SCIENCE AND TECHNOLOGY 5: HUMAN ORGAN SYSTEMS NAME: This booklet is an in-class assignment; you must complete all pages during the class work periods provided. You must use full sentences for all sections with the exception of definitions and diagrams where point-form is acceptable. Damaged, torn, or illegible booklets are not accepted. If you lose your booklet it can be downloaded from the class website. Replacements will not be provided by your teacher.
THE CELL - www.youtube.com / www.youtube.com / TheyMightBeGiants What does every living thing have in common? They are all made up of small microscopic cells! Organize the words provided into the appropriate column of the table. MADE OF CELLS ( ) NOT MADE OF CELLS ( ) cat truck you fish banana butterfly tree ipod hockey stick toothbrush Cells are a bit like Lego blocks. To make a castle out of Lego you would need a lot of Lego blocks to do different jobs. Your body is the same except that living things are made up of cells. Your body alone is made up of trillions of cells and each cell has a different job. Look at the cover of this booklet to see some of the cells that are in your body. Different cells look and act differently. For example, skin cells cover your body and keep out dirt and germs, while the cells in your stomach secrete (ooze) acid and breakdown the food you eat. All of these different cells do these jobs so that you can live. Without cells you and every other living thing would not exist! 1. Explain how your body is similar to Lego. Jot notes:
LEVELS OF ORGANIZATION - sciencenetlinks.com Organize the five terms below into the organizer from simplest to most complex. Organ Tissue Organism Cell Organ System A living thing that depends on different systems to live; Organs that work together to perform a function; Sheets organized into complicated shapes that perform a function; Organize cells into sheets; Smallest living thing, like a building block; 1. Consider what you have learned about cells and the way our bodies are organized. Determine whether cells, tissues, organs, or organ systems are most important to the life of an organism. Justify your answer with evidence. Jot notes:
MAJOR ORGANS - kidshealth.org / www.recycleme.org This activity will let you learn about the major organs in your body, their function, and the organ system that it belongs to. ORGAN FUNCTION SYSTEM BRAIN HEART KIDNEY LIVER LUNGS SKIN STOMACH
ORGAN SYSTEMS RESEARCH AND MODELLING PROJECT - kidshealth.org The human body requires different organ systems to work together to accomplish a task. Think about writing your name. This requires more than four organ systems to cooperate with each other! This is a research project that will allow you and your classmates to better understand the different organ systems in your body. You will research one of the organ systems listed below and make a presentation that you will present to the class. The organ systems you may choose from are: Respiratory Circulatory Digestive Musculoskeletal Nervous In this project you will: Complete the organizer provided using jot notes; Draw labelled sketches/diagrams of the system you are researching; Create a physical model that describes how your organ system works; Present your organ system to your classmates; Update all of the organizers in your booklet with your classmates research;
RESPIRATORY SYSTEM - kidshealth.org/movies / www.recycleme.org List the organs that make up the Respiratory System. Labelled Diagrams: Explain the purpose of the Respiratory System. Describe how the Respiratory System works. Ideas for Physical Model:
CIRCULATORY SYSTEM - kidshealth.org/movies / www.youtube.com / www.recycleme.org List the organs that make up the Circulatory System. Labelled Diagrams: Explain the purpose of the Circulatory System. Describe how the Circulatory System works. Ideas for Physical Model:
DIGESTIVE SYSTEM - kidshealth.org/movies / www.recycleme.org List the organs that make up the Digestive System. Labelled Diagrams: Explain the purpose of the Digestive System. Describe how the Digestive System works. Ideas for Physical Model:
MUSCULOSKELETAL SYSTEM - kidshealth.org/movies / www.recycleme.org List the organs that make up the Musculoskeletal Labelled Diagrams: Explain the purpose of the Musculoskeletal System. Describe how the Musculoskeletal System works. Ideas for Physical Model:
NERVOUS SYSTEM - kidshealth.org/movies List the organs that make up the Nervous System. Labelled Diagrams: Explain the purpose of the Nervous System. Describe how the Nervous System works. Ideas for Physical Model:
EXPERIMENT - YOUR BODY AND YOU! To understand how our bodies work scientists perform experiments! For this assessment you will work with a partner to conduct an experiment! There are four possible experiments for you to choose from. You can test: Who has better reflexes - gamers or non-gamers? Whose heart rate increases more quickly - boys or girls? How does exercise effect pulse and breathing rate? Who is more flexible - boys or girls? An experiment of your choice, with teacher approval. Use the graphic organizer on the back of this page to prepare for your experiment and record the results. Complete the organizer provided and record detailed observations in a table. You must jot note your responses before you convert them into paragraphs. Work with your partner to complete all sections in paragraph form, using correct language conventions, including full sentences, paragraphs, correct grammar and punctuation. TITLE: INTRODUCTION (WHAT S YOUR EXPERIMENT ABOUT?): Jot Notes: HYPOTHESIS (WHAT DO YOU THINK WILL HAPPEN?): Jot Notes:
EXPERIMENT - YOUR BODY AND YOU! PROCEDURE (WHAT STEPS DID YOU FOLLOW TO DO THIS EXPERIMENT?) 1. 2. 3. 4. 5. 6. 7. OBSERVATIONS/RESULTS (DRAW WHAT YOU SAW AND PUT THE NUMBERS IN A TABLE) DISCUSSION/CONCLUSION (WAS YOUR HYPOTHESIS CORRECT? WHAT HAVE YOU LEARNED?) Jot Notes:
HOW ARE ORGAN SYSTEMS CONNECTED Consider the experiment that involved measuring heart-rate and breathing rate as a person exercised. What happened as the exercise level increased? How are the Nervous, Musculoskeletal, Circulatory, and Respiratory Systems connected? Complete the following Graphic Organizer outlining how the different systems work together and the messages that are passed between them. Nervous System: Musculoskeletal System: Circulatory System: Respiratory System: _
TECHNOLOGY: YOUR HEALTH AND PUBLIC HEALTH Technology is generally seen as beneficial. However there are benefits and drawback s to all the technology we use in our daily lives. Complete the sections in the organizer below for all of the forms of technology shown. TECHNOLOGY BENEFITS DRAWBACKS MEDIA: TV, INTERNET, CELLULAR PHONES RUNNING SHOES AIRPLANE TRAVEL AUTOMOBILES We become less physically active; Can damage our eyesight; Disrupt sleep patterns; Have been linked with cancer; Can cause pollution where they are made; Made in unsafe working conditions; Can involve child labour; Creates pressure to own the shoe;
ILLNESS AND PREVENTION- CUMULATIVE ASSESSMENT Our health is determined by our genes, the food we eat, and the environment we live in. Factors like smoking, smog, pollen, UV exposure or poor nutrition can limit your health. This is the final project for this science strand. In this assessment you will research a disease or illness and create a text (pamphlet, poster, presentation, radio/television advertisement, webpage) that increases the understanding of people in your age group about the issue you choose. You may choose from: Alcohol use Allergies Asthma Chicken Pox Diabetes Eating Disorders (Anorexia, Bulimia, Binge Eating, Over-Eating, etcetera) Emphysema Epilepsy Heart Disease Skin Cancer Your choice with teacher approval In this project you will: Choose an illness to research; Complete the organizer provided using jot notes; Create a media text that increases public awareness of issue; Present your media text to your classmates;
PUBLIC AWARENESS RESEARCH ORGANIZER CAUSES SYMPTOMS IMPACT ON ORGAN SYSTEMS TREATMENT _ PREVENTION _
ILLNESS PROJECT TECHNOLOGY IMPACTS SYSTEM CONNECTIONS EXPERIMENTS ORGAN SYSTEMS RUBRICS ORGAN SYSTEMS - RUBRICS CRITERIA LEVEL R 1 2 3 4 COMMENT - identified major organs and systems in the human body and described their basic structure, function, and roles; - designed and built a model that demonstrated how organs in the human body work and interact with other components; - used scientific inquiry/experimentation skills to investigate changes in body systems (heart rate, breathing, body temperature) as a result of physical activity (e.g., exercise, resting, eating); - used appropriate vocabulary and use a variety of forms to communicate with different audiences; - identified interrelationships between body systems (e.g., the respiratory system provides oxygen and removes carbon dioxide for the circulatory system); - evaluated the beneficial and harmful effects of various technologies on human body systems, taking different perspectives into account (e.g., technology developers, advertisers, children and young people, parents); - identified common diseases and the organs/body systems that they affect; - assessed effects of social and environmental factors on human health, and suggested ways to prevent/treat illnesses; - used appropriate vocabulary and use a variety of forms to communicate with different audiences;
MEDIA LITERACY ORAL COMMUNICATION READING RUBRICS - LANGUAGE ARTS ORGAN SYSTEM PRESENTATION - RUBRIC CRITERIA LEVEL R 1 2 3 4 COMMENT - You demonstrated that you understood the complex texts researched by summarizing and explaining important ideas and including relevant details; - You developed interpretations about the texts using stated and implied ideas to support your interpretations; - You extended your understanding by connecting ideas in the text with your own knowledge and experience of other texts and the world around you; - You used a variety of appropriate visual aids, (video, images, maps, posters, tables, costumes) to support or enhance your oral presentation; - Your oral communication was clear and used appropriate strategies and formats to organize and connect ideas and information; - You identified a media form to suit your purpose and audience and explained why it was an appropriate choice; - You produced a media text for a specific purpose and audience, using appropriate forms, conventions, and techniques;