SCIENCE -...

TEACHER PACKET

EXTENDED LEARNING MODULES

OFFICE OF ACADEMICS AND TRANSFORMATION2013 – 2014

SCIENCE

2: BODY SYSTEMSGRADE 8

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Mr. Carlos L. Curbelo

Dr. Wilbert “Tee” Holloway

Dr. Martin Karp

Dr. Marta Pérez

Ms. Raquel A. Regalado

Ms. Krisna Maddy

Student Advisor

Mr. Alberto M. Carvalho Superintendent of Schools

Ms. Marie L. Izquierdo Chief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de Armas Assistant Superintendent

Office of Academics and Transformation

Mr. Cristian Carranza Administrative Director

Division of Academics, Accountability & School Improvement Department of Mathematics and Science

Department of Career and Technical Education

Dr. Ava D. Rosales Executive Director

Department of Mathematics and Science

INTRODUCTION

The purpose of this document is to provide students with enhancement tutorial sessions to enrich their in-depth content knowledge of the Annually Assessed Benchmarks using aligned FCAT 2.0 items and expand the student ability to respond to FCAT 2.0 items, specifically those that are “fair game” from grades 6 and 7. Each tutorial session is aligned to one or two Annually Assessed Benchmark(s) of the Next Generation Sunshine State Standards (NGSSS) and will include a science demonstration and/or an ExploreLearning Gizmo activity followed by aligned assessment questions. The Nature of Science is embedded in all lessons. Teachers are encouraged to generate an inquiry-based environment where students grow in scientific thinking while creating and responding to higher-order questions. Implementation of the lesson: Prior to the day of the activity The teachers facilitating the session must read the complete packet prior to instruction to

ensure effective implementation of the lesson. All transparencies and copies of the materials should be ready before lesson begins. If this is the first time for the facilitating teacher doing this activity, the teacher should try the

activity prior to the session to anticipate any problems that may be encountered and to prepare the type of support that he/she needs to provide to the students.

The day of the activity The benchmark(s) description must be written on the board. Student prior knowledge must be assessed using a KWL, lead-in/essential questions, or a

class discussion. Always before starting the activity, students must be asked to generate their own

hypotheses. Because Nature of Science is embedded in all scientific activities, the teacher must make

reference to all parts of scientific methods used in the various investigations as the students work with their teacher through the activity.

As the students work with the teacher through the Gizmo’s Exploration Guide, the students must answer all questions on the hand-out.

When appropriate, a data table compiling all demonstration data must be drawn on the board for class discussion.

Based on the data tables or the results of the Gizmo, the teacher may facilitate a class discussion of the data asking the following questions: 1) What do we observe from the data? 2) How does the data support the expected outcomes? 3) How do you explain the variations in data among experiments? 4) What are some possible errors in this data?

Once the teacher facilitator feels that the students have an in-depth understanding of the concepts, the students with the teacher guidance must be directed to work on the Assessment.

Timeline for the 3-hour session: o Demonstration and/or activity with class discussion – 1 hour and 15 minutes o Extensions – 45 minutes. o Assessment questions (student work and class discussion) – 1 hour

2013 - 2014 Extended Learning Modules Page 1 Grade 8 Lesson #2 Body Systems

TABLE OF CONTENTS

Teacher Guide ............................................................................................................... 2 Interactive Laboratory Demonstration ............................................................................. 9 Extension ..................................................................................................................... 24 Assessment Answers ................................................................................................... 23 Student Packet ............................................................................................................. 14 Assessment .................................................................................................................. 20


TEACHER GUIDE: Learning Objectives Big Idea 14: Organization and Development of Living Organisms Benchmark: SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (Also Assesses SC.6.L.14.6) Therefore students will:

Explain the processes that occur in the circulatory, respiratory, and digestive systems which work together to maintain life in an organism.

Identify the four chambers of the heart. Trace the path of blood through the heart and lungs. Explain where oxygen enters the bloodstream. Describe how blood is carried through the body. Compare the functions of arteries, capillaries, and veins. Identify the components of blood. (Extension) Explain where various substances (carbon dioxide, urea, glucose) are added or

removed from the bloodstream. Identify, compare and/or contrast the types of infectious agents that affect the

human body.

Vocabulary digestive, respiratory, circulatory, reproductive, excretory, immune, nervous and musculoskeletal system, homeostasis, respiration, organ, artery, atrium, blood vessel, capillary, heart, platelet, pulmonary artery, pulmonary vein, red blood cell, urea, ventricle, vein, white blood cell, pharynx, larynx, trachea, lungs, alveoli, diaphragm, esophagus, stomach, small intestine, large intestine, rectum, reproduction Lesson Overview/Scientific Background In this lesson, students will discover how the circulatory system is closely related to the respiratory and digestive systems through the energy releasing process of cellular respiration. They will investigate the effect of exercise on pulse rate and explain why the heart beats faster during exercise. They will create a KWL to discover what they need to learn about how organisms consume and release energy. The human body is similar to a complex machine. Cells, which are the basic unit of all organisms, are organized into tissues, organs, and organ systems. These components work together to keep an organism alive. The circulatory system unites all body systems because it contacts each body system physically and chemically.


The circulatory, respiratory and digestive systems are closely related because they are involved in the processes of delivering materials for cellular respiration and removing waste products from organisms. Cellular respiration is the chemical reaction that requires oxygen to release energy from glucose. Chemical energy in glucose is transformed into thermal and mechanical energy. The released energy is necessary for the many activities of organisms. The waste products of this reaction are carbon dioxide and water. The primary jobs of the respiratory and digestive systems are providing materials for life and eliminating waste products. The original source of energy and nutrients that an organism needs is food. The purpose of the digestive system is to break food down into tiny molecules that cells can use to build organic molecules or release energy. Undigested solid waste is eliminated through the rectum. The purpose of the respiratory system is to take in oxygen and deliver it to blood cells in capillaries that surround alveoli in the lungs. This system also gets rid of the carbon dioxide that cells produce. The circulatory system transports materials throughout the body and carries away wastes. Blood carries nutrients from the digestive system to all body cells. The circulatory system also transports oxygen to all body cells. Waste materials from cells diffuse into blood which delivers them to the kidneys for elimination. Carbon dioxide diffuses into the blood stream and is returned to the lungs where it is exhaled. The complexity and durability of the human circulatory system are astounding:

End to end, the blood vessels in a single person would wrap around the world four times!

During an average lifetime, the heart beats over two billion times without ever resting!

De-oxygenated blood is returned to the right atrium of the heart by two large veins, the superior vena cava (SVC) and the inferior vena cava (IVC). When the right atrium contracts, blood is pushed through the tricuspid valve to the right ventricle. (The valves in the heart and other blood vessels allow blood to flow in only one direction.) When the right ventricle contracts, blood is forced through the pulmonary artery to the lungs, where carbon dioxide is released and oxygen is absorbed into the blood. Each red blood cell contains an iron-rich protein called hemoglobin. Oxygen bonds to the hemoglobin and turns it bright red. The now oxygenated blood returns to the left atrium via the pulmonary vein.

Anatomy of the heart


From the left atrium, oxygenated blood is pumped into the left ventricle and then out of the heart through the aorta. The aorta splits into many branches leading to different parts of the body. The carotid artery carries blood to the head, while the brachial arteries and femoral arteries service the arms and legs, respectively. Other arteries bring blood to the liver, intestines, kidneys, and other organs. The Circulatory System Gizmo™ allows students to trace the flow of blood through the heart and blood vessels. Students can take blood samples to analyze the composition of blood. The Student Exploration sheet contains two activities and an extension:

Activity A – Students trace the flow of blood through the heart and lungs.

Activity B – Students identify and compare the three types of blood vessels.

Extension – Students investigate blood composition. Common Student Misconceptions

Many students think that blood is blue. Many students think that respiration is the same process as breathing. Some students think that organisms get energy by sleeping. Organ systems operate in isolation from each other Muscles are not found all over the body. Blood leaves the vessels and enters parts of the body. The only gas we breathe out is carbon dioxide. Stomach is most of the area below the belt. Systems operate in isolation from each other.

Tips

Cellular respiration can be thought of as the opposite of photosynthesis. The atrium chambers of the heart are above the ventricles. Arteries carry blood away from the heart.


Valves are in veins. The respiratory system is similar to an upside down tree. The trunk corresponds

to the trachea, large branches are the bronchi, smaller branches are like bronchioles and the alveoli are like clusters of small, round fruits at the end of the branches.

Materials Needed ENGAGE Activity 1: A clock or stopwatch (1 per group) Notebook paper for KWL and Data Log Activity 2. A mirror (optional) INTERACTIVE LABORATORY DEMONSTRATION Student packets (1 copy per student) EXTENSIONS Activity 1: A clock or stop watch, notebook paper for Data Log Activity 2: Notebook paper for journal Activity 3: Blackline master copy of the Respiratory System Activity 4: Overhead transparency, plastic model of the human respiratory system or just use the blackline master from Activity 3. For each student or lab group of 4:

A diagram of the respiratory system A copy of the “Make a Model of the Respiratory System” student directions and

diagram of the model 6"x 4.5" (¼ sheet) piece of pink or gray construction paper (trachea) plastic 2-liter soda bottle with black bottom cut off (thoracic cavity) two round 9" or 12" pink balloons (lungs) two drinking straws (bronchi) medium-sized plastic bag large enough to fit over bottom end of bottle

(diaphragm) 3 or 4 cotton balls transparent tape medium-size, thin rubber band

Activity 5: Bond paper for sketching and labeling digestive system. ASSESSMENT

1 copy per student Suggested Lesson Sequence

1. Lead-in Question and Engage: ( 5 minutes)

Pre-Gizmo activity 1: Heartbeats Students should copy the following problem statement:


What is the effect of exercise on heart rate? They should prepare a data log which lists the independent and dependent variables, as shown at the top of page 6.

Independent Variable: Prior Body Activity

Dependent Variable: Pulse Rate (beats/min.)

1. Sitting still 2. 20 jumping jacks Students should be guided to write a hypothesis as follows: If students do the”jumping jack” exercise with 20 repetitions, then their heart rates will ____________ (increase/ decrease/ not change).

Procedure: Help students find their pulses. One’s pulse can be found on the side of the neck, on the wrist, or between the bicep and triceps muscles on the upper arm. Count heartbeats per minute while resting and then count again after vigorous exercise like jumping jacks. The more your students exercise, the faster their pulses will be. Ask them why the heart needs to pump more rapidly during exercise. Also ask them whether any other body conditions seemed to change (breathing rate, perspiration). If so have them add those observations to their logs. Activity 2: Ask students what appears on a mirror when they exhale directly on it and what they feel on their hands when they exhale on their “cupped hands.” Ask them whether they know the names of the waste gases that are exhaled (water vapor and carbon dioxide). Add these observations to their data logs. Activity 3: Have students prepare a KWL on the back of their data logs to answer: “Which body systems and processes help organisms obtain oxygen and energy?”

2. Interactive Laboratory Demonstration

( _50_minutes per activity) Gizmo: Circulatory System http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=662

3. Discussion Questions ( 10 minutes) As students are working or just after they are done, discuss the following questions:

Which structures prevent blood from flowing in the wrong direction? (Valves)


Why is the right atrium and ventricle on the left side of the diagram? (Note: The diagram shows a person lying face-up, so directions are reversed.)

How is the oxygen level of blood related to its color? (When it’s low in oxygen, blood is a dark red. When it’s high in oxygen blood turns bright red. Blood is never blue!)

Which organs add sugar and urea to the blood? (The intestines add sugar to the blood. The liver adds urea to the blood.) How can you tell? (The levels of these substances increase in these organs).

What is the only vein that carries oxygenated blood? (the pulmonary vein)

What is the only artery that carries blood with low oxygen levels?(pulmonary artery)

Why is the oxygen level low in veins? (The oxygen has reacted with glucose in body cells)

Why does the level of carbon dioxide increase in veins? (Carbon dioxide is a waste product from the reaction of oxygen and glucose in cellular respiration)

Why does the heart beat faster while exercising? (Increased activity requires more energy, so more oxygen needs to be transported to the cells where it can combine with glucose to release energy.)

4. Extensions ( _45_minutes)

View BBC Video on “Seven Main Life Processes.” Students will identify the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/life_processes/activity.shtml Choose from the following activities:

Activity 1: Experiment to discover the effect of jogging on breathing rate. Activity 2: View Brain Pop video on the Respiratory System, then label and

describe organ functions of the system. Activity 3: Students will construct a model of the respiratory system. Activity 4: Brain Pop Video on the Digestive System. Students should view the

digestive system video and then draw and label the organs.


5. Assessment

( _60_ minutes) Assessment Review Protocol 1. Students should respond to the items individually. 2. Review answer selections by asking students to raise their hands or a pre-

prepared index card with the letter representing their responses. 3. Place the number of responses next to the letter selection. 4. Review each answer choice and eliminate the ones that are incorrect with a

discussion as to why that selection is incorrect. Draw a line through the incorrect choices and write the reason why beside it. Note: Show calculations for gridded response

5. Ask students to correct their papers and indicate reasons why the selection is the best answer.

Selected Web Resources BBC Video: http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/life_processes/activity.shtml Heart animation: http://library.med.utah.edu/kw/pharm/hyper_heart1.html NOVA “Cut to the Heart:” http://www.pbs.org/wgbh/nova/heart/ About your heart: http://www.smm.org/heart/heart/top.html How the heart works: http://health.howstuffworks.com/adam-200083.htm Angiograms: http://yourtotalhealth.ivillage.com/coronary-angiogram.html Heart rate math: http://media.nasaexplores.com/lessons/01-005/k-4_3.pdf Brain Pop videos: http://www.glencoe.com “Photosynthesis and Respiration,” “Digestive System,” and ”The Respiratory System” (Access through the Glencoe Florida Science 6th Grade Text online resource.)


INTERACTIVE LABORATORY DEMONSTRATION Gizmo: Circulatory System (Modified for Tutorial Sessions)

TEACHER VERSION Answer Key Big Idea 14: Organization and Development of Living Organisms Benchmark: SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (Also Assesses SC.6.L.14.6) Prior to using the Gizmo Before beginning the demonstration, distribute the Student Exploration sheets and ask students to complete the Prior Knowledge Questions. Discuss student answers as a class, but do not provide correct answers at this point. Afterwards use a projector to demonstrate the Gizmo. Prior Knowledge Questions (Do these BEFORE using the Gizmo.) [Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are not expected to know the answers to the Prior Knowledge Questions.] 1. Why do you need blood?

Answers will vary. [In fact, blood brings oxygen, nutrients and other substances to body cells. Blood also carries wastes away from body cells.]

2. What organ pushes blood through your body? Answers will vary. [The heart.] Gizmo Warm-up The Circulatory System Gizmo™ shows the heart and blood vessels that make up the circulatory system. Look at the heart. 1. How many chambers does the heart have? Four 2. Do you see tiny “doors” that open and close as blood is

pumped through the heart? Yes These are valves. Valves keep blood from flowing backward.

3. Turn on Show labels. What are the names of the chambers? Right atrium, right ventricle, left atrium, left ventricle 4. Observe the two parts of the heartbeat. The first part of the heartbeat is nicknamed

“lub,” and the second is nicknamed “dub.” (This is because a heartbeat sounds like “lub-dub.”)


A. Which chambers contract during “lub”? The right atrium and the left atrium. B. Which chambers contract during “dub”? The right ventricle and the left

ventricle.

5. Challenge: Why do you think the left atrium and left ventricle are shown on the right side of the diagram?

[Imagine the heart belonged to a person facing you. That is why the directions are reversed.] Question: How does blood flow through the heart?

1. Observe: Blood in each chamber of the heart is represented by little balls. Observe the balls as they move through the heart and lungs.

2. Label: Turn on Show labels. Label the four chambers of the heart on the diagram. Then draw arrows to show the direction that blood flows through the heart.

Starting at the right atrium, in what order does blood flow through the four chambers? right atrium, right ventricle, left atrium, left ventricle

3. Analyze: Observe the path of blood that leaves each ventricle. A. Where does blood from the right ventricle go? To the lungs B. Where does blood from the left ventricle go? Through the body

4. Collect data: Use the syringe to collect a blood sample from the right (blue) side of the heart. Look at the Data from blood sample on the right side of the Gizmo.

A. What is the concentration of oxygen in this sample? 34 – 37 mm Hg [Note: These values actually reflect the partial pressure of oxygen gas in the blood. The abbreviation “mm Hg” is short for millimeters of mercury.]

B. What is the concentration of carbon dioxide in this sample? 46 – 50 mm Hg

5. Collect data: Collect a sample from the left (red) side of the heart. A. What is the concentration of oxygen in this sample? 90 – 96 mm Hg B. What is the concentration of carbon dioxide in this sample? 38 – 40 mm Hg

6. Draw conclusions: Between the right ventricle and the left atrium, blood goes through the lungs. Based on the data you have collected, what happens in the lungs? In the lungs, oxygen enters the blood and carbon dioxide is released.

Right atrium Left atrium

Left ventricle Right ventricle


Activity B: Blood circulation

Get the Gizmo ready:

Check that Show labels is on. Turn on Show blood flow.

Question: How is blood carried to different parts of the body? 1. Observe: Watch the blood after it leaves the left ventricle. What are some places

that blood goes after leaving the heart? From the heart, blood goes to the head, arms, liver, intestines, kidneys, trunk, and legs.

2. Compare: The Gizmo shows three types of blood vessels. Arteries carry blood

away from the heart, capillaries carry blood to body cells, and veins carry blood back to the heart. Locate examples of arteries, veins, and capillaries.

Use the syringe to take blood samples from several different veins and arteries.

A. Which type of blood vessel usually carries oxygen-rich blood? Arteries B. Which type of blood vessel usually carries oxygen-poor blood? Veins C. In which type of blood vessel is oxygen released into body cells? Capillaries

3. Challenge: The pulmonary artery carries blood from the right ventricle to the lungs.

The pulmonary vein carries blood from the lungs back to the left atrium. Locate these blood vessels, and use the syringe to take a blood sample from each.

A. How is the blood in the pulmonary artery different from blood in other

arteries? Unlike blood in other arteries, blood in the pulmonary artery is low in oxygen.

B. How is the blood in the pulmonary vein different from blood in other veins? Unlike blood in other veins, blood in the pulmonary vein is rich in oxygen.

4. Extend your thinking: How is the circulatory system similar to a road-and-highway

system? Answers will vary. [There are many ways to think about this question. You can imagine the arteries and major veins as highways, and capillaries as smaller streets. The blood acts like trucks that transport food and other goods from one place to another. A blood clot can be compared to a traffic jam that prevents the transport of materials.]


Extension: What’s in your blood?

Get the Gizmo ready:

Take a blood sample from any blood vessel using the syringe.

Question: What is inside blood? 1. Observe: Look at the Microscopic view

of blood sample. Sketch what you see in the space at right. (If you like, you could also click the camera icon to take a Gizmo snapshot, and then paste your snapshot into a blank word-processing document.)

Find and label the following objects in your sketch:

Red blood cells (small, round cells that carry oxygen) White blood cells (large, irregular cells that fight disease) Platelets (tiny fragments that help to stop bleeding when you are cut)

2. Collect data: Blood carries many vital substances. Four of these are listed above the

Microscopic view. Oxygen and sugar are needed by all body cells. Carbon dioxide and urea are waste products. What are the concentrations of each substance in this sample? Oxygen: _______ Carbon dioxide: _______ Sugar: _______ Urea: _______

Values will vary. [Note: The unit “mg/dL” stands for milligrams per deciliter.] 3. Investigate: Take samples of blood from all over the body. Try to determine where

sugar enters the blood, and where it is removed.

A. Where does sugar enter the blood? The intestines. B. How can you tell where sugar enters the blood?

The sugar level increases when blood goes through the intestines. C. Where is sugar removed from the blood? All capillaries. D. How can you tell?

The sugar level decreases when blood goes through capillaries. 4. Investigate: Take blood samples to determine where urea enters the blood and is

removed. A. Where does urea enter the blood? The liver. [Urea level increases there.] B. Where is urea removed from the blood? The kidneys. [Urea level decreases

there.]

Red blood cell White blood cell Platelet


Extensions

View BBC Video on Seven Main Life Processes. http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/life_processes/activity.shtml Students will identify the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Choose from the following activities: Activity 1: Have students copy the problem statement: What is the effect of jogging on breathing rate? Have them prepare a data log similar to the one in the engage activity. Students should write their own hypotheses this time. Procedure:

1. Put your hand on your chest. Take a deep breath. Feel your chest move up and down slightly. Notice how your rib cage moves out and upward when you inhale.

2. Count your breathing rate for 15 seconds. Multiply this number by four to figure your breathing rate for one minute. Record the rate in your data log. Repeat this activity, record data, and calculate your average breathing rate. Record the average in a separate column.

3. Jog in place for one minute and count your breathing rate again. Record data. Analyze and Conclude: Does the data support your hypothesis? Can you explain why your results agreed or disagreed with your hypothesis? Source: Glencoe, Florida Science, level green, p 555. Activity 2: View Brain Pop Video, “Photosynthesis and Respiration,” and write a paragraph explaining the process and importance of cellular respiration. List the body systems that are involved in this process.

1. Access the video through www.Glencoe.com. Have students choose “Florida,” science, and click on “student.” On the next screen, choose “Florida Programs, grade 6.” On the

2. next screen, they choose “Student Center.” On the left column they choose “Brain Pop

3. Videos.” Finally, they choose the title of the video. 4. Complete the Quiz at the end of the BrainPop video.

Activity 3: Label the organs and describe the functions of the respiratory system.

1. View Brian Pop Video on Respiratory System (access as described in Activity 2). 2. Label the organs of the system. Discuss the functions of the organs and have

students take notes on the student chart. 3. 3. Explain to the students the function of the diaphragm in breathing: When the

diaphragm contracts and moves down, air is inhaled and the lungs expand with air. When the diaphragm relaxes it returns to its dome shape, the lungs contract, and the air is expelled or exhaled.


Source for blackline master: www.lessontutor.com/jm-respiratory.html Activity 4: Build a Model of the Respiratory System (Student directions on p.24)

Teacher Directions:

Step 1. Teacher presents model, transparency of the human respiratory system, or blackline master from Activity 3, and explains that it is just one of many working systems in the human body. If the Brain Pop video on the Respiratory System was not shown in Activity 3, it may be shown prior to the activity.

Step 2. Follow the route of air as it enters and travels through the respiratory system, naming the parts and organs as well as their functions as the air passes through them. For example, teacher points to the trachea, names it, and says, "The trachea serves as the principal passage for conveying air to and from the lungs. Branching out from the trachea are the bronchi, which serve to carry the air to and from the individual lungs."

Step 3. Once the route of air is sufficiently traced and parts are named and defined, teacher recaps by retracing the route from start to finish uninterrupted.

Step 4. Once again, teacher points to parts and calls on individual students to name each part as the route is traced. Each time a part is named, teacher writes name on board.

Step 5. Teacher explains that students will now make their own models of the respiratory system and materials are distributed. Teacher may opt to display a previously made model as an example to which students may refer.

Diagram of the Respiratory System Model from the Lesson Plan - Created by Debbie Kilburn


Activity 5: Show the Brain Pop video “The Digestive System.” Have students sketch and label the organs of this system.


Respiratory System: Organ Functions Answer Key

# Organ Name

Function What would happen to the

system and/or organism if the organ was damaged?

1 nose Smelling, tasting and breathing all start here. The size, location, mucous lining and tiny hairs (cilia) inside help prevent foreign objects to enter and to trap large air impurities before being drawn further into the respiratory system. Out with the bad... bugs and carbon dioxide.

Organism would have to breathe through the mouth. There would be a loss of smell – would not enjoy the aroma of perfume, fresh baked cookies or pie.

2

mouth Mouth breathing can also be remembered as 'the big gulp', or 'plan 'B'' for air entry. Like the nose, it has many functions. It is the starting point of the digestive system as well as a secondary inhaler and exhaler.

Would not be able to eat or taste food. A feeding tube could be used to provide the organism with the necessary food for energy.

3 larynx The larynx has three main functions: 1) a passageway for air, 2) a valve to close off the air passage from the digestive one (the epiglottis) like a hinged trap door, and 3) as a voice box.

Organism could not breathe, speak or eat unless an artificial larynx was provided by a physician.

4 lung The lungs are the essential organs of respiration. The main function of the lungs is to exchange carbon dioxide for oxygen and vice versa. Each lung is enclosed separately within two membranes, like a balloon inside a bag inside a bag.

Organism would not be able to exchange carbon dioxide (waste gas) and oxygen (for energy) and would, therefore, die.

5 right bronchus

There are 2 main bronchi (Latin plural of bronchus): the right and left, each leading to a lung. If you accidentally breathe, or aspirate, a very small piece of food that gets past the trachea, it is most likely to fall and be pulled into the right main bronchus. If a peanut gets this far, what do you think could happen?

Air would only pass in and out of the left lung only. Also, if a small piece of food was accidentally breathed in, the organism may suffocate.

6 diaphragm This muscular structure acts as a floor to the chest (thoracic) cavity as well as a roof to the abdomen. It helps to expand and contract the lungs, forcing air into and out of them.

Air would not be able to enter or leave the lung, and the organism would die, unless connected to a machine that acts like a diaphragm expanding and contracting the lungs.


7 pharynx The pharynx is shared with the digestive system from the tongue down to the epiglottis. Food goes on down the esophagus and air passes on through the trachea - but never both at the same time!

Difficulty swallowing

8 trachea This armored tube allows air to pass beyond the larynx to where it divides into the left and right bronchi. The protective 'c's of cartilage also provide protection to the digestive system's esophagus right behind it.

Air would not be able to enter or leave the lungs and there would be little protection for the esophagus – passageway for the digestive system.

9 left bronchus

The left one has a sharper bend due to the presence of the heart and major blood vessels directly underneath it.

Only one lung would be able to receive and remove air.

10 bronchiole Each bronchus divides and subdivides into smaller and smaller branches, the bronchioles, just like tree branches that get smaller as they grow up and out. By the time the air has reached here from outside, it has been warmed up to body temperature, filtered and moisturized.

Only parts of the lung would be able to receive and remove air.

11 alveoli These tiny air cells, or sacs, are the 'leaves' of our respiratory tree. They resemble bunches of grapes and are the link between the respiratory and circulatory systems. Gas exchange happens here - I'll trade you fresh oxygen (O2) for your used carbon dioxide (CO2). Now trace the route of the old air back out to the nose.

Gas exchange (carbon dioxide and oxygen) would not be able to occur.

12 throat The throat includes all the structures lying in front of the spinal column including the mouth, tongue, pharynx, tonsils, larynx and trachea.

Eating, talking, and breathing would not be possible.

13 trachea, bronchi and bronchioles

These three portions of our airways also have rings of muscle along their length as well as glands lining them. These glands produce mucous that traps particles of dirt. Eventually, this sticky stuff and its trapped dirt are coughed up and cleared out. With asthma, these sensitive muscles tighten, making all the airways smaller and more difficult to breathe through, and excessive mucus is produced, sometimes flooding the airways.

Would not be able to breathe.


ASSESSMENT ANSWERS

MULTIPLE CHOICE

1. A

2. G

3. C

4. H

5. A

6. H

7. A

8. H

9. A

10. H

11. B


STUDENT PACKET Student Exploration: Circulatory System

Name: _____________________________ Date: ____________________ Reporting Category: Life Science Benchmark: SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (Also Assesses SC.6.L.14.6) Vocabulary: artery, atrium, blood vessel, capillary, circulatory system, heart, platelet, pulmonary artery, pulmonary vein, red blood cell, urea, ventricle, vein, white blood cell Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Why do you need blood?

______________________________________________________________ _______________________________________________________________ _______________________________________________________________

2. What organ pushes blood through your body? _________________________

Gizmo Warm-up The Circulatory System Gizmo™ shows the heart and blood vessels that make up the circulatory system. Look at the heart. 1. How many chambers does the heart have?

_______________

2. Do you see tiny “doors” that open and close as blood is pumped through the heart? ________ These are valves. Valves keep blood from flowing backward.

3. What are the names of the chambers? ___________________,

___________________, _______________________, ___________________

4. Observe the two parts of the heartbeat. The first part of the heartbeat is nicknamed “lub,” and the second is nicknamed “dub.” (This is because a heartbeat sounds like “lub-dub.”)

a. Which chambers contract during “lub”? __________________________

b. Which chambers contract during “dub”? __________________________ 5. Challenge: Why do you think the left atrium and left ventricle are shown on the right side of the diagram? _____________________________________________


Activity A: Blood flow

Question: How does blood flow through the heart?

1. Observe: Blood in each chamber of the heart is represented by little balls. Observe the balls as they move through the heart and lungs.

2. Label: Label the four chambers of the heart on the

diagram. Then draw arrows to show the direction that blood flows through the heart. Starting at the right atrium, in what order does blood flow through the four chambers?

right atrium, __________________, __________________, _______________

3. Analyze: Observe the path of blood that leaves each ventricle.

a. Where does blood from the right ventricle go? __________________ b. Where does blood from the left ventricle go? ___________________

4. Collect data: I’ll use the syringe to collect a blood sample from the right (blue) side

of the heart. Look at the Data from blood sample on the right side of the Gizmo.

a. What is the concentration of oxygen in this sample? _____________

b. What is the concentration of carbon dioxide in this sample? _______ 5. Collect data: I’ll collect a sample from the left (red) side of the heart.

a. What is the concentration of oxygen in this sample? _____________

b. What is the concentration of carbon dioxide in this sample? _______ 6. Draw conclusions: Between the right ventricle and the left atrium, blood goes

through the lungs. Based on the data you have collected, what happens in the lungs? _________________________________________________________ _______________________________________________________________ _______________________________________________________________


Activity B: Blood circulation

Question: How is blood carried to different parts of the body?

1. Observe: Watch the blood after it leaves the left ventricle. What are some places that

blood goes after leaving the heart?

_______________________________________________________________

_______________________________________________________________

2. Compare: The Gizmo shows three types of blood vessels. Arteries carry blood away from the heart, capillaries carry blood to body cells, and veins carry blood back to the heart. Locate examples of arteries, veins, and capillaries.

Use the syringe to take blood samples from several different veins and arteries.

A. Which type of blood vessel usually carries oxygen-rich blood? ________ B. Which type of blood vessel usually carries oxygen-poor blood? _______ C. In which type of blood vessel is oxygen released into body cells? ______

3. Challenge: The pulmonary artery carries blood from the right ventricle to the lungs. The pulmonary vein carries blood from the lungs back to the left atrium. Locate these blood vessels, and use the syringe to take a blood sample from each.

A. How is the blood in the pulmonary artery different from blood in other

arteries? _________________________________________________________

B. How is the blood in the pulmonary vein different from blood in other veins?

4. Extend your thinking: How is the circulatory system similar to a road-and-highway system? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________


Extension: What’s in your blood?

I’ll take a blood sample from a blood vessel using the syringe.

Question: What is inside blood? 1. Observe: Look at the Microscopic view

of blood sample. Sketch what you see in the space at right.

Find and label the following objects in your sketch:

Red blood cells (small, round cells that carry oxygen) White blood cells (large, irregular cells that fight disease) Platelets (tiny fragments that help to stop bleeding when you are cut)

2. Collect data: Blood carries many vital substances. Four of these are listed above the

Microscopic view. Oxygen and sugar are needed by all body cells. Carbon dioxide and urea are waste products. What are the concentrations of each substance in this sample?

Oxygen: _______ Carbon dioxide: _______ Sugar: _______ Urea: _______

3. Investigate: Let’s take samples of blood from all over the body. Try to determine

where sugar enters the blood, and where it is removed.

a. Where does sugar enter the blood? __________________________ b. How can you tell where sugar enters the blood?

______________________________________________________ ______________________________________________________

c. Where is sugar removed from the blood?______________________

d. How can you tell?

_______________________________________________________ _______________________________________________________

4. Investigate: I’ll take blood samples to determine where urea enters the blood and is removed.

a. Where does urea enter the blood? ________________________

b. Where is urea removed from the blood? ____________________


Build a Model of the Respiratory System

Activity Source: www.adprima.com/sci-respsystem.htm Student Directions:

I. Content: The respiratory system is one of many working systems in the human body and is composed of various parts and organs, each with its own function.

II. Instructional Objective: Student should be able to explain that the human body contains many "systems" that carry out unique functions necessary to sustain life, that the respiratory system is one of them, and that its function is that of breathing.

lll. Materials

For each student or lab group of 4: A diagram of the respiratory system 6"x 4.5" (¼ sheet) piece of pink or gray construction paper (trachea) plastic 2-liter soda bottle with black bottom cut off (thoracic cavity) two round 9" or 12" pink balloons (lungs) two drinking straws (bronchi) medium-sized plastic bag large enough to fit over bottom end of bottle

(diaphragm) 3 or 4 cotton balls transparent tape medium-size, thin rubber band

IV. Procedure:

Step 1. Insert straws into balloons and tape together at top. These are bronchi and lungs.

Step 2. Insert these through open bottom of modified 2-liter soda bottle straw end first and bring ends of straws up through the neck of the bottle.

Step 3. Stuff neck of soda bottle with cotton balls around straws until spaces are plugged.

Step 4. Roll construction paper into a tube just round enough to fit over the tops of the straws. Tape closed and place over tops of two straws. This will be the trachea.

Step 5. Place plastic bag over bottom end of bottle and use the rubber band to hold it in place. This will serve as the diaphragm.

Step 6. Grasp bottom of plastic bag and pull down and push up. Watch as the "lungs" expand and contract as you do this. Students may even bend "trachea" and "bronchi" over so that the air supply is cut off and watch as nothing happens when the "diaphragm" is manipulated.


Helpful hints: It is better to use cotton balls made from genuine cotton rather than the polyester type because it grips the sides of the bottle better and more efficiently prevents air from passing through. Also, ask that the bottom of the bottle be cut off at home by the parents prior to student bringing it in.

Diagram of the Respiratory System Model from the Lesson Plan - Created by Debbie Kilburn


Student Name _____________________________ Date _____________________

Diagram of the Respiratory System Adapted from: www.adprima.com/sci-respsystem.htm

Test yourself: fill in the blanks:

Name Description & Function What would happen to the


1

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Name Description & Function What would happen to the


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ASSESSMENT

NAME: __________________________________ DATE: ______________ Reporting Category: Life Science Benchmark: SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (Also Assesses SC.6.L.14.6)

Multiple Choice: Identify the choice that best completes the statement or answers the question. 1. Which three human-body systems coordinate to cause an arm to move?

A. nervous, muscular, skeletal B. respiratory, muscular, digestive C. skeletal, circulatory, immune D. digestive, nervous, circulatory

2. During a race, the body temperature of a runner increases. The runner responds by

perspiring, which lowers body temperature. This process is an example of F. an antigen-antibody reaction G. maintenance of homeostasis H. an acquired characteristic J. environmental factors affecting phenotype

3. As a person exercises, carbon dioxide (CO2 ) levels in the blood increase. This

causes the nervous system to signal which of these systems to respond? A. digestive and immune B. immune and respiratory C. respiratory and circulatory D. circulatory and endocrine

4. The human body can be infected by many types of infections agents, such as viruses,

bacteria, fungi, and parasites. How are viruses, such as Hepatitis, different from other types of infectious agents?

F. They need a warm environment to survive. G. They feed on the nutrients provided by the host. H. They cannot replicate without a host cell. J. They need protection from bacteria and other micro-organisms.


5. Which of the following statements is TRUE about products of digestion getting from the digestive tract to the cells of the brain and the cells of the skin?

A. The circulatory system carries products of digestion to cells of both the brain and the skin.

B. The circulatory system carries products of digestion to cells of the brain but not to cells of the skin.

C. Products of digestion get to cells of both the brain and the skin, but these molecules are not carried by way of the circulatory system.

D. Products of digestion do not get to cells of the brain or the skin.

6. In order for a muscle in your leg to do its job of making your leg move, the muscle must contract. How are muscle and bone connected so that a contracting muscle can make your leg move? F. Each muscle is attached to the next muscle by ligaments and tendons anchor the

muscles to bone every few centimeters. G. The two ends of each muscle are attached to different spots on the same bone by short

tendons or ligaments. H. The two ends of a muscle are attached to different bones by tendons and bones are

attached to each other by ligaments. J. Each muscle is attached to one or more bones by ligaments at either end and bones

are connected to each other by tendons.

7. Eleonora is learning about the nervous system in school. She learns the nervous system is made up of many parts. What is the main purpose of the nervous system in the human body? A. relaying messages between the body and brain B. circulating oxygen throughout the body C. releasing hormones to regulate body functions D. protecting the body from foreign invaders

8. Manuel eats lunch in the cafeteria every day. How does his digestive system make

use of the lunch he eats? F. It changes the food into cells that protect the body from illness. G. It converts food into oxygen that is absorbed into the blood. H. It breaks down some food into usable material for the body and discards the rest. J It breaks down food into the chemicals needed by the body to regulate temperature.


9. Sandra measured her heart rate and her breathing rate at rest and again after doing

50 jumping jacks. What is the main reason that both her heart rate and her breathing rate went up with exercise? A. They both sped up to supply her working muscles with enough oxygen to remain in

homeostasis. B. Her lungs and heart ran short on oxygen while she was exercising and sped up to

maintain homeostasis. C. Her muscles were out of shape and required extra blood and oxygen in order to

maintain her jumping pace. D. They both increased in order to carry heat away from her working muscles more

efficiently.

10. The infection-fighting cells that are produced by the immune system are

manufactured in specific places around the body, for example, in the lymph nodes and the spleen. However, an infection can occur anywhere in the body. How do these infection-fighting cells manage to move around the body and get to the sites of infection? F. There are lymph nodes every few millimeters all over the body. G. They are excreted and float freely around the body, hunting infections. H. They are carried around the body in the circulatory system. J. They are moved around the body as muscles squeeze against them.

11. There are many different types of viruses and bacteria that can live and reproduce

inside humans and often make us sick. In which of the following ways are viruses different from bacteria? A. Viral infections always cause a fever while bacterial infections almost never do. B. Viruses must invade a host cell to reproduce while bacteria can reproduce on their own. C. Virus cells, in general, are at least three times as large as the largest bacterial cell. D. Viral infections are more likely to disable or kill their host than bacterial infections.

Non-Discrimination Policy The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.

Revised: (05-12)

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