Download Body Control Center Key Concepts

CARE
Curriculum Assessment Remediation Enrichment
Grade LEVEL 7
Science CARE Assessment #4
CURRICULUM
Body of Knowledge
Nature of Science & Life Science
1:
The Practice of Science
Big Idea
14: Organization and Development of Living Organisms
SC.6.L.14.5 – Identify and investigate the general functions
Benchmark(s)
of the major systems of the human body (digestive,
respiratory, circulatory, reproductive, excretory, immune,
nervous, and musculoskeletal) and describe ways these
systems interact with each other to maintain homeostasis.
SC.6.N.1.1 - Define a problem from the sixth grade
curriculum, use appropriate reference materials to support
scientific understanding, plan and carry out scientific
investigation of various types, such as systematic
observations or experiments, identify variables, collect and
organize data, interpret data in charts, tables, and graphics,
analyze information, make predictions, and defend
conclusions.
Review the human organ, organ systems, at the following link:
http://www.apples4theteacher.com/elibrary/bodybook.html
[5 minutes]
Let’s Get Organized
Give students an opportunity to organize their thinking and learning by completing a threecolumn chart with these headings: Organ system, Functions, and Organs. Have students fill in
the columns as they encounter a different system at the end of each activity.
Balancing Act Quick Lab - In this lab, students will stand on one leg and make observations of
the adjustments made by their body in order to maintain balance.
[5 minutes]
Florida Science Fusion Lesson
[20 minutes]
Part 1:
Students will complete the activity called "Working Together." In this activity, students will be
arranged in a circle around the perimeter of the room. Each student will have a card with the
name of an individual organ system. The teacher will call out a list of activities (one at a time)
that are carried out by the human body on a regular basis. Each time a student feels like their
body system is involved in the activity, he/she will step forward. (Refer to Teacher's Edition pg.
218). Once the organ systems are in the circle ask each student what role does his/her organ play
in the activity.
Sample Activities:
 Snoring (Respiratory, Muscular, Nervous)
 Jumping at the sound of a loud noise (Muscular, skeletal, nervous)
 Drinking (Muscular, digestive, excretory)
 Running (muscular, skeletal, circulatory, cardiovascular, respiratory, nervous)
 Eating an apple (digestive, muscular, excretory, nervous)
 Writing with a pen or pencil (nervous, muscular, skeletal)
***Ask students which organ system is involved in nearly all body functions? Why? (Answer:
Nervous system because the brain controls all body activities)
***The teacher should be sure to emphasize the working relationships while completing the
activity above. By the end of this activity, each student should have a deep understanding that all
body systems are interdependent on each other.
Part 2:
Let’s Get Organized Continued
Give students an opportunity to organize their thinking and complete the three-column chart.
Students will be able to use the book if necessary but encourage them to complete the chart using
knowledge gained from, presentation, activities, and prior knowledge.
ESE Accommodations/Modifications:
1. Provide visual aids/graphics/pre & post organizers
2. Ensure oral directions are understood (paraphrase or shorten)
3. Teach through multi-sensory understanding
4. Model/demonstrate/simulate concepts
5. Peer Assistance
6. Total Body Response
ELL Strategies:
1. Provide visual aids/graphics/pre & post organizers
2. Ensure oral directions are understood (translate, paraphrase, or shorten)
3. Teach through multi-sensory understanding
4. Model/demonstrate/simulate concepts
5. Peer Assistance
6. Peer Communication and Collaboration
ASSESSMENT
Formative Assessment #4 – attached at the end of this document
Formative Assessment #4 can also be found in BEEP
Teacher Notes
REMEDIATION / RETEACH
Remediation & Reteach
Materials:
 Life Size Laminated Cut Out of Human Body
 Laminated cut-outs of all of the organs in selected human body systems
 Paper
 Tape
 Dry Erase Markers
 Laptop/Desktop computers
 Copies of the Homeostasis Wheel or LCD projector to project while students copy the web
(see attached worksheet)




Human Body PowerPoint Notes (see worksheet attached)
o These preprinted notes can be supplied to ESE students and/or translated for ELL
students.
Human Body System Challenge (see worksheet attached)
o In this activity, students will compete in groups to correctly assemble their assigned
body system, label the organs, place correctly in human body, and give three (3) or
more ways that the assigned system contributes to homeostasis.
o Individual Body Systems and mini vs. full size human body may be supplied to
students with Emotional handicaps or those that need to interact first on a smaller
level to build confidence (see worksheet attached)
Body Control Center (PBS)
o Place students in a technology group
o Enter the website, http://www.pbslearningmedia.org/asset/tdc02_int_bodycontrol/
o In this activity, it is up to students to maintain homeostasis in a virtual person.
Students will monitor the displays and use the controls to keep the indicators
centered. The subject will randomly change states – from standing to running to
resting – to throw off your settings!
o After manipulating the body systems to maintain homeostasis have students
complete the questions called “Body Control Center Key Concepts”. (see attached
worksheet)
Homeostasis Description Wheel
o Students will complete a concept map that connects the major organ systems
assessed to the concept of homeostasis.
o Place students in groups of 3-4 to complete this assignment
o Students can use the textbook, internet, or any other resources to complete the
concept map.
o Students will be limited to homeostasis within the Circulatory, Respiratory,
Digestive, Reproductive, Excretory, and Immune, Nervous, and Musculoskeletal
system.
o Have students keep this document in their science journal and add to it as they
move through other systems.
ESE Accommodations/Modifications:
1. Provide visual aids/graphics/pre & post organizers
2. Ensure oral directions are understood (paraphrase or shorten)
3. Provide written outlines/guided notes/printed notes
4. Teach through multi-sensory understanding
5. Model/demonstrate/simulate concepts
6. Peer Assistance
ELL Strategies:
7. Provide visual aids/graphics/pre & post organizers
8. Ensure oral directions are understood (translate, paraphrase, or shorten)
9. Provide written outlines/guided notes/printed notes
10. Teach through multi-sensory understanding
11. Model/demonstrate/simulate concepts
12. Group Works
13. Peer Communication and Collaboration
Teacher Notes
ENRICHMENT
Body Breakdowns!
Have students go to the PBS learning website
(http://www.pbslearningmedia.org/resource/tdc02.sci.life.stru.bodybreak/body-breakdowns/) and
study what could factors like extreme cold and lack of oxygen make life dangerous and
unpredictable. Once students have explored these variants have them complete discussion
questions as a group or individually. Assign a specific body part to investigate.
Discussion Questions: (See Teacher Background Information worksheet attached)
1. What do you think are the two or three most significant challenges the human body faces
at very high altitudes? Give your reasons for choosing these.
2. Choose one part of the body from the diagram. Explain 1) how altitude causes a problem
for that body part; 2) the symptoms produced; and 3) how to relieve the problem.
3. Think about how the human body regulates itself. What do you think might be happening
in the body that results in the symptoms listed above?
Extension:
1. Write an essay to explain a regulatory problem you or a family member has had. Address
the following questions in your essay: From your knowledge what do you think may have
caused these symptoms? How was the issue dealt with or resolved? What modifications
to behavior had you or your family member had to adjust to deal with the situation? What
information may be useful to others in the future?
2. Use Science Writing Rubric to grade writing (see worksheet attached)
Human Body Systems Challenge
Materials needed:
 Laminated cut-outs of all of the organs in selected human body systems
 Laminated cut-out of a life-size human body
 Paper
 Tape
 Dry Erase and Permanent Markers
With your group, you are being challenged to correctly assemble the human body system you have chosen/been
assigned. Once you have completely constructed your organ system, you must label each part and place it in the
correct place on our human body. Before you may attach your body system on our human, you must create a list
of at least three ways in which this body system contributes to the homeostasis of our human body. When your
list is complete, you may attach your body system to the human body and tape your list to the board next to the
human body cut-out. The team that completes this activity correctly in the shortest amount of time wins!
Possible rewards for winning team(s):
 Extra Credit on next exam
 Select something from class “grab box” (if applicable)
 Healthy Snack
Examples of possible acceptable interactions that maintain homeostasis:
 Digestive system works with excretory system – digestive system absorbs nutrients while the excretory
system eliminates wastes.
 Circulatory system works with respiratory system – respiratory system supplies oxygen and removes
carbon dioxide from blood that circulates throughout the body.
 Circulatory system works with integumentary system – blood vessels in the skin dilate when the body is
hot in order to release extra heat and keep the body’s core temperature at an acceptable level.
 Endocrine System works with the urinary system (part of the excretory system) – endocrine system
releases hormones to signal the urinary system of the current levels of salt and water in the blood. If a
hormone signals that the level of either salt or water is unacceptable, the urinary system will either
eliminate or conserve salt/water.
 Nervous system works with the musculoskeletal system – the nervous system signals the
musculoskeletal system to react if the body is in danger or injured.
 Nervous system work with the endocrine system – the endocrine system releases hormones such as
adrenaline when the body is in danger.
Homeostasis Description Wheel
Homeostasis
Homeostasis Description Wheel – Answer Key
Digestive System: Large intestine
absorbs excess liquids to help
maintain the proper amount of
water in the body.
Nervous System:
Allows all parts of your
body to communicate
with each other;
controls all functions of
the body to allow
organ systems to carry
out processes in order
to maintain
homeostasis.
Endocrine System:
Produces hormones that allow
your body to function normally.
EX – When you are scared, your
endocrine system produces
adrenaline so you can react
quickly (“Fight or Flight”
Response)
Integumentary System:
Allows body to sweat to help
cool down and maintain
core body temperature.
HOMEOSTASIS
From the Greek words homoios which
means “same” and stasis which
means “stationary, stay still”.
Excretory System:
Removes wastes and
toxins from your body
so you can remain in a
healthy, normal state.
Muscular System:
Muscles begin to rapidly contract and
relax involuntarily when you are cold.
Friction from this rapid movement
generates heat and helps your body
maintain its core temperature.
Lymphatic System:
Returns extra cellular fluids
to your bloodstream to be
removed by the excretory
system. This prevents you
from swelling up like a
balloon!
Respiratory System:
Exchanges carbon dioxide in
your body with oxygen.
Keeps them in the correct
amounts so that you don’t
have too much or not enough
of both.
Body Control Center Key Concepts
1. What is homeostasis?
_______________________________________________________________
_______________________________________________________________
2. What controls human heart rate?
_______________________________________________________________
3. Under what conditions does heart rate change?
_______________________________________________________________
4. How is respiration rate controlled?
_______________________________________________________________
5. Could you hold your breath indefinitely? _________________ What would
happen if you tried? ______________________________________________
6. In what different ways does the body control temperature?
______________________________________________________________
7. How does the body maintain a steady level of sugar in the bloodstream?
_______________________________________________________________
8. What happens if it is unable to regulate blood sugar? ____________________
9. What factors control blood pressure? ________________________________
Body Breakdowns!
Teacher Background Information
Background Essay
There are a number of challenges a climber faces during a high-altitude mountain expedition.
Extreme weather conditions, sleep deprivation, and the extraordinary energy demands placed on the
body combine to push even the fittest mountaineers to their physical limits. One environmental factor
stands out, however, as perhaps the greatest challenge to high-altitude climbers: lack of oxygen.
No matter where on earth you are, the concentration of oxygen in the air is about 21 percent.
Depending on the altitude, however, the density of air can vary widely. The density of a gas is the
measure of how many molecules there are in a given volume. The less dense the air, the fewer
molecules -- including oxygen molecules -- that air contains. On Mount Everest, the highest point on
earth, for example, the air is about one-third less dense than the air at sea level, and thus contains
about one-third fewer oxygen molecules.
In addition, the lower air pressure at high altitudes makes the transfer of oxygen from lung tissue into
lung capillaries a less efficient process. There is simply less pressure to push the air through the
capillary walls. To compound this problem, as a climber works harder at extremely high altitudes, his
or her heart beats faster. This causes blood to pass more rapidly through the capillaries, giving the
oxygen less time to move from the lung tissue into the bloodstream.
The human body's capacity to compensate for moderate gains in altitude is quite good. Most people
have little difficulty going from sea level to 8,000 feet above sea level. Climbing to this altitude may
cause a person's breathing rate to increase, and they may feel fatigued as the body struggles to
acquire the oxygen it needs, but few people suffer more severe effects unless they continue to
ascend.
Serious mountaineers, of course, climb much higher than 8,000 feet-- 20,000 feet higher in the case
of Mount Everest. In so doing they risk suffering the effects of altitude sickness, which ranges from
headache, dizziness, and loss of appetite to more severe symptoms, including vomiting and loss of
consciousness. Nearly all climbers experience at least mild symptoms of altitude sickness. Fatigue,
headache, and lack of appetite are all part of the experience for some. The more extreme symptoms,
however, can be life threatening, and most climbers go to great lengths to avoid them.
The most common cause of altitude sickness is ascending too high, too quickly. While the body
responds immediately to a lack of oxygen by quickening its breathing rate, there are limits to this
response. Other ways in which the body compensates—by increasing blood pressure and the flow of
blood in the lungs, and by increasing the production of red blood cells—take several days to several
weeks.
This is part of the reason mountaineers are unable to climb from 10,000 feet to the 28,000-foot
summit of Everest in a single day or even several days. Not only do they need to rest along the way,
but their bodies also need time to adapt physiologically to the low-oxygen conditions. This process,
called acclimatization, involves climbing a mountain in stages. Climbers will ascend several thousand
feet and then wait for their bodies to adapt to the lack of oxygen before continuing higher. Most
climbers do this several times enroute to a high-altitude summit.
Science Writing Rubric
Score
Description
Criteria
4
Exceeds
expectations




3
Meets
expectations


2
1
NC
Not yet
within
expectations

Below
expectations

Not able to
be scored

Commanding use of key terms with very few or no errors
Connections between concepts are well developed
Concepts presented demonstrate understanding at the analysis,
synthesis, or evaluation levels; reflect transformation of content
beyond that provided in the text/activity by the student
Further examples and extensions are provided and illustrate
excellent comprehension
Sufficient use of key terms to illustrate comprehension; majority
of key terms used accurately
Connections between concepts are beginning, although they may
be limited to the applications provided in the text/activities
Relatively few key terms present; or a majority of the key terms
present are used inaccurately
Connections between concepts not present; or generally incorrect

No examples from text or activities present (text/activities not
referenced)
However, paper is not able to be scored.


Unrelated, unintelligible, or length not sufficient to score
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