You Can’t Have One Without the Other

You Can’t Have One Without the Other

You Can’t Have One Without the Other

Body Systems

TAKS Objective 2TAKS Objective 2

The student will demonstrate an understanding of living systems and the environment – Interdependence occurs among living systems

TEKS 8.6 ATEKS 8.6 A

The student knows that interdependence occurs among living systems. The student is expected to describe interactions among systems in the human organism

Lesson ObjectivesLesson Objectives

Describe connections between the immune system and other body systems.

Design an experiment to demonstrate the relationship between the circulatory and respiratory systems.

Summarize the relationship between oxygen debt and muscular contractions.

Create labeled drawings of the lungs and diaphragm during inhalation and exhalation.

Student Prior KnowledgeStudent Prior Knowledge

• TEKS 6.10 (C) identify how structure complements function at different levels of organization including organ and organ systems.

• TEKS 7.9 (A) identify the systems of the human organism and describe their functions.

• TEKS 7.9 (B) describe how organisms maintain stable internal conditions while living in changing external environments.

BackgroundBackground

Body Systems work togetherBody Systems work together

• If you damage one system, you may damage several like smoking which irritates the lungs and also destroys the macrophages of the immune system

Body Systems work togetherBody Systems work together

• If you get excited, the nervous system increases the heart rate

Body Systems work togetherBody Systems work together

• If you become ill with AIDS the immune system is destroyed, you may get pneumonia (lungs), yeast infection (reproduction), Candida affecting esophagus (digestive), or Kaposi’s sarcoma (integument).

Human Body TeamHuman Body Team

All the systems play a part. How do they interact?

Which one is the most important?

Integumentary SystemSkin, Hair and Nails

• I cover and protect every place on the body!

• I am the first line of defense against invasion and injury.

• I retain body heat yet, have pores to release excess heat and wastes.

• I retain moisture and your body is almost 80% water!

Skeletal System• Without me, you’d

have no shape or structure…you’d be a blob.

• I make you able to move!

• I make your red blood cells that carry oxygen to all the cells.

• I protect the precious brain, heart and spinal cord.

Muscular System• The heart is made

of cardiac muscle.

• The internal organs are made of smooth muscle.

• Without the skeletal muscles the bones couldn’t move.

Respiratory System• I bring in the oxygen that is carried on the

red blood cells…without me you’d have no oxygen to carry!

• I carry the CO2 (waste gas) out of the body.

• The circulatory system needs me for gas exchange.

• The muscles need oxygen to move.

• The brain needsmy oxygen to think.

Circulatory System

• I carry oxygen and nutrients to every cell in the body!

• I am the heart, the veins, the arteries, capillaries and blood.

• I transport the white blood cells to all the infections and injuries.

• Without me, the oxygen and the CO2 in the body couldn’t reach the cells or lungs.

Nervous SystemI tell everything what to do. I tell the heart when to beat, the body when to move, the digestive system to add enzymes.

I am the leader.

Digestive/Excretory SystemDigestive/Excretory System

• Without my system, the body would not be able to obtain energy and nutrients.

• I break down all the food stuffed in my mouth into usable nutrients and expel the wastes.

Reproduction System

• Without me, there would be not be any systems.

• I am how the species continues.

Body SystemsBody Systems

ENGAGEENGAGE

Show the movie clip from Ebola: The Plague Fighters

EXPLOREEXPLORE

EXPLAINEXPLAIN

1.How is Ebola virus transmitted?2.How does Ebola affect

humans?

ELABORATEELABORATE

Repeat the experiment and offer the option to abstain. Change the infectious agent to HIV.

EVALUATEEVALUATE

Explain the connection between the immune system with other body systems.

ENGAGEENGAGE

Play the song, “Turn the Beat Around” by Gloria Estefan.

EXPLOREEXPLORE

1. How many times does you heart beat per hour? Per day? Per year?

2. Jog in place for one minute. Create a data table to colelct information about heart rate before and after jogging. Include multiple trials.

EXPLAINEXPLAIN

1.How much faster is your pulse after jogging?

2.Why did the heart rate increase?

3.How did the circulatory and respiratory system interact?

ELABORATEELABORATE

Record the number of times you can squeeze a tennis ball for 2 minutes.

QuestionsQuestions

1.How did you hand feel at the end of the activity?

2.What is happening to the muscles in your hand?

3.How do swimmers overcome lactate buildup as they near the end of a race?

4.Which body systems are interacting together in this activity?

EVALUATEEVALUATE

Explain the connection between the circulatory and respiratory systems.

ENGAGEENGAGE

What is the difference in these two liquids? Can you make them the same?

EXPLOREEXPLORE

Complete the learning experience.

EXPLAINEXPLAIN

1.Why did the BTB solution turn yellow in the presence of carbon dioxide?

2.Why does the need for oxygen increase during exercise?

ELABORATEELABORATE

Suggest an experiment to change the solution back to blue. Hint: The amount of oxygen and carbon dioxide in the solution must be changed.

EVALUATEEVALUATE

Explain how the muscular, skeletal, and circulatory systems work together during digestion.

ENGAGEENGAGE

Everyday about 1/5 of the tip of each villus is lost during digestion. Guess what is in 1/3 of daily excrement?

EXPLOREEXPLORE

Complete the learning experience on page 42-43.

EXPLAINEXPLAIN

1.Which cloth is similar to the villi?2.How would this help in

absorption of food?3.What do the villi, alveoli, and

nephrons have in common?

ELABORATEELABORATE

Demonstrate diffusion across a cell membrane using raw eggs with no shell

EVALUATEEVALUATE

Explain how the muscular, skeletal, circulatory, and respiratory systems work together during breathing.

Summative AssessmentSummative Assessment

Pair with a partner and describe how the two systems interact.

Form a triad and describe how the three systems interact.