Biology • Topic
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Humans and animals
1.1 The human body Student’s Book pages 1–3
Classroom equipment
Biology learning objective
• poster paper and coloured pens
• Use scientific names for some major organs of body systems.
Resources • Workbook page 1
• sets of organ match cards cut out from PCM B2
Scientific enquiry skills • Consider evidence and approach: Make comparisons.
• PCM B1: Body organs
Key words
• PCM B2: Organ match cards
• structure
Scientific background Living organisms are made of many cells. Cells divide so that the organism can grow or repair tissue. Groups of cells that look alike and do the same job are called tissues. We have many different types of tissue, including muscle, nervous and bone tissues. An organ is made from different tissues that work together to do a particular job. Examples of human body organs are the heart (pumps blood around the body), the lungs (for gas exchange), the stomach (stores food, produces acid that allows enzymes made in the stomach to work, starts the digestion of food) and the brain (coordinates all the body’s actions). An organ system is a collection of organs and tissues that all work together to carry out a certain function. Examples are the circulatory, digestive and respiratory systems.
• function
can see and name on the image. Discuss the fact that you cannot see the internal parts of the body without special equipment but that we know what is inside the body as a result of medical advances; because technology can ‘see’ inside the body (X-rays and MRI scans, for example). � Have a class brainstorm to find out what the students already know about internal body parts. Ask: What is inside your body? Make a class list of their responses. � Look at the list of body parts that the class has provided and ask: Why do we need so many things inside our bodies? Take responses from the students and allow for some discussion around this topic.
The students have already studied the skeletal system and they should remember that these body systems work together to allow for movement of the limbs. You may want to look again at that content as you work through this topic, but we will not deal with the skeletal or muscular system at this level. As the human reproductive system is complex and the students need to know about sexual reproduction before they can really understand the importance and functions of this system, we have not included the reproductive organs in this chapter. The students need to know only that humans have a reproductive system that allows them to produce offspring.
Teaching and learning activities
Introduction
â—? Ask the students to say what they think each organ does. Accept all answers at this stage. Then let the students work in pairs to discuss and answer question 3.
� Use the image on Student’s Book page 1 to introduce the term ‘internal body parts’. Ask the students to say what internal body parts they
� Hand out PCM B1: Body organs (one set per group). Ask the students to try and name the given organs before turning to Student’s Book page 2. Explain that the students are going to learn about the body and how it works and why this is important. Discuss questions 1 and 2 with the class. Try to elicit the names of as many organs as possible, allowing for informal names such as tummy and guts. � Use the pictures on page 2 together with the cards to find as many of the organs as possible and to name them.
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Biology • Topic
Graded activities 1 Ask the students to list the three body parts they think are the most important and to state why they think this. This is quite a simple, but important, activity that requires the students to think very carefully about which body parts are most important by comparing their functions. Make sure they write down their answers and the reasons for their choices so that you can revisit this at the end of the topic to see whether they have changed their ideas or not.
2 Ask the students to think about different machines – a bicycle is a good example – and get them to talk about the different parts, how they work together and why each part is important. Then let them consider the idea that the human body is like a machine and discuss what this means before asking them to plan and make their posters.
3 Let the students work in pairs to talk about which body parts are involved in the game of tennis. They should draw their own label lines and add labels to all the parts they think are involved on page 1 of their Workbook. They can label external parts as well if they ask.
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Humans and animals 1.1
Differentiation All of the students should be able to identify three body parts that they think are important even if they do not know the correct scientific names for the parts. They should be able to say why each part is important with reference to its function (job) in the body. Most of the students should be able to produce a poster with some indication of how the parts of the body work together. More able students will produce fairly detailed explanations with several examples and present the body as a system of interdependent parts showing not only how the parts work but how they depend on each other to work. Some of the students should know that you need your limbs (bones and muscles), eyes and possibly lungs or heart. They should include the brain, heart and lungs. More able students will give more detailed responses such as digestive organs for food energy and skin to get rid of sweat.
Consolidate and review � Let the students prepare a display of their completed posters and allow some time for them to look at and comment on each other’s posters. � Hand out PCM B2: Organ match cards (one set per pair of students) and let the students work together to identify and name the organs. Get different students to say the name of an organ they have identified and ask them what its main job is in the body. � Ask the students to write down a question about the functioning of the human body that they would like to know the answer to. Read out the questions and group them into categories, eliminating any repeats. Stick these up somewhere in the classroom and answer as many as possible as you work through the topic. Any that remain unanswered at the end can be put to the class to answer or research.
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