Chapter 8 Introduction "Human Body Systems"

Materials:

• You will need the numbers 1-10 on different peices of Paper for a drawing. See Guided Practice.
• Crayons, colored pencils, markers, pencils, and a clean 8 1/2 X 11 inch piece of paper.

Objective:

• Students will be introduced to Human Body Systems, Chapter 8.

Alaska Content Standards:

• SCI A-14 Students will understand the interdependence between living things and their environments; that living environments consists of individuals, populations, and communities; and that a small change in a portion of an environment may affect the entire environment (Interdependence);
• SCI A-15 Students will use science to understand and describe the local environment.

Anticipatory Set: Students will look at this picture of a runner. While looking at it they will discuss this picture or the one on P166 of the book. Pose the question, "Why was this picture chosen to represent the chapter "Human Body Systems". Can you name any of the systems doing there job in the picture? Now look at the "Organize Your Thoughts Diagram" Go through the different systems and describe each. Pose the question, "Which of these systems is most important to the runner?"

List the ideas in front of the students using a chart similar to this: Chart.

Help the students fill out the chart and emphasize that the chart shows all the systems of the body work together and without even one of them it would be hard for us to survive.

Teacher Input: Show the students the goals for learning this chapter. P167. Go through the goals with them and explain how we have already touched on all of these goals.

Guided Practice: Students will begin the chapter by learnin about a specific organ or significant body part. Have the students each chose a number between 1 and 10. The number has to be different from everyone else in the classroom. Explain to the students that their number will correspond to an organ or significant body part on the next table. There job is going to be to draw or diagram that body part in as much detail as they can. These drawing will be displayed around the room and on the Biology web site if your teachers have the ability to scan them and e-mail them to me. After drawing the picture, students will write three interesting facts about the body part.

As the students come accross information about their body part in this chapter they will add to their three interesting facts list.

Closure:

Independent Practice: Students will be given the Dominant Eye Activity. Over the night they will use it to find out the dominant eye of six different people. (We will use this for comparison later)

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).