Download Body_Systems_Overview

Warm Up
1. What do you want to accomplish in this
class before the end of the school
year?
2. What have we learned about the
human body so far in this class?
Agenda
• Objectives: SWBAT create a flowchart of the
levels of organization within an organism and be able
to provide examples based on a particular system of
the human body.
• Reminders: Progress Reports---Today at lunch and
after school is your last chance to improve your
progress report grades
• Start unit on the Human Body!
• Notes on Levels of Organization and Worksheets
• Exit Ticket
Are these things alive?
Plant
air
wind
animals
bacteria
viruses
rocks
soil
fire
water
Characteristics of Life
Living things are organized at different
levels.
Levels of Organization:
Cell(Smallest) Tissue Organ
Organ System  Organism(Biggest)
Cells
• The most basic
unit of life.
• If we wanted to dig
deeper, we would
say that cells are
built out of
Organelles.
• Examples:
Tissues
• Tissues are groups
of cells that are
linked together.
• Tissues link cells,
allowing the cells to
carry out a specific
function.
• Examples:
Organs
• An Organ is a
collection of tissues
in an organism.
• Organs carry out
specific tasks in an
organisms body.
• Examples: Can you
name any of the
organs in the
picture?
Organ Systems
• Organ systems are
groups of organs,
linked together, all
performing a
single job together.
• Examples:
Organism: So many varieties!
Giant Squid
Praying Mantis
Levels of Organization Chart
Brain Pop Video
• http://www.brainpop.com/science/diversi
tyoflife/humanbody/
• Brain pop Activity
Reading Guide
• This is to be done individually
• You may use highlighters to help you
answer the questions and identify
vocabulary
Exit Ticket
• Name each level of organization in the
body and provide an example for each
one.
Warm Up
• Name each level of organization in the
body and provide an example of each.
Agenda and Announcements
• Objective: SWBAT complete a chart on systems
of the body as well as write a reflection on one of
the systems
• Today
– Start overview of systems of the body
– Opportunity for Community Service
– Turn in Reading Guide and Brain Pop Activity
from yesterday.
– Individual Readings
MAJOR BODY SYSTEMS
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•
•
•
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Nervous
Skeletal
Muscular
Integumentary (skin)
Digestive
Respiratory
Circulatory
Endocrine
Reproductive
Draw Chart
Nervous System
a. Function: receives and relays info
about body activities
-
Two Parts
-
Central Nervous System: Processes information
from the senses
Peripheral Nervous System: Controls voluntary
and involuntary actions by connecting the CNS
with the organs and muscles.
b. Key Structures: Made up of nerve cells
(neurons), brain, spinal cord
Nervous System
d. The CNS contains the
brain, brain stem and
spinal cord. It processes
information received from
the body’s senses
e. The PNS connects the CNS
with organs and muscles
f. There are two parts of the
PNS:
-
-
Somatic nervous system
which controls voluntary
actions
Autonomic nervous
system which controls
involuntary actions
Alzheimer Disease
a. Cause: Unknown
b. Cure: none
c. 5.3 million Americans are
living with Alzheimer’s
disease.
d. Alzheimer's destroys brain
cells and causes problems
with memory, thinking and
behavior
e. Alzheimer’s gets worse over
time, and it is fatal.
Skeletal System
a. Key Structures: Contains
bones and tissues
- Axial Skeleton = skull,
cerebral column, sternum, ribs
- Appendicular skeleton =
upper and lower limbs
b. Function:
-
Offers support, protection and
flexibility to organisms
Forms blood cells
Stores calcium
Osteoporosis
a. Osteoporosis is a
disease in which bones
become fragile and
more likely to break.
b. Causes: not enough
calcium and vitamin D,
low weight, heredity
c. Women are 4 times more
likely to get it
d. Treatment: vitamins,
weight-bearing exercise
Muscular System
a. Function: allows substances to
move through the body and the
body, itself, to move.
b. Key structures: There are 3
types of muscles:
-
-
Cardiac: found only in the heart
Skeletal: connects to bones by
tendons; involved with voluntary
movement
Smooth: connected to organs and
is involved with involuntary
movement
Muscular System
c. There are two types
of filaments in
muscles made up of
certain proteins:
Myosin and Actin
d. When a muscle
contracts, the thin
filament (actin)
slides over the thick
filament (myosin)
Muscular Dystrophy
a. Muscular dystrophy
(MD) is a genetic
disorder that
weakens the
muscles that help the
body move.
b. Cause: mutation in
the genes
c. Affects male children
and teens more
frequently
d. No cure!
Integumentary System
a. Key Structures:
- Skin, hair, nails, oil
glands, sweat glands,
proteins
b. Largest Organ in the
body
c. Function: Covers all
the organ systems for
protection
Impetigo
a. Contagious skin
infection that usually
produces blisters or
sores on the face,
neck, hands
b. Cause: bacteria
c. One of the most
common skin
infections among
kids.
d. Treatment:
antibiotics (ointment
or pill)
Digestive System
a. Key Structures: mouth,
esophagus, liver, gallbladder,
large intestine, small intestine,
rectum/anus, stomach
b. Function:
- breaks down food into energy that
cells can use.
- Absorb nutrients and transport them
to cells.
- Eliminate waste as liquid and solid
through the Excretory System
Diarrhea and other diseases
a. frequent loose or liquid bowel
movements
b. Causes: viruses, parasites,
bacteria in food or drinking
water
c. Common death in developing
countries; 2nd leading cause
of infant deaths worldwide
d. Can lead to dehydration,
which can lead to death
e. Cholera, a rapidly fatal
disease, involves both diarrhea
and dehydration
Reflection
Directions: Respond to the following questions in
complete sentences in your notebooks.
• Which system of the body was the most
interesting to you?
• What was something new you learned
about the system?
Reading Guides
• By the end of this week, you should pick a
system of the body for a mini project that you
will complete
• In order to help you choose, you will complete
at least 4 of these short Reading Guides by
Monday.
• You choose which ones you want to do.
• I will have more options available tomorrow.
Warm Up
1. What does the nervous system do for the
body?
2. What is a disease that affects the skeletal
system?
3. What is another disease/health issue that
you think may affect the nervous, skeletal,
muscular or integumentary systems?
Agenda
• Objective: SWBAT complete a chart on
systems of the body as well as write a
reflection on one of the systems
• Today
– Complete overview of systems of the body
– Opportunity for Community Service
– Go over Mini Project
– Individual Readings
Respiratory System
a. Key structures: nose, pharynx, larynx, trachea,
bronchi, bronchioles, lungs
b. Function: Supplies oxygen to the blood and
removes carbon dioxide from the tissues.
Respiratory System
c. Breathing involves the diaphragm and
muscles of the rib cage.
d. Air flows from areas of high pressure to low pressure.
Air inhaled.
Air exhaled.
Muscles and
rib cage relax.
Muscles contract and
rib cage expands.
Diaphragm flattens
and moves downward.
Diaphragm relaxes
and rises.
Cystic Fibrosis
a. Cause: mutation in
the gene
b. Chronic disease that
involves build-up of
mucus in the lungs
and digestive
problems
c. Treatment: use of
devices that help clear
out the mucus; must
use throughout lifetime
Circulatory System
a. Function: The circulatory system
transports blood and other
materials.
– brings supplies to cells
– carries away wastes
– separates oxygen-poor and
oxygen-rich blood
b. Key structures: Heart, blood
vessels (arteries, veins, and
capillaries), blood
Circulatory System
c. Blood flows through the heart in
a specific pathway
-
oxygen-poor blood enters right
atrium, then right ventricle
– right ventricle pumps blood to
lungs
– oxygen-rich blood from lungs
enters left atrium, then left ventricle
– left ventricle pumps blood to body
Coronary Heart Disease
a. #1 killer in the United
States
b. Cause: build up of plaque
in the coronary arteries
c. The coronary artery
supplies your heart with
oxygen-rich blood
d. Can lead to a heart attack
e. Prevention: eat well,
exercise, don’t smoke,
monitor your cholesterol
and blood pressure
Endocrine System
a. Function: Controls
growth, development,
metabolism and
reproduction by secreting
hormones from glands.
b. Key Structures: Glands
like the Hypothalamus,
pituitary, thyroid,
adrenals, pancreas,
ovaries, testes
Diabetes
a. Cause: pancreas does not
produce enough of the
hormone insulin to break
down sugar in the body
b. Type I and Type II
c. Type II is becoming more
prevalent as the average
weight of Americans
increases
d. Treatment: Insulin
injections, restricting sugar
in the diet
Female Reproductive System
a. Function: produces
sex cells (eggs);
nurtures and
protects a
developing embryo
b. Key Structures:
ovaries, fallopian
tubes, uterus,
vagina
Male Reproductive System
a. Function: produces sex cells (sperm)
b. Key Structures: testes, epididymis, vas
deferens, urethra, penis
STDs
Imagine this on your privates…
a.
b.
c.
d.
No cure: AIDS, genital herpes
Curable: gonorrhea, chlamydia
Cause: unprotected sex
Treatment: depends on the specific type of STD
– Genital warts: freezing
– Antibiotics
Reading Guides
• By the end of this week, you should pick a
system of the body for a mini project that you
will complete
• In order to help you choose, you will complete
at least 4 of these short Reading Guides by
Monday.
• You choose which ones you want to do.
• There are more options available today!
Warm Up
1.
Which two systems of the body make sure that
we have blood with oxygen flowing through our
body?
2. Which system of the body will you pick for your
mini project? (skeletal, muscular, circulatory,
digestive, respiratory, reproductive, nervous,
endocrine)
3. What do you want to learn about the system
you picked?
Agenda and Announcements
• Today
– SWBAT: complete a jigsaw activity in which each
student becomes an expert on one system of the
body and then shares the information with their
base group members.
– We will video tape 20-40 minutes of the lesson
today
• Tomorrow
– Continue Jigsaw Activity and video tape another
20-40 minutes
Directions
• You will be assigned to two groups that you will
work with today and tomorrow.
• One is your Expert group
– You will work together to collect information from
readings on a particular system
• The other is your Base group
– You will share the information you gathered about
each system of the body
• No matter which group you are with, you need to
write the information in your own words!
Expectations
• Everyone will read their texts and work
on putting the terms into their own
words
• I will not see students copying off of one
another
Groups
Overview
• Hand out Project Information
Warm Up
1. What is something interesting that you learned
about a system of the body yesterday?
2. Which system of the body will you pick for your mini
project? (skeletal, muscular, circulatory, digestive,
respiratory, reproductive, nervous, endocrine)
3. What do you want to learn about the system you
picked?
Agenda
• Today
– SWBAT: complete a jigsaw activity in which each
student becomes an expert on one system of the
body and then shares the information with their
base group members.
• Monday
– In class time to work on your projects (Bring
materials so you’ll have something to do!!)
• Projects due Wednesday at the beginning of
class.
Jigsaw Activity Information
• Expectations Chart
• Group Assignments
Jigsaw Activity
• Today you will be answering questions about a
system of the body in your expert groups and will
share that information with your base groups.
You will be working with the same groups today,
unless I tell you otherwise.
• Remember:
– Discuss the questions with your group mates to
determine an answer.
– Respond in your won words in complete sentences.
– Read your answers to the members of your base group
and answer their questions.
Monday Warm-Up
1. What does the endocrine system do?
2. Which systems of the body protect and
support important organs as well as the
body from germs?
3. What is an example of a disease or problem
that you can use for your system of the
body.
Monday Agenda and Announcements
• Today Finish the Jigsaw Activity
• In class work time on your mini project
• Reminders
– Mini Project due at the beginning of class
on WEDNESDAY