Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Lesson by Lesson Guide Investigating Human Systems Kendall Hunt (BSCS) and Alignment Lessons Investigating Human Systems Page 1 Table of Contents NC Essential Standards and Clarifying Objectives......................................................................................... 3 Essential Questions for the Unit.................................................................................................................... 3 Pre-Unit Assessment Opportunities .............................................................................................................. 3 Notes about the Unit/Additional Materials Needed for Alignment Lessons ................................................ 3 Lesson 1 An Inventory of My Traits & A Tree of Genetic Traits (Alignment Lesson) ................................ 6 Lesson 2 Generations of Traits (Alignment Lesson) ..................................................................................... 8 Lesson 3 A Recipe for Traits (Alignment Lesson) ...................................................................................... 10 Lesson 4 Cells, Tissues, and Organs (Alignment Lesson) ........................................................................... 12 Lesson 5 Believe It or Not (Lesson 1 in the Inv. Body Systems Teacher Guide) ........................................ 15 Lesson 6 Muscles, Bones, and Fitness (Lesson 2 in the Inv. Human Systems Teacher Guide) .................. 17 Lesson 7 Muscles (Alignment Lesson) ........................................................................................................ 20 Lesson 8 Nervous System (Alignment Lesson) ........................................................................................... 24 Lesson 9 Blood Cell Basics (Alignment Lesson) ........................................................................................ 27 Lesson 10 Count the Beats (Lesson 3 in the Inv. Human Systems Teacher Guide) .................................... 30 Lesson 11 A Breathing System (Lesson 4 in the Inv. Human Systems Teacher Guide) ............................. 32 Lesson 12 Fitness from the Inside Out (Lesson 5 in the Inv. Human Systems Teacher Guide).................. 35 Lesson 13 Nutrition and Fitness (Lesson 6 in the Inv. Human Systems Teacher Guide)............................ 37 Lesson 14 Digestion Demonstration (Alignment Lesson) ........................................................................... 40 Investigating Human Systems Page 2 NC Essential Standards and Clarifying Objectives 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life. 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive. 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life. 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.2 Give examples of likenesses that are inherited and some that are not. Essential Questions for the Unit What are inherited traits? How are organisms different from and similar to their parents? What are some of the major systems of the human body? What function does each body system perform to sustain life? Pre-Unit Assessment Opportunities There are several formative assessment probes which can be administered throughout this unit: “Is It Made of Cells?” can be found on page 131 of Uncovering Student Ideas in Science, Volume 1 (Pink Cover), by Page Keeley et al OR “Human Body Basics” can be found on page 139 of Uncovering Student Ideas in Science, Volume 1 (Pink Cover), by Page Keeley et al can be administered during Lesson 4 (Cells, Tissues, Organs). “Digestive System” can be found on page 131 of Uncovering Student Ideas in Science, Volume 4 (Green Cover), by Page Keeley et al can be administered during Lessons 13 and 14. “Functions of Living Things” can be found on page 147 of Uncovering Student Ideas in Science, Volume 1 (Pink Cover), by Page Keeley et al can be administered near the end of the unit. This will permit students to compare the functions of living things with the human body systems and their related functions. Students will then determine if the functions of living things are performed by plants, animals, or both. Notes about the Unit This unit uses a combination of lessons from Investigating Human Systems and Alignment Lessons in order to meet the expectations of the NC Essential Standards for Science. Because Investigating Human Systems Page 3 Alignment Lessons supplement the Investigating Human Systems teacher guide and kit materials, additional materials are required, which are not included in the science kit. This chart provides a listing of lessons, materials, and suggested quantities for Alignment Lessons: Lesson CMAPP Day(s) Additional Materials Needed, not included in science kit Unifix cubes in 4 different colors Quantity 1 set per student group 4 colors per student group leaves for "A Tree of Genetic Traits" activity (available on CMAPP) 1 leaf per student large tree for "A Tree of Genetic Traits" activity (available on CMAPP) envelopes 1 tree for class display 1 per student DNA strips for "A Recipe for Traits" activity (available on CMAPP) pictures of major body organs (available on CMAPP) 1 set of strips per student 1 key per student 1 sheet per student group 1 set per student group set of advertisements that promise immediate fitness results (available on CMAPP) 1 set per student group set of 6 plastic cups or baskets Genetics 24-26 Dog traits key (available on CMAPP) Cells, Tissues, Organs, Systems Believe It or Not Muscles, Bones, and Fitness Nervous System 27-29 30 large sheets of bulletin board paper for body tracing 31-32 sealable sandwich bags 2 or 3 for the class 1 set of color copies per student group; each student should receive a tester page to add his/her own colors 1 per student group small cups of prepared, red Jello (storebrands work well, too) white rice 1 per student group 6-8 grains per bathroom scales (ask parents or colleagues to borrow) 34-36 Stroop Effect tester pages (available on CMAPP), printed in color Blood Cell Basics 37 Investigating Human Systems Page 4 Count the Beats 38-39 Nutrition & Fitness 44-45 timers (can be borrowed from Motion & Design kit) small, soft ball such as a Nerf ball nutrition fact labels from empty food containers clear, plastic cups vinegar Digestion Demonstration 44-46 baking soda aspirin, enteric coated aspirin, uncoated Investigating Human Systems student group 1 per student group 1 for class small collection for each student group 2 for teacher demonstration enough to fill demo cup 2 -3 teaspoons for demo cup 1 for teacher demonstration 1 for teacher demonstration Page 5 Lesson 1 An Inventory of My Traits & A Tree of Genetic Traits (Alignment Lesson) Students take an inventory of their own easily observable genetic traits and observe how their trait inventories differ from those of others. Students mark their traits for tongue rolling and earlobe attachment and create a visual representation [A Tree of Genetic Traits] of the frequency of trait combinations within the class. Clarifying Objectives 5.L.3.1. Explain why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.2 Give examples of likenesses that are inherited and some that are not. Focus Questions What are inherited traits? How are organisms different from and similar to their parents? Activity Lesson plans and instructional resources can be downloaded from CMAPP, Days 24-26. Discuss examples of likenesses that are inherited and some that are not. Students will complete the "Inventory of My Traits" survey. Use data from "Inventory of My Traits" to create a class graph. Complete the "A Tree of Genetic Traits" activity. Guiding Questions Following the investigation, use Revised Bloom's questioning strategies. How did this investigation relate to the concept of inherited traits? How are organisms different from their parents? Provide evidence to support your response. How are organisms similar to their parents? Provide evidence to support your response. Science Content Words Use these terms when teaching the lesson: - characteristics: qualities of an organism - inherited: characteristics from parents - likeness: similar or nearly the same - organism: an individual living system - traits: distinguishing characteristics Integration Hints The lesson plan includes a math extension in which students calculate the frequency of traits in their classroom, then compare their calculations with given frequencies for the general population. Investigating Human Systems Page 6 Science Notebook Helper Students can copy or write the Focus Questions in their science notebook and use them for Lessons 1-3. Students can paste or staple inventories and graphs in their science notebooks as artifacts of learning. Are students developing claims and evidence statements based on the data collected in the classroom? Assessment Opportunities Following the investigation, provide an opportunity for a “quick write” where students explain what they learned in the investigation. Investigating Human Systems Page 7 Lesson 2 Generations of Traits (Alignment Lesson) Students learn that traits are passed from parents to offspring and that siblings may or may not receive the same traits from their parents. Clarifying Objectives 5.L.3.1. Explain why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.2 Give examples of likenesses that are inherited and some that are not. Focus Questions What are inherited traits? How are organisms different from and similar to their parents? Activity Lesson plans and instructional resources can be downloaded from CMAPP, Days 24-26. Review concepts introduced in the previous investigation. Introduce the “Generations of Traits” activity and group students in pairs. Students complete the “Generations of Traits” activity and record their data. Students engage in a teacher-facilitated class discussion. Guiding Questions Following the investigation, use Revised Bloom's questioning strategies. How did this investigation relate to the concept of inherited traits? How are organisms different from their parents? Provide evidence to support your response. How are organisms similar to their parents? Provide evidence to support your response. Science Content Words In addition to the terms introduced in the previous lesson, use these terms when teaching this lesson: - generation: a group of individuals born and living at the same time, such as siblings - offspring: the young of a person, animal, or plant - parents: animals (including humans) or plants that produce offspring Integration Hints The Family Traits Trivia activity can be done as a homework assignment and data analysis activity. Science Notebook Helper The Generations of Trait worksheet and related questions can be pasted or stapled in students’ science notebooks as an artifact of learning. You might consider guiding students to label Generations of Traits worksheet to indicate generation, parents, and offspring. Investigating Human Systems Page 8 Assessment Opportunities Following the investigation, provide an opportunity for a “quick write” where students explain what they learned in the investigation. Investigating Human Systems Page 9 Lesson 3 A Recipe for Traits (Alignment Lesson) Students create and decode a "DNA recipe" for man's best friend to observe how variations in DNA lead to the inheritance of different traits. Clarifying Objectives 5.L.3.1. Explain why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.2 Give examples of likenesses that are inherited and some that are not. Focus Questions What are inherited traits? How are organisms different from and similar to their parents? Activity Lesson plans and instructional resources can be downloaded from CMAPP, Days 24-26. Review concepts introduced in the previous investigations. Introduce “A Recipe for Traits” activity and distribute the materials. Students complete “A Recipe for Traits” activity and record their data. Students engage in a teacher-facilitated class discussion. Guiding Questions Following the investigation, use Revised Bloom's questioning strategies. How did this investigation relate to the concept of inherited traits? How are organisms different from their parents? Provide evidence to support your response. How are organisms similar to their parents? Provide evidence to support your response. Science Content Words In addition to the terms introduced in the previous lessons, use these terms when teaching this lesson: - DNA: material in life forms that transfer genetic characteristics from parents to offspring Integration Hints For writing, consider a RAFT assignment: The DNA Dog will write a letter to a potential owner explaining what it needs for survival and a long, happy life. (Role=Dog, Audience=potential pet owner, Format=letter, Topic=needs of dog) Science Notebook Helper Students can staple or paste the dog traits key in their science notebooks. They can draw their DNA dog in their notebook as well. Investigating Human Systems Page 10 Assessment Opportunities Have students write a letter to a parent/guardian about what they learned from the lessons on genetics. Be sure to include specific examples and data references to support statements. Investigating Human Systems Page 11 Lesson 4 Cells, Tissues, and Organs (Alignment Lesson) Students learn that the cell is the basic unit of a living organism. In multicellular organisms (organisms with more than one cell), a collection of cells that work together to perform similar functions is called a tissue. In the next higher level of organization, various tissues that perform coordinated functions form organs. Finally, organs that work together to perform general processes form body systems. *This lesson can cover three class periods. Clarifying Objectives 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while other require many cells that are specialized to survive. Focus Questions Why are cells considered the building blocks of life? What are the characteristics of unicellular and multicellular organisms? Activity You might consider administering the formative assessment probe called “Is It Made of Cells?” or “Human Body Basics.” Guide students to complete the K and W portions of a KWLH chart (what I think I know, what I want to know, what I learned, how I learned it) regarding cells Students observe animal cells and tissue samples either under a microscope or by using photographs (links available on CMAPP Days 2729). Prompt students to record illustrations of these examples in their science notebooks. Following the slides or online cells and tissues observation, students will complete a Venn diagram that compares and contrasts cells and tissues. As some students observe animal cells and tissue samples, other student teams can use butcher paper to create a paper body model. They will trace one member of the Investigating Human Systems Guiding Questions How do you explain the function of a cell? Why are cells considered the basic unit or "building block" of life? What role(s) to cells and tissues serve in the human body? What is the relationship among cells, tissues, and organs? Based on responses from the discussion, review and reiterate the concepts of unicellular versus multicellular, functions of cells, tissues, and function. Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Page 12 group on the paper to create a life-size human body (same gender).Then, they will use the paper organs handout provided (available on CMAPP Days 27-29) to drawn the organs in the correct position on the person (puzzle/model). When students draw the organs, the teacher will be able to determine student ideas on the size of each of these organs in relationship to the body. Cooperative teams will discuss their thoughts on the correct placement of the organ. After the investigation is complete, discuss placement and rationale with the class. Display the paper human body models in the classroom. Revisit the formative assessment probe and allow students to confirm their initial responses or capture new learning based on evidence/information gained throughout this lesson. Students can also populate the L (what I learned) and H (how I learned it) columns of the KWLH chart. Share the Engineering and Technology video entitled “Regenerating Organs” (link available on CMAPP Days 27-29) Science Content Words Use these terms when teaching the lesson: - cell: the basic unit of life - multicellular: composed of many cells - unicellular: single-celled; composed of one cell - permeable: able to pass through - tissue: similar cells with a specific function - organ: a part of a system that consists of cells and tissues and is specialized to do a particular task Integration Hints For an engineering and technology integration, view the video “Regenerating Organs.” Investigating Human Systems Page 13 Science Notebook Helper Students can record the focus questions in their science notebooks and refer to them during the course of this lesson. Students can complete the KWLH and Venn diagrams comparing cells and tissues in their science notebooks as artifacts of learning. Students document what they have learned about these concepts and any new questions they might want to explore further. Assessment Opportunities Are students understanding that cells are the “building blocks” of plants and animals (including humans)? Are students aware that single-celled or unicellular organisms exist because all functions necessary for survival occur in the one cell? Are students beginning to understand the hierarchy of cells combining to form tissues, tissues combining to form organs, and organs working together to form a system, which has a specific function or task? Investigating Human Systems Page 14 Lesson 5 Believe It or Not (Lesson 1 in the Inv. Body Systems Teacher Guide) Students use a fictitious ad for Muscle Powder to prompt a discussion of their ideas of fitness. Students critically examine existing advertisements for products and services that promise easy fitness and changes to the body. They apply scientific skepticism to extraordinary claims about products that promise to produce an ideal body. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life. Focus Questions Why is it important to maintain a healthy body? How do we make the best choices to keep our body systems healthy? Activity Students will review several ads that promise immediate fitness. After students examine the ads (several ads are available on CMAPP Day 30), ask students if they believe the ads and explain why. Students will read the cartoon on pages 24-25 of the student guide. Read and discuss pages 26-28 from the student guide. Use the Muscle Powder ad (available in student guide) to complete claims and evidence statement s in cooperative teams. Use page 31 from the student guide for directions. Students will discuss ideas with their cooperative science group and then share out ideas with the class. Students will record claims and evidence statements in their science notebooks. Guiding Questions Why is it important to maintain a healthy body? How do we make the best choices to keep our bodies healthy? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Science Content Words Use these terms when teaching the lesson: - direct evidence: evidence you collect yourself - indirect evidence: evidence you do not collect yourself, but rely on evidence collected by others - fitness: state of being healthy Investigating Human Systems Page 15 Integration Hints Students can use a Venn diagram or other graphic organizer to compare the Muscle Powder ad (available in the Student Guide) to other ads that are reviewed. Students can cite evidence regarding why an ad is making believable claims or not. Science Notebook Helper Students record the focus questions and claims and evidence statements in their science notebooks. Assessment Opportunities Students can complete a quick write to share what they learned in this lesson about being a good consumer of information and advertising. They might discuss the importance of using evidence to support a claim especially if something seems “too good to be true.” Investigating Human Systems Page 16 Lesson 6 Muscles, Bones, and Fitness (Lesson 2 in the Inv. Human Systems Teacher Guide) Students explore the musculoskeletal system through readings, activities, and exercises. Team members will become "experts" about some muscle and bones and they share their expertise. Students try exercises and record how their muscles respond. *This lesson can cover two class sessions. The skeletal and muscular systems were introduced in the Human Body unit in 3rd Grade. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life. Focus Questions What are the functions of the skeletal system? What are the functions of the muscular system? Activity Prompt students to share what they already know about the muscular and skeletal systems. Complete the "Muscles and Bones" expository activity (pages 40-43 in the student guide) The lesson descriptions for the following activities/investigations begin on page 76 of the teacher's guide: - Exploring Muscles Team Tasks (tasks are jig sawed then team members return to their home team to report their new learning) - Ideas to Think About (whole class task) - Time to Move (whole class task) Students will record claims and evidence statements in their science notebooks. View the Engineering and Technology videos entitled “Artificial Bones” and “Prosthetic Legs.” (links available on CMAPP Days 31-32) Investigating Human Systems Guiding Questions Why is the skeletal system referred to as the framework of the human body? What are muscles? How do muscles help the body move? What makes a muscle strong? How can you measure the strength of a muscle? How might you strengthen muscles in a healthy way? How might you hurt your muscles? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Page 17 Science Content Words Use these terms when teaching the lesson: Skeletal System -ball/socket joint: joint that allows twisting and turning; example: hip joint -bones: forms the substance of a skeleton; support the body -cartilage: flexible connective tissue -cranium: skull -femur: longest, largest, and strongest bone in the human body; located in the upper leg -fracture: to break or crack -framework: support, i.e. skeleton -gliding joint: joint that allows flat bones to slide over each other; example: foot, wrist -hinge joint: joint that allows movement in a certain spot, like the opening and closing of a door; example: elbow, knee, ankle -humerus: long bone in arm extending from the shoulder to the elbow -immovable: not able to be moved -joints: place where two bones are joined or united to allow motion -mandible: jaw bone -patella: flat moveable bone in the front of the knee; also known as the knee bone -pelvis: funnel-shaped part of the skeleton supporting lower limbs -phalanges: bones that make up the fingers -radius: bone of the forearm on the thumb side -ribs: bone that support and protect organs such as the heart and lungs -scapula: shoulder blade -skeleton: framework of 206 bones that supports the human body -skull: head bone that protects the brain; also known as the cranium -spine: backbone -sternum: breastbone -tarsals: bones in the feet -tibia: shinbone; located in the lower leg -torso: upper part of the body -ulna: bone of the forearm, located on the side opposite the thumb -vertebrae: bones in the spine or backbone Muscular System -bicep: muscle at the front of the upper arm -cardiac muscle: heart muscle -contract: to draw together -endurance: ability or strength to continue or last without becoming tired -exertion: activity of using muscles in various ways to keep fit Investigating Human Systems Page 18 -extend: to increase in length -flex: to bend -involuntary: muscle controlled without thinking about it, i.e. pumping heart -ligaments: tissues that connect bones, hold organs in place -muscles: tissues that cause motion in the body when contracted -musculoskeletal: the muscular and skeletal systems -resistance: exercise that involves working your muscles against free weights or your body’s own weight (walking, running, push ups) -skeletal muscle: muscle connected at either end with a bone -smooth muscle: found in the walls of internal organs, blood vessels, hair folloles -tendons: connect muscle to bone -tricep: muscle located at the back of the upper arm -voluntary: muscle whose action is controlled by the person; example: lifting and arm Integration Hints Check with the Physical Education specialist for ways s/he can support students learning about the muscular and skeletal systems. As part of the jigsaw activity, some students will create a model of the arm using cardboard, brads, and string. Ask students to complete a Plus/Delta to analyze the model: What makes it a good model? How can we make it a better model? Science Notebook Helper Students can record the focus questions in their science notebooks. Students should record information they learn during both the jigsaw activities and the reporting information to the home team. The anticipation guide and other handouts can be stapled or pasted in science notebooks as artifacts of learning. Assessment Opportunities Do students understand that the skeletal and muscular systems work together to provide support, protection, and mobility/movement? Are students making a connection between exercise and maintaining muscle strength and flexibility? Investigating Human Systems Page 19 Lesson 7 Muscles (Alignment Lesson) Students learn about the three different types of muscles (smooth, cardiac, and skeletal) and how outer space affects astronauts' muscles. They will discover how important it is for astronauts to get adequate exercise both on Earth and in outer space. *Prior to the lesson, collect books on muscles for student reference. Internet sites could also be utilized. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life. Focus Question How does the human muscular system change in a space environment? Activity The Teach Engineering Lesson Plan entitled “Muscles, Muscles Everywhere” can be downloaded from CMAPP Days 31-32. Have the class brainstorm a list of all the things our muscles enable us to do. Write all the ideas down on the board and guide students towards ideas they may not have considered (walk, run, jump, smile, laugh, eat, go to the bathroom, cry, frown, giggle, play hopscotch, swim, ski, snowboard, do ballet, play basketball, pump blood through our body, breath, etc.). Next, talk about voluntary and involuntary muscles, and write an "I" (involuntary) or a "V" (voluntary) next to each action. Briefly discuss the different types of muscles (cardiac, smooth and skeletal). Talk about voluntary movement (the ability to tell a part of the body ─ our arms and legs ─ to move), vs. involuntary (we cannot control our heart by thinking about it). Discuss how muscles work in teams, just like engineers and astronauts. (For example, the face uses over forty different kinds of muscles to make expressions.) Investigating Human Systems Guiding Questions What are the differences and similarities between voluntary and involuntary muscles? How are muscles different in space? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Page 20 Discuss the problem of muscle atrophy in space (muscles grow weaker in space because, due to microgravity, they do not have to support the weight of the body; in a microgravity environment, the body is almost completely weightless). Discuss the challenges of exercising in microgravity (exercising in space is tough if the body is weightless; for example, lifting weights does not help your muscles get stronger because the weights themselves are nearly weightless. This is why NASA engineers designed special exercise machines for astronauts to use while in space). Show students pictures of actual exercise machines that NASA designed for astronauts to use and discuss how they work in microgravity conditions. (See Figures 2 and 3.) Group the students into teams of 6. Have the students look up different kinds of skeletal muscles from the library books and, if possible, examine slides of muscles under the microscope. Have teams choose one skeletal muscle for which they would like to design a microgravity exercise machine (leg, arm, back, etc.). Ask students to write that muscle down at the top of a sheet of paper. Have each team brainstorm what type of exercise activities might be used to strengthen that muscle (sit ups, push ups, running, walking on your hands, etc.). Have the students design a machine to strengthen that muscle, using at least one of the exercises they came up with (in step 7 above). Have them draw a picture of their machine and write a sentence to explain how it works. Investigating Human Systems Page 21 Encourage the teams as they design and draw their machine. (Teachers: encourage students to carefully consider and include the modifications needed in a microgravity environment in their designs.) If time permits, have student teams review their design with the entire class. If time is short, ask a just a few student teams to volunteer to show their design to the class. Students will record claims and evidence statements in their science notebooks. Science Content Words In addition to terms used in the previous lesson, use these terms when teaching the lesson: - atrophy: to waste away or decrease in size Integration Hints Students can calculate the weight of their muscles on Earth. For example, 2/5 of the body is made of muscle, so if a person weighs 100lbs, 40lbs of their body weight is attributed to muscle. Science Notebook Helper Students record the focus question in their science notebooks. They can also jot down any additional information from books or internet sites as a record of their learning. Students draw a design for exercise equipment that targets a particular muscle group and a brief explanation of how the equipment works. Students also write claims and evidence statements in their science notebooks. Assessment Opportunities Describe It In Words: Have students write next to their machine which muscle (or muscles) it will exercise. Have the students write two sentences about these muscles (where they are located, voluntary vs. involuntary, cardiac vs. smooth vs. skeletal) on a sheet of paper. Job Interview: Tell the students you are a senior engineer from NASA, and that you are looking for some trained biomedical engineers to prepare exercise machines for the next space shuttle. However, in order to get the job, they must be able to correctly answer the following five questions: - How many kinds of muscles are there? (Answer: three) - What are the names of the kinds of muscle? (Answer: smooth, skeletal, cardiac) - Which ones are voluntary and which are involuntary? (Answer: Skeletal is voluntary; cardiac Investigating Human Systems Page 22 and smooth are involuntary) - What happens to astronauts' muscles in outer space? (Answer: They atrophy, or get weaker, because of the microgravity environment.) - Who helps the astronauts exercise in space and what do they design and build? (Answer: Engineers! They design and build special exercise machines that work in outer space to help the astronauts keep their muscles strong.) Congratulate the students on passing their job interview and being hired to work for NASA! Investigating Human Systems Page 23 Lesson 8 Nervous System (Alignment Lesson) The Stroop effect describes an experiment about the time it takes to name the color of printed words. When you try to name the color in which color words are printed, it takes longer when the color word differs from the ink color than when the color word is the same as the ink color. Students will try and consciously change the interpretation the brain naturally wants to give them. Students will also examine robot sensors to highlight the similarities between human sensors and their engineering counterparts. This enables students to view the human body as a system, i.e., from the perspective of an engineer. Humans have recreated most of the human sensors in robots - eyes, ears, and sensors for temperature, touch, and smell. *This lesson can cover three class sessions. The investigation involves color. If you have a color blind student in class, s/he can be in charge of timers and assisting with data collection. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life. Focus Question What are the main functions of the nervous system? Activity Stroop experiment lesson plan and resources can be downloaded from CMAPP Days 34-36. Prompt students to share what they already know about the nervous system and provide real life examples. Complete the Stroop experiment with students: 1. Challenge the class to read the names of the colors out loud together. This should be fairly easy. 2. Challenge the students to name the color that the words are written in. For example, if the word "green" is written in purple, the class would name the color "purple". 3. If using stations, have students use a stopwatch to time themselves reading the words versus naming the colors and compare the results. View the Engineering and Technology video entitled “How Do Robot Sensors Work?” and guide students to make connections between the robot and the nervous system. (video link available Investigating Human Systems Guiding Questions How do these investigations relate to the nervous system? How do the components of the nervous system work together to send messages to the body? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Page 24 on CMAPP Days 34-36) Science Content Words Use these terms when teaching the lesson: -autonomic nervous system: system of nerves which control involuntary functions -axon: part of a neuron that takes information away from a cell -brain: controls mental and physical actions; located in the cranium(skull) -brain stem: part of brain near the spinal cord; controls reflexes, breathing, and heartbeat -cerebellum: large portion of the brain which controls voluntary motions -cerebrum: largest part of the brain which controls voluntary movements and mental actions -dendrites: part of a neuron that brings information to a cell -nerves: bundle of fibers that carry impulses from the brain to other parts of the body -neurons: specialized, impulse-conducting cells which are composed of a cell body, axon, and dendrites -peripheral nervous system: lies outside the brain and spinal cord and includes nerves to arms, legs, and sense organs -relay: to transmit a signal -signals: messages sent from the brain to nerves -spinal cord: cord of nerve tissue extending through the spinal column and protected by the vertebrae of the spine/backbone -spinal nerve: nerves that start in the spinal cord -stimuli: something that causes an action; example – stimulus: hot stove, response: moving hand away from hot stove -synapse: place where nerve messages are sent and received Integration Hints Students can complete the Stroop experiment online – see the link on CMAPP. Students can complete the Stroop experiment three or more times and find their average time to complete the task. Students can research additional activities that relate to the nervous system – see the link on CMAPP. Science Notebook Helper Students record the focus question in their science notebooks. Handouts can be stapled or pasted in the science notebook as artifacts of learning. Students record data from the Stroop experiment trials in their science notebooks and write claims and evidence statements based on the data collected. Assessment Opportunities Are students recognizing that their brains received mixed messages when completing the Stroop experiment? Are students beginning to understand that the major components of the nervous Investigating Human Systems Page 25 system are the brain, spinal cord, and nerves? Did students make a connection between the nervous system and the way the robot in the video was wired? Investigating Human Systems Page 26 Lesson 9 Blood Cell Basics (Alignment Lesson) Students will make a proportional model of blood out of red gelatin, a plastic bag, and rice. They will learn about the different components that make up blood and will investigate what happens when the arteries and veins experience buildup from cholesterol. They will then work in pairs to brainstorm ways to clean our clogged arteries. *Each group of students will need 1/2 C of prepared red gelatin, 5-8 grains of rice, and 1 freezerstrength zip bag. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life. Focus Question How can we use a model to learn about the components of blood? Activity The Teach Engineering lesson plan entitled “Blood Cell Basics” and supporting resources can be downloaded from CMAPP Day 37. First, ask the students where their heart is located. Give them a moment to point to their chests (or other locations if they are unsure). Then, have them point to the center of their chests and then move their fingers over about an inch or two to their left. This is where their heart is located in the chest cavity. Next, write the following activity directions either on the board, on an overhead or on a handout. If students follow verbal instructions well, have them follow along as you read the instructions. · Very carefully open the gelatin bag. · Place about 6 grains of rice in their bag. · Seal the bag very carefully. · Group the rice together in one corner of the bag. Have students carefully squeeze the bag to move the rice around. Discuss what it feels like, how it looks. Write student responses on the board. Using their Blood Cell Model Investigating Human Systems Guiding Questions Why are there only a few white blood cells? (Answer: The rice represents the white blood cells, and as we learned, there are very few white blood cells in our blood ─ only about 1%.) Why is it so squishy? (Answer: The red blood cells, water and plasma are represented by the gelatin. The red blood cells, in particular, have to be very flexible in order to travel through tiny arteries, called capillaries.) Have the students write a descriptive paragraph about their blood cell. (Possibly only for older students, younger students could write in pairs) How does this investigation connect to the circulatory system? What was your rationale for the development of your engineering device to help blood flow? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Page 27 Worksheet, have students draw a diagram of their model. Ask them to label the white and red blood cells on their diagram. Next, have a five groups (10 students) stand in the front of the classroom. Instruct 2 students to pretend they are blood, and the rest to pretend they are cholesterol (blockage). The students that are the cholesterol line up in twos (standing one foot apart from one another). Now have the blood pass between them. Have the cholesterol students stand right next to each other. The blood will not be able to pass anymore (or at least not easily, if at all). This is what happens when a heart attack occurs. Explain to the students that engineers design medical equipment that helps doctors remove these cholesterol clogs. Lastly, students will design a way to clean out blocked arteries. Ask them what kinds of heart problems people can have, who fixes them, and why engineers would study the heart. Encourage teams to name their engineering company. Ask them to come up with a way to clean out blocked arteries and encourage them to be creative with their designs: there is no wrong answer. Have students draw a picture of their design and present it to another team or the entire class. Science Content Words Use these terms when teaching the lesson: - blood: circulates in body to sustain life - cholesterol: waxy substance found in animal tissue; too much can lead to heart disease - red blood cells: carry oxygen throughout the body - white blood cells: fight off infections and diseases - platelets: smallest blood cells which form clots if you have an injury such as a cut or scrape - plasma: the watery part of blood that contains protein and suspends blood cells Investigating Human Systems Page 28 Integration Hints Graphing Practice: Assess students' understanding of the concepts by assigning the Blood Cell Math Worksheet (available for download on CMAPP Day 37) which has the students complete a pie chart on the components of blood. Problem Solving: Present the class with the following problems and ask the students to calculate the number of red and white blood cells present in the blood based on the following percentages. Use a calculator and give the students a whole number for the volume of blood. Red blood cells - 44% White blood cells - 1% Plasma - 5% Water - 50% · 100 ml of blood. (Answers: 44 ml red blood cells, 1 ml white blood cells, 5 ml plasma, 50 ml water.) · 200 ml of blood. (Answer: 88 ml red blood cells, 2 ml white blood cells, 10 ml plasma, 100 ml water.) Student-Generated Definitions: On a white/chalk board, or designated word wall, write the four composites of the blood cell (white blood cell, red blood cell, plasma, water), and generate a class comprehensible definition. Analyze the Model: This lesson presents another opportunity to analyze a model: What makes this a good model? What would make it a better model? Science Notebook Helper Students record the focus question in their science notebooks. They might staple or paste any handouts from the lesson in their notebooks as artifacts of learning. Students should include a labeled drawing of their model of blood as well as their tool or technique for clearing out blocked arteries. Assessment Opportunities Are students beginning to understand that blood is made up of four components: red blood cells, white blood cells, plasma, and water? Are they making connections to drinking plenty of water each day to maintain a healthy body, considering water makes up a great portion of blood? Are students beginning to make connections to a diet rich in fruits and vegetables to avoid the build up of cholesterol, which blocks arteries and restricts blood flow? Investigating Human Systems Page 29 Lesson 10 Count the Beats (Lesson 3 in the Inv. Human Systems Teacher Guide) Students measure and compare their heart rates at rest, during exercise, and after exercise. They graph and interpret their data and then read about the effects of regular aerobic exercise on the heart. Students participate in aerobic activity and describe the relationship between exercise, the heart, and overall physical fitness. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life Focus Question What roles do the circulatory and cardiovascular systems serve in the human body? Activity Review prior knowledge of circulatory and cardiovascular systems. Complete CM-3 "Heart and Cardiovascular System Anticipation Guide" Read "Your Cardiovascular System" from the student guide; reflect back on responses from the anticipation guide Complete the "Finding a Pulse" investigation on page 93 of the teacher's guide and pages 63-65 of the student guide. Graph results as a class, analyze and discuss graph (see page 102 from the teacher's guide for sample graphs). Students will record claims and evidence statements in their science notebooks. View the Engineering and Technology videos entitled “Artificial Heart” and “Engineering a Heart Valve” (links available on CMAPP Days 38-39) and discuss the videos as a class. Guiding Questions Students will respond to the following question: How would you compare and contrast the circulatory and cardiovascular systems? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Science Content Words In addition to terms introduced in the previous lesson, use these terms when teaching the lesson: -aerobic exercise: exercise that increases the need for oxygen -anaerobic exercise: exercise that builds muscles through tension -aorta: major artery which circulates blood from the heart to all of the body except the lungs Investigating Human Systems Page 30 -arteries: blood vessels that carry blood away from the heart -atrium: two upper chambers on each side of the heart, receives blood from veins and forces it into ventricles -blood vessels: any of the tubing (arteries, veins, capillaries) through which blood travels and circulates the body -capillaries: smallest of blood vessels -cardiac: relating to the heart -circulation: flowing (such as the flow of blood throughout the body) -heart: an organ consisting of four chambers; contracts to pump blood throughout the body -heart rate: number of heart beats counted in one minute -pulmonary artery: transports blood away from the heart to the lungs -pulse: regular throbbing of arteries caused by heart contractions; pulse can often be detected near the wrists or the sides of the neck -veins: blood vessels that carry blood to the heart -ventricles: two lower chambers on each side of the heart Integration Hints Check with your Physical Education specialist or school nurse as s/he may be able to offer support to students as they work to find their pulse and heart rate or to discuss different types of exercise. Science Notebook Helper Students record the focus question in their science notebooks. They might paste or staple the anticipation guide in their notebook as an artifact of learning. Students can create a chart and/or graph to display data related to their heart rate before, during, and after exercising. (See chart example on page 95 of the Teacher Guide.) Assessment Opportunities Do students recognize the heart, blood, and blood vessels as the major components of the circulatory system? Do they understand that blood carries oxygen and nutrients to the cells and that it carries waste away from cells? Are students connecting their pulse to the beating of their hearts? Are they recognizing the importance of aerobic activity to exercise and strengthen the heart muscle? Investigating Human Systems Page 31 Lesson 11 A Breathing System (Lesson 4 in the Inv. Human Systems Teacher Guide) Student teams explore the function of the respiratory system. They recognize the role that the lungs and other parts of the system play in the human body. Teams make a model that simulates how the system works. Students measure and record their breathing rate at rest and after exercise and compare their results with those from Lesson 3 [Count the Beats]. Students explain the relationship between the respiratory and cardiovascular systems. *This lesson can cover three class sessions. Holes, large enough to insert a straw, need to be cut in the center of the bottom of the clear plastic cups. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life Focus Question How do the parts of the respiratory system work together to deliver oxygen to the body? Activity Ask students what they already know about the respiratory system. They can documents these ideas in their science notebook. Share ideas with the class. Complete the "Respiratory System Anticipation Guide" from pages 78-81 of the student guide. Students will then read "Your Respiratory System" on pages 78-81 of the student guide and respond to the anticipatory guide again. Review responses with the class. Answer key on page 111 of the teacher's guide. Students will create a model of the respiratory system using the kit materials provided. Directions for the construction of the model can be found on pages 82-88 in the student guide. Students will then complete the "Breathing and Exercise" investigation, which can be found on pages 89-91 of the student guide. Students will record claims and evidence statements in their science notebooks. Investigating Human Systems Guiding Questions Students will respond to the following discussion questions verbally and/or in their science notebooks: How does the respiratory system work? How does exercise affect the functioning of the respiratory system? Provide evidence from the investigations to support the responses. Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Page 32 View the Engineering and Technology videos entitled “Talcum Powder Fights Lung Cancer” and “New Device for Lung Biopsy-Mayo Clinic” (links available on CMAPP Days 40-42) then discuss with the class. Science Content Words Use these terms when teaching the lesson: -air sac: air-filled spaces in the body -alveoli: very small air sacs; where air breathed in goes -bronchial tubes: two tubes at the end of the trachea, brings in air from trachea and helps clean lungs; one tube goes to the right lung, the other to the left lung -diaphragm: sheet-like muscle separating the chest from the abdominal cavity; creates a change in air pressure to draw air in and expand the lungs -exhale: to breathe out -inhale: to breathe in -larynx: voice box -lungs: two respiratory organs located in the chest; they are protected by the rib cage -nasal passages (nasal cavity): openings that allow inhaling and exhaling through the nose -pharynx: throat; collects incoming air from the nose and passes air to the trachea -respiration: inhaling and exhaling air; breathing -ribs: bones that protect and support the chest -sinuses: hollow spaces in the bones of the head; warm and moisten air that is inhaled -trachea: windpipe; passage from pharynx to lungs Integration Hints The production of the respiratory model presents another opportunity to analyze the model: What makes it a good model? What would make it a better model? Students Science Notebook Helper Students record the focus question in their science notebooks. They should also include a labeled drawing of the respiratory model in their science notebook as an artifact of learning. Students can include claims and evidence statements regarding the respiratory system in their science notebooks as well as data collected during the Breathing and Exercise investigation. Assessment Opportunities Are students recognizing the nose, trachea (wind pipe), and lungs as the major components of the respiratory system? In a previous investigation, students should have realized that their heart rate Investigating Human Systems Page 33 increases as a result of exercise. Are they making the connection that their breathing rate has increased as well? Are students able to cite evidence/data to support their claims? Investigating Human Systems Page 34 Lesson 12 Fitness from the Inside Out (Lesson 5 in the Inv. Human Systems Teacher Guide) Student teams research a question that they have about exercise and how it relates to their musculoskeletal, cardiovascular, and respiratory systems. Student teams share their questions and explanations with their classmates. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life Focus Questions What are the similarities among the skeletal, muscular, circulatory/cardiovascular, and respiratory systems? What are the differences among the skeletal, muscular, circulatory/cardiovascular, and respiratory systems? Activity Read the lesson introduction on page 101 of the student guide. Students will select one question they want to investigate further in their cooperative team. Sample questions are found on page 103 of the student guide. Students will use research materials to explore the possible solutions to their group question. Students will read "The Human System: How Everything Works Together" on pages 105-108 of the student guide. Guiding Questions Students will share out their findings to the question in a group presentation. After presenting, other groups in the class will ask thoughtful questions based on the question stems from Revised Bloom's Taxonomy (RBT). Science Content Words Use these terms when teaching the lesson: -Use terms from the skeletal, muscular, circulatory, cardiovascular, and respiratory lessons. Integration Hints This lesson incorporates gathering information from multiple sources (nonfiction text, websites) to complete a research project that is presented to the class. The lesson also includes a RAFT (role, audience, format, and topic) writing activity about a couch potato becoming physically fit. Science Notebook Helper Students can record the focus questions in their science notebooks. They should also jot down information they find during their research. Investigating Human Systems Page 35 Assessment Opportunities Science notebook entries and the creative writing piece can be used as assessment tools. Investigating Human Systems Page 36 Lesson 13 Nutrition and Fitness (Lesson 6 in the Inv. Human Systems Teacher Guide) Students analyze the "Nutrition Facts" labels in foods they usually eat and make a list of healthy foods. They compare their daily diets with MyPyramid and the "Dietary Guidelines for Americans." Students read about the digestive system and how it breaks down food into useful nutrients. *This lesson can cover two class sessions. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary fo Focus Question What are the roles of the digestive and excretory systems in the human body? Activity You might consider administering the formative assessment probe called “Digestion System.” Read the introduction to the lesson, which is located on page 113 of the student guide. Have students discuss the phrase "You are what you eat." Complete the investigation entitles "What Is in the Foods You Eat?" In this investigation, students will explore food labels and the specific nutrients found in food. Directions are located on page 115-117 of the student guide. Note: Discuss how the food pyramid has changed and is now a food plate. Students will classify the foods from "What Is in the Foods You Eat?" on the food plate. Read and discuss "Eating and Digestion" from page 121 of the student guide. Complete the "Digestive System Anticipatory Guide. Students will then read "Your Digestive System" on pages 124-127 from the student guide and adapt the answers to their anticipatory guide, as needed. Answers for the anticipatory guide are Investigating Human Systems Guiding Questions Students will respond to the following question: How does the body digest food? What is the role of the excretory system? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Page 37 found on page 139 of the teacher's guide. Students will record claims and evidence statements in their science notebooks. Briefly discuss the excretory system and how the body eliminates waste and other nutrients or materials it cannot use. View the Engineering and Technology video segments and discuss them with the class. (links available on CMAPP Days 44-46) Science Content Words Use these terms when teaching the lesson: -anus: where solid waste exits the body -appendix: located near the small and large intestines; its purpose is unknown -bile duct: store bile (yellow, green liquid from the liver) -digestion: processing food in the body -epiglottis: located in the back of the mouth; prevents food and drink from entering the larynx -esophagus: muscular passage connecting the mouth and the stomach; its rhythmic motion pushes food into the stomach -large intestine: where stool (solid waste) accumulates -liver: filters blood coming from the digestive tract, releases bile, and helps take toxins (poisons) from chemicals in the body -mouth: where digestion begins -pancreas: about 6” long and located behind the stomach; secretes insulin -rectum: straight section of the intestine, ending in the anus; stores solid waste -saliva: watery fluid for tasting and swallowing food, chewing, and keeping mouth moist -salivary glands: secretes (releases) saliva -small intestine: helps in the passage of food that comes from the stomach -stomach: organ in the digestive system that stores and digests food -tongue: organ in the mouth; functions include eating, tasting, and speaking Integration Hints Students can begin journaling the foods they eat in order to track nutrients. Then they can analyze the data to recommend healthy food choices. Science Notebook Helper Students record the focus question in their science notebooks. They might include the Investigating Human Systems Page 38 anticipation guide as an artifact for learning. They should also write claims and evidence statements. Assessment Opportunities Are students beginning to understand that the mouth, esophagus, stomach, and intestines are the major organs of the digestive system? Investigating Human Systems Page 39 Lesson 14 Digestion Demonstration (Alignment Lesson) Through a teacher demonstration, students learn what simulation means and how it relates to the engineering process, particularly in biomedical engineering. *BECAUSE THE LESSON INVOLVES ASPIRIN, TEACHERS CAN COMPLETE THIS LESSON AS A CLASS OR SMALL GROUP DEMONSTRATION. In advance, gather materials for a class demonstration: 1 uncoated aspirin tablet [really inexpensive "uncoated" generic aspirin works best] and 1 enteric-coated aspirin tablet, two clear plastic cups, 1 cup vinegar, 1.5 teaspoons baking soda, pinch of salt, half cup water. Clarifying Objectives 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous, and cardiovascular) in terms of their functions necessary for life. Focus Question What are the roles of the digestive and excretory systems in the human body? Activity The Digestion Simulation lesson plan can be downloaded from CMAPP Days 44-46. Introduce the simulation by reading the script under the Introduction/Motivation section at the bottom of page 2: “Did you know that biomedical engineers recently created the world’s first artificial stomach? It mimics…” Work through the demonstration and script as outlined in the lesson plan document. Follow up with a class discussion to guide students to make connections to the digestive system and highlight the benefits of simulations. . Guiding Questions How is this demonstration similar to the human digestive system? (Listen to student explanations.) From seeing this demonstration, where in the body would you expect each table to be likely to dissolve? And why? (Answer: Expect the uncoated aspirin to dissolve in the stomach in the acidic environment; expect the coated aspirin to not dissolve in the stomach, but later, past the stomach, in the small intestine.) Why might it be a good idea to test new medicines in a simulated environment rather than on a real person? Note: Teachers many have students record responses to these questions as a "quick write" in their science notebooks. Science Content Words Use these terms when teaching the lesson: - Use terms introduced in the digestive system lesson. Integration Hints From Teach Engineering: Investigating Human Systems Page 40 In many situations it is helpful to simulate an activity before it is actually carried out. Simulation has saved a lot of human lives and provided engineers and researchers with much valuable information. Hopefully, the artificial stomach will continue this process by providing us with information about how certain medications and foods are processed by our digestive systems. Can you think of any other examples of simulation being used by engineers as a research tool? (Possible examples: Simulating car crashes with dummies that represent people, testing bridge and building designs, testing strength of rope [or other materials] before using it for rope climbing [or other purposes], testing airplane designs in wind tunnels before they are built, etc.) Science Notebook Helper Students can record the focus question in their science notebooks. They should also record their observations of the teacher-led demonstration, label a drawing of it, and make connections to the digestion process. For example, the cup with the vinegar represents the stomach while the cup with the water, baking soda, and salt represents the small intestine. Assessment Opportunities Drawing: Test students' knowledge of the digestive system by asking them to draw and label a simple diagram including all of the major digestive organs in sequence. If necessary, allow them to use their textbooks or other source of information for help. Discussion: Lead a classroom discussion about the importance of using simulation to do experiments rather than performing tests on humans. On the board, make a list of the advantages and disadvantages of using simulation. Students may record ideas on paper. Artificial Organ Design: Have students draw their own design for a machine that simulates one of the major organs in the human digestive system. Remind student to label areas in which a distinguishing organ characteristic is simulated (for example, a simulated stomach might include an apparatus that mixes food with acid and enzymes). Investigating Human Systems Page 41