Life+Science-Human+Body+and+Nutrition+(pg.+400-428)

Life Science-Human Body and Nutrition (pg. 400-428) 11/30 Tissues: Groups of cells that work together Organs: Tissues that work together Systems: Organs that work together **Groups of Bones:** **Spinal Bones:** **Ribs:** **HIps, Arms, and Legs:** **Composition of Bones** **Movable Joints** **Muscles** **Tendons** **Makeup of Muscles** **p.405-414 Nervous System-Jaime Eversole** The Nerves The Brain The Senses **p.414-420 Circulatory and Respiration Systems-Jessica** Circulatory System: Blood Pathways: Respiratory System: The Cardiopulmonary System and Vital Signs: **p.420-422 Digestive System-Kelsey** The Mouth: The digestive system starts in your mouth. Saliva pours into our mouth from six different glads while we are chewing. Saliva softens the food and begins the chemical breakdown of starches. A Sweet flavor is experienced when we chew starch foods due to the enzyme called ptyalin, that reduces large starch molecules into simple sugar molecules. The Food Tube: Swallowed food passes into the esophagus ( food tube) down into the stomach by gravity. You cannot eat and swallow while standing on your head. The Stomach: The food is churned slowly in gastric juices secreted from the stomach lining. Enzymes and diluted hydrochloric acid break down most of the proteins. Digestion of starch stops because acid prevents ptyalin from working. Fats go through undigested. A small amount of ammonia is secreted in the lining of the stomach keeping our stomach from digesting itself from all the acid. The Intestines: After about 2-6 hours in the stomach, the partially digested food materials are pushed into the small intestines. Glands within intestinal walls produce digestive juices with enzymes that begin working on the food. Throughout the small intestine, peristalic motion continues as digestive juices complete the breakdown of carbohydrates into simple sugars, proteins into amino acids, and fats into fatty acids and glycerin. Digested fats are first absorbed into the lymph system and then later are transported into the bloodstream. Nondigestible material (waste) composed of cellulose, passes into the large intestine. Much of the water is absorbed into the intestinal wall and the rest is eliminated from the body. p.423-428 Food and Nutrition- || GLE 0107.1.1 Recognize that living things have parts that work together. GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive. GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems. Checks 0707.1.1 Identify the function of the major plant and animal cellular organelles. SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems. || http://www.neok12.com/Digestive-System.htm This website explains the Digestive System, has many videos, and has different activities to help the students learn the digestive system. The Skeletal and Muscle Systems-**Mindy** [] This website has all of the body systems to choose from. You can pick which one you want and it takes you to several pages about the system. It has many pictures and great explanations. @http://www.biologyinmotion.com/cardio/ This website is great for kids. It has an interactive video that you can watch and it shows each part while you read about it. It shows how the blood pumps through the heart and where it goes. It also has games that students can play that have to do with the circulatory system. [] This website is great for kids. It provides games and activities on the nervous system to use in the classroom. It would be great to visit to assess kids in a fun way. || Digestive System Vol. 4 # 18 ( 5 minutes) The purpose of this assessment probe is to elicit students' ideas about the digestive system. || || My Muscles (5 Minutes) Mindy This book is about a little boy, Sam. He shows what he uses his muscles to do. It allows children to discover the size, shape, type, and function of the muscles in our bodies. It is illustrated nicely for children and is a fun book to read. It also has a lot of information about muscles. || http://www.intructorweb.com/lesson.digestivesystem.asp With this lesson plan students will identify the features of the human body, focusing on the digestive system and be able to understand its function. The Skeletal and Muscle System-**Mindy** [] This lesson is for 6th grade skeletal and muscular systems. It talks about joints, ligaments, tendons, and the three types of muscles. The purpose of it is to get students to think about these systems and their functions, and for students to be able to label the bones in the human body. @http://www.teachersdomain.org/resource/tdc02.sci.life.stru.lp_circula/ This lesson plan is for older kids, grades 6-8, but I think it is awesome. It goes into great detail and it uses a lot of interactive videos and fun activities for the students. It is a multi-part lesson that covers everything inportant to the circulatory system. [] This website is great for teachers. It provides experiment ideas, lesson plan ideas, and activities for the kids. It goes in depth about the nervous system. || Facts # 40 Partner Speaks Activity on Page 420: Sweet Crackers ( 10 mins) In this activity students will see how starch changes into sugar during the digestive process in your mouth. Skeletal and Muscle Systems-**Mindy** Activity p.402: Tired Muscles(10 mins) This activity shows how quickly our muscles get tired. The students open and close their hand as fast as they can for a minute, and document how many times they do it the first and last 30 seconds. Formative Assessment #44 POMS-Point of Most Significance This assessment has the students write down what they thought was the most important concept or idea from the lesson. Activity on page 417: How Fast People Breathe (10 minutes) In this activity the groups will time how many breathes they take during one minute while sitting down. Everyone will then stand up and do a simple activity of touching your toes for one minute we will then record the number of breaths you take in one minute. Then compare your number with people who are a different weight and height than you are. We will then discuss as a class what makes it different and what affects your breathing rate. FACT #3 Annotated Student Drawings This assessment has students draw and label how they think something is. I will ask the students to draw a picture of how they thing the circulatory system works. For example, I would expect to see the heart pumping blood throughout the body and to the lungs. They would need to label to explain. In this activity, you're testing to see how sensitive your skin is. It helps students to think about what it would be like to not be able to feel anything. The students will be in partners, and one will have their eyes closed. The other student will make a paper clip into a U shape and push the two points together so they meet. They will test touching the "one" point versus the "two" points to the palm of the other student. Test different points of the palm. ||
 * Content || **p.401-404 Skeletal and Muscle Systems**-**Mindy**
 * The skull is made up of 8 bones joined together to make a helmet-like shape.
 * Children's joints between bones are movable which allows them to grow when they get older
 * The only head bone we can ever move voluntarily is the jawbone.
 * The skull is joined to small oval shaped bones called vertebrae, and between each vertebrae there is tough elastic tissue called cartilage. This keeps the bones from rubbing together as we move.
 * The vertebrae have holes in the middle to make a hollow tube for the spinal cord to pass through and protected.
 * Side holes in the vertebrae allow nerves to branch out to other parts of the body
 * Even though vertebrae are stacked in a column the column is curved in a shallow S form.
 * There are 12 pairs of ribs attached to the backbone.
 * The top 10 pairs of ribs are curved around and join to the sternum, but the bottom 2 pairs are jointed to the sternum. Those are called floating ribs.
 * The ribs protect the hear, lungs, and other organs in the chest area. The cartilage that helps connect the ribs to the sternum is somewhat elastic which allows our chests to expand and contract when we breathe.
 * The hip bones are connected at the bottom of the back bone and form a large open shallow bowl in the front called the pelvis.
 * The pelvis helps support the body and protects some of the organs below the waist, and the lowest parts of the hipbones are used for sitting.
 * The long bones of the arms and legs are the levers that allow us to walk, run, and throw.
 * The bones in our arms and legs are strong, but are very light because they are mostly hollow, if they were solid it would increase weight and slow us down significantly.
 * Marrow is a soft material inside the bones, particularly the long bones.
 * 2 Types of marrow: Red and Yellow. Red marrow is found at the ends of bones, and are sites where red blood cells are manufactured. Yellow marrow is stored in the middle of bones and is mainly composed of fat.
 * We can move because our bones are held together by movable joints. Ligaments are tough, thick cords of elastic tissue that join bone to bone.
 * There are different kinds of movable joints. Hinged joints allow us to bend the elbow, knee, and fingers. A ball-and-socket joint allow us to rotate our arms and connects the upper leg at the hip.
 * The thumb is different though. It only has two hinged joints, but we can move it so that it opposes any finger.
 * There are about 600 muscles inside the body. 2/3 of these muscles are voluntary muscles. These muscles are connected to bones so we can move them on command. Some muscles like the ones inside the intestines and the ones that make up the heart cannot be controlled and are called involuntary muscles.
 * Muscles can only pull, not push. They work in opposite pairs for instance if you swing a leg forward, muscles in the front part of the thigh and hip contract and pull the leg forward. If you swing the leg back, muscles in the back part of the thigh and hip contract and pull the leg back.
 * Connect muscles to bone
 * They are tough, white, twisted fibers of different lengths. Some are cordlike while others are wider and flat.
 * Enclosed in sleeves of thin tissue that contain a slippery liquid. This liquid allows them to move back and forth without rubbing
 * Strong and unstretchable.
 * Voluntary muscles are made up of bundles of fibers. Each fiber shortens as it pulls and lengthens as it relaxes. The number of fibers that work depend on how heavily the muscle is strained. Not all the fibers work at the same time, each one is quickly switched on and off by the nervous system. This allows the fibers to rest for more endurance.
 * Glycogen is the sugar that provides energy to move muscles.1/4 of the energy released by glycogen goes into moving the muscle.The rest is released as heat. The faster a muscle is used the more heat produced. This is why we get warm when we exercise.
 * Muscles get tired because the supply of glycogen is gone and waste products build up in the cell faster than they can be removed. This build up makes the muscles work more and more slowly.
 * The central part of the nervous system is composed of the brain and the spinal cord.
 * Nerved connected to the brain and the spinal cord branch out in ever-smaller tendrils to all parts of the body.
 * When nerve ending are simulated in some sense organs, ordinarily an electrical message is zipped through //sensory nerves// from the receptors to the spinal cord and then to the brain.
 * In turn, that brain flashes back a message along //motor nerves//, which control muscles.
 * The time between when the brain receives a signal and when it returns a command to the muscles is called one’s //reaction time//.
 * Is the control center of the body
 * It’s made up of three parts: the cerebrum, the cerebellum, and the medulla
 * The //cerebrum// is the brain’s largest part. It has two halves and is the part of the brain that governs the conscious, rational processes and that receives signals from the senses.
 * The //cerebellum// governs perception of balance and coordinates the voluntary muscles.
 * The //medulla// governs the involuntary muscles used for digesting foods, coughing or sneezing, breathing, pumping blood, and the like.
 * The Eye: The //retina// contains two kinds of light-sensitive neurons; rods and cones. The //cones// are clustered in and around the center of the retina and are sensitive to color. The //rods// are distributed outside the cones and are sensitive to light but not to color.
 * The Ear: Three parts; the inner, outer, middle. The outer and middle pass on sound vibrations to the inner ear. The inner ear contains the //cochlea//. Inside are sound-sensitive nerve endings and a liquid. When vibrations move into the inner ear, the cochlea’s liquid vibrates and simulates the nerve endings. This movement instantly transmits electrical impulses to the //auditory nerve//, which then zips them to the brain. At that point, we hear.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Nose: The nose has nerve endings in the nasal cavity that are sensitive to chemicals. When chemicals are breathed into the nose, they dissolve in the moist film of mucus that covers a membrane in the nasal cavity.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Tongue: Exactly what we taste is an individual matter, even though our tongues are similarly constructed. The tongue contains clusters of nerve cells in the tiny bumps we call //taste buds//. Taste buds are sensitive to four flavors; sweet, sour, salty, and bitter.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Skin: Our skin contains no fewer than five kinds of nerve endings, which are sensitive to pressure, touch, pain, heat, and cold.
 * Blood is the vehicle that transports food, chemicals, and oxygen to all parts of the body.
 * It picks up wastes from the cells and moves them through organs whose job is to remove them.
 * Blood also protects the body.
 * The liquid part of the blood is a clear, yellowish substance called plasma. The plasma contains red blood cells, white blood cells, and platelets. Red blood cells are the most numerous and give the blood its color. Its job is to carry oxygen from the lungs to the body's cells and carbon dioxide from the cells back to the lungs.White blood cells are larger and move throughout the body's cells attacking and consuming disease germs. Platelets job are to make the blood clot when the body is injured and bleeding.
 * Blood moves throughout the body becasue of the heart . Oxygen poor blood flows into one side of the heart it is then pumped into the lungs where it picks up oxygen and gets rid of carbon dioxide. The oxygen rich blood then flows back into the other side of the heart and is pumped into the rest of the body.
 * The circulatory system is really a combination of two interconnected networks of tibes of various sizes. One network sends the blood from the heart to the lungs and back again to the heart. The other sends the blood from the heart to the rest of the body and returns it to the heart.
 * Oxygen rich blood flows from the heart to the body through thick tubes called arteries. Arteries branch out all over the body getting progressively narrower until they become extremely fine capillaries.
 * Digested food and oxygen pass out of the blood in the capillaries. Blood in the capillaries also take up carbon dioxide and other waste products from the cells. Capillaries join larger tubes calleld veins.
 * Veins carry blood back to the heart.
 * The entire trip takes about 15 seconds.
 * The body's cells use oxygen to oxidize or burn food.
 * This process releases energy.
 * The job of the respiratory sytem is to replace the carbon dioxide and water vapor in out blood with oxygen.
 * Your temperature, pulse rate, respiratory rate, and blood pressure are indicitations of your health called vital signs.
 * TN State Standards || GLE 0007.1.1 Recognize that many things are made of parts.
 * Websites || The Digestive System- Kelsey
 * p.414-420 Circulatory and Respiration Systems-Jessica**
 * The Nervous System-Jaime**
 * Formative Assessment Probes || Kelsey
 * Children's Book
 * Lesson Plans || The Digestive System- Kelsey
 * p.414-420 Circulatory and Respiration Systems-Jessica**
 * The Nervous System-Jaime**
 * Videos || media type="custom" key="11474888" ||
 * Activites || P. 420-422 Digestive Systems- Kelsey
 * p.414-420 Circulatory and Respiration Systems-Jessica**
 * The Nervous System-Jaime ( formative assessment FACT?) **
 * Activity on page 410-The Sensitivity of Your Skin**