Download Unit C: Body Systems

Unit C: Body Systems
Program Area:
Health Occupations Education
Course Title:
Medical Sciences I
Unit Title:
Body Systems
Suggested
Time for
Instruction:
Number: 7221
5 class periods (90 minute classes)
9 class periods (55 minute classes)
Course Percent:
6%
Unit Evaluation:
100 % Cognitive
-------------------------------------------------------------------------------
Competency:
MD03. Analyze the relationship of tissues, organs, and body
systems.
Specific Objectives:
MD03.01
Identify the structural units of the body.
MD03.02
Analyze body tissues and membranes.
Summer 2005 C.1
Unit C Master Outline
C.
Body Systems
MD03.01
Explain the structural units of the body.
A. Anatomy and physiology
B. Directions/position
1. Anatomical position
2. Anterior and ventral
3. Posterior and dorsal
4. Cranial and caudal
5. Superior and inferior
6. Medial and lateral
7. Proximal and distal
8. Superficial or external and deep or internal
C. Planes and sections
1. Sagittal plane
2. Coronal (frontal) plane
3. Transverse (cross section)
D. Cavities
1. Dorsal cavity
2. Cranial cavity
3. Spinal cavity
4. Thoracic cavity
5. Abdominal cavity
6. Pelvic cavity
E. Abdominal/pelvic regions
1. Epigastric
2. Umbilical
3. Hypogastric
4. Hypochondriac
5. Iliac (inguinal)
6. Lumbar
MD03.02
Analyze body tissues and membranes.
A. Tissues
1. Epithelial tissue
2. Connective tissue
a. Adipose
b. Cartilage
c. Tendons
d. Ligaments
3. Muscle tissue
4. Nervous tissue
B. Membranes (Epithelial)
1. Mucous membranes
2. Serous membrane
a. Parietal or visceral
b. Pleural membrane
c. Pericardial membrane
d. Peritoneal membrane
Summer 2005 C.2
C. Organs and systems
1. Organs
a. Organ systems
b. Organelles
c. Organism
2. Systems
a. Integumentary
b. Skeletal
c. Muscular
d. Digestive
e. Respiratory
f. Urinary (Excretory)
g. Nervous (Sensory)
h. Endocrine
i. Reproductive
Summer 2005 C.3
Unit C:
Body Systems
Competency MD03:
Analyze the relationship of tissues, organs, and
body systems.
Materials/Resources
Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers, Latest
Edition, 1998. www.DelmarAlliedHealth.com
National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current
Edition. www.hosa.org
Teaching/Learning Indicators: The following letters are used to indicate specific
skills/areas required in the instructional activity.
R
W
M
H
Reading
SS
Social Studies
Writing
S
Science
Math
A
The Arts
Health professional/parent/community involvement
Summer 2005 C.4
Objective MD03.01
Identify the structural units of the body.
Teaching/Learning Activities
• Cognitive
S
Have students complete the “Anatomical Terminology” worksheet (Appendix MD03.01A)
using chapter 1 of Body Structures & Functions as their resource.
• Critical Thinking
S
Have students complete the “What Doesn’t Belong?” worksheet. (Appendix MD03.01B)
• Teamwork
S
In groups of 2-3, have students visit each of four different stations. (For a large class,
there may be more than one group at a station at a time.)
Station 1 -
Station 2 Station 3 Station 4 -
(9 Regions of the abdomen) - In pairs, students are to play tic-tac-toe (if
an odd number the third person can be the “judge). The tic-tac-toe
board is to represent nine areas. In order to place their X or O in the
spot where they choose, they first must correctly state what region of the
abdominopelvic cavity the area represents.
(Planes) - In groups of 2-3, students are to use masking tape dividing
lines on one student from the group to illustrate the planes. (Yarn may
also be used).
Trace the body of one of the students in the group. Draw and label the
cavities. Then cut out organs and place them in the proper cavity.
Using masking tape, label body directions on a partner. Then list
examples using body directions.
The teacher is to monitor the stations and quiz students after all stations.
• Critical Thinking
S, A
Students are to play the role of a surgeon and are to use an apple or marshmallow bunny
as the patient. Eyes must be put on the patient to illustrate the anterior side. Students
are to make surgical incisions into the apple as instructed by the chief surgeon, the
teacher. Example: to make frontal plane, make a vertical cut at right angles to the
sagittal plane one-half way into the body or using nonmedical terms such as north,
south, right, etc. to illustrate how differently these terms can be interpreted. After
surgery, students are able to discuss the importance of knowing body directions, planes,
and cavities.
• Employability Skills
S, H
Invite a radiologist/radiologic technologist to the class to discuss the value of using
planes, directions, cavities, and regions in x-rays, sonography, imaging, CT, and MRI
scans.
• HOSA
S, W
Using the Extemporaneous Writing guidelines, students are to write on “The Value
of Knowing Body Directions, Planes, and Cavities.”
• Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.
Summer 2005 C.5
Objective MD03.02
Analyze body tissues and membranes
Teaching/Learning Activities
• Cognitive
S
Complete worksheet “System Chart.” (Appendix MD03.02A)
• Critical Thinking S
Complete worksheet “What Systems are Used?” (Appendix MD03.02B)
• Teamwork S
In teams of 2-3 students, students are to pick a system, do a brief presentation of the
functions and organs found in that system, and include a visual. As each system is
studied in depth, the student is able to again present their overview and the visual is put
on the bulletin board.
• Employability Skills
S, H
Invite an endostomal therapist to speak about wounds and the role of body tissues and
membranes.
Invite a pathologist to speak about analyzing different tissues and cells of
membranes.
• Critical Thinking
S
Students are to create a human machine that illustrates each body system using
themselves as parts that must move and connect with the next part. For example,
the circulatory system is illustrated by a person putting their hand over their heart
and saying lubb dubb (or lubb dupp) continuously, then the respiratory system is added
by someone moving their hands toward and away from the sides of the person that is the
circulatory system while making a pronounced inhale and exhale sound.
Note: a good movement for the reproductive system is someone pretending to rock a
baby.
Summer 2005 C.6
Objective MD03.02
Analyze body tissues and membranes.
Teaching/Learning Activities (Continued)
• Critical Thinking
S
Students are to compare each type of tissue to something else and then describe
their similarities.
For example: Connective tissue is like cement. Connective tissue supports and
connects the organs and tissues of the body. Cement supports and connects
bricks of a building.
• Critical Thinking
S
Tape a word from the terminology list on the back of each student. Students
may ask up to four yes or no questions about what they are and then they are
to guess.
S, W
• Basic Skills
Students are to write a diary entry as to their activities in a day and all the body systems
that are involved in each activity starting from getting up in the morning.
• Cognitive
S
Have students complete the worksheet “Body Systems” matching worksheet. (Appendix
MD03.02C) This activity may be used as a review exercise prior to unit testing.
• HOSA
S, A
Using HOSA “Extemporaneous Health Poster” guidelines, students are to do a
poster on “Tissues are Important.”
• Technology
S, H
Take a field trip to see a presentation on the body systems and to a hands on
health science museum such as the Poe Center in Raleigh or Discovery Place
in Charlotte.
•
Basic Skills
Have each student participate in the “The Stuck Finger “ exercise. (Appendix MD03.02D)
This exercise helps them realize how tendons relate to the muscular system.
• Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.
Summer 2005 C.7
Daily Lesson Plans
Unit C:
Body Systems
Lessons:
Hours:
5
7 1/2 clock hours
Steps
Lesson #1
Lesson #2
Lesson #3
Focus and
Review
Divide the class into groups of
3 and give each group a copy
of the terminology list. Based
on their learning in the
previous unit, how many terms
can they accurately identify in
5 minutes?
MD03.01 Identify the
structural units of the body.
Evaluate the focus and review
assignment, providing correct
answers as needed to confirm
prior learning.
Exchange papers and correct
the “What Doesn’t Belong”
assignment as a review.
Go around the room and let
each student share one thing
they learned and wrote in their
essay. The next student
should add something else,
and so on, without repeating
answers.
MD03.02
Analyze
body tissues and membranes.
Overheads – Discuss
important concepts of tissues
and membranes.
Statement of
Objectives
Teacher
Input
Have students complete the
Anatomical Terminology
assignment as noted in Guided
Practice.
Guided
Practice
Have students read Chapter
One in Body Structures and
Functions. Using their text,
complete the Anatomical
Terminology Worksheet.
Independent
Practice
For homework, give students a
copy of the “What Doesn’t
Belong” worksheet.
Discuss the correct answers to
the Anatomical Terminology
worksheet.
Closure
Materials
Ask students to bring a baked
potato to the next class
meeting. It may be cold, big or
small, and will not be eaten. It
must be well cooked so that it
will be easy to cut.
Handouts – Unit Terminology
list, Anatomical Terminology
Worksheet, and What Doesn’t
Belong?
MD03.01
Identify the
structural units of the body.
Class activity – Baked Potato.
Have students use a pen to
draw a body or face
Guest speaker – Invite a
radiologic technologist to class
to discuss how he/she uses the
knowledge of planes, cavities
and regions in x-rays,
sonograms, imaging, CT and
MRI scans.
Write a summary of “What I
Learned From Our Guest
Speaker.“ (Tell them not to use
their notes, but think deep
thoughts about what they really
learned, and write it in essay
format using proper grammar.)
Complete the written summary.
Debrief baked potato activity
and review planes and regions.
In groups of 3-4, have
students compare each
type of tissue to something
else and then describe their
similarities. For example:
Connective tissue is like
cement. Connective tissue
supports and connects the
organs and tissues of the
body. Cement supports and
connects bricks of a building.
Use the textbook to complete
the “System Chart.”
Complete worksheet “What
Systems are Used?”
Allow each group to share their
“best” analogies from the class
activity.
NOTE: If you are doing the field
trip on day 4 of this lesson,
share that information and give
out field trip forms.
Baked potatoes (students) and
plastic knives (school cafeteria)
Summer 2005 C.8
Overheads
Handouts – System Chart and
What Systems are Used.
Unit C:
Body Systems (Continued)
Steps
Lesson #4
Lesson #5
Focus and
Review
Review field trip objectives.
(Make sure students
understand what they should
LEARN as a result of the field
trip.)
MD03.02
Analyze body
tissues and membranes.
Debrief field trip. Reinforce
concepts learned during the
field trip that will be assessed
on the unit test.
FIELD TRIP – Pathology lab – If
possible, take students to a
pathology or gross anatomy lab
to see body tissues,
membranes and systems.
TEST – Body Systems
Statement of
Objectives
Teacher
Input
MD03.02
Analyze body
tissues and membranes.
Another option is to have a
pathologist or medical
technologist come to class and
bring samples or slides. Be
sure the speaker has an outline
of the unit so that this field
experience will focus on the unit
objectives.
Guided
Practice
None
Take Unit Test.
Independent
Practice
Give students a copy of the
“Body Systems” matching
worksheet. Tell them to study
for the test and then use the
worksheet as a self-test. If they
don’t get it all right, they need to
study some more!
Have students look up the
answers to the questions they
got wrong and turn in their
corrected test.
Closure
Commend students on their
professional behavior during the
field trip.
Introduce the next unit. Use
remaining class time for HOSA
business/update.
Grade test in class.
(If time permits, debrief the field
trip at this time. If not, debrief
during the next class meeting.)
Materials
Field trip permission forms,
transportation, etc.
Test and key
Green pens for grading tests.
Summer 2005 C.9
Unit C: Body Systems
Terminology List
Structural Units
1.
abdominal cavity
2.
anatomical position
3.
anatomy
4.
anterior (ventral)
5.
cartilage
6.
caudal
7.
coronal (frontal) plane
8.
cranial
9.
cranial cavity
10.
deep (internal)
11.
distal
12.
dorsal
13.
dorsal cavity
14.
epigastric
15.
hypochondriac
16.
hypogastric
17.
iliac (inguinal)
18.
inferior
19.
lateral
20.
ligaments
21.
lumbar
22.
medial
23.
pelvic cavity
24.
planes
25.
physiology
26.
posterior
27.
proximal
28.
sagittal plane
29.
section
30.
spinal cavity
31.
superior
32.
superficial (external)
33.
thoracic cavity
34.
transverse
35.
umbilical
36.
ventral
Tissues and Membranes
37.
adipose
38.
Body systems
ƒ Integumentary
ƒ Skeletal
ƒ Muscular
ƒ Digestive
ƒ Respiratory
ƒ Urinary (Excretory)
ƒ Nervous (Sensory)
ƒ Endocrine
ƒ Reproductive
39.
cartilage
40.
connective tissue
41.
epithelial tissue
42.
membrane
43.
mucous membrane
44.
muscle tissue
45.
nervous tissue
46.
organ system
47.
organs
48.
parietal
49.
pericardial membrane
50.
peritoneal membrane
51.
pleural membrane
52.
serous membrane
53.
tendons
54.
tissues
55.
visceral
Summer 2005 C.10
Anatomical Terminology Worksheet
Fill in the blank completing the analogy.
1.
anterior is to ventral as posterior is to _____________________________
2.
superficial is to external as deep is to _____________________________
3.
cranial is to caudal as superior is to ______________________________
4.
medial is to lateral as proximal is to ______________________________
Match the organs with what cavity they are in.
CAVITY
ORGAN
1.____
cranial cavity
A. stomach
2.____
spinal cavity
B. reproductive organs
3.____
thoracic cavity
C. brain
4.____
abdominal cavity
D. small intestines
5.____
pelvic cavity
E. urinary bladder
F. spinal cord
G. liver, gallbladder, pancreas
and spleen
H. lung
Who Am I?
1. I am the cavity that contains the brain and spinal cord.
2 . I am the cavity that contains the thoracic and abdominopelvic cavities.
Appendix MD03.01A
Summer 2005 C.11
Answer Key for the Anatomical Terminology Worksheet
1. dorsal
2. internal
3. inferior
4. distal
Organs and Cavities
1. C
2. F
3. H
4. A, D, G
5. B, E
Who am I?
1. dorsal cavity
2. ventral cavity
Summer 2005 C.12
What Doesn’t Belong?
Students are to circle the word that doesn’t belong and write why it doesn’t fit with the other
words.
1.
abdominal cavity
stomach
eye
liver
2.
front
dorsal
anterior
ventral
3.
caudal
epigastric
umbilical
hypogastric
4.
thoracic
abdominopelvic
cranial
superficial
5.
coronal
sagittal
deep
transverse
6.
dorsal cavity
thoracic cavity
cranial cavity
spinal cavity
7.
stomach
urinary bladder
reproductive organs rectum
8.
medial
proximal
lateral
sagittal
9.
anterior
back
posterior
dorsal
10.
homeostasis
anterior
superior
dorsal
Why doesn’t it fit?
1.
_____________________________________________________________________
2.
_____________________________________________________________________
3.
_____________________________________________________________________
4.
_____________________________________________________________________
5.
_____________________________________________________________________
6.
_____________________________________________________________________
7.
_____________________________________________________________________
8.
_____________________________________________________________________
9.
_____________________________________________________________________
10.
_____________________________________________________________________
Appendix MD03.01B
Summer 2005 C.13
Answer Key: What Doesn’t Belong?
1.
abdominal cavity
stomach
eye
liver
2.
front
dorsal
anterior
ventral
3.
caudal
epigastric
umbilical
hypogastric
4.
thoracic
abdominopelvic
cranial
superficial
5.
coronal
sagittal
deep
transverse
6.
dorsal cavity
thoracic cavity
cranial cavity
spinal cavity
7.
stomach
urinary bladder
reproductive organs rectum
8.
medial
proximal
lateral
sagittal
9.
anterior
back
posterior
dorsal
10.
homeostasis
anterior
superior
dorsal
Why doesn’t it fit?
1. The other three are organs
2. The other three are in the front of the body
3. The other three are abdominal regions
4. The other three are body cavities
5. The other three are body planes
6. The other three cavities are in the posterior of the body
7. The other three are located in the pelvic cavity
8. The other three terms location, position or direction
9. The other three terms refer to the back of the body
10. The other three terms refer to location, position or direction
Summer 2005 C.14
System Chart
Complete the following chart that describes the body systems:
System
Functions
Organs
Integumentary
Gives shape to body, protects delicate parts of
body, muscle attachment, blood formation, stores
minerals
Striated/Skeletal, Cardiac and
Smooth
Digestive
Acquires oxygen, rids body of carbon dioxide
Heart, arteries, veins, capillaries,
lymph nodes, lymph vessels,
spleen
Urinary/
Excretory
Controls and coordinates body functions and the
special senses
Pituitary, Thyroid, Parathyroid,
Pancreas, Adrenal, Gonads
Reproductive
Appendix MD03.02A
Summer 2005 C.15
What Systems Are Used?
Name the systems that are used and the role that they play in the following
situations.
1. Riding a bike
2. Eating a piece of pizza
3. Kicking a soccer ball
4. Writing a letter
5. Singing a song
6. Growing
7. Being scared
8. Watching a movie
9. Micturating
10. Driving
Appendix MD03.02B
Summer 2005 C.16
Body Systems Matching Worksheet
Directions: Match the system to its primary functions and also to the organs found in that
system. Place the value of the letter under the letter. The numbers next to the words should
equal 100 when all the correct words are put with the system.
SYSTEM
PRIMARY FUNCTIONS
ORGANS
_____ Integumentary
A. (15) stores minerals
AA.(40) ureter, bladder, urethra
_____ Skeletal
B.(59)carries oxygen and other
nutrients to the body
BB.(18)penis, scrotum, testes
_____ Muscular
C.(45)water balance
_____ Respiratory
D. (30)contains sensory receptors
_____ Nervous
E.(39)coordinates body function
_____ Urinary
F.(18)collection of oxygen
_____ Endocrine
G.(52)production of life
_____ Reproductive
H.(20)produces RBCs
_____ Circulatory
I. (73)takes in food absorbs it,
and converts it to energy
JJ.(20)muscles
J.(20)temperature regulation
KK.(13)brain
K.(40)gives movement to the body
LL.(5)oil and sweat glands
L. (76)secretes hormones
MM.(40)bronchi & trachea
M.(15)formation/elimination of urine
NN.(23)mouth, stomach, rectum
N.(25)framework of body
OO.(30)ovaries, uterus
CC.(40)striated, cardiac, smooth
DD(12)nose and lungs
EE.(40)bones and joints
FF. (4)intestines & esophagus
GG.(17)nerves
HH.(24)glands, pancreas
II.(11)heart and blood
_____ Digestive
PP.(45)hair and nails
QQ.(30)arteries veins
RR.(30)pharynx and larynx
SS.(31)spinal cord
Appendix MD03.02C
Summer 2005 C.17
Answer Key – Body Systems Matching Worksheet
INTEGUMENTARY - - -D, J, O, LL,PP
SKELETAL - - - A, H, N, EE
MUSCULAR - - -K,CC,JJ
NERVOUS - - - -E, GG, KK, SS
ENDOCRINE - - - L, HH
RESPIRATORY - - -F, DD, MM, RR
CIRCULATORY - - - B, II, QQ
DIGESTIVE - - -I, FF, NN
URINARY - - -C, M, AA
REPRODUCTIVE - - -G, BB, OO
Summer 2005 C.18
THE STUCK FINGER
Each of your fingers has its own tendons attached to the finger-pulling muscles in your
forearm. On the back of the hand there is an “intertendon connection” linking the
tendons that run to the middle finger and the ring (fourth) finger. Curl up your middle
finger on a tabletop, stretch out your other fingers and see how this intertendon
connection makes your ring finger completely immovable.
Trying to lift your ring finger:
Place your hand, fingertips down on a table, with your middle finger curled
under. Try to lift your other fingers, one by one. You will be able to lift
all your fingers ------------ except the ring finger.
Reason:
Tendons to the forefinger and middle finger are not linked, but those to the
middle finger and ring finger have an intertendon connection. This restricts their
ability to move on their own.
Appendix MD03.02D
Summer 2005 C.19
Instructor Information
NOVA Home Videos @ www.shop.pbs.com
The ShopPBS web site has many titles that would be of value to in the HOE classroom.
Visit the website to find a current list of available videos. For example:
BODY ATLAS
Length: 390 minutes on 6 tapes
Item Code: A1137
$99.95
Now, explore the most mysterious and fascinating regions of all- those
inside the human body! On this remarkable journey you'll see how vital
organs work and interconnect to make human life possible. Learn how
skeletons fit together. Witness the amazing lightness and strength of
bone, how your muscles can be used as levers, what it takes to
achieve the "perfect" body. See how the heart functions, and
understand the role of white and red blood cells. You'll discover the incredible complexity of the systems
that control breathing, digestion, glandular changes, sight, hearing - and every other vital aspect of the
wonderful human machine.
This information is provided for review by Health Occupations Education teachers. The
inclusion of this source does not constitute endorsement by the Department of Public
Instruction. Teachers are reminded to follow local Board of Education policies related to
the use of media in the classroom.
Summer 2005 C.20
Unit C:
Body Systems
OVERHEAD
TRANSPARENCY
MASTERS
Summer 2005 C.21
ANATOMY – study of the parts of the body
PHYSIOLOGY – function of the body
ANATOMICAL POSITION – standing erect with
face forward, arms at the side, palms forward
Anatomic Terminology – Position and Direction
•
ANTERIOR or VENTRAL – front or in front of
•
POSTERIOR or DORSAL – back or in back of
•
CRANIAL – refers to the head of the body
•
CAUDAL – means tail end
•
SUPERIOR – upper or above something
•
INFERIOR – lower or below something
•
MEDIAL – toward the middle
•
LATERAL – toward the side of the body
•
PROXIMAL – toward the point of attachment to
the body or the trunk of the body
•
DISTAL – away from the point of attachment to
the body
•
SUPERFICIAL (EXTERNAL) – near the surface
or outside the body
•
DEEP (INTERNAL) – inside the body
Summer 2005 C.22
Body Planes and Sections
•
PLANES – imaginary anatomical dividing planes
•
SECTION – cut made through the body in the
direction of a certain plane
•
SAGITTAL PLANE – divides the body into right
and left parts
•
CORONAL (FRONTAL) PLANE – vertical cut at
right angles to saggital plane, divides the body
into anterior and posterior portions
•
TRANSVERSE PLANE – cross-section, a
horizontal cut that divides the body into upper
and lower parts
Cavities of the Body
•
DORSAL CAVITY – contains brain and spinal
cord – the brain is in the CRANIAL CAVITY and
the spinal cord is in the SPINAL CAVITY.
•
ANTERIOR or VENTRAL CAVITY contains the
THORACIC and ABDOMINOPELVIC CAVITIES
•
The thoracic cavity contains the lungs and heart
•
ABDOMINAL CAVITY contains stomach,
intestines, liver, gallbladder and pancreas
•
PELVIC CAVITY contains urinary bladder and
reproductive organs
Summer 2005 C.23
Abdominopelvic Cavity Regions
L Hypochondriac
R Lumbar
R Inguinal
Epigastric
Umbilical
Hypogastric
Summer 2005 C.24
L Hypochondriac
L Lumbar
L Inguinal
Tissues
TISSUES – cells grouped because they are similar
in shape, size, structure, and function
•
EPITHELIAL TISSUE –
protects the body by covering
internal and external surfaces,
and produces secretions
•
CONNECTIVE TISSUE –
supports and connects organs
and tissue
•
MUSCLE TISSUE – has the ability to contract
and move the body
•
NERVOUS TISSUE – cells that react to stimuli
and conduct an impulse
ADIPOSE TISSUE – type of connective tissue that
stores fat cells
LIGAMENTS – strong, flexible bands of connective
tissue that hold bones firmly together at the joints
TENDONS – white bands of connective tissue
attaching skeletal muscle to bone
CARTILAGE – firm, flexible support of the embryonic
skeleton and part of the adult skeleton
Summer 2005 C.25
MEMBRANES – formed by putting two thin layers of
tissue together, cells may secrete a fluid
•
MUCOUS MEMBRANES– lines digestive,
respiratory, reproductive and urinary systems –
produces mucous to lubricate and protect the
lining
•
SEROUS MEMBRANES – double-walled
membrane - produces a watery fluid, lines
closed body cavities
1. the outer part of the membrane that lines the
cavity is the PARIETAL membrane
2. the part that covers the organs is the
VISCERAL membrane.
ƒ PLEURAL MEMBRANE – lines
thoracic or chest cavity and
protects the lungs
ƒ PERICARDIAL MEMBRANE –
lines the heart cavity and protects the heart
ƒ PERITONEAL MEMBRANE – lines the
abdominal cavity and protects abdominal
organs
Summer 2005 C.26
Organs and Systems
ORGAN SYSTEM – a group of organs which act
together to perform a specific, related function
•
Integumentary
•
Skeletal
•
Muscular
•
Digestive
•
Respiratory
•
Circulatory
•
Excretory
•
Nervous
•
Endocrine
•
Reproductive
Summer 2005 C.27