Body Systems Brochure

Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: Body Systems Brochure Teacher(s):Shane McKay School: East Central High School Subject: Biology Abstract: The students will learn the systems of the human body and how each system interacts with other systems to create a homeostatic environment.

MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES

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Begin with the End in Mind The theme or “big ideas� for this design challenge: Students will learn about the interactions of organ systems, internal positive and negative feedback loops, homeostatic responses, and will develop an understanding that the human body is a complex system of cells that are clustered together for a specific function.

TEKS/SEs that students will learn in the design challenge: TEKS 112.43 (4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (B) investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules (5) Science concepts. The student knows how an organism grows and how specialized cells, tissues, and organs develop. The student is expected to: (A) compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function; (B) identify cell differentiation in the development of organisms (8) Science concepts. The student knows applications of taxonomy and can identify its limitations. The student is expected to: (C) identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals.

(10) Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to: (A) interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune; (B) compare the interrelationships of organ systems to each other and to the body as a whole

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(11) Science concepts. The student knows that organisms maintain homeostasis. The student is expected to: (A) identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis; (B) investigate and identify how organisms, including humans, respond to external stimuli; (C) analyze the importance of nutrition, environmental conditions, and physical exercise on health Key performance indicators students will develop in this design challenge: Students will be able to compare and contrast the function of each organ system and explain how it interrelates to two other systems. The learner will also be able to describe the organizational make-up of the human body and the importance of nutrition and exercise is on this amazing structure.

21st century skills that students will practice in this design challenge: www.21stcenturyskills.org Critical thinking and problem solving STEM career connections and real world applications of content learned in this design challenge:

Career: Doctor, Forensics, Mortician, Nursing, Pharmacy, Physical Therapy, MRI Technician Connections: The amazing human body is a walking testament to the complexity of life.

Understanding how our body systems work and interrelate to other systems is key to having a healthy life.

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The Design Challenge You have been hired by a local physician’s office to create an informational brochure about one of the following body systems: - integumentary - skeletal - muscular - circulatory - nervous - digestive - endocrine - reproductive - respiratory - immune - excretory Your brochure must be colorful and enlightening. The key concepts that must be covered in the brochure are as follows: - the primary function of the system - the major organs associated with the system - a description of three ways this system coordinates with two other body systems - the major tissues that comprise this system or any specialized cells that are vital for this system to function - a list and definition of any major diseases that may affect this system The brochure will be used as literature for patients to access if they are interested in detailed information about a specific body system, so the pamphlet must have illustrations with the major organs labeled. The document must be completed on 8.5”x11” paper and must use both the front and back of the page.

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Map the Design Challenge Performance Indicators

Already Learned

Taught before the project

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Taught during the project

1. Students will develop an understanding of the following

vocabulary terms: homeostasis, organ system, cell differentiation 2. Students will understand the primary function of each organ system 3. Students must understand the level of organization in the human body 4. The learner must have a thorough comprehension of homeostatic responses and internal feedback loops 5. Students will be able to identify the importance of nutrition and exercise on health

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5E Lesson Plan Design Challenge Title: Body Systems Brochure TEKS/TAKS objectives: TAKS Objective: 3; TEKS: 4B, 5A,B; 10A,B; 11A,B,C Engage Activity Ask students to respond in their learning journals to the following questions: 1. Can you function without one of your body systems? Why or why not?

2. Why is it important to understand how our human body systems work 3. Which two systems do you feel are the most vital organ systems and why?

Now, break students up into groups of 3. Provide each group with a large piece of butcher paper (at least 6’), markers, and map pencils. Ask one partner to lie down (on their back) on the butcher paper and have the group trace the outline of that person. Next, ask the groups to draw the following organs where they think they are located: brain, stomach, kidneys, heart, lungs, liver, and intestines.

Upon completion, ask the groups to tape their drawings up onto the wall.

Ask them now to repeat the process, but this time hand each group a copy of the human organ system diagrams provided. Once they have completed the activity for a second time, tape the new drawings next to the old and go around the room and look at the different drawings. Have the students reflect in their learning journals about the similarities and differences in their own group’s drawings and have them also reflect on the similarities and differences in their own group’s initial drawing compared to all other groups’ initial drawings.

Engage Activity Products and Artifacts Learning Journal Responses, Human Body System Drawing Engage Activity Materials/Equipment Large pieces of butcher paper, markers, learning journals Engage Activity Resources http://www.nlm.nih.gov/medlineplus/ency/imagepages/8747.htm http://www.nlm.nih.gov/medlineplus/ency/imagepages/19873.htm http://www.nlm.nih.gov/MEDLINEPLUS/ency/imagepages/8710.htm http://www.health.uab.edu/14706/

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Explore Activity Students will complete the human body analogy activity. Provide the following 4 objects to teams (3 students per group): plastic bag, rubber bands, electrical wire, and tape. Tell the groups that each item represents one of the 4 types of tissues located inside your bodies. Each group is to try to figure out what the 4 types of tissues are without using a book. Give them ample time to try to figure it out. They are to write their answers in their learning journal. (Answers: tape = connective tissue; rubber band = muscles; plastic bag = epithelial; wire = nervous tissue) Introduce the design challenge: You have been hired by a local physician’s office to create an informational brochure about one of the following body systems: - integumentary - skeletal - muscular - circulatory - nervous - digestive - endocrine - reproductive - respiratory - immune - excretory Your brochure must be colorful and enlightening. The key concepts that must be covered in the brochure are as follows: - the primary function of the system - the major organs associated with the system - a description of three ways this system coordinates with two other body systems - the major tissues that comprise this system or any specialized cells that are vital for this system to function - a list and definition of any major diseases that may affect this system The brochure will be used as literature for patients to access if they are interested in detailed information about a specific body system, so the pamphlet must have illustrations with the major organs labeled. The document must be completed on 8.5”x11” paper and must use both the front and back of the page.

Explore Activity Products and Artifacts Learning Journal Analogy Activity

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Explore Activity Materials/Equipment Plastic bags, rubber bands, wire, tape Explore Activity Resources None Explain Activity Show students the Human Body PowerPoint and have them take notes in their journals regarding the presentation. (You might want to print out a handout of the presentation and allow them to take notes on the handout).)

Allow students to view the following BrianPop video and take the quiz that follows. http://www.brainpop.com/science/diversityoflife/humanbody/

Next, have students go through the system interaction activity provided below.

Explain Activity Products and Artifacts BrainPop Body Systems Quiz, System Interaction Activity Explain Activity Materials/Equipment LCD, computer, Human Body PowerPoint presentation, system interaction cards and lab Explain Activity Resources http://www.brainpop.com/science/diversityoflife/humanbody/ All pictures for this activity have been obtained from Microsoft Office Clipart.

Elaborate Activity Break students into groups of three. Have each group complete the online Webquest provided. http://bodysystemswebquest.googlepages.com/ Elaborate Activity Products and Artifacts Webquest elements: 1. labeled diagram 2. definitions 3. criss-cross puzzle

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online quiz interview questions live interview presentation group planning sheet Elaborate Activity Materials/Equipment

Computers, printer, internet access Elaborate Activity Resources http://bodysystemswebquest.googlepages.com/ Evaluate Activity

Students will complete and turn in the design challenge during this section of the lesson. Upon completion, students will share handouts of their final product with the rest of the class.

Evaluate Activity Products and Artifacts Human Body Brochure Evaluate Activity Materials/Equipment Computers, printer, computer paper, map pencils, school textbook, internet Evaluate Activity Resources None

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Human Body Systems – Engagement Piece Pictures have been retrieved from the following websites: http://www.nlm.nih.gov/medlineplus/ency/imagepages/8747.htm http://www.nlm.nih.gov/medlineplus/ency/imagepages/19873.htm http://www.nlm.nih.gov/MEDLINEPLUS/ency/imagepages/8710.htm http://www.health.uab.edu/14706/

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Human Body System Interaction Activity Reference: All pictures have been retrieved from Microsoft Office Clipart.

Objective: To reinforce the learning of each body system and how it interacts with other systems.

Procedures for the teacher: Make multiple copies of the body system interactive cards. Laminate the action cards and the body systems cards and cut them out.

Procedures for the student: 1. Create two piles of cards (one with body systems, one with an action).

2. Place the cards upside down on top of the desk.

3. You will draw one card from each stack and place them right side up.

4. Using your lab hand out try to determine how the 3 systems given are working together for the given action.

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Action

3 Body Systems Listed

How are the 3 systems working together during this action?

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Circulatory Digestive Nervous

Endocrine Integumentary Immune

Excretory Muscular Digestive

Skeletal Muscular Nervous

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Immune Muscular Respiratory

Circulatory Muscular Nervous

Circulatory Digestive Excretory

Respiratory Circulatory Muscular

Integumentary Circulatory Immune

Digestive Muscular Immune

Muscular Skeletal Excretory

Nervous Immune Endocrine

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Digestive Nervous Endocrine

Reproductive Skeletal Respiratory

Muscular Excretory Immune

Nervous Integumentary Muscular

Skeletal Excretory Digestive

Nervous Endocrine Integumentary

Respiratory Muscular Immune

Digestive Endocrine Immune

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Plan the Assessment Engage Artifact(s)/Product(s): Learning Journal Responses, Human Body Drawings

Explore Artifact(s)/Product(s): Human Body Analogy in Student Learning Journal

Explain Artifact(s)/Product(s): BrianPop quiz, system interactions activity

Elaborate Artifact(s)/Product(s): Webquest elements: 8. labeled diagram 9. definitions 10. criss-cross puzzle 11. online quiz 12. interview questions 13. live interview presentation 7. group planning sheet Evaluate Artifact(s)/Product(s): Human Body Brochure

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Rubrics Human Body Brochure Rubric

Teacher Name: Body System: Student Name: CATEGORY Creativity

25 Lots of creative energy used to present a unique body system brochure

20 Some creative energy used to present a unique body system brochure

15 Little creativity used in project.

10 No creativity used in project.

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

Scientific Knowledge

Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a somewhat accurate understanding of scientific principles underlying the construction and modifications.

Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications.

Body Brochure Elements

The body systems brochure met all 8 requirements and was presented in an excellent manner

The body systems brochure met 6 - 7 requirements and was presented in an good manner

The body systems brochure The body systems brochure met 4 - 5 requirements and met 3 requirements or less was presented in an acceptable manner

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Story Board 

 Week 1 Activities

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 Week 2 Activities

Day 1 Engage: Learning journal (15 min.)

Human Body Drawing Activity (45 min) Explore: Tissue Analogies (30 min)

Day 6 Brochure Design project due

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Day 2 Introduce design project and hand out the scoring rubric (30 min.)

Explain: Human Body PPT (30 min) BrainPop Video and quiz (30 min) Day 7

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Day 3 System Interaction Activity (45 min) Elaborate: Human Body Webquest (45 min)

Day 8

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Day 4 Human body Webquest (45 min) Evaluate: Students will be begin working on their brochures (45 min)

Day 9

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Day 5 Work on brochure (90 min)

Day 10

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