I. Grade Level/Unit Number: 7th grade/Unit 2

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?

V. Objectives Included:

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Number Competency or Objective RBT tag

1.01 Identify and create questions and hypotheses that can be answered through scientific investigations.

A3

1.02 Develop appropriate experimental procedures for student and teacher generated questions.

A3

1.04 Analyze variables in scientific investigations: Identify dependent and independent. Use of control Manipulate Describe relationships between Define operationally

A3, A4

1.05 Analyze evidence to: Explain observations Make inferences and predictions Develop the relationship between evidence and

explanation

A3, A4

1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:

Measurement Analysis of data Graphing Prediction models

A2, A3

1.07 Prepare models and/or computer simulations to: Test hypotheses Evaluate how data fit

A2, A3

1.08 Use oral and written language to: Communicate findings Defend conclusions of scientific investigations

A6

1.09 Use technologies and information systems to research gather and analyze data visualize data disseminate finding to others

A3

1.10 Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing and/or viewing:

Scientific text Articles Events in the popular press

A4, A5

4.01 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

B4

4.02 Describe how systems within the human body are defined by the functions it performs.

A2,A3

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4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems.

liver heart lung brain stomach kidney

A2,A3

4.04 Evaluate how systems in the human body help regulate the internal environment.

B5

4.05 Analyze how an imbalance in homeostasis may result from a disruption in any human system.

B5

4.06 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

VII. Materials and Equipment List

HandoutsString or yarn spools (6)masking tapemeter sticks (6)Flexible drinking straws (class set)1 stopwatch for the teacher,

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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.

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 paperBalls- (small sport or playground balls from the PE department) A set of stairs or individual chairsStraws (regular size)Coffee stirrer straws (smaller)Class set of coffee filtersDecks of Cards or other flashcardsClass 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 water2-textbooks or other material to make a stand1-block of wood (or other material) at least 5 cm tallYellow and Blue food coloringSilicone Glue (for bathtubs)

1 apple per classPlastic wrapInternet AccessAccess to Media Center for researchSmall thin balloonsSeveral bags of dried black eyed peas or small dried beansSeveral straight pinsStudent 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 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

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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.

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

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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 anti-smoking 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 NCSCOS Grade 7

21st century skills

Communication SkillsSkel/Mus-evaluate- d/b mapResp/Exc-extension-prompt

1.01, 1.02, 1.08

Conveying thought or opinions effectively

Skel/Mus-explore- Frayer Dig-evaluate-d/b mapCir-explain-brace map

1.05, 1.10 When presenting information, distinguishing between relevant and irrelevant information

Skel/Mus-elaborate-projectDig-extension-brochureImmune-extension-poster

1.04, 4.02, 4.03, 4.06, 4.07, 4.08,

Explaining a concept to others

Interviewing others or being interviewed

Computer KnowledgeCir-extension-newsletterResp/Exc-extension-prompt

1.09 Using word-processing and database programs

Skel/Mus-elaborate-projectDig-extension-brochure

1.07 Developing visual aides for presentations

Skel/Mus-engage- websiteResp/Exc-extension-prompt

1.08 Using a computer for communication

Dig-extension-brochureNerv-extension-powerpoint

2.04 Learning new software programs

Employability SkillsDig-explain-vocabularyResp/Exc-engage-body outline

1.02 Assuming responsibility for own learningPersisting until job is completed

Skel/Mus-elaborate-projectDig-extension-brochure

1.03 Working independently

Cir-explore-heart transplantResp/Exc-Extension-forensics

Developing career interest/goals

1.08 Responding to criticism or questionsInformation-retrieval Skills

Dig-extension-brochureCir-extension-newsletter

1.09 Searching for information via the computer

Dig-extension-brochureImmune-evaluate-brochure

1.08 Searching for print information

1.09, 2.02 Searching for information using community members

Language Skills - ReadingDig-extension-brochureCir-extension-newsletter

1.03, 1.05 Following written directions

Resp/Exc-extension-promptNer/End-elaborate-foldable

1.05, 4.07 Identifying cause and effect relationships

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Lesson-Location-Activity Title NCSCOS Grade 7

21st century skills

Dig-extension-brochureRexp/Exc-elaborate-NOVANerv-extension-powerpointEnd/Rep-extension-powerpoint

1.10 Summarizing main points after reading

Dig-extension-brochureNerv-extension-powerpoint

1.07, 1.08 Locating and choosing appropriate reference materials

Cir-explore-heart websitesCir-explore-heart transplant

1.10 Reading for personal learning

Language Skill - WritingCir-extension-newsletterEnd/Rep-extension-powerpointImmune-evaluate-brochure

Using language accurately

Skel/Mus-elaborate-blink labDig-extension-brochureResp/Exc-extension-prompt

1.07, 1.08, 1.10

Organizing and relating ideas when writing

Dig-extension-brochureResp/Exc-extension-prompt

1.10 Proofing and Editing

Dig-explore-websiteDig-elaborate-smoking info

2.04 Synthesizing information from several sources

All projects, & powerpoints 1.10 Documenting sourcesDig-extension-brochureCir-explain-brace map

2.03 Developing an outline

Skel/Mus-extension-writingResp/Exc-extension-prompt

1.05 Writing to persuade or justify a position

Cir-extension-newsletterResp/Exc-extension-prompt

1.09 Creating memos, letters, other forms of correspondence

Teamwork1.01, 1.05 Taking initiative

Dig-engage-string lab Working on a teamThinking/Problem-Solving Skills

Resp/Exc-extension-promptImmune-explore-inquiry

1.02 Identifying key problems or questions

Skel/Mus-explain-muscle labNerv-explore-reaction time

1.05, 1.07, 1.10, 2.03, 4.04

Evaluating results

Dig-engage-string labResp/Exc-extension-prompt

1.06, 4.01, 4.05,

Developing strategies to address problems

Dig-elaborate-peristalsisResp/Exc-extension-prompt

1.09 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,

V. Materials Needed:HandoutsInternet 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 1Engage- As 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)

Visit the website- http://www.kidshealth.org/kid/closet/movies/how_the_body_works_interim.html

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Language Objectives: Respond to questions using the affirmative and negative forms of sentence

construction.

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 2Explore- Have 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? 2062. The heart pumps blood to which 2 places? Body and lungs3. How much does the brain weigh? 3 lbs.4. How does the brain communicate with the rest of the body? By the spinal cord5. How many muscles are in the body? 6566. What are bones filled with? Marrow7. What 2 things are muscles fed by? Oxygen and sugar8. Where is the pancreas located? Behind the stomach9. What are the 5 senses? Smell, touch, taste, hearing, seeing

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Day 3Explain- Ask 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:

1. To provide shape and support.2. To allow movement.3. To protect organs.

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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 Bank206 body lungs 3 spinal cord 656 marrow oxygen sugar stomach smell touch taste hearing seeing

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___________, _______________, ____________, ____________, _____________.

4. To produce blood cells.5. 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 joints- movable 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 4Muscles 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?

Muscle Type Is it voluntary? Is it involuntary? Does it tire quickly? Does it react quickly?SkeletalSmooth

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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.

Day 5Discuss 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 6Elaborate- Review 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.

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.

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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.

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?

Day 7, Day 8Evaluate- Have 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 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.

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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

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.

Day 9Extension- Allow 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)

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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.

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 ____.

System Function

Skeletalprotects, 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   

Endocrineplays a part in the regulation of metabolism, reproduction & other functions

   

Reproductiveperforms reproduction & controls male and female functions & behaviors

   Immune controls the immune response & fights diseases   Integumentary (skin) protects, regulates temperature & prevents water loss

(attachment 1)

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(attachment 2)

Definition Characteristics(in own words)

17

Examples Non-examples

Picture

Definition Characteristics(in own words)

18

Examples Non-examples

Picture

Name _______________________________ Date ______________

Tiring MusclesPurpose:

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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: # of presses: 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

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?

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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.

                                                                                                                                                                                                                                                                                                                                          

(Attachment 5) Adapted from Carolina Academic Press

Lab Report         Unit – Human Body Systems

Date Lab Performed Lab: Muscular System

Student Name:  

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(title)

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)

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(attachment 7)

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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.

Grading Rubric:

____creative use of _____accuracy of model ____parts labeled/key included materials

____accurate description _____complete sentences ____grammar/spelling with at least 5 sentences.

_____effort _____on time _____ Rubric returned with final product

(attachment 8)

I. Grade Level/Unit Number: 7th grade

II: Unit Title: Human Body- Digestive System

III. Unit Length: 8 days

IV. Objectives Included:

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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.

1.05, 1.06, 1.08, 1.10, 4.01, 4.02, 4.03, 4.05, 4.07, 4.08

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 willobserving 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 1Engage- Ask students the questions: What does your digestive system do?What organs do you think help with digestion?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

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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.

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 mouthAdd 10 inches for your esophagusAdd 6 inches for your stomachAdd 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 intestinesNow 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 2Visit: 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 times2. Steak is a good source of animal _____________. protein3. We each eat about ________ pounds of beef in one year. 904. How long is a giraffe’s digestive tract? 280 feet5. Stomach acid is so strong it can dissolve a ____________? razor blade6. The major part of digestion starts in the _______. small intestines7. One out of every two dollars spend in American goes towards what? eating out

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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 90 280 razor blade eating out

small intestines 20

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 3Explore- Visit the website- http://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)

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,

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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 4Review 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)

* 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)

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Explain-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 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.

Day 5Elaborate-The following demonstration will reinforce the basic idea behind peristalsis. Give each student a flexible straw and a bead.

Ask the following questions-

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Visual example of peristalsis

Which 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.

From mouth

To stomach

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.

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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.

“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 6Evaluate-Have 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)

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 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)

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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.

(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 Column B Column C Column D Column EFood item name

Number of sugar grams in the item

The sugar grams divided by 4

Number of servings

Column CDivided by Column D= # of teaspoons of sugar inthe item

Ex. Bubble gum 3 grams .75 tsp 1 .75 tsp per piece

Ex. Lifesavers 13 grams 3.25 tsp 4 .81 tsp per piece

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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 8Extension- Let 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)

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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.

The appendix is included in the diagram because it attaches to a digestive organ. It has no function and is not a digestive organ.

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(attachment 1)

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(attachment 2)

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(attachment 3)

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(attachment 4)

I. Grade Level/Unit Number: 7th grade

II: Unit Title: Human Body- Circulatory System

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Give specifics of the organ. Where is it located? What is its general size? What does it do to help with digestion?

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?

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.

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.

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.

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

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 1Engage: 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)

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)

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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.

Visit the website- http://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.

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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 2Explore: 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 SurgeryMap of the Human HeartThe 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 5.aorta 6. left atrium 7.valve 8. left ventricle 9. septum

To show how the heart actually pumps blood you can visit-http://www.pbs.org/wgbh/nova/heart/heartmap.html

It labels the parts of the heart and the valves.

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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 3Explain: 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)

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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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.

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 Journey- http://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 BanksYou 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 itB- 3rd most common- 11% of population has itAB- 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 MedicineUnder 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 non-compatible types are mixed together.

Day 4Elaborate- Ask the following questions-What 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? (saturated fat foods, use of tobacco products, poor exercise habits, obesity, or genetics)

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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.

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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LEP Modification: Create an example of what the completed foldable should look like to aid in

understanding directions.

Day 5, Day 6Extension 1- The 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.

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 shapeIts life span (if it has one)Its color What it is made ofIts 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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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.

Day 7, Day 8 Extension 2-Students 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.

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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.

Complete each task below. Record your dataon 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 numbermultiplied times 6 to get the whole minute)

1. Take your resting heart rate for 10 seconds. 2. Take your resting breathing rate for 10 seconds. (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. 4. Take your active heart rate for 10 seconds. 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 & 8.7. 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)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.

Name ________________________________ Date _____________

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

Name _______________________

# @ # to 10 sec graph

resting heart rate    resting breathing rate    

after walking heart rate    after walking breathing rate    

resting heart rate    resting breathing rate    

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Key:

heart rate

breathing rate

Use the words below to label the diagram of the human heart. One word will be used twice.

Left ventricle right ventricle left atrium right atrium septum valve aorta valves

(attachment 2) adapted from Frank Schaffer Publications, Inc.

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Components of Blood- 4 Folded Display

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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 ______ definition of components _____ 3 sent. length _____

Extra Credit ____ 4 pictures ______ creativity _______ effort ______

Disease ______ how you get it ________ treatment ______ grammar/spelling_______explained or cure

(attachment 4) Foldable diagram adapted from Dina Zike’s Big Book of Science

Name ________________ Date _______

Organ Cinquain Poem

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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, heartFor 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)

I. Grade Level/Unit Number: 7th grade

II: Unit Title: Human Body- Respiratory & Excretory Systems

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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

V. Materials Needed: Straws (regular size)Coffee stirrer straws (smaller)A timing deviceHandouts

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 1Engage Visit the website- http://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 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

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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.

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.

To assess prior knowledge and tie in other human body systems ask-

What 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.

Day 2Explore-

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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.

Allow 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 diagram1. nasal passage 2. pharynx (throat) 3. larynx (voice box) 4. trachea (windpipe)5. bronchial tube 6. bronchiole 7. alveoli 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 System1. left kidney 2. ureter 3. urinary bladder 4. right kidney 5. aorta6. urethra

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.

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.

Day 3

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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.

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.

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)

Day 4Explain-Ask students-What 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)Visit - http://www.unitedstreaming.com/ (may have to be purchased)

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LEP Modification: Make sure you do a brief demonstration for the whole class so all students

can understand the directions for completing the pictograph.

Search the following video- Safety and First AidShow 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 video-What 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)

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

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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.

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 5Elaborate-Discuss 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 students-Why 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/

The following website explains many of the effects of smoking on the human body.http://www.jrussellshealth.com/smoking.html

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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.

The effects of smoking on the kidney’s and bladder- http://www.jrussellshealth.com/smokkidney.html

The effect of smoking on teenshttp://www.jrussellshealth.com/smokteens.html

The effects of smoking on the skinhttp://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

Day 6You 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.

Ask students-What waste product does the skin give off? (sweat)

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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.

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.

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 sunscreenhttp://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 myths-http://health.ninemsn.com.au/article.aspx?id=3041

Evaluate-Handout 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 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.

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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 7Extension 1-Invite 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

Day 8Extension 2-

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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.

Below 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.

Name _________________________________________

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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)

Use these labelsfor the respiratory diagram:alveolidiaphragmlarynx (voice box)pharynx (throat)trachea (windpipe)bronchial tubebronchiolenasal passageright lungleft lung

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)

Name ______________________________________

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(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.

1. resting

2. after 25 jumping jacks

3. after hopping for one minute

4. after resting for 1 minute

(attachment 3)

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= 2 breaths

# of lung sets to draw# of breaths

65

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Name ____________________________________

(attachment 6)

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Topic: The path of Respiration

Topic: The Urinary path

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

V. Materials Needed: Meter SticksDecks of Cards or other flashcardsInternet 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 1Engage- Say 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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Language Objective: The student will…. Use comparative and superlative adjectives to describe the results of a

test. Use prepositions to describe observations.

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.

Explore-Access 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)

Day 2This unit will be written as a series of units based on the four previously mentioned themes.

1. NEURONPlace 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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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?”

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?

2. CENTRAL NERVOUS SYSTEMThere 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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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.

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 33. 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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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.

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.

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.htmlwww.stlukeseye.com/Anatomy.aspwww.macula.org/anatomy/anatomy.htmlwww.retina.anatomy.upenn.edu/~lance/eye/eye.htmlwww.nei.nih.gov/health/eyediagram/

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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.

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.

Explain- The following are explanations to the various activities just completed.

Day 41. 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.cfmSearch: Drug danger: In the brainIt 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=33dc3531-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.

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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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.

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

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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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)

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 Sympathetic Stimulation

Parasympathetic Stimulation

Heart Heart rate and force increased

Heart rate and force decreased

Lung Bronchial muscle relaxed Bronchial muscle contracted

Liver Increased conversion ofglycogen to glucose

Kidney Decreased urine secretion

Increased urine secretion

Iris Pupil dilation Pupil constriction

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Adrenal Medulla Norepinephrine andepinephrine secreted

Small Intestine Motility reduced Digestion increasedLarge Intestine Motility reduced Secretions and motility

increasedSalivary Glands Saliva production

reducedSaliva production increased

Oral/Nasal Mucosa Mucus production reduced

Mucus production increased

Stomach Peristalsis reduced Gastric juice secreted; motility increased

Bladder Wall relaxedSphincter closed

Wall contractedSphincter relaxed

Elaborate-

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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LEP 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.

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 6Evaluate-

1. 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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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.

Day 7Extensions- Reserve time in your media center or computer lab to allow research for the following project(s).

1. NEURONHave students complete a “Burrito Book” on one of the following nervous disorder topics

Multiple Sclerosis (MS)

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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.

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.

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).

Day 8, Day 92. 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.

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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.

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.

Topic: Nervous System K

What I Know

WWhat I Want To Learn

LWhat I Have Learned

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attachment 1

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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

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.

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)

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Trial Reaction distance LEFT HAND RIGHT HAND1.2.3.4.5.6.7.8.9.10.

The Nervous SystemEYES

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.

2. Cover one eye and repeat step one. Remember that you can only catch the ball with one hand.

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 pencilDirections: Choose a drawingExamples: 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)Teacher Notes-

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# CAUGHT # MISSED

# CAUGHT # MISSED

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)

Teacher Notes-

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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)

Teacher Notes-

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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 electro-chemical 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 canalsemicircular 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)

Teacher Notes-

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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)

Teacher Notes-

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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)

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

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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) Adapted from Glencoe/McGraw-Hill, Inc.

2. In the appropriate square- draw a side view of a dog.Check off the column that shows the direction the nose faces.

Task Left side Right sideWrite 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:    

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RIGHT HAND LEFT HAND

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.

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.

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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)

Nervous System Power Point Project

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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)

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Assessment Rubric for a Technology Presentation

Points PointsPossible Earned

Concepts and information are appropriate and accurate. ______ _____

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 visualdifferentiation.

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.

Total: 100% ________ (x 8)

Comments:

(attachment 12)

Student Notes: The Brain and Nervous System -Teacher Copy

The Brain Part of the central nervous system

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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.

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.

(attachment 13)

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Word Bankcentral nervous system control center tastespecific functions halves rightleft hemisphere see hear smell touch rememberskeletal muscles body movement balanceheart rate digestion respirationspinal cord interneurons cranium extremeties reflex actions connects

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 ____________________.

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Word Bankcentral nervous system control center tastespecific functions halves rightleft hemisphere see hear smell touch rememberskeletal muscles body movement balanceheart rate digestion respirationspinal cord interneurons cranium extremeties reflex actions connects

(attachment 13 continued)I. Grade Level: 7th Grade

II. Unit Title: Endocrine and Reproductive System

III. Unit Length: 8 days

IV. Objectives Included:

4.01, 4.02, 4.04, 4.05, 4.06, 4.07

V. Materials Needed:

1 - two liter soft drink bottle 2 -16 oz drink bottles (smaller size if you can find them)1-straw1- basin to hold up to 2 liters of water2-textbooks or other material to make a stand1-block of wood (or other material) at least 5 cm tallYellow and Blue food coloringSilicone 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 1Engage-The 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

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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.

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.htmlIt 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=95B4D4C3-1276-40EF-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.

Explore-Ask: 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 salivaSome 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.

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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.

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 2Explain-Write the definition for a hormone on the board/overhead.

A hormone is a chemical released from an endocrine gland thatis carried by the circulatory system to a target organ whereit 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 Location Hormone EffectPituitary Base of the skull Growth

Prolactin

ThyrotropincCorticotropinsAnti-diureticOxytocin

Growth of long bonesMilk production in femalesStimulates thyroidAdrenal glandsWater balanceLabor contractions

Thyroid Neck Thyroid Stimulating

Increase metabolism

Parathyroid Back of Thyroid CalcitoninParathyroid

Stores calciumReleases calcium

Adrenal Top of Kidney Epinephrine

Corticosteroids

Speeds up metabolismSalt and water

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balanceTestes Male groin area Testosterone Sperm productionOvaries Female abdomen Estrogen

ProgesteroneEgg productionUterine lining

Thymus Above the heart Thymosin T-cell productionPancreas Mid-line behind

the stomachInsulinGlucagon

Stores glucoseReleases stored glycogen

Day 3Hormone 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

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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).

Elaborate-To 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.

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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-in-

the-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.

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.

Day 4, Day 5Evaluate-Have students complete the activity entitled Growth and Development Timeline (attachment 8). This activity will help summarize knowledge of the reproductive system and fetal development.

Day 6, Day 7, Day 8Extension 1-If 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 2-Begin 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).

.

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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.

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)

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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=25186321-a227-4f36-a6b1-d278d2b34077

(attachment 1-continued)

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9. 4 dots

Word Bankpituitary hypothalamus thyroid parathyroid thymus adrenal pancreas ovaries testes

‘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)

Male Reproductive System

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(attachment 3)

Female Reproductive System

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Word list:

Penis Scrotum Seminiferous tubules

Urethra Bladder Testes

Seminal Vesicle

Word List:

Uterus Fallopian Tube Ovary

Vagina Cervix

(attachment 4)

Water Bottle Hormones- Demonstration

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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-straw1- basin to hold up to 2 liters of water2-textbooks or other material to make a stand1-block of wood (or other material) at least 5 cm tallYellow and Blue food coloringSilicone 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)

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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)

Basin

A

B

block

books

2 Liter Bottle

strawstraw

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Teacher notes

Changes in Male Anatomy with the Onset of Puberty

Area of Change ChangesTesticles 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)

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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.

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(attachment 7)

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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.

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

Basin

A

B

block

books

2 Liter Bottle

strawstraw

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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)

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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 ADOLESCENCE (age 13-18/20) ZYGOTE INFANCY

BIRTH PUBERTY EMBRYO CHILDHOOD 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)

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Proper chronological order for timeline

MAJOR EVENT HEADINGSZygote- 1st day until 4th day. (fertilized egg)Embryo- 4th day until 8th weekFetus- 9th week until birthBirth- 9th monthInfancy- birth until 2 years oldChildhood- age 2-13Adolescence- age 13-18/20Puberty- age 9-15Adulthood- age 20 until death

SUBHEADING EVENTS1. Heart beats regularly. Eyes and ears begin to form- 4-week embryo2. Heart develops right and left chambers- 8-week embryo3. Bones are visible. Heartbeat can be heard with a stethoscope. – 4-6 mo. embryo4. Fingerprints form- 6-month embryo5. Eyelids can open and weight can be up to 6.6 lbs (3kg)-6-9 months embryo6. A baby can hold its head up and reach for objects.- 3 months old7. Infant begins to crawl- 7 months old8. Ovulation in females and sperm production in males’ begins.- age 9-159. Skin starts to become wrinkled- age 3010. Aging begins- age 3011. Aging becomes more noticeable and progresses rapidly- age 45-60

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(attachment 9 continued- answers)

The Reproductive & Endocrine SystemsPower 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

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(attachment 10)

The Reproductive & Endocrine Systems

Power Point projectModified 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

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(attachment 10a)

Assessment Rubric for a Technology Presentation

Points PointsPossible Earned

Concepts and information are appropriate and accurate. ______ _____

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 visualdifferentiation.

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.

Total: 100% ________ Comments:

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(attachment 11 power point rubric)

I. Grade Level: 7th Grade

II. Unit Title: Immune System

III. Unit Length: 4 days

IV. Objectives Included:

4.01, 4.02, 4.04, 4.05, 4.06, 4.08

V. Materials NeededComputers with Internet Access1 apple per classPlastic wrapFood coloringSmall thin balloonsSeveral bags of dried black eyed peas or any other small dried beansSeveral straight pinsStudent safety glasses

VI. Teacher NotesThis 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.

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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.

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.

Day 1Engage-Begin 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.

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 2Explore-

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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.

Have 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.

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 halfCover 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?

Explain-A 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)

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.

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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.

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 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 B-cells identify the foreign antigens and produce antibodies specific for those antigens. B-cells 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 3Elaborate-Show 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.

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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.)

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.

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Picture 1: Surgery Then

Picture taken from:

http://images.google.com/imgres?imgurl=http://www.glasgowguide.co.uk/i/famous/lister.jpg&imgrefurl=http://www.glasgowguide.co.uk/info-fame3.html&h=190&w=150&sz=11&hl=en&start=19&um=1&tbnid=y9HfgHk6P6NTyM:&t

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bnh=103&tbnw=81&prev=/images%3Fq%3Dsurgery%2Bbefore%2Bedward%2Bjenner%26um%3D1%26hl%3Den%26rls%3DADBF,ADBF:2008-17,ADBF:en

Picture 2: Surgery Then

Picture taken from:

http://images.google.com/imgres?imgurl=http://www.glasgowguide.co.uk/i/famous/lister.jpg&imgrefurl=http://www.glasgowguide.co.uk/info-fame3.html&h=190&w=150&sz=11&hl=en&start=19&um=1&tbnid=y9HfgHk6P6NTyM:&tbnh=103&tbnw=81&prev=/images%3Fq%3Dsurgery%2Bbefore%2Bedward%2Bjenner%26um%3D1%26hl%3Den%26rls%3DADBF,ADBF:2008-17,ADBF:en

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Picture 3: Surgery Now

Picture taken from:

http://images.google.com/imgres?imgurl=http://www.eyesurgeryeducation.com/images/seek_treatment.jpg&imgrefurl=http://www.eyesurgeryeducation.com/Cataract_Seek_Treatment.html&h=338&w=495&sz=82&hl=en&start=98&um=1&tbnid=CAg4QfbBBjbBvM:&tbnh=89&tbnw=130&prev=/images%3Fq%3Dsafe%2Bsurgery

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%2Broom%26start%3D80%26ndsp%3D20%26um%3D1%26hl%3Den%26rls%3DADBF,ADBF:2008-17,ADBF:en%26sa%3DN

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.

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Evaluate-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 What are somepeople against other precautionsvaccinations that can be taken

or having their instead ofchildren receiving a vaccinated? vaccination?

Page 4 5 cover

What is a vaccine? Who created the Do all vaccinations first vaccine? work?

What does a vaccine do How was the first when it enters vaccine discovered? What are some your body? side effects that

How did it change may result from medicine? a vaccination?

Page 1 2 3

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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.

Day 4Extensions-Allow 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.

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LEP Modifications: LEP students may need extra time to complete projects involving research

and use of unfamiliar technology. Provide specific resources to find easy-to-read 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#introhttp://www.niaid.nih.gov/final/immun/immun.htmhttp://www.niaid.nih.gov/Publications/immune/the_immune_system.pdfhttp://www.cdc.gov/flu/about/qa/disease.htmCarolina Academic Press

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Topic: Immune System 

KWhat I Know

WWhat I Want To Learn

LWhat I Have Learned

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(attachment 1)

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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 16 Total in Cell

Reproduced 2 4 16

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

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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)

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Name __________________________________

(attachment 4)

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Example:

Example:

Characteristics:

Example:

Characteristics: Characteristics:

Example:

Example:

Teacher notes- Immunity Flow Map

(attachment 5)

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Making A Poster : Auto Immune Diseases

         Teacher Name:

Student Name:     ________________________________________

CATEGORY 4 3 2 1Required Elements

The poster includes all required information as well as additional information.

All required information is included on the poster.

All but 1 of the required pieces of information are included on the poster.

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 are in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content is easily viewed and identified 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 citations located on the bottom right of the poster.

1-2 properly written citations.

(attachment 6)

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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)

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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)

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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 disease12.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)

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Name _____________________ Partner’s name ______________

Systems of the Human Body- PowerpointYour 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 140

Names ____________________ Partner____________________

Assessment Rubric for a Technology Presentation

PointsPoints

Possible EarnedConcepts and information are appropriate and accurate. _______ ______

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% _______

Comments:

(attachment 10)

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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 Medicinehttp://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

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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 clipshttp://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 Specimenshttp://www.morphonix.com/software/education/science/brain/game/specimens/specimens.html

Science Stumpers (interactive)- http://www.quia.com/cb/8214.html

Endocrine Glands explanationshttp://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 immunityhttp://www.cancer.gov/cancertopics/understandingcancer/immunesystem

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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.24Website: 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)

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Human Body assessment questions7th 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 itb. to prevent you from ever getting sick againc. to protect you from spreading the illness to othersd. 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 systemb. muscular systemc. circulatory systemd. nervous system

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2. Which of the following would most directly affect the proper operation of the digestive system?

a. broken boneb. heart attackc. a sore throatd. 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. the lungs exchange oxygen and carbon monoxideb. the lungs absorb carbon dioxide from the airc. the lungs help to release carbon dioxide while absorbing nutrientsd. 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.      humans are larger than fish, so we have more chambers in our heart.b.      humans need a four chambered heart to connect to the respiratory system.c.      humans only develop a four chambered after they reach puberty.d.      fish have a separate blood supply for their gills.

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 onlyb. in the cells of the heart and the lungs but nowhere elsec. in the cells of the brain onlyd. in all the cells of the human body

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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.      You are sitting on a sandy beach with your feet in the sand.b.      You are walking quickly through a tropical rainforest.c.      You are resting in track of woods located near your house.d.      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. liverb. pancreasc. gall bladderd. stomach

2. A tumor has developed on your medulla oblongata.  Which of the following could be one of your possible symptoms?

a.      You have uncontrollable hiccupsb.      You are experiencing a round of gastric distressc.      Your heart rate is extremely irregulard.      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 placentab. the uterusc. the mother’s digestive systemd. the umbilical cord

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2. Fertilization of the egg typically occurs in which of the following locations?a.      Uterusb.      Vaginac.      Cervixd.      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 weekb. smokingc. walking 2 miles a dayd. 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. foods high in fatsb. foods low in proteinsc. foods low in carbohydratesd. foods high in fiber

2. Why are obesity and anorexia equally detrimental to the body?

a. Both cause the body to produce more adrenaline.b. They work exactly opposite on the circulatory system.c. Both increase stress to the heart and circulatory system.d. Eating disorders cause an increase in respiratory diseases.

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Human Body assessment questions7th 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 itb. to prevent you from ever getting sick againc. 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 systemb. muscular systemc. circulatory system

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2. What most directly affects the proper operation of the digestive system?

a. broken boneb. heart attackc. 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 mineralsb. the lungs absorb carbon dioxide from the airc. 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.      humans are larger than fish, so we have more chambers in our heart.b.      humans need a four chambered heart to connect to the respiratory system.c.      humans only develop a four chambered after they reach puberty.

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 onlyb. in the cells of the brain onlyc. in all the cells of the human body

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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.      You are walking quickly through a tropical rainforest.b.      You are resting in the woods close to your house.c.      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. liverb. pancreasc. stomach

2. A tumor has developed on your medulla oblongata.  What could be one of your possible symptoms?

a.      You have uncontrollable hiccupsb.      You are experiencing a round of gastric distressc.      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 uterusb. the mother’s digestive systemc. the umbilical cord

2. Where does the egg get fertilized?

a.      Vaginab.      Cervixc.      Fallopian Tubule

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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 weekb. smokingc. 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 fatsb. foods low in carbohydratesc. 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 152

Human Body assessment questions7th 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 bodyb. it prevents you from ever getting sick againc. 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 systemb. muscular systemc. circulatory system

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2. What affects the operation of the digestive system the most?

a. broken boneb. heart attackc. 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 mineralsd. the lungs absorb carbon dioxide from the aire. 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.      humans are larger than fish.b.      humans need a four chambers connect to the respiratory system.c.      humans only need four chambers after puberty.

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 onlyb. in the cells of the brain onlyc. in all the cells of the human body

7th grade 154

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.      You are in a tropical rainforest.b.      You are close to your house.c.      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. liverb. pancreasc. stomach

2. There is a tumor on your medulla oblongata.  What is one of your possible symptoms?

a.      You have hiccupsb.      You have gastric distressc.      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 uterusb. the mother’s digestive systemc. the umbilical cord

2. Where does the egg get fertilized?

a.      Vaginab.      Cervixc.      Fallopian Tubule

7th grade 155

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 weekb. smokingc. 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 fatsb. foods low in carbohydratesc. 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 156