California Career and Technical Education Standards

• ANR.D.D3.1 Understand the major systems and the function of the organs within each system.
• ANR.FS.11.0 Demonstration and Application
• ANR.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• ANR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...
• ANR.FS.9.4 Know multiple approaches to conflict resolution and their appropriateness for a ...
• ANR.FS.9.5 Understand how to interact with others in ways that demonstrate respect for indi...

California Academic Content Standards (Reinforced)

• ELA.9-10.LS.2.2d Deliver expository presentations that include visual aids by employing appropria...
• ELA.9-10.LS.2.2f Deliver expository presentations that use technical terms and notations accurately.
• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
• ELA.9-10.W.RT.1.3 Use clear research questions and suitable research methods (e.g., library, elect...2
• ELA.9-10.W.RT.1.8 Design and publish documents by using advanced publishing software and graphic p...

• Can I borrow your body for a moment? - Hooks / Set

  How many of you have in your possession, or access to, or even own, a human body? Anyone???? (students start looking around at each other and realize I am talking about them and may raise their hands and say, I HAVE ONE!) Yes, that’s right, you all have one of your very own!!!!
  
  First question then; are they all the same? (students realize and answer, no) Sure, each are different, why, give me some examples, please. (answers range from taller, shorter, wider, male, female, darker, lighter, softer, more muscle, bigger)
  
  Second question, ready? We have discussed the differences and each of you has helped explain how bodies are different, but now I would appreciate help in understanding how these human bodies are the same. Look around…(walk, talk, have skin, etc…)
  
  Congratulations each of you now are beginning to get the big picture…that all of us, vertebrates, share the same body plan, have essentially the same form and function…and more specifically, the same tissues and organs! What other animals do you know share our same body plan? (any number of answers, as long as they are mammals) How about different body plans? A fish? A bird? What’s different?
  
  Task: Before you there is a piece of paper, which is a brief list of the organ systems we will be studying, so your task in the next 25 seconds, is to simply read over each body system, how long do you have? Not long, so quietly and quickly read over the list, please begin when I say go!
  
  Thank you, great job, but now, I need some help up front, so how about Shannon come on down…for the real deal!
  
  Shannon, before you is an apple on the table…and you are going to help all of us understand what the body does to the apple. I will be looking for hands (volunteers) to help Shannon and I identify the organs and systems involved.
  
  1. Pick up the apple, STOP
  
  2. Take a bite of the apple, STOP
  
  3. Chew the apple, STOP
  
  4. Now, with your mouth full of chunked up apple, swallow, STOP
  
  After each step allow for suggestions and open up discussion on all the parts and systems involved.
  
  NOW, it is your turn, because after witnessing first hand how to assist how to eat an apple with a human body, named Shannon, who had several of the organ systems before you working hard to help her turn the apple she ate into body energy. Let’s give it up for our own human body, thank you!!!!!
  
  Task: When I snap my finger, you will have 480 seconds, how long? Yes, 480 seconds, to map with words or pictures, the body parts and organ systems involved from start to finish with Shannon’s apple eating experience. Yes, you each will produce a master piece of word art worthy enough to hang on great halls of F5 in 480 seconds by working in quiet groups of three, ready, snap!
  
  “Time to share…good, great, awesome! Please, in the next 33 seconds, each one of you grab a piece of tape and put your picture up on the wall. Once you have done that, please capture a hand-out from the front table, one for each of you, and return to your seat, time…to GO! 30 seconds!!!”

  • supplemental body background handout.rtf [ Download ] a handout to be used to help the students know what organs fit in each organ system, and allows the students to sign up for one of the ten groups.
• Instructions for beginning the project - Lecture

  Students work in groups of (divide the class into ten groups) and prepare a presentation to educate the class about their assigned specialized organ system in each of the animal classes (fish, birds, mammal) as a comparative anatomy presentation. Student groups may chose which type of fish, bird and mammal they make for their organ presentation.
  
  1. Each group of students utilize a student handout with the body descriptions to aid in their understanding prior to beginning their research.
  
  2. Each group of students are allowed access to a computer with internet access to research and to develop their PowerPoint.
  
  3. All material must be checked by the teacher prior to putting together the PowerPoint presentation.
  
  4. Each presentation must be a minimum of seven slides, including;
  
  a. Title slide
  
  b. Content slides
  
  c. Source verification slide
  
  5. The content slides must include;
  
  a. Name of the organ and description of the major function for each of the system in each animal class (fish, bird, mammal).
  
  b. Diagram of the organ system with major parts/organs labeled. Descriptions of the functions of organs must be given.
  
  c. Explanation of how the organ systems work with other organ systems.
  
  d. Remember to keep it simple and underline key vocabulary words.
  
  e. Everyone in the group must work productively together and present together.
  
  f. Practice always makes perfect, so each group is given the opportunity to present their slide show to the teacher prior to the class.
  
  g. The presentation can be no longer than 10 minutes (please, we don’t want to over use our nervous system on one presentation!)
  
  h. Due, on a memory stick, to me on __________________________.
  
  i. If in doubt, ask! Check the assessment section for points.
  
  j. Each of you as a listener will be responsible for the content of each report, so you must capture what your classmates are teaching you about each body system.
  
  k. Each of you must construct a note book that not only illustrates the organ system, but includes all the notes taken during each presentation. Why? Points, of course.

  • Directions for Ppt presentation.rtf [ Download ] A handout for the students to follow and use as a guide through their project.
• Time to close your eyes and listen, listen, listen... - Closure

  Imagine in your mind…close your eyes…rest, rest….hummm, a cookie sheet coming out of the oven with hot chocolate chip cookies, ice cold milk in a chilled cold glass, WOW, did you see it and feel it? I did! You did! Why? What organ system allowed you to remember and taste that cookie? Feel that cold glass of milk, taste each swirling around in your mouth? (students should be exact with their answers, nervous system, digestive system, integumentary system…)
  
  We have listened, written, and determined how the organ systems of the human body work together to keep us alive! Think about that….what we take for granted everyday, breathing, digesting, walking, growing, thinking, running fast away from trouble, writing, throwing a ball, all happen because each of our human body is working hard for us…us! To simply keep us alive, coming to school, going fishing, seeing our friends, yes, as they say at Ripleys house, believe it or not….