Systems of the human body – science netlinks e seva power bill payment


At this level, children can begin to view the body as a system, in which parts do things for other parts and for the organism as a whole. Through the use of an online interactive activity, children learn about the concept of separate components working together to build a body system. In addition, this lesson focuses on activities to help students learn that body systems work together to build the functioning human body. This lesson could be used in conjunction with instruction on the human electricity water analogy body and/or systems.

In order to be able to do this lesson, students should understand that most items are composed of different parts and that an item may not work if its r gas constant kj parts are missing. Also, they should know that an assembly of parts can perform functions that the single parts cannot perform alone. More specific to the human body, students at this level should realize that the human body has parts that help it seek and take in food when it feels hunger. They should understand that the brain is the part of the body that enables humans to think and it communicates with the other parts of the body.

This prerequisite knowledge should help elementary-school students understand that parts within a system usually influence one another and that a system may not work as well, or at all, if a part is missing, broken or worn out, or misconnected. In addition, they should be able electricity and circuits to make correlations about systems in general to systems of the human body. Specific to the human body, students should understand the following: by eating food, humans obtain energy and materials for body repair and growth; by breathing, humans take in the oxygen they need to live; by communicating with all parts of the body, the brain understands what is going on at different parts throughout the body; and the skeleton provides the body with structure and protection.

Research indicates that elementary students may believe that a system of objects must be doing something (interacting b games unblocked) in order to be a system and/or that a system that loses a part of itself is still the same system. ( Benchmarks for Science Literacy, p. 355.) Research shows that student misconceptions about systems arise from their difficulty in recognizing that a natural phenomenon (e.g., the human body) occurs by systems working independently and together (e.g., circulatory, respiratory, nervous, digestive). Studies of student thinking show that, at all ages, they tend to interpret phenomena by noting the qualities of separate objects rather than by seeing the interactions between the gas key bolt carrier parts of a system.

For upper elementary-school students, research specific to the human body indicates that, in terms of internal bodily organs, upper elementary students are able to list a large number of organs. In terms of the nervous system, they know the brain gas vs electric oven for baking cakes helps the body parts but do not always realize the converse (that the body helps the brain). They do know, however, that nerves conduct messages, control activity, and stabilize the body. Upper elementary students do not understand the brain’s role in controlling involuntary behavior. In terms of the digestive system, once students reach the fifth grade, they know that food undergoes a transformation process in the body. In terms of the respiratory system, they associate the lungs’ activities with breathing. Further, they may have some knowledge about the electricity generation exchange of gases in the lungs and understand that air goes to all parts of the body. In terms of the circulatory system, upper elementary-school students realize that the heart is a pump, but they do not realize that the blood returns to the heart. ( Benchmarks for Science Literacy, pp. 344-345.) Motivation

Now have students use the All Systems Go! student esheet to access the All Systems Go! interactive. This activity requires students to drag organs of different body systems into the human body cartoon (Arnold) classifying them according to certain systems (digestive, skeletal, circulatory/respiratory, and nervous). For each system, once the correct organ is placed into the body, it will stay there. However, if an incorrect organ is placed into the body, all the organs will move out of the human body (Arnold) and the student will have to start over for that body system. Once all of the correct organs for a body system have mp electricity bill payment online indore been placed within Arnold, the next organ system will automatically appear at the bottom of the screen. When all four systems are done, the clothed Arnold will reappear.

Ask students to revisit the questions from the Motivation that they answered before they did the online interactive activity (see the first two questions below). They should answer them again with their new knowledge and then answer the third question. Give students five to ten minutes to do this o gascon and then have them share what they wrote down before and after doing the online interactive.

Next, ask students to hypothesize about what might happen if part of a body system were missing. Once they’ve come up with their theories, have students create a poster of a body system working properly and one that is not because it is missing one or more of its parts. When they are done with their gas hydrates wiki posters, have students share them with the rest of the class. Students can view each others posters and discuss the different systems. Extensions