Download Lesson by Lesson Guide Investigating Human Systems Kendall Hunt

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
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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
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Assessment Opportunities
Following the investigation, provide an opportunity for a “quick write” where students explain
what they learned in the investigation.
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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.
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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.
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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.
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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.
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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?
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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
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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.
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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
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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?
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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?
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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.
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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
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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.”
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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?
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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
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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
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-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?
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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.
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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
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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
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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.
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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
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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!
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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
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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
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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?
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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?
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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
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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
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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?
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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?
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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.
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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
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-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?
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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?
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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
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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
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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?
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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?
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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.
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Assessment Opportunities
Science notebook entries and the creative writing piece can be used as assessment tools.
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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?
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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
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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
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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?
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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.
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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.
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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:
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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
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