Tag Archives: body systems

Energy, Matter, and Organization: Nervous System Project

Today marked the beginning of the Nervous System Project.  Students with a grade of a C or higher have earned the opportunity to extra credit in exchange for researching an aspect of the nervous system of interest to them.  As a student-driven project, the purpose is to provide students with the time and space to research topics like depression, Alzheimer’s Disease, Parkinson’s Disease, or any other condition of interest to the student.  The goal is to learn more about the condition and to explore the condition at the system, organ, cell, and molecular level.  Students were encouraged to explore the role of neurotransmitters in their chosen condition.  To help support students, one possible research path might be:

  1. Select a condition that affects the nervous system
  2. Select a neurotransmitter known to be involved in the condition
  3. Research the function of the neurotransmitter and its’ receptor
  4. Research the source of the neurotransmitter (which cells release it?)
  5. Research the neurotransmitter receptor – what is it, and where is it expressed?
  6. Research how the neurotransmitter imbalance may occur
  7. Research available treatment options

Summarize findings in a Google Slides document (then share it with Mr. Swart)

+30 EC for completed project; +5 EC for presentation to class (optional)

Energy, Matter, and Organization: Revise Initial Model

Class was divided into two parts today: organizing student portfolios and using the work to revise the initial model from the second day of the unit.  For the first part, students received a worksheet with a list of all of the Unit 2 assignments to date.  They located the work and checked off completed items.  The process gave students a clear idea of their progress toward work completion in the class.  To gauge comprehension, students used their work to revise their initial models of how someone can survive an extreme scenario (like running from a fire or swimming the English Channel).  By thinking through the process of how the body systems interact and obtain and use energy, students are primed for the writing assessment for tomorrow.  After the assessment, students will turn in their portfolios for grading over the weekend, with the portfolio grade, revised initial model, and writing assessment comprising the majority of their mid-quarter grade.

Energy, Matter, and Organization: Stepping Up the Pace

Last week, students were introduced to body systems.  They watched a video showing how the human body reacts under extreme conditions, and then researched body systems involved in the scenarios they saw in the video.  This week, we began with a reading from the class textbook.  The reading introduces students to the concept of homeostasis and feedback loops, while introducing those feedback loops in the context of specific body systems.  Students read page 177, and then pages 229-236, answering questions 2a-d on page 178.  Students finishing early also answered question 3, and then were challenged with searching for the mechanism behind the cycle they wrote about in question 2d.  The directions were also written on the white board and are shown below:

Energy, Matter, and Organization: How Humans Obtain Energy – Initial Model

Our work today is to organize student prior knowledge of how humans obtain energy into a model that can be revised over the course of the unit.  Recent learning from the Strength video and worksheet from Monday should be used to help students fill out the initial model worksheet.  The worksheet must be turned in at the end of class, so students should work efficiently to:

  1. Select one of the four scenarios from the video
  2. Review that scenario by watching that segment of the video (see Monday’s post for a link to the video)
  3. Draw and label the body systems involved (including the major organs of the body systems) on the worksheet
  4. Explain how the person in the scenario both gets and uses the energy and matter needed to survive in the scenario.
  5. Complete the three questions on the back of the worksheet, answering as completely as possible.
  6. Turn in the worksheet at the end of class for credit.

For a review of body systems, visit the website InnerBody.com and watch the Crash Course body systems videos to learn more about body systems relevant to the selected scenario.

Body Systems Project – Day 3

Students ontinued working on their body systems projects, making excellent progress on both the posters and findings tests a doctor might use to diagnose illness in their assigned body system. Students also had access to our classroom digital microscope, taking pictures from prepared slides that are relevant to their projects.  A sampling of pictures taken by students are shown below.  Additional pictures of human tissues are available on the website pulpbits.com.

0008 0010 0007 0003 0002 0001

Body Systems Project – Day 2

Today we launched into our body systems project work.  Students worked together in their project teams and completed a worksheet to help them define the parameters of the project.  From there, they used the resources available in the room (library books about body systems, textbooks, and Internet websites like InnerBody.com) to research the content for the poster.  Students are also responsible for identifying at least one test the doctor seeing Josh would order to validate the diagnosis that the specified body system is negatively affected.  Students received a list of tests with “normal” values and were referred to MUSC Health for information about each test (which could also be researched with a Google search).

Body Systems Project – Day 1

Today we had an unannounced clicker quiz that served multiple purposes.  First, the quiz allowed students to assess their knowledge of body systems vocabulary.  Second, students were able to voice which body system they though twas most affected in Josh when he became sick.  Their opinions determined which body systems would be available for the group projects.  Finally, students with the highest scores quiz scores were identified as project team leads, and their “reward” was being able to select from the list of available body systems.  Students who were not team leads then had to identify which body system and team leader their skill set would best fit, and then sign up to join that group.  We will launch the projects tomorrow.  Click here for the slides presented today showing new vocabulary around the levels of cellular organization (cell, tissue, organ, and organ system – synonymous with body system) and the requirements of the project.

Cells and Homeostasis: Body Systems

Today we reviewed Josh’s Story and then moved into a brief review of the 12 body systems.  Table groups were assigned 1-2 systems and researched the systems in the class textbook and on the Internet.  Students were encouraged to use the website InnerBody.com as a credible resource.  Groups summarized their assigned system on a worksheet, including information about the purpose and location of each system, as well as major interactions between the systems.  Students then made their learning public by writing it on a whiteboard for the rest of the class to see.  Students then had time to write down the research findings of all of the groups and will use the body systems worksheet tomorrow as they try to explain why Josh became sick.

Picture from all of the white board work for each class are posted below.  Click on a picture to enlarge it.

Period 1:
IMG_6431 IMG_6432 IMG_6433 IMG_6434 IMG_6435 Integumentary and Urinary

Period 2:
IMG_6437 IMG_6438 IMG_6439 IMG_6440 IMG_6441 IMG_6442

Period 3:
IMG_6443 IMG_6444 IMG_6445 IMG_6446 IMG_6447 IMG_6448

Period 4:
IMG_6449 IMG_6450 IMG_6451 IMG_6452 IMG_6453 IMG_6454

Period 5:
IMG_6455 IMG_6456 IMG_6457 IMG_6458 IMG_6459 IMG_6460

Systems Biology – Lesson 12

In lesson 12, students learned about the systems of the human body.  After taking a quick pre-assessment, we watched a video explaining biological organization.  Organ systems were included in the hierarchy, and that led in to a second video about the human body.  Students were given a worksheet and each student was assigned one or two questions per video to answer.  At the end of the videos, everyone shared responses.  The final video focused on the respiratory system, and students followed along with the breathing exercises.  After the lesson, students received copies of two additional worksheets.  The first worksheet directed them to the website www.innerbody.com which they were instructed to use to learn about the various body systems.  The second worksheet guided students through the process of integrating their understanding of body systems relevant to the Heredity Project trait they completed as part of the Genetics Unit.  Students will have at least two additional class periods to complete the assignments from this lesson.