Download Animal Structures and functions

Course CIP Code: Agriculture Biology
Standard # 5
Objective # 2
Instructor: Mr. Nathan Bushman
Lesson Title: Structures and Functions
Objectives:
After completing this unit of instruction, students will be able to:
1. describe the function of the skeletal system
2. identify the major types of bones
3. describe the function of the muscular system
4. differentiate between, skeletal, smooth and cardiac muscle
5. explain the functions, and structures of the digestive system
6. differentiate between, monogastric and ruminant digestive
systems
7. describe the function and structure of the circulatory system
8. summarize the functions and structures of the respiratory
system
9. explain the functions and structures of the nervous system
10. identify the importance of the endocrine system
11. identify the parts excretory system
12. label the parts of the female reproductive system
13. label the parts of the male reproductive system
14. list and explain reproductive technologies
Interest Approach:
Students will be asked to get a piece of paper out and create any animal
of there choice. The one stipulation is that the animals need to be able to stand
upright on the table. The students will soon find that the animal won’t be able to
stand without a structure system. The instructor will then hand out tooth picks
and tape. The students will use them to give their animal structure. This activity
will be tied into the lesson plan by discussing the importance of skeletal systems
in the body.
Curriculum and Instruction Plan:
Power Point, lecture and class discussion
Objective 1: Describe the function of the skeletal system
1. Animals as an organism
a. Animals are composed of a variety of interdependent systems
b. No one system can function entirely on its own
c. In order to keep animals healthy, producers make sure that all
systems function properly.
2. Skeletal System
a. Function - provides frame and support for all other systems
and organs
b. Cartilage -- firm, flexible tissues that is not as hard as bone
c. Bones
a. Function -- attach muscles, means of movement, protect
internal organs, storage of minerals, blood formation
3. Layers of Bone
a. Periosteum -- outer layer; cushions the hard portion of the bone;
repair of broken bones
b. Compact Bone -- beneath periosteum, layer of hard mineral
matter; gives bones strength
c. Spongy Bone -- Inside hard outer layer; fills ends of bones; lines
hollow portions
d. Red marrow -- inside cavities of spongy bone; formation of blood
cells
e. Yellow marrow -- Located inside hollow portion; fat storage cells;
energy storage
Objective #2: identify the major types of bones
4. Types of Bone
a. Long Bones -- longest; provide support and movement; levers;
example -- legs, ribs, pelvic bones
b. Short Bones -- smaller than long; joints; comfort and mobility
example -- feet and hands
c. Irregular Bones -- have an irregular shape; support and protect
example -- vertebrae
d. Flat Bones -- thin and flat; protect organs
example – skull
5. Joints
a. where different bones meet
b. Ligaments
connects bones together; tough tissue
c. Movement
none; hinge; ball and socket; gliding;
Objective #3: Describe the function of the muscular system
6. Muscular System
a. Function -- to move the animal about, to provide movement for
the proper functioning of the organs.
b. Meat production -- muscles are processed into meat; 30-40% of
the animal’s body is muscle.
Objective # 4: Differentiate between, skeletal, smooth and cardiac muscle
7. Skeletal Muscle
a. Movement -- movement for the bones of the skeleton and other
voluntary movement; composed of long, striated bundles that
contract and relax
b. Tendons -- connect muscles to bones
c. Red Muscle -- contain many mitochondria; lots of bood; contract
for long periods of time
d. White Muscle -- Fewer mitochondria; contract faster; fatigue
faster.
8 .Smooth Muscle
a. Movement -- Controls movements of the internal
involuntary; non-striated sheets.
b. Examples-- Digestive tract, urinary tract
organs;
9. Cardiac Muscle
a. Movement -- muscles that control the heart; striated
and arranged in bands; involuntary; amazing
b. Stamina -- # of times a heart beats in a lifetime?
Class Activity – Students add skeletal system to their poster.
1. Students need to place skeletal system on animal allowing it to flip up so
that the internal organs may be added later.
2. Students also need to label:
a. Three long bones
b. Three Short bones
c. Three Irregular bones
d. Three Flat bones
Objective # 5: Explain the functions, and structures of the digestive system
10. Digestive System
a. Function-- Supplies energy by converting ingested food into
usable forms
b. Conversion-- breaking food down into components that can be
absorbed.
c. Absorption-- bringing nutrients into the blood and ultimately into
the cells
Objective # 6: Differentiate between, monogastric and ruminant digestive
systems
d. Monogastric System -- Simple stomach
examples of animals: pig, dog, cat, birds,bear, humans
e. Process
a. Mouth
b. Esophagus
c. Peristalsis -- contractions of muscles that move food from
the mouth to stomach
d. Stomach -- breaks down food by muscle contractions and
gastric juice
f. Small intestine
a. Duodenum -- breaks down food using enzymes
b. Jejunum -- absorbs food into bloodstream
c. ileum -- more absorption takes place her
d. villi-- fingerlike projections that absorb food
g. Large Intestine
a. Cecum -- contains microorganisms in some animals,
useless in others
b. Colon -- removal of water and minerals, breakdown
by microorganisms
c. Rectum -- passes waste material through to the anus
h. Accessory Organs
i. Liver -- filters blood, stores nutrients, and
produces bile
ii. Pancreas -- produces enzymes (insulin, etc) that
break down food
iii. Gall Bladder -- stores bile for use as needed.
i.
j.
Examples of Animals --horses and rabbits
Differences from simple monogastric -- enlarged cecum
containing many microorganisms so that cellulose can be
broken down and used.
k. Ruminant Digestive System
Examples of Animals -- cattle, sheep, goats, deer, elk
a. Rumen -- storage vat; food is soaked, mixed and
fermented ( lots of microorganisms).
b. Reticulum -- indigestible hard objects are removed, sorts
feed for regurgitation (“cud”)
c. Omasum -- grind roughage and remove some water
d. Abomasum -- “true stomach”; break down like nonruminant stomach
Writing Activity
The students will be giving a journal entry assignment on the
digestive systems of a ruminant animal. They will need to imagine that
they are a blade of grass. They will write their travels through the
digestive system after the cow eats them, being sure to have explicit
details of each stop along the way. (Example, esophagus, rumen,
reticulum, omasum, abomasums, etc…)
Class Activity – Students add digestive system to their poster (ruminant).
1. Students need to place digestive system on animal allowing it to flip up so
that other internal organs may be added later.
2. Students also need to label:
a. Rumen
b. Reticulum
c. Omasum
d. Abomasum
Lecture, class discussion and Power Point
Objective # 7: Describe the function and structure of the circulatory system
11. Circulatory System
a. Function -- transports food, nutrients, water, oxygen and
wastes throughout the body; regulates temperature;
removes disease.
b. Heart -- center of the circulatory system; large
muscle that pumps continuously
c. Four Chambers
d. Atria -- receives blood into heart; right from venacava, left
from lungs
e. Ventricles -- pumps blood out into arteries; right to lungs;
left to aorta
a. Blood Vessels
a. Arteries -- vessels that take blood from the heart
b. Veins -- vessels that return blood to the heart
c. Capillaries -- connect arteries and veins; deliver nutrients
to the cells and take away wastes
d. Blood -- 1/2 is plasma (clear), 1/2 is cells
b. Blood Components
a. Red Blood cells -- give blood color; carry oxygen
b. White Blood cells -- destroy disease; pus
c. Platelets -- fragments of cells; aid in clotting
Class Activity – Students add circulatory system to their poster.
3. Students need to place circulatory system on their animal allowing it to flip
up so that other internal organs may be added later.
4. Students need to label:
a. Four Chambers of the heat
b. Veins
c. Arteries
d. And arrows showing how the blood flows through the heart
Objective # 8: Summarize the functions and structures of the respiratory system
12. Respiratory System
Function
a. Takes oxygen from the air and places it in the
bloodstream for distribution to the cells of the animal’s
body.
b. Removes carbon dioxide
Structures
a. Nostrils -- large amounts of air, open into nasal cavity
b. Mouth -- brings in air
c. Pharynx -- nasal cavity leads here; common
passageway for food, water, and air; controlled by
epiglottis
d. Larynx -- voice box (Adam’s apple); prevents material
from entering lungs.
e. Trachea -- large tube; made of rigid cartilaginous
rings; branch into bronchi
f. Bronchi -- branch out further
g. Alveoli -- surrounded by blood vessels; carbon dioxide
is removed from blood, and oxygen is absorbed
h. Diaphragm -- large muscle under the lungs; when
contracted, rib cage expands and air comes in; when
the diaphragm relaxes, air is forced out
Respiratory System Types
a. Lungs
b. Gills
Class Activity – Students add respiratory system to their poster.
5. Students need to place resperatory system on their animal allowing it to
flip up so that other internal organs may be added later.
6. Students need to label:
a. Parts covered in class
Objective # 9: Explain the functions and structures of the nervous system
13. Nervous System
Function
a. The central system that controls all movements and
processes of the body
b. Impulse Movement -- sends information through a
system of nerves electric impulses
Structures
a. Motor Neurons - nerves that conduct impulses from
the brain to the body
b. Sensory Neurons - send impulses from the body to
the brain
c. Spinal Cord - all nerves are connected directly or
indirectly
d. Brain
14. Lobes of the Brain
a. Cerebrum - largest part; wrinkled and folded; controls
thought processes and memory
b. Cerebellum - coordination center; at the back of the brain
c. Medulla oblongata - controls involuntary activities of the
body
a. (heartbeat, breathing, body temp, digestion)
Feelings-happy, sad, mad
Class Activity – Students add nervous system to their poster (brain).
7. Students need to place nervous system on their animal allowing it to flip
up so that other internal organs may be added later.
8. Students need to label:
a. Three main parts of the brain
i. Cerebellum
ii. Cerebrum
iii. Medulla Oblongata
Objective # 10: Identify the importance of the endocrine system
15. Endocrine System
a. Function - glands that secrete hormones (chemical
control)
b. Hormones - chemicals that are sent to specific
areas of the body; have a specific response
c. Glands - produce hormones
Pituitary Gland
a. base of brain
b. controls other glands
c. growth and reproduction
Hypothalamus
a. lower front of brain
b. controls body temp., hunger, sleep and digestion
Adrenal glands
a. on top of kidneys
b. adrenaline -- fight or flight
Thyroid gland
a. on front of trachea
b. thyroxin
c. controls metabolism
Pancreas
a. secretes insulin and glucagon
b. regulates sugar in the body
Testes/Ovaries
a. produce sex hormones
Objective #11: Identify the parts excretory system
16. Excretory System
Function
a. Remove waste products from the body
Structures
a. Kidneys - filter blood and remove water, salts, and
ammonia
b. Bladder - store wastes from the kidneys before release
c. Lungs - removes CO2 and H2O
d. Skin - removes H2O and salts
17. Reproductive Systems
Major Organs of the Reproductive System
a. Ovaries - FEMALE reproductive gland in which EGGS
are formed and hormones are produced.
b. Testes -- MALE reproductive gland that produces
SPERM and TESTOSTERONE.
Sex Cells
a. Contain HALF the normal number of chromosomes
b. Female Reproductive Cell - EGG (OVULE)
c. Male Reproductive Cell – SPERM
d. Semen - the fluid that carries sperm
Reproductive Terms
a. Zygote -- a cell formed by the union of EGG and
SPERM at fertilization.
b. EMBRYO -- organism in early stages of development.
c. PREGNANCY -- carrying a fetus
d. Fertilization -- the union of the EGG and SPERM
nuclei
e. CONCEPTION - occurrence of fertilization
f. Ovulation - release of an OVULE from the female.
g. Gestation - the time from FERTILIZATION or
conception of a female until she gives BIRTH
Objective #12: Label the parts of the female reproductive system
18. Female Reproductive Organs Structure
19. Female Reproductive Organs Function
a. Vulva -opening of reproductive tract
b. Vagina - channel for birth and copulation
c. Cervix - divides vagina and uterus
d. Uterus - provides nourishment for fetus
e. Horns of Uterus - where fetus grows
f. Fallopian Tube - where fertilization occurs
g. Ovaries - produces eggs and hormones
Objective #13: label the parts of the male reproductive system
20. Male Reproductive Organs Structure
21. Male Reproductive Organs Function
a. Testes - produce sperm and testosterone
b. Epididymis - collects and stores sperm
c. Vas deferens - transports sperm
d. Ampulla - temporary storage
e. Penis - places sperm in female
f. Urethra - transports urine
g. Cowper's Gland - produces semen
h. Prostrate Gland - produces semen
i. Seminal Vesicle - produces semen
j. Retractor Penis Muscle k. Scrotum - protects testes, maintains temp
l. Sheath - opening of reproductive tract
m. Spermatic cord - supports testes
Lab activities and Power Point
Objective # 14: List and explain reproductive technologies
22. Reproductive Technologies
a. Any method of REPRODUCTION that is different from
NATURAL methods
23. Artificial Insemination
a. Placing SPERM into the female reproductive tract by means
other than natural mating.
24. EMBRYO transfers
b. The transfer of FERTILIZED egg(s) from a DONOR female to
one or more RECIPIENT females
25. Cloning
a. The production of an exact GENETIC COPY of an organism
Review and Evaluation:
Objectives will be reviewed before examinations. Exams will be developed
based on objectives as taught in class.
Materials, Equipment and Supplies Required
Classroom
Attendance Role
White Board
Dry Erase Markers
Computer
Projector
PowerPoint Presentation
Overhead Projector
Markers for Overheads
White Screen
References:
Campbell, D. Reece, J. Mitchell, H. (1999) Biology, 5th Ed
Appendices:
Power Point presentations