Download TEKS 7.9 A Body Systems

TEKS 7.9 A
Body Systems
TAKS Objective 2 – The student will demonstrate an understanding of
living systems and the environment.
TEKS Science Concepts 7.9
The student knows the relationship between structure and function in
living systems. The student is expected to:
(A) identify the systems of the human organism and describe their
functions
TAKS Objective 2
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TEKS 7.9 A
For Teacher’s Eyes Only
Teacher Background: There are twelve major organ systems in the human body
(i.e., circulatory, skeletal, respiratory, excretory, integumentary, nervous,
digestive, endocrine, reproductive, immune, lymphatic, and muscular systems). In
this TEKS, we will introduce students to the common structures of each system
and their basic functions. A brief description of these systems follows:
Integumentary System – Skin is the outer covering or integument of the animal
body and is the largest organ of the body. It covers the entire visible surface of
the body including hair, fingernails, and toenails. We have two main layers of
skin the epidermis (outer layer) that contains melanocytes which makes melanin
that produces a tan, freckles and moles in an attempt to protect our skin from sun
damage. Additionally, there is the dermis (inner layer) which contains blood and
lymphatic vessels, nerves, nerve endings, sweat glands and oil glands. Hair
follicles also grow out of the narrow cavities of the dermis. The skin has several
very important functions. These functions include protection for underlying
tissues, acting as a sense organ, maintaining a balance of chemicals in the body,
and regulating body temperature to maintain homeostasis.
Skeletal System – The skeletal system has five major functions in the body,
provide structure and support for the body, protect internal organs, attachment for
muscles for movement, make blood cells, and store mineral. There are
approximately 206 bones in the mature adult body. These bones are categorized
into two different skeletons, the axial skeleton consisting of the skull, vertebral
column and rib cage and the appendicular skeleton, which includes all of the
bones of the appendages. Bones of these two skeletons are further subcategorized
into long bones (femur), short bones (ankle and wrist bones), flat bones (sternum),
irregular bones (facial bones), sesmoid bones (patella) and sutural bones (located
in sutural joints between cranial bones) vary greatly in number from person to
person. All bones consist of two main types of bone tissue, compact and spongy
tissue. These two types of tissue are what provide the strength, mineral storage
ability and blood producing ability of bones. Compact tissue forms the very hard
outer shell of the bone, whereas the spongy (cancellous) bone is a meshwork of
bones called trabeculae that contains bone marrow.
Muscular system – Without the muscular system, our skeletal system would not
have the ability to move. The muscular system has three primary functions in the
body, produce motion for movement, providing stabilization and generating body
heat. Muscles are categorized into three different types, cardiac, smooth, and
skeletal. Cardiac meaning pertaining to the heart is the muscle actually found in
the heart. The digestive system is the primary location of smooth muscle, which
uses involuntary motion like peristalsis. The majority of the muscle found in our
body is skeletal muscle. Bones are found attached to these muscles and are used
to manipulate and move the body.
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TEKS 7.9 A
Nervous System – The nervous system is interrelated with all other systems. It
controls, regulates and communicates with all the other body systems. The
nervous system is also the hub of all mental activity including memory, thought,
and learning. The nervous system consists of the brain, spinal cord, nerves, and
neurons. These organs work together with the organs of the endocrine system to
collect information about the external environment and determine how it relates to
the body’s internal state. The nervous system then compiles this information and
initiates the body’s response to maintain homeostasis.
The nervous system is broken into two separate systems, the Central Nervous
System and the Peripheral Nervous System. The central nervous system (CNS)
consists of the brain and spinal cord, while the peripheral nervous system (PNS)
includes all the nerves that collect information about the external and internal
environment to be quickly interpreted by the spinal cord. Beating of the heart and
digestion of food is under the control of the peripheral nervous system, which is
responsible for unconscious body functions. However, the PNS can be further
subcategorized into the Sympathetic and Parasympathetic Systems. These two
systems keep each other in check by working in opposing action to one another.
Digestive System – Our digestive system functions to break down our food into
smaller, useful elements that can be absorbed and utilized by our body for energy.
Once absorbed, these fundamental elements can either be used in their immediate
form or transformed and integrated into building molecules that are more
complex.
The vital components of the digestive system include the mouth (saliva), pharynx,
peristaltic motion of the esophageal muscles to work food down to the acidic
digestive juices of the stomach. Once in the stomach the food particles are broken
down into small components and bile produced by the liver and stored in the gall
bladder, emulsify fat and the partially digested food particles. The food then
passes through to the small intestine where other accessory organs release
enzymes to break down the food particles into their most elemental forms to be
absorbed through structures called microvilli. Finally, the waste matter passes
through the large intestine (colon) where fluids and minerals are reabsorbed. The
remaining indigestible matter is then stored in the rectum and excreted from the
anus.
Circulatory System – The heart, blood and blood vessels (arteries, veins and
capillaries) are the vital components of the circulatory system. The overall
function of the circulatory system is to transport materials throughout the body to
particular target organs and tissues. Gasses, nutrients, waste, hormones, and
infection fighting cells are just some of the materials that the circulatory system
transports. For example, white blood cells and antibodies are carried throughout
the body using the circulatory and lymphatic systems. During respiration, the
exchange of oxygen and carbon dioxide occurs through the walls of the capillaries
that surround the alveoli in the lungs. The circulatory system also interacts with
the excretory system as during filtration of body wastes in Bowman’s capsule,
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TEKS 7.9 A
which is located in the nephron of the kidney. Many hormones associated with
endocrine system and reproductive system (e.g., thyroid-stimulating hormone,
Follicle-stimulating hormone, and insulin) are carried throughout the body via the
circulatory system. These hormones act on specific target cells to coordinate
body functions and bring about and maintain homeostasis. In the digestive
system, nutrients are absorbed into the blood through capillaries surrounding the
villi of the small intestine. Finally, lactic acid build up due to oxygen debt is
carried away from the muscles via capillaries. The circulatory system also helps
to maintain an internal homeostasis by stabilizing the pH and ionic concentration
of the body fluids. Additionally, it helps maintain body temperature by
distributing and transporting heat.
Respiratory System -  REWRITE The primary function of the respiratory
system is to supply the blood with oxygen in order for the blood to deliver oxygen
to all parts of the body. The respiratory system does this through breathing.
When we breathe, we inhale oxygen and exhale carbon dioxide. This exchange of
gases is the respiratory system's means of getting oxygen to the blood.
Respiration is achieved through the mouth, nose, trachea, lungs, and diaphragm.
Oxygen enters the respiratory system through the mouth and the nose. The
oxygen then passes through the larynx (where speech sounds are produced) and
the trachea, which is a tube that enters the chest cavity. In the chest cavity, the
trachea splits into two smaller tubes called the bronchi. Each bronchus then
divides again forming the bronchial tubes. The bronchial tubes lead directly into
the lungs where they divide into many smaller tubes, which connect to tiny sacs
called alveoli. The average adult's lungs contain about 600 million of these
spongy, air-filled sacs that are surrounded by capillaries. The inhaled oxygen
passes into the alveoli and then diffuses through the capillaries into the arterial
blood. Meanwhile, the waste-rich blood from the veins releases its carbon
dioxide into the alveoli. The carbon dioxide follows the same path out of the
lungs when you exhale.
The diaphragm's job is to help pump the carbon dioxide out of the lungs and pull
the oxygen into the lungs. The diaphragm is a sheet of muscles that lies across the
bottom of the chest cavity. As the diaphragm contracts and relaxes, breathing
takes place. When the diaphragm contracts, oxygen is pulled into the lungs. When
the diaphragm relaxes, carbon dioxide is pumped out of the lungs.
Urinary system - The urinary system has one main function. This vital function is
to preserve homeostasis within the body by maintaining the volume and
composition of body fluids within their normal limits. To do this the urinary
system must rid the body of waste products that accumulate within the body
because of cellular metabolism. The major components of the urinary system are
the kidneys, urethers, urinary bladder, and urethra. Although the urinary system
has a major role in excretion, other organs contribute to the overall excretory
function of the urinary system. The lungs excrete waste like carbon dioxide and
water. The skin rids waste from the body through sweat glands. However, the
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major task of excretion falls on the urinary system. If the urinary system fails, the
other organs cannot sufficiently maintain body fluids within their normal limits.
The urinary system uses various methods to regulate the amount of water that is
excreted in the urine to maintain the appropriate fluid level in the body. In
regulating the appropriate fluid level within the body, this system also functions
to maintain a delicate balance of electrolytes and keep the body’s blood at a
normal pH.
Immune/Lymphatic System –
Endocrine System –
Reproductive System -
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TEKS 7.9 A
Misconceptions
 Misconception
Bones are solid.
 Science Concept
Rebuild Concept
 Misconception
 Science Concept
Rebuild Concept
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TEKS 7.9 A
Student Prior Knowledge
Students should be familiar with the components associated with body systems
TEKS 6.10 (C) identify how structure complements function at different levels of
organization including organs, organ systems, organisms, and populations and the
functions of these systems.
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TEKS 7.9 A
Skin Deep
5 E’s
ENGAGE
Divide the class into four groups, with each group taking a pencil and piece of
paper and assembling at one corner of the room. Explain that the groups will
compete to list as many organs of the body as they can in two minutes. Emphasize
that group members will need to collaborate and write their answers very quietly,
so other groups do not overhear their ideas.
At the end of two minutes, call time and have the groups tally their entries.
Before naming the winner, have each group read the organs on its list and write
them on the board. Have the class collaborate on eliminating any incorrect items.
Then recognize the winner, offering special recognition if any group included skin
as an organ.
Upon completion, ask discussion questions like these: Write answers in red







What characteristics do all of these organs share?
How do they differ?
What are organs composed of?
What would happen if you were missing an organ?
(If necessary) Would you consider skin to be an organ? Why or why not?
What functions does your skin serve?
What are some examples of organ systems?
EXPLORE
Have students work independently or as a class through the MD Anderson Project
SAFETY CD/ Curriculum Lesson One – Layers of the Skin and Lesson One
Terminology (drag and drop).
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TEKS 7.9 A
EXPLAIN
Answer questions at the end of lesson one that is provided with the MD Anderson
Project SAFETY curriculum
Squamous Cells
Epidermis
Melanocytes
Dermis
Basal Cells
ELABORATE
Elaboration 1
Interactive Tutorial on Burns
http://www.nlm.nih.gov/medlineplus/tutorials/burns/htm/index.htm
Have students participate in the interactive tutorial from the national institute of
health reviewing the skin and researching different degrees of burns and the layers
of skin that they affect.
Burn flyer in blackline masters.
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TEKS 7.9 A
Elaboration 2
Informational Brochure on Burns
Have students participate in research of different degrees of burns and the layers
of skin that they affect.
EVALUATE
1. Make a diagram of the layers of the skin in your journal, including the
epidermis, dermis, etc….
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TEKS 7.9 A
Skin Deep
Label the following diagram of the skin:
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Burn Flyer
Obtained from the Nemours Foundation
http://kidshealth.org/parent/firstaid_safe/sheets/burns_sheet.html
Also available in Spanish
©1995-2007 The Nemours Foundation. All rights reserved.
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TEKS 7.9 A
No Bones About It!
5 E’s
ENGAGE
Show short clip from The Blob.
Have Scary Skeleton song and animation playing when student enter the room.
http://www.learnenglish.org.uk/kids/songs/skeleton.html
Then read:
Dem Bones. by Bob Barner. Publisher: Chronicle Books.
EXPLORE
Exploration 1
Deboned
What would happen if humans did not have bones?
Use the “Deboned” activity in the blackline masters.
Your body would be limp like a rag doll. Could you stand up? No way. Could
you walk? Forget about it. Without bones in your body, you would be like the
blob.
Students will compare and contrast chicken legs soaked in vinegar and those that
were not soaked in vinegar. Observations should include things such as the bones
soaked in vinegar were weaker and more flexible. Teacher explanation should
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include talk about mineral stores in bones and that vinegar (acid) dissolves
calcium phosphate in bones causing them to become weak. Hence the importance
of balanced diet with calcium to maintain strong bones.
Exploration 2
Q-Tip or Spaghetti Skeleton Man
Students will participate in this exploration by making a skeleton out of Q-Tips or
Spaghetti.
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TEKS 7.9 A
EXPLAIN
Bones have five main functions:
1. provide structure and support for body
2. protect internal organs
3. make blood cells
4. store minerals
5. attachment for muscles for movement
ELABORATE
Elaboration 1
Bone Up Your Knowledge Computer Lab
Questions and Discussion
http://www.medtropolis.com/VBody.asp
Students will visit the above website and answer the following questions while
navigating through the narrated skeletal system section:
1. List three functions of our skeletal system.
a.
b.
c.
d.
e.
provide structure and support for body
protect internal organs
make blood cells
store minerals
attachment for muscles for movement
2. What are two things that our skeletal system stores? Blood and Calcium
3. How many bones does the average mature adult have in their body? 206
4. What are three things that our bones need to stay healthy? Exercise,
horomones, Vitamins A, D, and C
5. List 5 different bones that are found in our body. Answers will vary
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TEKS 7.9 A
EVALUATE
1. After observing the chicken bone soaked in vinegar and water and
participating in a class discussion, the learner will produce a Venn
diagram, table or sketch in his/her journal to compare and contrast the
bones. A grade of pass/fail will be given.
2. After observing both models of the bones and participating in a class
discussion, the learner will record the differences between hollow and
solid bones. A grade of pass/fail will be given.
3. Using the text, and class notes, the learner will produce a labeled sketch in
his/her journal that describes the components of a bone. A grade of
pass/fail will be given.
4. Using the text, information from the website, and class notes, the learner
will demonstrate an understanding of the structures and list at least 4
functions of the skeletal system by creating labeled drawings and
providing a 100-word summary of the overall function of the skeletal
system. A minimum score of 70% on the rubric is required.
5. After completing the Q-tip skeleton, the learner will identify the following
major bones of the body: skull, spine, ribs, pelvis, femur, tibia, fibula,
humerus, radius, ulna, phalanges, and collar bone.
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TEKS 7.9 A
Deboned
1. Observing the bones soaked in acid and the bones soaked in water, list as many
similarities and differences that you can you can detect with your senses.
2. After compiling your list and participating in class discussion, produce a Venn
diagram or labeled sketch to demonstrate the similarities and differences between
the bones.
Similarities
TAKS Objective 2
Differences
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TEKS 7.9 A
Q-Tip Skeleton
Materials:
Q-Tip
Construction Paper
Glue
Spaghetti: Bow Tie, Ziti, Thin Spaghetti, Macaroni,
Figure 1
Procedure:
1. Use figure 1 as a model to create a human skeleton. Use either Q-Tips or
pasta.
2. Include: Forearm (Radius and Ulna), Humerus, Phalanges, Spine, Rib
Cage, Pelvic Girdle, Femur, Lower Leg (Tibia and Fibula), Skull
Note: Each student should bring a personal photo and cut out the skull.
3. Glue spaghetti or Q-Tips on construction paper to form your model.
4. Label the bones in your model.
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TEKS 7.9 A
Questions:
1. What are the five main function of the skeleton?
a.
b.
c.
d.
e.
2. How is your model similar to a real skeleton?
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TEKS 7.9 A
Weird Proportions
Materials:
Meter sticks
Metric Ruler
Pencils
Calculators
Procedure:
1. Use the meter sticks
taped to the wall to
measure the height of
each team member in
centimeters. Team
members MUST agree
on the height!!!
2. Document your height in
the data table.
3. Make all the Height Check Measurements. Add them up and
make sure they exactly equal your total height. If they are not
the same you need to measure them all again before you can
continue!!
4. Measure all the Other Height Measurements. Be sure to
measure the right and left sides. They should be the same.
Data:
Your Height: ______________(cm)
Height Check Measurements:
Top of Hair to Top of Head
cm
Top of Head to Chin
cm
Chin to Shoulder
cm
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TEKS 7.9 A
Should to Waist
cm
Waist to Knee
cm
Knee to Ankle
cm
Ankle to Floor
cm
TOTAL
cm
Other Height Measurements
Right
Left
Shoulder to Elbow
Elbow to Wrist
Wrist to Fingertips
Determine if these statements are true:
Is your arm span equal to your height?
ADD More Statements
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TEKS 7.9 A
Bone Up Your Knowledge!
Computer Lab
1. Visit the following website:
http://www.medtropolis.com/VBody.asp
2. Read and listen to the narration about the skeletal system to answer the
questions at the end of the page.
3. Complete the “Build a Skeleton” game.
4. Visit the “Zoom In!” section of the website to complete your tour of the
website and finish answering any questions that may remain.
Questions:
1. List at least three functions of our skeletal system.
2. What are two things that our skeletal system stores?
3. How many bones does the average mature adult have in their body?
4. What are three things that our bones need to stay healthy?
5. List 5 different bones that are found in our body.
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TEKS 7.9 A
Skeletal Structure and Function Rubric
Accuracy
Label
Drawing
Revise and
Resubmit
Fewer than 70%
of the assigned
details are
present OR
most details are
difficult to
identify.
Less than 70%
of the items that
need to be
identified have
labels OR it is
not clear which
label goes with
item.
Less than 70%
of the assigned
structures are
drawn AND/OR
labeled
accurately.
70-79 Points
80-89 Points
90-100 Points
70%-79%) have
been added. A
few details are
difficult to
identify.
Almost all
assigned details
(at least 80-89%)
have been added.
The details are
clear and easy to
identify.
Almost all items
(80-89%) that
need to be
identified have
labels. It is clear
which label goes
with which
structure.
80-89% of the
assigned
structures are
drawn accurately
and are
recognizable. All
assigned
structures are
labeled
accurately.
All assigned
details have been
added. The
details are clear
and easy to
identify.
Most items (7079%) that need
to be identified
have labels. It
is clear which
label goes with
which structure.
Every item that
needs to be
identified has a
label. It is clear
which label goes
with which
structure.
70% -79% of
90% or more of
the assigned
the assigned
structures are
structures are
drawn
drawn accurately
accurately and
and are
are
recognizable. All
recognizable.
assigned
94-85% of the
structures are
assigned
labeled
structures are
accurately.
labeled
accurately.
This rubric was created using information from the following website:
http://rubistar.4teachers.org/index.php
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TEKS 7.9 A
Muscle Up!
5 E’s
ENGAGE
Ask students the following question:
About how many muscles do you think we have in our body?
We have over 600 different muscles in our body. The muscular system makes up
around 40% or about ½ of our overall weight. Today we are going to talk about
why we have so many muscles and why they are so important.
EXPLORE
Chicken Wing Dissection
The major function of the muscular system is to support our body in movement.
Through observations and class discussion, students will make deduction about
certain principles of muscle function. First, students should observe that skeletal
muscles usually produce movements by pulling on bones across joints. The bones
serve as levers and the joints serve as fulcrums. Second, muscles usually lie next
to the bones they move. Lastly, muscles usually act in groups. Additionally,
students will have the ability to examine ligaments, tendons and bone cross
sections.
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TEKS 7.9 A
EXPLAIN
Questions:
1. What is the name of the tissue that is normally referred to at the “meat” of
the chicken? Muscle
2. What do the muscles help the wing to do? Move
3. Why are tendons important in helping the body move? They attach the
muscle to the bone. This helps move our skeleton and allows for
movement.
4. Which joint in the human body is similar to the one you just studied?
Elbow Joint
ELABORATE
Elaboration 1
“Multitalented Muscles” Web Search
Question and Discussion
Visit the following website and answer the following questions.
http://www.kidshealth.org/kid/body/muscles_SW.html
After visiting this website, students should be able to answer questions such as,

What are the three different types of muscles? Smooth, Cardiac, Skeletal

Where can you find smooth muscle, cardiac muscle and skeletal muscle?
Smooth Muscle – Esophagus, Stomach, Bladder, etc.. Cardiac Muscles –
Heart
Skeletal Muscle – All Major Muscles

What is the difference between involuntary and voluntary muscles?
Involuntary – cannont be controlled
Voluntary – can be controlled
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TEKS 7.9 A

Which type of muscle is most abundant in the body? Skeletal
Elaboration 2
Muscle Builders!
Using various materials, students will build a model that simulates muscle
contractions and relaxations. The teacher will need to discuss that muscles in the
body cooperate in a group effort, like in the chicken wing. This model depicts
one muscle working in isolation.
EVALUATE
1. Using the text, information from the website, and class notes, the learner
will demonstrate an understanding of the structures and functions of the
muscular system by creating labeled drawings and providing a 100-word
summary of the overall function of the muscular system. A minimum
score of 70% on the rubric is required.
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TEKS 7.9 A
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TEKS 7.9 A
Muscle Dissection
Overview:
You will make observations about the muscles, ligaments, tendons and bones that
make up the wing of a bird.
Materials:
Chicken Wing
Gloves
Safety Goggles
Scissors
Scalpel
Procedure:
1. Use the provided diagrams to help you locate the following structures:





Shoulder joint
Humerus
Elbow join
Radius
Ulna
2. Rinse your chicken wing under running water. Dry thoroughly.
3. Observe and examine how the wing looks and feels.
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TEKS 7.9 A
4. Using the scissors, cut down the middle of the skin, starting at the top end
of the upper wing. Try not to cut the muscles below the skin. Do this by
piercing the skin and then slipping the scissor between the skin layers and
the muscle. Cut until you reach the shoulder joint.
5. Cut down the sides of the skin to make a T-shaped cut. Start at the first
cut and cut away in both directions. Peel the skin and cut to loosen it.
Fat:
6. Yellowish clumps found under the skin is fat tissue made of fat cells.
Remove this tissue.
Muscles:
7. Find two muscles in the wing that bend and straighten the elbow joint.
Each muscle pulls on the lower wing bones in one direction (the flexor
bends the joint). Since the flexor cannot lengthen by itself to push the
bone back to straighten the joint, another muscle pulls the bone in the
opposite direction (extensor)
8. Hold the wing down at the shoulder and alternately pull on each muscle.
Observe what happens.
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TEKS 7.9 A
Tendons:
9. Tendons are shiny white tissues at the ends of the muscles that attach
muscles to bones. Find as many tendons as you can on the chicken wing.
10. Pull on a tendon to see how it helps the chicken move its wing.
Joints and Ligaments:
11. Two bones come together at a joint. Bend and straighten the elbow joint
and observe how the bones fit together.
12. Ligaments connect bones to other bones at joints. They look like a shiny
white covering of the joints surfaces.
13. Closely examine the elbow joint between the upper wing and the lower
wing and identify the ligaments.
Cartilage:
14. Between the bones is another shiny white material that is slippery. This is
cartilage which helps the bones move without grinding against one
another.
Wing:
15. Move the wing again. Explore how the muscles, tendons, ligaments and
cartilage play roles in the wings movement.
16. Finally, remove one of the bones and break in half. Observe the external
and internal components of the bone.
17. Complete the observation table. When you have finished observing the
wing, throw the chicken remains away. Wash all equipment in hot, soapy
water.
18. Wash your hands with hot water and soap.
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TEKS 7.9 A
Observation Table
Tissue
Description (color, texture, etc.)
Tissue it attaches to
Skin
Muscle
Tendon
Ligament
Cartilage
Bone
Questions:
1. Which joint in the human body is similar to the joint you studied?
2. Do muscles work alone? Explain your answer.
3. What types of tissue actually mores the chicken wing?
4. Why are tendons important to the muscle’s ability to make the body
move?
5. What tissue of the chicken wing is commonly referred to as the “meat”?
6. Do you think this wing is from the left side or the right side of the
chicken’s body? Explain your answer.
Lab Modified from K12 Chicken Wing Anatomy Lab:
http://v7.k12.com/curriculum/subjects/sample_lessons/life_science/mediaFiles/MS_LFSCI06_10_
a03_chicken_wing_lab.pdf
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TEKS 7.9 A
“Multitalented Muscle” Web Search
Overview:
After visiting the website listed below, you should be able to answer the following
questions concerning the muscular systems.
Visit the following website and answer the following questions.
http://www.kidshealth.org/kid/body/muscles_SW.html
1. What are the three different types of muscles?
2. Where can you find smooth muscle, cardiac muscle and skeletal muscle?
3. What is the difference between involuntary and voluntary muscles?
4. Which type of muscle is most abundant in the body?
5. What is the function of a tendon?
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TEKS 7.9 A
Muscle Builders
Overview:
Students will be creating a working muscle model. This model will be looking at
a single muscle working in isolation. Remember that in our bodies muscles work
in coordinated groups.
Materials:
Two rulers
One oblong balloon
Masking tape
String
Procedure:
1. Securely hinge the rulers together at the short ends using the masking tape.
2. Blow into the balloon just a little bit and tie it shut.
3. Use string to tie one end of the balloon to one ruler and the other end to
the other ruler.
4. Open and close the rulers to simulate the way muscles contract and relax.
Questions:
1. What type of joint would the taped ends of the rulers represent in your
body?
2. In which position does the model simulate your biceps, long and lean
when your arm is stretched out to your side?
3. In which position does the model simulate your biceps, rounder and fuller,
like when you strike a muscle pose?
TAKS Objective 2
page 35
TEKS 7.9 A
Come to Your Senses!
5 E’s
ENGAGE
Show clip from Helen Keller Movie
We know and learn everything about the world around us through our five senses
– sight, hearing, touch, smell and taste. Helen Keller made some very
extraordinary achievements to have lost two very important senses – sight and
hearing. Losing one’s sight is one of the most feared disabilities, but losing one’s
hearing can be an extreme handicap. If someone loses his or her hearing in early
childhood, language acquisition is almost impossible.
If you had to give up one of your five senses, which one would you part with.
Why?
Show students various optical illusions – Power Point Optical Illusions
Our five senses require billions of nerve cells to decode the environment around
us. Sometimes our brain plays “tricks” on us, like with these optical illusions.
Many times, it makes assumptions based on previous experiences. Our brains
will interpret the information that our senses provide about our environment and
will help us react and respond to environmental stimuli.
TAKS Objective 2
page 36
TEKS 7.9 A
EXPLORE
Exploration 1
PARTS OF BRAIN
Create Edible Brain Molds
www.fabulousfoods.com
TAKS Objective 2
page 37
TEKS 7.9 A
Exploration 2
Neuron Bead Model
Get out those beads and make a neuron! This neuron with seven dendrites requires 65 beads: 42 beads for the dendrites, 10 beads for the cell body,
12 beads for the axon and 1 bead for the synaptic terminal. String the beads using the pattern in the diagrams below. The string can be yarn, rope,
or for the best result use flexible wire. You can also create your own pattern or use a different colored bead for a nucleus in the cell body.
http://faculty.washington.edu/chudler/chmodel.html
TAKS Objective 2
page 38
TAKS Objective 2
page 39
TEKS 7.9 A
Exploration 3
Board Game
Have students play the Brain Chutes and Ladders Game.
http://faculty.washington.edu/chudler/chgames.html
EXPLAIN
Students will answer questions and earn points by answering questions on the
neuro-jeopardy game. See neuro-jeopardy power point.
ELABORATE
Elaboration 1
Around the classroom set up stations with the materials for these four different
experiments. Each experiment will be testing some aspect of their senses. Have
student groups rotate through each of the experiments during the class period.
Experiment #1 (Sight)
Find Your Blind Spot
This experiment does not take much time, but finding ones blind spot is one of the
most dramatic experiments to perform. The blind spot is the area on the retina
that does not contain light receptors. Therefore, an image that falls on this region
will NOT be seen. It is in this region that the optic nerve exits the eye on its way
to the brain.
Experiment #2 (Sight and Taste)
Sweet Visions
TAKS Objective 2
page 40
TEKS 7.9 A
In this experiment, students will determine if one sense has and effect on another
sense. Can what you see influence what you taste? Students will participate in a
taste test of jellybeans to find out how much their sense of sight has to do with
their sense of taste.
Experiment #3 (Smell)
Smeller Feller
Students will attempt to match containers that have the same items. They will be
testing how effective they are at matching different items by only using their
sense of smell. You will have to collect items with distinct odors (i.e. lemon,
orange peel, cedar chips, banana, pine needles, chocolate, coffee, fresh dirt,
vanilla, garlic, onion, vinegar, moth balls, etc…) and mix up the pairs for students
to smell and attempt to match the two containers having the same items.
Experiment #4 (Touch)
2-Point Discrimination
Upon completing this experiment, students will make a determination as to what
areas of their body are most sensitive to touch. The following is a table of
average threshold differences is from an experiment published in The Skin Senses,
edited by D. R. Kenshalo, Springfield, IL, 1968.
Site
Threshold Distance
Fingers
2-3 mm
Upper Lip
5 mm
Cheek
6 mm
Nose
7 mm
Palm
10 mm
Forehead
15 mm
Foot
20 mm
TAKS Objective 2
page 41
TEKS 7.9 A
Belly
30 mm
Forearm
35 mm
Upper arm
39 mm
Back
39 mm
Shoulder
41 mm
Thigh
42 mm
Calf
45 mm
EVALUATE
Neuron Models
Students will be shown different pictures and models of nerve cells (neurons).
After class discussion and identification of essential components of the neuron,
students will make their own model of a neuron. You will need to provide each
student group with a golf ball sized amount of each of four different colors of
playdough or modeling clay. Students will construct a neuron model that contains
dendrites, a cell body (soma), axon, and axon terminals. Predetermine the color
of playdough for each part of the neuron.
TAKS Objective 2
page 42
TEKS 7.9 A
TAKS Objective 2
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TEKS 7.9 A
TAKS Objective 2
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TEKS 7.9 A
Neuron Models
1. You should have four different colors of modeling clay or playdough. You
are to build a model of a nerve cell using different colored clay for the various
parts of the neuron. The teacher will predetermine these colors. Remember
the neuron has four basic parts.
2. Once you have finished your model, place your neuron in the box below.
3. Label each part with its function and draw arrows to the following:
1.
2.
3.
4.
5.
Dendrites
Soma or Cell Body
Axon
Axon terminal
Draw an arrow to indicate the path that an impulse will travel on your
neuron
6. Once you have returned your playdough to its original container, draw
your neuron in the box below.
TAKS Objective 2
page 45
TEKS 7.9 A
Experiment #1
Are You Blind?
(Finding Your Blind Spot)
Overview:
Today you will perform an experiment to determine the location of your blind
spot. The blind spot is the area on the retina that does not contain light receptors.
Therefore, an image that falls on this region will NOT be seen. It is in this region
that the optic nerve exits the eye on its way to the brain.
Materials:
String
Metric ruler
The image below drawn on or photocopied on:
1 Colored piece of paper
1 White piece of paper
Procedure:
1. Obtain the white piece of paper with the above image.
2. Hold the paper at arm’s length and close your left eye.
3. Focus on the circle with your right eye.
4. Slowly begin to move the paper towards you.
5. When the + reaches your blind spot, it will disappear.
6. Have your partner take the piece of string and mark the distance from your
eye to the paper.
7. Obtain a metric ruler and measure the length of the string and record your
data.
TAKS Objective 2
page 46
TEKS 7.9 A
8. Again, hold the paper at arm’s length, but this time close your right eye.
9. Focus on the + with your left eye.
10. Slowly begin to move the paper towards you.
11. When the circle reaches your blind spot, it will disappear.
12. Have your partner take the piece of string and mark the distance from your
eye to the paper.
13. Obtain a metric ruler and measure the length of the string and record your
data.
Data:
Group
Member 1
Group
Member 2
Group
Member 3
Group
Member 4
Left Eye
Measurement
Right Eye
Measurement
Questions and Discussion
1. When the circle or + disappeared what happened? Was there nothing
where the circle had been or did the background match the rest of the sheet
of paper?
2. Try the experiment again with the colored piece of paper.
3. Did your brain “fill in” the blind spot with matching color?
4. Was the blind spot the same distance for you and your group members?
Explain.
5. Was the blind spot the same distance for both eyes of each of the group
members? Explain.
TAKS Objective 2
page 47
TEKS 7.9 A
Experiment #2
Sweet Visions
Overview:
Does what you see influence what you taste? Find out here. You and your group
members will participate and in taste test of jellybeans. You will find out how
much of your sense of taste has to do with your sense of sight.
Materials:
4 different flavored jellybeans
For each subject you test, you will need pairs of jellybeans:
2 cherry jelly beans
2 lime jelly beans
2 lemon jelly beans
2 orange jelly beans.
8 - Small medicine cups
Labeling Pen
Procedure:
1. Divide the jellybeans into two groups each having one of each flavor.
2. Label the medicine cups for each group with the numbers 1-4
3. Place the jellybeans from the first group into the containers – one
jellybean into each measuring cup.
4. Place the second group of jellybeans into the other measuring cups and
cover with foil so that the test subjects cannot see them.
5. Make sure that the flavors of the second group have different numbers on
their containers than the flavors of the first group. See example below:
Container
1
2
3
4
Group 1
Cherry
Lime
Lemon
Orange
TAKS Objective 2
Group 2
Lemon
Cherry
Orange
Lime
page 48
TEKS 7.9 A
Part I
1. Tell your subjects the flavors they will be testing.
2. Have the subjects look at the jellybean in container #1 and then taste the
jellybean of the first group.
3. Have the subjects write down the jellybeans flavor.
4. Repeat for containers #2-#4.
Part II
1. Blind fold your subjects or have your subjects close their eyes.
2. Tell you subjects the flavors they will taste will be the same as before.
3. Provide each subject with a jellybean from the second groups container
#1.
4. Once they have tasted the jellybean have them write down the jellybeans
flavor.
5. Repeat for containers #2-#4
Question and Discussion
1. What are the results?
2. When your subject could not see the color of the jellybean, did they make
any mistakes?
3. If they did, what was the most common mistake?
4. If you used and unusual flavor, what do you think would happen?
5. If you found a jelly bean with an unmatched color and flavor…for
example an orange-colored lemon-flavor jelly bean, what do you think
would happen?
TAKS Objective 2
page 49
TEKS 7.9 A
Experiment #3
Smeller Feller
Overview:
How keen is your sense of smell? In this experiment, you will attempt to match
containers that have the same items by only using your sense of smell. You will
compare your smelling ability to your other group members.
Materials:
Small Styrofoam cups
Foil
Various items with distinct odors
Procedure:
1. The containers in front of you contain items with distinct odors. Each
container has a match.
2. Choose one group member to randomly mix up the containers for the
group members performing the smell test.
3. Mix up the containers and have each group member try to match the
containers that have the same items.
4. When they have made their final decisions, open up the containers and
record how many correct smells each group member was able to pair.
Data:
Group
Member #1
Group
Member #2
Group
Member #3
Group
Member #4
# of Correct
Pairings
Question and Discussion
TAKS Objective 2
page 50
TEKS 7.9 A
Experiment #4
2-Point Discrimination
Overview:
Upon completing this experiment, you will make a determination as to what areas
of your body are most sensitive to touch. Is it your hands? Face? Arm?
Fingers? To find out perform the following experiment on a partner.
Materials:
Paper Clip
Metric Ruler
Pen and Paper to record results
Procedure:
1. Bend a paper clip into the shape of a U with the tips about 2 cm apart.
Make sure the tips of the U are even with each other.
2. Without your partner looking, making sure that both tips touch the skin at
the same time, slightly touch the two ends of the paper clip to the back of
the hand of your subject. Do not press too hard!
3. Ask your subject if he or she felt one or two pressure points.
4. If your subject reported one point, spread the tips of the clip a bit further
apart, then touch the back of the subject's hand again.
5. If your subject reported 2 points, push the tips a bit closer together, and
test again.
6. Measure the distance at which the subject reports, "I feel two points."
7. Repeat steps 1-6 for the arm, leg, fingers, back, neck, head, toes, and face.
TAKS Objective 2
page 51
TEKS 7.9 A
Data:
Body Site
Group
Member #1
Threshold
Distance
Group
Member #2
Threshold
Distance
Group
Member #3
Threshold
Distance
Group
Member #4
Threshold
Distance
Hand
Arm
Leg
Fingers
Neck
Head
Face
Questions and Discussion:
1. Compare the distances required for an "I feel 2 points" response on
different body regions.
2. What part of the body is most sensitive? In other words, where on the
body can 2 points be detected with the smallest tip separation?
3. Discuss some reasons why we are more sensitive to touch in certain areas
of our body than others do. List a few ideas in which your group
developed.
TAKS Objective 2
page 52
TEKS 7.9 A
It’s Just a Gut Feeling
5 E’s
ENGAGE
Watch digestive system clip with gold medalist Bonnie Blair from PBS video
Universe Within.
EXPLORE
Digestion Simulation
By participating in this simulation, students will learn the structures and the
functions of the digestive system.
The teacher will have to prepare stations that contain digestive structures. At each
station, students will be required to perform a specific task to their “food” before
they move to the next phase in the digestive sequence. Once the simulation is
completed students will answer questions in cooperative groups before class
discussion.
Materials:





3 X 5 index card for each student or pair of students
4 pairs of scissors
Station with digestive structure
Structure/Function Cards
Student Instruction Cards
TAKS Objective 2
page 53
TEKS 7.9 A
Stations:
Digestive
Structure
Construction
Mouth
Picture of Mouth
with tongue that
lifts
4” dryer exhaust
vent hose
Food digestion begins
Hot water bottle
with ends
removed. Have
scissors inside
Green balloon
with scissors
attached by string
Cut only one piece of
your food into 2 equal
pieces to continue
digestion.
Digests Protein
Breaking down of fat
Cut the two smaller
by emulsion.
pieces that have been
digested into 2 equal
halves. You should now
Digests Fat
have 4 smaller pieces
Further digestion of all Cut the 4 smaller pieces
nutrients and maximum into 8 smaller nutrients.
absorption of nutrients Place all food particles
into blood stream.
into the mesh bag. Push
nutrients through the
mesh bag into the clear
garbage bag. ONLY the
pieces that fit without
folding or bending will
remain at this station.
Take the larger pieces of
food to the next station.
Absorbs water and
From your remaining
minerals
food, cut off one corner
and leave in bowl.
Esophagus
Stomach
Gall Bladder
Small Intestine
Inside a clear
garbage bag have
a basket ball net
with scissor
inside
Large Intestine
Place a large
paper cylinder
inside a bowl.
Place scissors
inside.
A slinky atop a
shoebox
Rectum
Anus
Written Function
Digests Starch
Transports food to
stomach for further
digestion
Continued food
digestion.
Undigested or absorbed
food travels to anus.
Shoebox with
Undigested or absorbed
circle cut in the
food leaves the body at
lid. Slinky should this point.
be placed on top.
TAKS Objective 2
page 54
Student Directions
Digest food by tearing
into 2 equal pieces
Pass food through by
peristaltic motion
Place your name on the
remaining food and place
it inside the rectum
Leave your undigested
food here.
TEKS 7.9 A
EXPLAIN
1. When you cut your “food” what did this represent? Physical Digestion
2. What types of nutrients are digested by each structure?
Mouth- Carbohydrates, Stomach- Proteins and Fats, Small Intestine –
Carbohydrates, Proteins and Fats
3. For each digestive structure, tell me if the food was digested physically,
chemically, or both. Mouth – both, Esophagus – physical, Stomach –
both, Small Intestine – both
4. In what digestive structure are the most nutrients absorbed?
Small Intestine
5. Where does undigested food leave the body? Anus
ELABORATE
Elaboration 1
Digestion Website Investigation
http://www.medtropolis.com/VBody.asp
Students will visit the above website and answer the following questions while
navigating through the narrated digestive system.
1. Where does digestion begin? Mouth
2. List four organs of the digestive system.
Answers May Vary;
Stomach, Small Intestine, Large Intestine, Liver, Gall Bladder, etc…
3. What chemical in the mouth actually begins the process of digestion?
Enzymes
4. Approximately, how long is the small intestine? 9-10 Feet Long
TAKS Objective 2
page 55
TEKS 7.9 A
5. What organ of the digestive tract absorbs more nutrients than any other
organ? Small Intestine
6. What nutrient does the mouth begin digesting? Carbohydrates
7. What nutrient does the stomach begin digesting? Protein
8. What digestive structure has little or no digestive function? Large
Intestine
9. What is another name for the large intestine? Colon
10. What is the overall function of the digestive system? Answers may vary.
To use our food in the most efficient way to provide us with our daily
energy needs.
Elaboration 2
Informational Brochure on Digestive Issues
GIVE SUGGESTED WEBSITES
1. Provide students some common digestive problems:







nausea
diarrhea
constipation
acid indigestion (heartburn)
gastroesophageal reflux disease (GERD)
ulcer
lactose intolerance
2. Have students work individually to create a patient brochure about one
digestive problem.
3. The brochure, similar to one they might see in a doctor's office, should
include and describe the following:

overview of the structures and functions of the digestive
system

description of their digestive problem, its causes, its
symptoms and possible treatments
TAKS Objective 2
page 56
TEKS 7.9 A
4. In addition, the brochure should be written and designed for students their
own age. Each brochure should include age-appropriate illustrations or
diagrams to help explain the digestive problem.
5. Finally, have students title their brochure in the form of a question a
patient might have. For example:

"Why do I burp?"

"Why do I throw up?"

"Why do dairy products make me sick?"
Have students create their brochures by folding an 8½ by 11-inch piece of paper
into thirds. They may use a word processing program such as Microsoft Word.
Remind students to include images with labels, whether they import them from
another file or sketch them by hand.
When the brochures are complete, have students work with a partner who covered
another condition. Each student should use the brochure to explain the condition,
as if he or she was the doctor and the partner was the patient.
TAKS Objective 2
page 57
TEKS 7.9 A
EVALUATE
1. After completing the digestion simulation, the student will have produced
an identical piece of “food” with their name on it in the “anus.” A grade
of pass/fail will be given for correct procedure during the simulation.
2. Using the text, class notes, website information and class discussion the
learner will produce a labeled sketch in his/her journal that describes the
structures and functions of the digestive system. A grade of pass/fail will
be given.
3. Using the text, information from the website, and class notes, the learner
will demonstrate an understanding of the structures and functions of the
digestive system by creating an informational brochure. A minimum
score of 2 on the rubric is required.
TAKS Objective 2
page 58
TEKS 7.9 A
TAKS Objective 2
page 59
TEKS 7.9 A
Digestion Simulation
Teacher Page
Structure/Function Cards:
MOUTH
This is where digestion will begin. Your teeth
grind your food into smaller particles. The saliva
your mouth produces helps to digest starches in
our diet, while our tongue rolls the food into a
ball for us to swallow.
Image: www.anothersite.co.uk
ESOPHAGUS
The esophagus or food tube is the pathway that
food travels to get to the stomach. Food will move
in a rhythmic motion of smooth muscle contractions
called peristalsis.
TAKS Objective 2
page 60
TEKS 7.9 A
GALL BLADDER
The gall bladder is a small organ
behind the stomach attached to the
liver, which releases chemicals to
digest fat. This process is called
emulsion of fat.
Image: www.smallscars.com
STOMACH
Digestion will continue within the
stomach. The stomach will churn with
peristaltic contractions to continue the
processing of proteins.
Image: www.sciencebob.com
TAKS Objective 2
page 61
TEKS 7.9 A
SMALL INTESTINE
Digestion and absorption occurs within this
structure. The small intestine there are
many chemicals that breakdown all types of
nutrients. These nutrients can now be easily
absorbed into the blood stream to be
transported throughout the body. Most of
the body’s nutrients are absorbed by this
structure.
Image: http://www.uen.org
LARGE INTESTINE
The large intestine surrounds the small
intestine. The primary function of the large
intestine is to absorb water and minerals and
transport undigested particles into the rectum.
Image: www.sghhealth4u.com
TAKS Objective 2
page 62
TEKS 7.9 A
THE RECTUM
Found at the bottom of the colon (large
intestine). This area of the digestive
tract holds undigested food or waste
until it passes out of the anus.
Image: www.achosp.org
THE ANUS
This is the last structure of
the digestive tract.
Undigested food uses this
opening to exit from the
body.
TAKS Objective 2
page 63
TEKS 7.9 A
Student Instruction Cards:
MOUTH:
Place your food under the tongue.
Digest your food by tearing it into 2 equal
pieces.
ESOPHAGUS:
Allow your two pieces of food to pass through
by peristaltic motion.
STOMACH:
Cut only 1 piece of your food into 2 equal pieces
to continue digestion.
TAKS Objective 2
page 64
TEKS 7.9 A
GALL BLADDER:
Cut the two smaller pieces that were digested in
the stomach into 2 equal halves. You should
have 4 smaller pieces of food and 1 large piece
of food.
SMALL INTESTINE:
Cut the 4 smaller pieces into 8 smaller nutrients.
Place all food particles into the mesh bag. Push
nutrients through the mesh bag into the clear
garbage bag. ONLY the pieces that fit without
folding, bending or forcing will remain at this
station. Take the larger pieces of food to the
next station.
LARGE INTESTINE:
From your remaining food, cut off one corner
and leave it in the bowl.
TAKS Objective 2
page 65
TEKS 7.9 A
RECTUM:
Place your name on the remaining food and
place it inside the rectum.
ANUS:
Leave your undigested food here.
TAKS Objective 2
page 66
TEKS 7.9 A
Digestion Simulation
Overview:
You will learn about the structures and functions of the digestive system as you
participate in this simulation. Your teacher has to prepared lab stations that
contain digestive structures. At each station, you will be required to perform a
specific task to your “food” before you can move to the next phase in the
digestive sequence. Once the simulation is completed, you will have an
understanding of the digestive process.
Materials:


3 X 5 index card (food)
Writing utensil
Procedure:
1. Take your piece of “food” to the first station.
2. At each digestive station there are specific directions concerning the digestion
of your food.
3. Carefully follow the directions at each digestion station.
4. Once at the end of the digestive tract answer the questions that follow.
TAKS Objective 2
page 67
TEKS 7.9 A
Question:
1. When you cut your “food” what did this represent?
2. What types of nutrients are digested by each structure?
3. For each digestive structure, tell me if the food was digested physically,
chemically, or both.
4. In what digestive structure are the most nutrients absorbed?
5. Where does undigested food leave the body?
TAKS Objective 2
page 68
TEKS 7.9 A
Digestion Website Exploration
Directions:

Visit the following website:
http://www.medtropolis.com/VBody.asp

Click on English or Spanish

Now click on “Digestive System”

A new menu will appear and you will need to click on “Guided Tour”

Listen and read along with the narration. While learning the new information,
answer the questions that follow:
1. Where does digestion begin?
2. List four organs of the digestive system.
3. What chemical in the mouth actually begins the process of
digestion?
4. Approximately, how long is the small intestine?
5. What organ of the digestive tract absorbs more nutrients than
any other organ?
6. What nutrient does the mouth begin digesting?
7. What nutrient does the stomach begin digesting?
TAKS Objective 2
page 69
TEKS 7.9 A
8. What digestive structure has little or no digestive function?
9. What is another name for the large intestine?
10. What is the overall function of the digestive system?
11. Now see if you can organize your digestive organs. Go back to
the “Organize Your Organs” game and place your digestive
tract in the correct order. When you have it in the correct
order, tell your teacher.
12. Using the text, class notes, website information and class
discussion produce a labeled sketch in your journal that
describes the structures and functions of the digestive system.
TAKS Objective 2
page 70
TEKS 7.9 A
Informational Brochure Rubric
Three points: Students were highly engaged in class discussions; they wrote
comprehensive and thoughtful brochures that included several relevant facts and
clear illustrations
Two points: Students participate in class discussions; they wrote somewhat
compressive brochures that included some facts and at least one illustration
One point: Students participate minimally in class discussions; they wrote
simplistic brochures with few or no facts or illustrations
TAKS Objective 2
page 71
TEKS 7.9 A
Getting to the Heart of the Matter.
5 E’s
ENGAGE
1. Walt Disney’s 1957 “Hemo the Magnificent”
2. Play song from St. Joseph’s Aspirin Commercial (originally in Happy Days
episode) at:
http://www.stjosephaspirin.com/page.jhtml?id=/stjoseph/include/5_2.inc
LYRICS:
Pump, pump, pumps your Blood.
The right atrium’s where the process begins, where the CO2 Blood enters the
heart.
Through the tricuspid valve, to the right ventricle, the pulmonary artery, and
lungs.
Once inside the lungs, it dumps its carbon dioxide and picks up its oxygen supply.
Then it’s back to the heart through the pulmonary vein, through the atrium and
left ventricle.
Pump, pump, pumps your Blood.
TAKS Objective 2
page 72
TEKS 7.9 A
EXPLORE
Circulatory System Simulation:
Materials:



Circulatory System Poster or Diagram
Blue balloons marked – Oxygen (O2)
Red balloons marked + Oxygen (O2)
Procedure:
1. Show students the poster of the Circulatory System and tell them that we are
going to turn the room into a circulatory system like the one in the poster
2. Ask for student volunteers to be the lungs, capillaries, left heart, and right
heart. Instruct them where to stand and explain their jobs.
3. Tell the remaining students that they represent the blood in the circulatory
system.
4. Have the students follow you through the classroom circulatory system,
exchanging the red balloons for blue balloons and explain what is happening
along the way.
5. Once everyone is back at the front of the room, have them follow you through
again, but faster, and inform them that this represents a faster heartbeat.
6. Collect all materials and have the students return to their seats.
7. Give the students the heart circulation handout and go over the parts of the
heart and their function in the circulatory system.
TAKS Objective 2
page 73
TEKS 7.9 A
EXPLAIN
Circulation Coloring Sheet and Questions
ELABORATE
Elaboration 1
Heart Relay
Set up the relay course according to the directions at A Circulatory System Relay.
Review with students the parts of the circulatory system.
Organize students into teams of five and tell them they are going to have a relay
race to see which team can complete a race of the circulatory system in the
shortest amount of time.
Explain the rules of the race and demonstrate the path they will take.
Have each team run the race. Begin timing each team when the first student enters
the left ventricle and stop when the last student enters the left atrium. Keep a
record to see which team circulates through the system most efficiently.
TAKS Objective 2
page 74
TEKS 7.9 A
Elaboration 2
What is Blood Made of?
Teacher and students will make 'blood' out of candy. While performing the
activity the teacher will teach the blood components' names and functions.
Following each component introduction, the candy which represents the
component will be brought up by students and added to a container. In the end,
the mixture should represent a combination of all the components of the blood in
their relative amounts.
A. What are the four components of blood and their relative amounts?
B. What is the function of each component?
CANDY RED HOTS 44%: Red Blood Cells (RBCs) - carry oxygen and carbon
dioxide around body, RBCs only live for about 3 months but are continuously
produced in the bone marrow.
CORN SYRUP 55%: Plasma - syrupy, thick, clear, yellowish liquid that carries
dissolved food and wastes.
WHITE JELLY BEANS 1/2%: White Blood Cells (WBCs) - bigger than RBCs,
oddly-shaped cells that 'eat' bits of old blood cells and attack germs.
CANDY SPRINKLES 1/2%: Platelets - bits of cells and cytoplasm that help your
blood clot.
Emphasize the relative amounts of the blood components. Mix the candy 'blood',
dispense into small cups, and pass out one cup to each student. Supply spoons so
that the students can eat the candy if they desire.
EVALUATE
1. Given a drawing the student will label and describe the functions of the
four major parts of the circulatory system: Heart, arteries, veins and
capillaries.
2. After participating the circulatory relay simulation, the learner will travel
the correct circulation pathway beginning at the left ventricle and ending
at the left atrium.
3. After participating in the blood activity, the learner will list the following
four components of the blood: RBC, WBC, Plasma and Platelets and
describe the function of blood.
TAKS Objective 2
page 75
TEKS 7.9 A
TAKS Objective 2
page 76
TEKS 7.9 A
Heart Circulation Coloring Activity
Obtain Diagrams from http://www.lessontutor.com/jm_circulatory.html
Want to redraw or make better coloring handout?????????
1. Color the path of oxygenated blood red.
2. Color the path of deoxygenated blood blue
3. Label the following structures on the above diagram:
Aorta
Right Aorta
Left Aorta
Right Ventricle
Left Ventricle
Vena Cava
Lungs
Tissues of the body
Capillaries
4. Use arrows to indicate blood flow direction.
TAKS Objective 2
page 77
TEKS 7.9 A
http://www.lessontutor.com/jm_circulatory.html
R.A. = Right Atrium
L.A. = Left Atrium
R.V. = Right Ventricle
L.V. = Left Ventricle
1 = Pulmonary Vein
2 = Aorta
3 = Vena Cava
4 = Pulmonary Artery
Blue Blood or Red Blood?
Rule #1: All Arteries flow Away from the heart.
Rule #2: Veins always lead to the heart.
TAKS Objective 2
page 78
TEKS 7.9 A
Circulatory System Relay Simulation
NASA Quest Cardiovascular Activity #9
http://quest.arc.nasa.gov/smore/teachers/act9.html
1. Students begin in the Left Ventricle as an oxygenated blood cell.
2. They travel through the Aorta.
3. After passing through the aorta students carry their oxygenated blood to
the muscles.
4. From the muscles students carry carbon dioxide loaded blood to the Right
Atrium.
5. From the Right Atrium students travel into the Right Ventricle.
6. Students travel through the Pulmonary Artery.
7. From the Pulmonary Artery students travel into the lungs where they
exchange their carbon dioxide for oxygen.
8. Now carrying oxygenated blood students enter the Left Atrium and are
ready to begin the circulatory cycle again.
TAKS Objective 2
page 79
TEKS 7.9 A
Circulation Relay
1. Prior to beginning the activity, review the parts of the circulatory system with
the students.
2. Show the students the relay course and review the circulatory pathway. You
may wish to use a transparency of the relay to help in explaining.
3. Divide the students into teams. Explain to students that the red balloons will
represent oxygenated blood cells. Meanwhile, the blue balloons will represent
carbon dioxide loaded blood cells that have given away their oxygen and are
now carrying away the cells' waste.
4. Demonstrate the path with one student. Walk the student slowly through this
pathway:
a. Students begin in the Left Ventricle as an oxygenated blood cell.
b. They travel through the Aorta.
c. After passing through the aorta students carry their oxygenated blood to
the muscles.
d. From the muscles, students carry carbon dioxide loaded blood to the
Right Atrium.
e. From the Right Atrium students travel into the Right Ventricle.
f. Students travel through the Pulmonary Artery.
g. From the Pulmonary Artery students travel into the lungs where they
exchange their carbon dioxide for oxygen.
h. Now carrying oxygenated blood students enter the Left Atrium and are
ready to begin the circulatory cycle again.
5. Once everyone seems to have the idea, tell the students they are going to have
a relay race to see which group can complete the relay in the shortest amount
of time. Explain that from the moment the heart begins beating until it stops,
the heart works tirelessly, without ever pausing to rest. The average heart
muscle will contract and relax about 70 to 80 times a minute. It takes one
blood cell approximately 20 seconds to complete the journey through the
circulatory system.
6. Blood cells go exactly where they are needed most in the body without ever
stopping. Students should be prepared to take on the role of a blood cell and
know exactly where to travel in the circulatory system. Have one group of 5
students demonstrate. One student must go through the entire circulatory
system before the next blood cell may continue. Begin timing with a stop
watch with the first student starting from the left ventricle, and end timing
when the last student reenters the left atrium from the heart. If each blood cell
only takes 20 seconds to complete the circuit a group should be able to
complete the process in about 1 minute and 20 seconds. Keep a record of
group times to see which group circulates through the system most time
efficiently.
7. Have several students link together to form a blood clot and traverse the
course. What are the health impacts of blood clots? What happens if the left
TAKS Objective 2
page 80
TEKS 7.9 A
ventricle pushes blood cells out inefficiently (i.e., too slow)? If the valves
between the heart chambers allow back flow, rather than control flow in one
direction? If the vessels or valves collect deposits that narrow or restrict them?
TAKS Objective 2
page 81
TEKS 7.9 A
Breathe Easy
5 E’s
ENGAGE
MATERIALS:


paper towel
hand mirror
PROCEDURE:
1. Use the paper towel to clean and dry the mirror.
2. Hold the mirror near, but not touching, your mouth.
3. Exhale onto the mirror two or three times.
4. Examine the surface of the mirror.
QUESTIONS:
1. What happens to the mirror?
2. Why does the mirror become fogged?
TAKS Objective 2
page 82
TEKS 7.9 A
EXPLORE
Explore 1
CONSTRUCT A LUNG MODEL
Do-It-Yourself Lung Model
http://student.biology.arizona.edu/sciconn/respiratory/step4.html
TAKS Objective 2
page 83
TEKS 7.9 A
Here's what you'll need...
An OLD pair of scissors (not your mother's good ones)
Six inches of surgical tubing. (5’ for $3.50):
http://www.4fishin.com/
Two 12” balloons and one latex punch balloon (16”
diameter).
Two very small rubber bands
A large lump of modeling clay
A clear plastic one-liter bottle
A three-way hose connector. (~ 80 cents). Part# Y670-9 www.valueplastic.com
TAKS Objective 2
page 84
TEKS 7.9 A
Step One: Assemble the "lungs"
Push the plastic tube into one
opening of the hose connector.
Use the clay to make an airtight
seal.
Tightly fix a balloon onto each of
the other openings with the rubber
bands, making sure the seal is
airtight.
Step Two: Prepare the "chest cavity"
Carefully cut off the bottom 1 inch
from the bottle, using the scissors.
Make sure the cut edge of the bottle
is smooth. Use masking tape or duct
tape to secure the rough edges from
the cut.
Place the lungs (balloons and
connector) inside, and seal the
plastic tube into the neck of the
bottle with the rest of the clay to
make an airtight fit.
TAKS Objective 2
page 85
TEKS 7.9 A
Step Three: Prepare the "diaphragm"
Apply a thin layer of modeling clay around a wooden 4” embroidery
hoop circle so it will fit securely inside the bottle. Vertically insert the
hoop through the bottom, then turn the hoop horizontally and pull
down to secure the hoop in place.
Gently stretch the half of the balloon with the knot in it over the
bottom of the bottle, pulling it up around the sides. Make the balloon
as taut as you can - like the top of a drum.
Step Four: Start breathing!
The lower part of the balloon represents the
diaphragm, the main breathing muscle. Pull it down,
as though you were inhaling.
This lowers the air pressure in the bottle. Air from
outside rushes in and makes the two balloons
expand, just like the real lungs inside your chest.
TAKS Objective 2
page 86
TEKS 7.9 A
Explore 2
LISTEN TO PARTNERS BREATHING; COUNT BREATHS PER
MINUTE
MATERIALS:

watch or clock with second hand

index cards or sticky note paper with student's names
PROCEDURE:
Hold breath as long as possible; record how long you held your breath. Pair off
students:
Breather:
All students sit quietly (lie down if possible) with hands placed over their
stomachs or chests.
WATCHERS: The watchers must watch their partners and count the breaths
taken in one minute (count ONE breathe for every time the stomach or chest
rises). Teacher cues the watcher when to begin and when to stop after 60
seconds. After the 60 seconds, watchers tell the breathers how many breaths were
counted. Then all breathers record their at rest information on the index card or
sticky notepaper. Students trade places and repeat the activity. Next, students do
jumping jacks or run in place for 60 seconds before recording breathing rates as
described above.
EXPLAIN
1. In which case did you breathe more? Why?
2. Do you think respiration rate would be faster or slower if you ran for 10
minutes before counting breaths?
3. Would there be a difference in your respiration rate if you checked it when
you were sleeping and then again if you were walking?
4. Why can't we hold our breath for 5 minutes?
TAKS Objective 2
page 87
TEKS 7.9 A
ELABORATE
Elaboration 1
Obtain a plug from Owen’s Sausage. A plug contains the heart and lungs of a
newly slaughter hog. Place a large PVC pipe into the trachea and when students
enter the room, demonstrate how air goes in and out of their lungs. The lungs are
very elastic and will expand greatly. Allow the students to look at the heart, lungs
and trachea.
Elaboration 2
MEASUREING LUNG CAPACITY
MATERIALS:
For each pair of students:

String (cut to 24 inches long-- long enough to fit around an inflated balloon)

6” and 9” balloons

Metric rulers

Recording sheet with space for several attempts

Paper and pen or pencil
PROCEDURE:
CAUTION Do not do this activity if you have asthma!
Give identical balloons to pairs of students. Instruct each to blow up a balloon as
much as possible with only one breath. Measure how big around everyone's
balloon is and write down the numbers next to the persons names. Let air out of
balloons and repeat two more times. Take an average of three tests.
QUESTIONS:
Who was able to blow the most air into their balloon?
What is it about the person that enables him or her to do this?
If you ran in place for 2 - 3 minutes, would you be able to blow as
much air into the balloon? Try it.
TAKS Objective 2
page 88
TEKS 7.9 A
EVALUATE
1. Upon completion of the human lung model the student will explain the
mechanism of breathing through the use of their model, they will name the
gases the primary gases that compose air, and they will name the gases we
exhale. A grade of pass or fail will be given.
2. After creating the respiration model the student will list six components of
respiration: Nose, trachea, bronchi, bronchioles, alveoli, and lung.
TAKS Objective 2
page 89
TEKS 7.9 A
TAKS Objective 2
page 90
TEKS 7.9 A
Lung Capacity
MATERIALS:
For each pair of students:

String (cut to 24 inches long-- long enough to fit around an inflated balloon)

6” and 9” balloons

Metric rulers

Recording sheet with space for several attempts

Paper and pen or pencil
PROCEDURE:
CAUTION Do not do this activity if you have asthma!
1. Get identical balloons for each pair of students.
2. Blow up a balloon as much as possible with only one breath.
3. Measure how big around everyone's balloon is and write down the
numbers next to the persons names.
4. Let air out of balloons and repeat two more times.
5. Take an average of three tests.
TAKS Objective 2
page 91
TEKS 7.9 A
Lung Capacity Measurements
Trial 1
Trial 2
Trial 3
Average
Student 1
Student 2
Student 3
Student 4
QUESTIONS:
Who was able to blow the most air into their balloon?
What is it about the person that enables him or her to do this?
If you ran in place for 2 - 3 minutes, would you be able to blow as
much air into the balloon? Try it.
TAKS Objective 2
page 92
TEKS 7.9 A
Urinary System
5 E’s
ENGAGE
Urban Legend Story---Read this FALSE internet posting from 1997 about
drugged business travelers awakening in an ice-filled bathtub discovering one of
their kidneys has been harvested by organ thieves.
“TRAVELERS BEWARE!!”
Dear Friends:
I wish to warn you about a new crime ring that is targeting business travelers.
This ring is well organized, well funded, has very skilled personnel, and is
currently in most major cities and recently very active in New Orleans. The crime
begins when a business traveler goes to a lounge for a drink at the end of the
workday. A person in the bar walks up as they sit alone and offers to buy them a
drink. The last thing the traveler remembers, until they wake up in a hotel room
bathtub their body submerged to their neck in ice, is sipping that drink. There is a
note taped to the wall instructing them not to move and to call 911. A phone is on
a small table next to the bathtub for them to call. The business traveler calls 911
who have become quite familiar with this crime. The business traveler is
instructed by the 911 operator to very slowly and carefully reach behind them and
feel if there is a tube protruding from their lower back. The business traveler
finds the tube and answers, “Yes.” The 911 operator tells them to remain still,
having already sent paramedics to help. The operator knows that both of the
business traveler’s kidneys have been harvested. This is not a scam or out of a
science fiction novel, it is real. It is documented and confirmed. If you travel or
someone close to you travels, please be careful.
Regards,
Jerry Mayfield
Austin Ops Engineering Manager
TAKS Objective 2
page 93
TEKS 7.9 A
EXPLORE
CONSTRUCT THE URINARY SYSTEM
Overview:
Explain to the students that they will make a model of the primary components of
their urinary system. Once finished with this activity students will be able to
identify the structures and order the process of the urinary system through their
model.
Materials Needed: (per person) One of each will be used for a key









Body Diagram
2 Small marshmallows
Glue
3 Kidney beans
3 Spaghetti pieces (uncooked 1 inch long) or yellow twine
2 Pieces of small Coffee or Cafeteria Straw (1 centimeter long)
Scissors
2 pieces of Red Yarn (3 inches long)
2 pieces of Blue Yarn (3 inches long)
EXPLAIN
Describe to your partner the parts and the pathway of the excretory system.
ELABORATE
Kidney Filtration Simulation Lab
Students will participate in a lab activity that will simulate the overall function of
the kidneys.
TAKS Objective 2
page 94
TEKS 7.9 A
Contents
Before
Filtration
Contents
After
Filtration
Color Before
Filtration
Color After
Filtration
Beaker 1
No Contents
Water,
Yellow
Food
Coloring
Nothing in
Beaker
Yellow
Beaker 2
Water,
Starch,
Iodine, Yellow
Food
Coloring
No
Contents
Blackish
Green
Empty
Filter Paper
No Contents
Starch,
Iodine
White
Blackish
Brown
1. What does the filter represent? Kidney
2. What does Beaker 1 represent? Bladder
3. What does the contents of Beaker 1 represent? Urine
4. What does Beaker 2 represent? Arteries and Veins
5. What does the contents of Beaker 2 represent? Blood
6. What waste does your kideys get rid of? Answers will vary.
Urea, Salt, Ions, Water
7. What are the limitations of this model? Kidneys do not filter all of the
water, nutrients, ions ect… out of blood. Residue left in filter would
reenter the blood. Arteries and veins would not be completely
drained of all contents.
TAKS Objective 2
page 95
TEKS 7.9 A
EVALUATE
1. Students will construct a model of the urinary system with 100% accuracy. A
grade of pass or fail will be given.
2.
TAKS Objective 2
page 96
TEKS 7.9 A
TAKS Objective 2
page 97
TEKS 7.9 A
Urine For Some Fun!!
Urinary System Model
Overview:
You will be making a model of the primary components of their urinary system.
Once finished with this activity you will be able to identify the structures and
order the process of the urinary system through your model.
Materials Needed: (per person) 1 of each of the materials will be used for a key.









Body Diagram
2Small marshmallows
Glue
3 Kidney beans
3 Spaghetti pieces (uncooked 1 inch long) or yellow string or twine
2 Pieces of small cafeteria or coffee straw (1 centimeter long)
Scissors
2 piece of Red Yarn (3 inches long)
2 piece of Blue Yarn (3 inches long)
Procedure:
1. Glue on the kidney beans
2. Cut the yarn pieces in half so that the arteries and veins can go down each
leg.
3. Glue on the arteries and veins. Connect the arteries and veins to the
kidney and glue them down each leg.
4. Insert 1 inch spaghetti lengths into the marshmallow at an angle. This will
represent the ureters draining into the bladder.
5. Insert 1 cm piece of straw into the bottom of the marshmallow. This will
represent the urethra.
6. Place glue on the marshmallow only. The spaghetti should be just high
enough to go over the top of the yarn.
7. Make a key, labeling each of the parts and what they represent.
TAKS Objective 2
page 98
TEKS 7.9 A
Image: http://images.main.uab.edu/healthsys/ei_0273.gif
TAKS Objective 2
page 99
TEKS 7.9 A
TAKS Objective 2
page 100
TEKS 7.9 A
Kidney Filtration
Simulation
Beaker 2
Materials:










Ring Stand
Funnel
Ring
Cornstarch
Iodine
Water
Yellow Food Coloring
2 – 150 ml Beakers
Filter Paper
Spoon
Funnel
Beaker 1
Procedure:
1. Set up Filtration System (Ring Stand w/Ring, Beaker 1, Funnel, and Filter
Paper)
2. To Beaker 2 Add the Following:




100ml Tap Water
½ T. Cornstarch
5 Drops of Iodine
10 Drops yellow food coloring
3. Using spoon, stir mixture. Record color of Solution in Beaker 2.
4. Pour Beaker 2 solution into filter, collect filtered solution in Beaker 1.
5. Record color of solution in Beaker 1 and Filter Paper
TAKS Objective 2
page 101
TEKS 7.9 A
Data:
Contents
Before
Filtration
Beaker 1
Contents
After
Filtration
Color Before
Filtration
Color After
Filtration
No Contents
Beaker 2
Filter Paper
No Contents
Questions:
1.
What does the filter represent?
2. What does Beaker 1 represent?
3. What does the contents of Beaker 1 represent?
4. What does Beaker 2 represent?
5. What does the contents of Beaker 2 represent?
6. What waste does your kideys get rid of?
7. What are the limitations of this model?
TAKS Objective 2
page 102
TEKS 7.9 A
Defend Yourself
5 E’s
ENGAGE
Show clip from Osmosis Jones
Watch immune system clip with ice climber Rob Taylor from the 1995 PBS video
Universe Within.
EXPLORE
Have student color, label and research the functions of the immune system organs.
TAKS Objective 2
page 103
TEKS 7.9 A
EXPLAIN
ELABORATE
Elaboration 1
Have students complete the cut and paste activity over the immune and lymphatic
system.
Elaboration 2
Have students visit the following website:
http://nobelprize.org/educational_games/medicine/immunity/
At this website, students will find a link to an animated immune system game that
will help them better understand the immune system.
EVALUATE
1. The learner will
TAKS Objective 2
page 104
TEKS 7.9 A
TAKS Objective 2
page 105
TEKS 7.9 A
Immune and Lymphatic System
Match the correct immune organ with its function. Cut and paste the correct label
and function to the immune and lymphatic system diagram.
ORGANS
FUNCTIONS
Spleen
Lymph nodes
Tonsils
Thymus gland
Bone marrow
Appendix
has no know function
interlaced fiber network
that hold white blood cells
it helps the body defend itself against
disease
place for production of both red blood
cells and white blood cells
detects and responds to foreign
substances in blood; filters out and
destroys bacteria and worn-out red
blood cells and acts as a blood reservoir
provides protection against bacteria and
other harmful material that enters your
nose and mouth
place where white blood cells mature
and develop into cells that fight specific
pathogens
TAKS Objective 2
page 106
TEKS 7.9 A
HUMAN IMMUNE AND LYMPHATIC SYSTEM
1. ____________________
4. ____________________
5. _____________________
6. ______________________
2. _________________
3. __________________
TAKS Objective 2
page 107
TEKS 7.9 A
HUMAN IMMUNE AND LYMPHATIC SYSTEM
Key
TAKS Objective 2
page 108
TEKS 7.9 A
Endocrine System
5 E’s
ENGAGE
Choose pictures and stories about people who have different endocrine disorders
from the book Freak Show: Presenting Human Oddities for Amusement and
Profit by Robert Bogdan.
Homeostasis simulation: Draw a straight line across the board. Explain to
students that you want your finger to stay on the straight line while you have your
eyes closed. They are going to help you by patting on their desk. If they pat
faster, you will move your finger up. If they pat slower, you will move your
finger down. If they are all patting at the same consistent rhythm you will know
that you are on the line. This will demonstrate how the endocrine system has a
continual ebb and flow of hormones that attempts to keep our body in
equilibrium.
EXPLORE
Have student perform plant hormone activity. Students will better understand
human hormones by studying plant hormones that stimulate and inhibit growth.
EXPLAIN
TAKS Objective 2
page 109
TEKS 7.9 A
ELABORATE
Have students complete the anatomy coloring activity that contains the different
endocrine glands and their functions.
EVALUATE
1.
TAKS Objective 2
page 110
TEKS 7.9 A
TAKS Objective 2
page 111
TEKS 7.9 A
The Endocrine System
Directions: Match the correct endocrine gland with its function. Label the picture
correctly.
Major Endocrine Glands
Male
Female
TAKS Objective 2
page 112
TEKS 7.9 A
The Endocrine Glands and Functions
GLANDS
FUNCTIONS
releases a hormone,
which is involved in
rhythmic activities, such
as daily sleep-wake cycles.
Pineal gland
produces a hormone
that regulates metabolism
Pituitary gland
Thyroid gland
produces two important
hormones that regulate
the level of glucose in the blood.
Thymus
Adrenal gland
produces testosterone, which
is responsible for sperm production
and the development of male secondary
sex characteristics.
Pancreas
Ovary
often called the master gland; produces
hormones that regulate many
of the other endocrine glands.
Testis
releases chemicals into the body
which helps it deal with stress
produces female hormones estrogen and
progesterone required for development of
secondary sex characteristics
and for the development of eggs.
releases a hormone, which
stimulates T-cell development.
Major player in the immune
system.
TAKS Objective 2
page 113
TEKS 7.9 A
Image: training.seer.cancer.gov
TAKS Objective 2
page 114
TEKS 7.9 A
Major Endocrine Glands
Male
Female
Endocrine system
1.
2.
3.
4.
5.
6.
7.
8.
Pineal gland
Pituitary gland
Thyroid gland
Thymus
Adrenal gland
Pancreas
Ovary
Testis
Image: training.seer.cancer.gov
TAKS Objective 2
page 115
TEKS 7.9 A
Reproduction
5 E’s
ENGAGE
Watch development clip from PBS video Universe Within.
EXPLORE
Eggs, ovaries, tubes, uterus, cervix, vagina
Penis, ureter, epididamas, vas
deferens, testicles, prostate, seminal vesicles, cowper’s gland, scrotum
EXPLAIN
ELABORATE
Miracle of life – journey of egg
Coloring pages
EVALUATE
1.
TAKS Objective 2
page 116
TEKS 7.9 A
TAKS Objective 2
page 117
TEKS 7.9 A
TAKS Objective 2
page 118
TEKS 7.9 A