Download Human Organ Systems

5
Human Organ Systems
Understanding Life Systems
Enduring Understandings
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The human body is made up of many systems and organs that work together.
Lifestyle choices have a direct relationship to the functioning and well-being of the human
body.
Essential Guiding Questions for Unit Design
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Should physical education classes or daily physical activities become a mandatory component of our curriculum in light of their importance?
In order to be healthy individuals, what steps should one take to ensure optimal results?
Given the current information, statistics, and understanding of the importance of healthy
living, why is a large proportion of the North American population still overweight?
What does a balanced diet consist of?
Does an apple a day keep the doctor away?
What environment factors are suspected of causing diseases such as asthma, cancer, etc.?
What constitutes a healthy body image?
What is more important, the heart or the brain?
Important for Students to Know
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that the cell is the basic unit of life;
the major organ(s) within each system and their function(s)
the structure and function of the various systems of the human body;
that the body’s systems are interconnected;
the relationship among eating habits, weight, height, and metabolism;
that fitness and nutrition choices affect human health; and
that environmental factors can adversely affect the health of the human body (e.g., smog,
pollen, pollution).
Important for Students to Do
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investigate the five major human organ systems (respiratory, circulatory, digestive, excretory and nervous) and develop an understanding of healthy living through research (e.g.,
use of nutritional information to make healthy food choices, diet-related disorders).
Life Systems-Grade 5-Human Organ Systems
Students learn the five major organ systems, learning where the major organs are
located as well as the functions and interactions between organs. They learn that all
living tissue is composed of different kinds of cells and that proper nutrition and
exercise contribute to healthy functioning of organ systems.
Teacher Background
Student Vocabulary
respiratory
systems
Levels of Biological Organization
• Cell - the basic structural and functional unit of all life.
• Tissue - a group of cells that work together to perform
a specific function.
• Organ - a group of tissues that work together to
perform a specific function.
• Organ System - a group of organs that work together
to perform a specific function.
• Organism - a group of organ systems that work
together to perform life functions.
circulatory
digestive
excretory
teeth
nervous
esophagus
nutrient
stomach
infection
gastric juices
carbohydrate
protein
vitamin
fiber
Circulatory System– Role: carries blood around the body. mineral
metabolism
Organs:
organism
• Heart - a muscular pump that moves the blood.
Canada’s Food Guide
• Arteries - muscular tubes that carry the blood away
from the heart.
• Veins - muscular tubes with thinner walls but wider
Digestive System, fig. 1
diameter than arteries and that carry the blood to the
heart.
• Blood - mostly plasma made of water, minerals,
vitamins; and other nutrients; gases, clotting agents,
hormones, and red blood cells that carry carbon
Teeth
dioxide and oxygen; white blood cells that help fight
disease, and platelets that assist in clotting.
Digestive System - Role: breaks down food, absorbs
nutrients and eliminates solid waste.
Organs
• Teeth - used to hold and chew food.
• Esophagus - a muscular tube that carries the food from
the mouth to the stomach through a process called
peristalsis.
• Peristalsis - wave like contractions that move food
down the esophagus.
• Stomach - a food storage site where digestion begins.
It secretes gastric juices and mucous (protects
stomach) to break down food and leave it soupy.
• Gastric juices -thin acid fluid secreted by the glands of
the stomach which acts on and digests mainly proteins.
• Small Intestine - Composed of three parts in which
digestion is completed and 90% absorption of the
products of digestion occur. Bile produced in the liver
and stored in the gall bladder and pancreatic juices
from the pancreas are sent to the small intestines to
aid in digestion.
Esophagus
Peristalsis
Stomach
Gastric juices
Small Intestine
Liver
continued...
JK-8 Science & Technology
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Basic Concepts
Life Systems-Grade 5-Human Organ Systems
Continued 2 . . . .
Teacher Background
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Large Intestine - recovers vitamins and water from the
waste, forms feces, and adds mucous to facilitate
disposal.
Excretory System - Role: regulates internal temperature
and gets rid of metabolic wastes.
Organs:
• Kidney - removes urea and other poisons, mineral
salts, and some water. It filters the blood.
• Ureters - tubes which carry urine from the kidney to
the bladder.
• Bladder - stores the urine until it’s ready to be excreted.
• Urethra - a tube from the bladder that controls the exit
of urine from the body.
Respiratory System fig. 2
Organs
• Nasal cavity - warms, moistens, and filters the air.
• Trachea - tube that carries the air from the back of the
mouth (pharynx) to branches called bronchi. The
bronchi form branches with alveoli at the end.
• Alveoli - tiny air sacs surrounded by blood vessels
where the diffusion of carbon dioxide and oxygen
takes place (oxygen moves into cells, carbon dioxide
moves out of cells).
• Lungs - two (cone shaped, spongy, lobed) organs
containing the alveoli.
• Diaphragm - large flat muscle on the bottom of the
chest cavity that help air to be inhaled and exhaled by
the lungs. Attached to the ribs it increases the size of
the thoratic cavity during inhalation.
fig. 2
Nervous System - Role: senses the environment,
receives and transmits messages.
See Encyclopedia of Science CD
Organs:
• Brain - the centre of the nervous system together with
the spinal chord co-ordinates and directs bodily activity.
• Spinal chord - inner region made of grey matter, outer
region made of white matter, surrounded by a spinal
column.
• Nerves - bring information from sensory and internal
organs to the central nervous system and carry
impulses to cause muscular reaction to these
messages. This system is referred to as the peripheral
system. The automatic system reacts by means of
reflex requiring no thinking.
• Neuron - specialized cell that carries messages by
means of an electrochemical impulse.
continued…
JK-8 Science & Technology
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Basic Concepts
Life Systems-Grade 5-Human Organ Systems
Continued 3 . . . . .
Teacher Background
Skeletal System - provides a frame to support and protect
other systems. In the developing stage it is composed
mostly of cartilage which changes to bone as the body
grows.
Muscular System - a system that causes movement
( moves the framework and attached body parts or moves
the body and its parts around).
Bodies Defense System
• White blood cells - help defend the body against
disease and infection.
• Skin - the organ of touch and the body’s outer
covering. It has millions of microscopic sensors that
detect different aspects of touch. It protects them from
conditions outside and keeps its fluids in.
• Tears - a drop of saline liquid secreted by the lacrimal
gland, for moistening the eye.
Nutrients - the useful parts of food used by the body for
energy, metabolism, growth and repair.
Proteins - molecules used in cell membranes and muscles
as hormones, antibodies, antigens, enzymes (found in
meats, poultry, fish eggs, beans, tofu) essential to all
biological processes as a building material.
Fats - highly concentrated energy which stores, insulates
and protects organs (found in butter, margarine, plant oils,
eggs, cheese, and other dairy products, most meats and
nuts).
Vitamins - organic components found in various foods
especially fruits and vegetables. They assist enzymes in
metabolism.
Minerals - inorganic compounds for building bones and
maintaining balance of water and solutes across cell
membranes and forming larger molecules such as
hemoglobin, thyroid hormone and enzymes.
Water - assists in metabolism, lubricating joints, protecting
organs from injury, preventing dehydration, maintaining
body temperature.
Carbohydrate - a major source of energy for all body
activities, composed mainly of sugars and starches. They
provide the body with energy to aid in growth and repair.
They can be stored as glycogen in the liver and muscle.
Metabolism - the chemical reactions involved in the life
processes of an organism including how food is broken
down and how energy is released.
JK-8 Science & Technology
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Basic Concepts
5
Forces Acting on Structures and
Mechanisms
Understanding Structures and Mechanisms
Enduring Understandings
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There are many different types of forces, but all are either a push or a pull.
The effect of forces on or within structures and mechanisms may or may not be observable.
Forces acting on or within a structure or mechanism will influence its design and use.
Essential Guiding Questions for Unit Design
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How have modifications made to mechanisms (e.g., dishwasher, can opener, car, bicycle)
made our lives easier?
How do we design and construct structures to utilize and withstand various forces?
What are all the various forces that act on a bridge? On the CN tower?
Important for Students to Know
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that mechanisms and systems utilize forces to accomplish specific tasks;
that gravity, air pressure, tension, compression and torque are some of the forces that are
utilized by or affect systems and structures;
that different types of mechanical systems have their own advantages and disadvantages;
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that modification to a component of a system affects performance.
Important for Students to Do
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identify and measure forces and investigate their effects on different structures and mechanisms through experimentation;
using technological design, design and construct a load-bearing structure and one that incorporates a mechanical system (Note: These may be combined into a single structure such
as a lift bridge).
Structures and Mechanisms-Grade 5-Forces Acting on Structures and Mechanisms
Students continue to design and build mechanical devices and structures, developing a more
sophisticated understanding of force. They identify forces acting on and within and give simple
quantitative descriptions of these forces. They focus on ways of making mechanisms
accomplish specific task with less effort.
Teacher Background
Student Vocabulary
Force - pushes or pulls which try to move an object. The
heavier the object is, the greater the force (units of
Newtons) needed to make it start or stop.
• Air Pressure - the force exerted by air.
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Mass - a measure of the amount of matter a body
contains. The bigger the mass of an object, the more
force is needed to give it particular acceleration.
forces-mass
air pressure
pawl
cam follower
torque
component
subsystem
device
mitre joint
ratchet
mechanical advantage
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tension/compression
fig. 1
Compression/Tension
Compression - stress caused by a pushing force.
Structures bearing a mass are under compression.
Compression is reduced by adding struts. fig. 2
Cables Under Tension
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Tension - stress caused by the action of a pulling force.
The wires on a suspension bridge are under tension.
The addition of ties reduces tension. fig. 1
Pulling
Force
Pulling
Force
Torque - a force acting in a circular direction, the
turning or twisting force.
Mechanical Advantage -The least amount of effort
required to move or lift an object. This is accomplished by
using a combination of pulleys (or gears) of different sizes.
Sizes, arrangement and the different combinations of
pulleys will either increase or decrease speed or force.
fig. 3
Mechanical Energy - the energy contained in any object.
Example: person turning the pedals of a bicycle or the
mechanical movement of a motor.
Pulling
Force
fig. 2
Compression
Load
Pushing force
Compression
fig. 3
Mechanical Advantage
Less effort needed to lift
load
Supports 1/2 the load
Supports 1/2 the load
continued....
JK-8 Science & Technology
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Basic Concepts
Structures and Mechanisms-Grade 5 – Forces Acting on Structures and Mechanisms
Continued 2 . . . .
Teacher Background
Systems - a combination of simple machines used in a
mechanism (e.g., bicycle).
• Subsystem - part of a system (e.g., gearing
system).
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Component - one of the main units or parts of a
mechanical system (e.g., gear lever).
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Device - a mechanical invention used for a special
purpose.
fig. 1
Ratchet - a bar with a point (pawl) that presses against
sloped teeth on a wheel. The wheel can turn only one way.
The point jams against the teeth and stops the wheel from
turning the other way.
See The Way Things Work, CD
Pawl - a pivoted bar arranged to catch in the teeth of a
ratchet wheel or the like so as to allow rotation in only one
direction. fig. 2
fig. 2
Cam/Cam Follower - a mechanism that changes rotary
(circular) motion into linear motion (motion in a straight
line). An uneven ring on an axle or shaft that presses on or
moves another part of the machine as it rotates. fig. 1
Cam Wheel - is a fixed wheel with one or more projections.
A rod is placed on top of a projection, such that when the
wheel rotates the rod moves up and down. fig. 1
See The Way Things Work, CD
JK-8 Science & Technology
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1– 1
Basic
Basic
Concepts
Concepts
5
Properties of and Changes in Matter
Understanding Matter and Energy
Enduring Understandings
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There are three states of matter (liquid, solid and gas).
Physical changes (e.g., changes of state, change in shape) do not result in new materials
being formed.
Chemical changes (e.g. burning paper, formation of rust) do result in new materials being
formed.
Properties of different materials determine their uses in everyday products and their impact
on the environment.
Essential Guiding Questions for Unit Design
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When substances undergo changes, why are some of these changes reversible while others
are not?
Are ice, liquid water and water vapour different substances? Explain your reasoning.
How do we use the properties of solids, liquids and gases in everyday life?
How do we use our knowledge of changes of state of matter in everyday life?
How do we use our knowledge of properties of different materials to control heat loss?
How are changes of state responsible for changes (in matter) in our environment (e.g., rock
breakdown, formation of potholes)?
Important for Students to Know
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that the three states of matter have characteristic properties (solids have definite volume and
hold their shape, liquids have definite volume and take the shape of the container, gases
have no definite volume and take the volume and shape of their container);
that changes of state occur through the application or removal of heat;
that physical changes of matter are usually reversible;
that chemical changes of matter are usually irreversible; and
that physical and chemical changes occur in household and industrial materials and affect
the use and function of the materials.
Important for Students to Do
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observe a variety of physical and chemical changes, and record and analyze their observations;
investigate properties of matter (e.g., adhesive qualities, insulating ability) and/or changes
of state (e.g. melting, freezing, condensing, evaporating) through experimentation.
Matter & Materials-Grade 5 – Properties of and Changes in Matter
Students begin to explore the underlying concept of matter including the 3 states. They learn the
characteristic of each state and look at the differences between physical changes and chemical
changes. An emphasis is placed on applying their knowledge in a systematic way
Teacher Background
Student Vocabulary
Matter - - anything that has mass or takes up space
(volume).
hardness
strength
Material - the parts or substances of which a thing is made.
buoyancy
stability
flexibility
insulators
Properties - (i) Physical - characteristics that can be
described using the senses. (ii) Chemical - the way in
which matter and materials behave under different
conditions of light, heat, pressure, or chemical reaction.
• Solubility - the maximum amount that the solute can be
dissolved in the solvent.
fig. 1
Changes of States of Matter
Reversibility
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add heat to change state
States of Matter: liquid, solid, gas. fig. 1, 2
• Solids - have volume and hold their shape.
Liquids have volume but take the shape of their
container.
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Gases have no definite volume and take the shape of
their container.
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Reversibility - the ability of matter to change from one
state to another. Freezing , condensation, melting,
evaporation are changes of state that are reversible.
Other changes are not reversible such as chemical
changes in burning a paper or cooking an egg. fig. 1
evaporation
condensation
Liquid
melting
freezing
Solid
Insulators - materials that do not allow heat to pass
through them easily.
fig. 2
Processes - a set of actions that occur.
• Rusting - process in which damp air forms a red brown
powder on metals.
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Solubility - the ability of a substance to dissolve into
something else. Many solids dissolve into liquids.
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Dissolving - process in which two mixtures mix
completely so that one of the substances mixed seems
to disappear.
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Bleaching - removal of color through exposure to the
sun’s rays or the addition of chemicals.
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Rotting - process of decomposition.
JK-8 Science & Technology
See Encyclopedia of Science CD
1-29
Basic Concepts
take away heat to change state
Gas
Matter - the material of which something is made or
composed.
5
Conservation of Energy and Resources
Understanding Earth and Space Systems
Enduring Understandings
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Energy cannot be created or destroyed but can only be changed from one form to another.
Energy sources can be classified as renewable or non-renewable.
The need for energy conservation and the development of alternative sources is essential to
ensure adequate energy supplies for future generations.
Essential guiding Questions for Unit Design
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Why is it important to use affordable, renewable sources of energy?
As the world population continues to rise, will we be able to maintain our current standard
of energy usage?
How do humans rely on the transference of energy to survive?
What are alternative energy sources, and what are their benefits and limitations?
Important for Students to Know
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that there are many forms and sources of energy?
that humans use the different forms of energy for a variety of purposes;
that there are renewable and non-renewable sources of energy;
that some sources of energy are in danger of being depleted and/or lead to environment
damage;
that there are a variety of ways that people can conserve energy resources by using energy
and materials wisely; and
that energy can be stored (e.g., battery) transferred from place to place (e.g. heating systems), and transformed from one type to another (e.g., electricity to light).
Important for Students to Do
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investigate the transference and transformation of energy through technological design.
Energy and Control-Grade Five – Conservation of Energy
Students learn how to conserve energy and they deepen their understanding of how devices use
energy. They learn that energy is transferred from one system to another. They classify different
sources of energy as renewable and non-renewable.
Teacher Background
Student Vocabulary
Energy - the quantity of work a system is capable of doing
and overcoming inertia by external forces.
Inertia - property of matter in which things at rest stay at
rest and things in uniform motion stay in motion unless
acted upon by some external force.
Control - the way in which a mechanism is regulated.
• Input - anything that is put into a system. Sources of
input include people, materials, and energy, supplied
for the purpose of producing an output of some kind.
• Output - the actual result obtained from a system (e.g.,
the light that comes on when the light switch on an
electrical system is pressed). For example, for a hair
dryer, the input is electricity and the output is the heat.
heat
combustion
nonrenewable
electrical energy
light
chemical energy
sound
mechanical energy
transform
magnetic
renewable source of energy
Transforming Energy
Chemical Energy
Renewable Sources of Energy - natural energy sources
that can be replaced. For example when trees are cut
down for lumber, new trees can be planted in their place.
fig. 1
Non-renewable Sources of Energy – is energy that is
used up faster than it is replaced. There are two kinds:fossil fuels (natural gas, oil, coal) and nuclear fuels
(uranium).
Nuclear Energy
Potential EnElastic Energy
Forms of Energy:
• Chemical energy - a form of energy released through
chemical reactions, for example burning of oil, rusting
of a nail, production of electrical energy from chain
reactions in a battery or the energy stored in the atoms
or molecules of a substances.
• Electrical energy - electrical energy is energy
produced by moving electrons. An example would be
the light bulbs in lamps.
• Solar energy - energy from the sun. Examples are any
radiant type, light, X rays, radiowaves, UV rays,
infrared rays, microwaves and gamma rays.
• Mechanical energy - energy possessed by an object in
motion. (Also known as Kinetic energy).
Gravitational
Energy
Bulk Kinetic
Energy
fig. 2
Radiant Energy
Kinetic Energy
Potential energy – is the energy an object has because of
a force acting on it or between its component parts. An
object suspended above the ground, for example has
potential energy because of the force of gravity. A
stretched spring has potential energy because of the forces
between its atoms trying to make it contract. fig. 1
Heat Energy
Electrical Energy
Kinetic energy – is the energy any object has because of
its motion. The amount of kinetic energy depends on the
mass of the object and the speed at which it is moving.
fig. 2
JK-8 Science & Technology
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Basic Concepts