Designed by: Sally R. Funderburk       School: A.C. Flora High School

GRADE LEVEL: 9-10                        SUBJECT: BIOLOGY

CORE CURRICULUM OBJECTIVE(S):

Describe how organs and systems in animals function. (BIIA5b)

Recognize that a degenerative disease involves the deterioration of the organs or tissues. (B IIA5c)

OVERVIEW: In this unit, the student will construct a "paper doll" with overlay transparencies illustrating the organs of each human body system. The doll helps the student to visualize the interrelationships of the organs within each system and throughout the entire body. The student will also research a chosen disease from a particular system. The student will interview a person whose career involves a chosen system of the human body. Lesson topics for each of the ten human systems include:

1) structures

2) functions

3) diseases/disorders

4) careers

5) interdependency with other systems

FOCUS/ESSENTIAL QUESTION(S): What are the structures and functions of each of the human body systems? What are some diseases/disorders/injuries of each of the human body systems? What are some careers involving each of the human body systems? How are the organs and systems of the human body similar to other animals?

TIME FRAME: Five 90-minute class periods; allow about two weeks for students to complete all projects on their own time

RESOURCES/MATERIALS:

Paper, pencils, overhead projector or chalkboard

Clear transparency sheets

Cardboard

Brads

Fine point permanent markers

Male or female pattern for "paper doll"

"goody-bag" items: toothpick, paper clip, rubber band, balloon, dropper, electrical wire, tubing, fish tank carbon, "gusher" candy, plastic wrap, jelly bean

Skeleton

X-rays

References for disease report

Web sites for diseases and careers; www.refdesk.com, www.askjeeves.com

List of careers

List of diseases/disorders

Torso model

Biology text such as Biology: Principles and Explorations, Holt, Rinehart and Winston, 1996, Unit 9, pp. 824-1011, or Biology: Dynamics of Life, Glencoe, pp. 922-1093.

CULMINATING ASSESSMENT: This unit requires four culminating activities. The completed projects and presentations include the "paper doll" with all ten systems illustrated, the disease/disorder report, the career interview tape or the role-playing of career, and the systems interdependency visual. Finally, there will be a teacher-generated test on the functions of the ten systems.

INSTRUCTIONAL ACTIVITIES:

Day 1

Launch Activity:

Each pair of students will be given a "goody bag" with 10 lab items, The group is to match one item to each system and justify the classification choice on the paper that will be included with the bag. Suggested pairings:

Skeletal-toothpick or paper clip

Muscular-rubber band

Respiratory-balloon

Circulatory-dropper

Nervous-electrical wire

Digestive-tubing

Urinary-fish tank carbon

Endocrine-"gusher" candy

Integumentary-plastic wrap

Reproductive-jelly bean

The purpose of this activity is to tap into the student's previous knowledge about the functions of the human systems, and to reinforce their classification skills (a science process). While the students are classifying their "goody bag" items, the teacher will distribute the information sheets for the unit. Following the classifying launch activity, questions from the pairs of students will be answered concerning the unit.

Days 1-5

Essential Questions:

What are the structures and functions of each of the human body systems? 

What are some diseases/disorders/injuries of each of the human body systems? 

What are some careers involving each of the human body systems?

Acquisition Lessons and Activities:

Lesson topics for each of the ten human systems include:

1) structures

2) functions

3) diseases/disorders/injuries

4) careers

5) interdependency with other systems

For each system, students will complete a LINK graphic organizer that will tie in their previous knowledge with new. This is an activating strategy. Students will have a few minutes at the start of each system lesson to begin filling in this LINK graphic organizer. This will be repeated for each system. The teacher will discuss the remaining items of the graphic organizer using lecture format, demonstrations, and label sheets.

Here is a completed sample LINK graphic organizer. These LINK graphic organizers can be done on index cards, one for each system. When all ten are completed, the information can be transferred to the Culminating Graphic Organizer that lists all ten systems in a grid format.

Days 2-5

Essential Questions:

What are the structures and functions of each of the human body systems? What are some diseases/disorders/injuries of each of the human body systems? What are some careers involving each of the human body systems?

Extension/Refining Lessons:

a) For each system, the student will complete a transparency of the organs involved in that system. The transparency will become an overlay on the "paper doll". This is for the Lesson Topic "Structures" and it is a compare/contrast activity.

b) For each system, the collaborative pairs of students will sort through their "goody bag" items and choose one item that best matches the specified system. This is a classifying activity. This is done at the Launch Activity at the beginning of the unit.

c) For a given system, the student will write a report on one disease or disorder of that system. This activity is a cause and effect activity. Each student will share this information with classmates in a presentation format. Following the presentations, students will be able to complete their graphic organizers in the "disease/disorder" section.

d) For a given career, the student will conduct a career interview or role play a career of his choice which encompasses these topics of an extension/refining lesson: evaluates, analyzes perspectives, and gives support of an idea to an example. Each student will provide information about a specific career to others in the class. Following the presentations, students will be able to complete their graphic organizers in the "career" section.

e) To demonstrate interdependency and homeostasis within the systems, a pair of students will demonstrate how 2 different systems work together in one situation. For example, one student can run in place, using the muscular system, and the other student can take his pulse before and after the exercise to show that the heart rate increases during exercise to send more nutrients to the working muscles-circulatory system.

Issues that are addressed include:

Structures: Demonstrated by "paper doll"-test grade

Functions: Teacher-directed by means of class notes-test will follow

A. Diseases: The research report-test grade

B. Careers: Interview or Role Play-lab grade

C. Interdependency: With partner-daily grade

Rubrics:

Systems Paper Doll

Each student will construct a cardboard paper doll using the pattern provided. Using a transparency sheet, the student will illustrate the organs of each of the human systems. The teacher should specify which organs need to be included. Each transparency will illustrate a different system and all eight pieces will be attached to the paper doll with a brad. This will enable the viewer to visualize all or parts of every system in the human body in proportion to each other. To ensure success, the student is encouraged to practice on tracing paper, and then get the teacher's approval before beginning on the transparencies. Suggested organs to include on each transparency listing in order from top transparency down:

1. Muscular: the ventral superficial muscles-frontalis, orbicularis oculi, orbicularis ois, sternocleidomastoid, pectoralis major, rectus abdominis, deltoid, biceps brachii, brachioradialis, quadriceps femoris, anterior tibialis, gastrocnemius, sartorius

2. Skeletal: the ventral, familiar bones-skull, clavicle, sternum, ribs, pelvis, humerus, radius, ulna, carpals, metacarpals, phalanges, femur, tibia, fibula, tarsals, metatarsal, phalanges, cervical vertebrae

3. Circulatory: heart only

4. Respiratory: trachea, lungs, diaphragm

5. Digestive: esophagus, stomach, small and large intestines, rectum, pancreas, liver, gall bladder

6. Urinary and Endocrine (together): pituitary, thyroid, parathyroid, adrenal, kidney, ureter, bladder, urethra

7. Reproductive: testes for male and ovaries, Fallopian tubes, and uterus for female

8. Nervous: brain and spinal cord

It is a good idea to have an extension on each transparency for the brad to attach them all together to the cardboard paper doll. It is suggested to have this extension above the right shoulder of every transparency and the paper doll. This will ensure that no organs will be covered up by the brad.

The paper doll is an individual project and counts as one test grade.