b. pancreas
c. gall bladder
d. stomach
2. A tumor has developed on your medulla oblongata.
Which of the following could be one of your possible symptoms?
a.
b.
c.
d.
You have uncontrollable hiccups
You are experiencing a round of gastric distress
Your heart rate is extremely irregular
Your currently have lock jaw
4.06 – Describe the growth and development of the human organism. RBT Tag –
A2, A3
1. As a fetus is growing and developing inside the mother, what is the source that allows
them to receive nutrients.
a. the placenta
b. the uterus
c. the mother’s digestive system
d. the umbilical cord
7th grade
145
2. Fertilization of the egg typically occurs in which of the following locations?
a.
Uterus
b.
Vagina
c.
Cervix
d.
Fallopian Tubule
4.07 – Explain the effects of environmental influences on human embryo
development and human health including smoking, drugs, alcohol and diet. RBT
Tag – A2
1. Which of the following prenatal activities could lead to low birth weights and higher
frequencies of developing asthma?
a. eating fast food 3 times a week
b. smoking
c. walking 2 miles a day
d. not taking prenatal vitamins
2. Which of the following explains the effect of drugs on the body?
a. Drugs stimulate the body which cause you to age faster.
b. Drugs reduce the effects of the endocrine system.
c. Chemical processes in the body, produce substances that block the effects of
drugs.
d. Drugs destroy the body’s natural ability to produce stimulants.
4.08 – Explain how understanding human body systems can help make informed
decisions regarding health. RBT Tag – A4, A5
1. A person has had surgery to remove his gallbladder. Which of the following foods
should this person now avoid eating?
a.
b.
c.
d.
foods high in fats
foods low in proteins
foods low in carbohydrates
foods high in fiber
2. Why are obesity and anorexia equally detrimental to the body?
a.
b.
c.
d.
7th grade
Both cause the body to produce more adrenaline.
They work exactly opposite on the circulatory system.
Both increase stress to the heart and circulatory system.
Eating disorders cause an increase in respiratory diseases.
146
Human Body assessment questions
7th grade
LEP MODIFIED ASSESSMENT FOR INTERMEDIATE STUDENTS
4.01 – Analyze how human body systems interact to provide for the needs of the
human organism. RBT Tag – B4
1. You are sick for many days. You decide to go to the doctor. The doctor feels your
checks your body, does some tests and says you have a fever. He tells you that your
immune system cannot get rid of the illness. He gives you an antibiotic.
What is the purpose of the antibiotic?
a. to slow down the bacteria in your body or destroy it
b. to prevent you from ever getting sick again
c. to protect you from spreading the illness to others
14. Nedra is walking on a trail through the woods. A lizard suddenly crosses the
path! Nedra jumps off the path and watches the lizard crawl away. Nedra
continues her walk, but notices that her heart rate and respiration are faster.
Which of the following best explains what has happened to Nedra’s body?
a. Her nervous system released epinephrine from her
adrenal glands causing an increase in her heart rate.
b. Her musculoskeletal system helped her jump off the trail causing
her respiration to increase.
c. Hormones from Nedra’s endocrine system caused her to jump off
the trail.
4.02 – Describe how systems within the human body are defined by the functions
it performs. RBT Tag – A2, A3
1. What organ system transports materials to the body cells?
a. skeletal system
b. muscular system
c. circulatory system
7th grade
147
2. What most directly affects the proper operation of the digestive system?
a. broken bone
b. heart attack
c. liver damage
4.03 – Explain how the structure of an organ is adapted to perform specific
functions within one or more systems. RBT Tag – A2, A3
1. What do the lungs do in the excretory system?
a. the lungs exchange nutrients and minerals
b. the lungs absorb carbon dioxide from the air
c. the lungs exchange oxygen and carbon dioxide and release waste
products in cells
2. Why do humans need a four chambered heart compared to a two
chambered heart like a fish?
a.
b.
humans are larger than fish, so we have more chambers in our heart.
humans need a four chambered heart to connect to the respiratory
system.
humans only develop a four chambered after they reach puberty.
c.
4.04 – Evaluate how systems in the human body help regulate the internal
environment. RBT Tag – B5
1. People need oxygen to live. People produce carbon dioxide as a waste product.
These gases are exchanged in the lungs. Oxygen is taken into the lungs. Carbon
dioxide is released from the lungs.
Where is the oxygen used and carbon dioxide produced?
a. in the cells of the lungs only
b. in the cells of the brain only
c. in all the cells of the human body
7th grade
148
2. Constriction of the blood vessels, less urine production, less digestive system activity,
and loss of evaporative cooling from sweating
What best explains these changes to the body?
a.
b.
c.
You are walking quickly through a tropical rainforest.
You are resting in the woods close to your house.
You are stranded in the desert miles from any other person.
4.05 – Analyze how an imbalance in homeostasis may result from a disruption in
any human system. RBT Tag – B5
1. A close family member is diagnosed with diabetes. Which digestive organ most likely
led to this problem?
a. liver
b. pancreas
c. stomach
2. A tumor has developed on your medulla oblongata.
What could be one of your possible symptoms?
a.
b.
c.
You have uncontrollable hiccups
You are experiencing a round of gastric distress
Your heart rate is extremely irregular
4.06 – Describe the growth and development of the human organism. RBT Tag –
A2, A3
1. Where does a fetus get nutrients?
a. the uterus
b. the mother’s digestive system
c. the umbilical cord
2. Where does the egg get fertilized?
a.
b.
c.
7th grade
Vagina
Cervix
Fallopian Tubule
149
4.07 – Explain the effects of environmental influences on human embryo
development and human health including smoking, drugs, alcohol and diet. RBT
Tag – A2
1. What can cause low birth weight and more chances for developing asthma?
a. eating fast food 3 times a week
b. smoking
c. walking 2 miles a day
2. Which of the following explains the effect of drugs on the body?
a. Drugs stimulate the body which cause you to get older faster.
b. Drugs reduce the effects of the endocrine system.
c. Drugs destroy the body’s natural ability to make stimulants.
4.08 – Explain how understanding human body systems can help make informed
decisions regarding health. RBT Tag – A4, A5
1. A person had surgery to remove his gallbladder.
What types of foods should this person stop eating?
a. foods high in fats
b. foods low in carbohydrates
c. foods high in fiber
2. Why are obesity and anorexia bad for the body?
a. Both cause the body to make more adrenaline.
b. Both increase stress to the heart and circulatory system.
c. Eating disorders cause an increase in respiratory diseases.
7th grade
150
Human Body assessment questions
7th grade
LEP MODIFIED ASSESSMENT FOR NOVICE STUDENTS
4.01 – Analyze how human body systems interact to provide for the needs of the
human organism. RBT Tag – B4
1. You are sick for many days. You decide to go to the doctor. The doctor tells you that
your immune system cannot kill the illness. He gives you an antibiotic.
What does the antibiotic do?
a. it slows down or kills the bacteria in your body
b. it prevents you from ever getting sick again
c. it protects you from giving the sickness to other people
15. Nedra is walking in the woods. A lizard suddenly crosses the path! Nedra jumps
off the path and watches the lizard crawl away. Nedra’s heart rate and respiration
are faster.
What happened to Nedra’s body?
a. Her nervous system released epinephrine from her
adrenal glands causing an increase in her heart rate.
b. Her musculoskeletal system helped her jump off the trail causing
her respiration to increase.
c. Hormones from Nedra’s endocrine system made her jump off
the trail.
4.02 – Describe how systems within the human body are defined by the functions
it performs. RBT Tag – A2, A3
1. What organ system transports materials to the body cells?
a. skeletal system
b. muscular system
c. circulatory system
7th grade
151
2. What affects the operation of the digestive system the most?
a. broken bone
b. heart attack
c. liver damage
4.03 – Explain how the structure of an organ is adapted to perform specific
functions within one or more systems. RBT Tag – A2, A3
1. What do the lungs do in the excretory system?
a. the lungs exchange nutrients and minerals
d. the lungs absorb carbon dioxide from the air
e. the lungs exchange oxygen and carbon dioxide and release waste
products in cells
2. Why do humans need a four chambered heart instead of a two
chambered heart like a fish?
a.
b.
humans are larger than fish.
humans need a four chambers connect to the respiratory
system.
humans only need four chambers after puberty.
c.
4.04 – Evaluate how systems in the human body help regulate the internal
environment. RBT Tag – B5
1. People need oxygen to live. People produce carbon dioxide as a waste product.
These gases are exchanged in the lungs. Oxygen is taken into the lungs. Carbon
dioxide is released from the lungs.
Where is the oxygen used and carbon dioxide produced?
a. in the cells of the lungs only
b. in the cells of the brain only
c. in all the cells of the human body
7th grade
152
2. Constriction of the blood vessels, less urine, less digestive system activity, and loss
of evaporative cooling from sweating.
What best explains these changes to the body?
a.
b.
c.
You are in a tropical rainforest.
You are close to your house.
You are alone in the desert.
4.05 – Analyze how an imbalance in homeostasis may result from a disruption in
any human system. RBT Tag – B5
1. A close family member has diabetes. Which digestive organ caused this problem?
a. liver
b. pancreas
c. stomach
2. There is a tumor on your medulla oblongata.
What is one of your possible symptoms?
a.
b.
c.
You have hiccups
You have gastric distress
Your heart rate is extremely irregular
4.06 – Describe the growth and development of the human organism. RBT Ta g –
A2, A3
1. Where does a fetus get nutrients?
a. the uterus
b. the mother’s digestive system
c. the umbilical cord
2. Where does the egg get fertilized?
a.
b.
c.
7th grade
Vagina
Cervix
Fallopian Tubule
153
(title)
Construct a
line graph
for you and
your
partner.
The
vertical
axis should
be labeled
as number
of presses,
and each
line will
represent 5.
The
horizontal
axis should
be labeled
as time,
and each
line
represents
one minute.
You must
also
include a
title and a
key.
4.07 – Explain the effects of environmental influences on human embryo
development and human health including smoking, drugs, alcohol and diet. RBT
Tag – A2
1. What can cause low birth weight and asthma?
a. eating fast food 3 times a week
b. smoking
c. walking 2 miles a day
2. Which of the following explains the effect of drugs on the body?
a. Drugs stimulate the body which cause you to get older faster.
d. Drugs reduce the effects of the endocrine system.
e. Drugs destroy the body’s natural ability to make stimulants.
4.08 – Explain how understanding human body systems can help make informed
decisions regarding health. RBT Tag – A4, A5
1. A person had surgery to remove his gallbladder.
What types of foods should this person stop eating?
a. foods high in fats
b. foods low in carbohydrates
c. foods high in fiber
2. Why are obesity and anorexia bad for the body?
a. They cause the body to make more adrenaline.
b. They increase stress to the heart and circulatory system.
c. They make you have more respiratory diseases.
7th grade
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