Content Objective:To understand that there are different systems within the body and that they work independently and together to form a functioning human body.
Language Objective:TSW will identify the 6 main systems of the human body by working on an interactive online human body
Learning Sequence:
Questions about familiar body systems can be useful in getting students to start thinking about systems in general. This process can initiate the understanding that each organ affects and is affected by others. Hold up an apple (or some other healthy snack). Ask students:
- What am I holding in my hand?
- If I were going to eat this apple, what parts of my body would I use?
Have students discuss the body parts we use when biting, chewing, swallowing, and digesting an apple. You may want to create a chart on the blackboard or a large sheet of paper to record students' ideas. If so, you can use these categories to help you organize the information:
- Body Parts for Biting
- Body Parts for Chewing
- Body Parts for Swallowing
- Body Parts for Digesting
Now ask students:
- How do the different parts work together? (Each part plays a special role, so once one task is accomplished, then the next part can perform it's role.)
- What happens if one of the parts is missing? (For example, if the teeth were missing, then it would be difficult if not impossible to chew some foods, and if one couldn't chew something large to get it small enough to pass through the esophagus, then they could choke.)
Continue to guide student understanding of systems by asking:
- Who remembers what it's called when a number of different parts work together to make something happen or function? (Guide students so that they come up with system as an answer.)
- Can you think of an example of a system? (Some possible examples are a bicycle, a computer, a school, or a bus.)
- For the system you picked, write down any parts that belong to that system. (For example, some parts that are necessary for a bicycle are two wheels, gears, brakes, foot pedals, and handles.)
TSW will watch Brain Pop Human Body: The Skeletal System.Now have students use the All Systems Go Esheet student esheet to access the All Systems Go! interactive. This activity requires students to drag organs of different body systems into the human body cartoon (Arnold) classifying them according to certain systems (digestive, skeletal, circulatory/respiratory, and nervous). For each system, once the correct organ is placed into the body, it will stay there. However, if an incorrect organ is placed into the body, all the organs will move out of the human body (Arnold) and the student will have to start over for that body system. Once all of the correct organs for a body system have been placed within Arnold, the next organ system will automatically appear at the bottom of the screen. When all four systems are done, the clothed Arnold will reappear. Check your Esheet answers with this!
Lesson from Science Net Links
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Use the Links below:
All Systems Go
The Zygote Body
The Virtual Body
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