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Elementary Science Leaders/Coaches Meeting Session 3 January 2012

5E’s. Elementary Science Leaders/Coaches Meeting Session 3 January 2012. Big Idea 14: Organization and Development of Living Organizations:

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Elementary Science Leaders/Coaches Meeting Session 3 January 2012

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  1. 5E’s Elementary Science Leaders/Coaches Meeting Session 3January 2012 Big Idea 14: Organization and Development of Living Organizations: SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. Mary Tweedy, Curriculum Support Specialist Glenda Moton, Curriculum Support Specialist Millard Lightburn, Ph.D. District Science Supervisor Division of Mathematics, Science and Advanced Academics

  2. Anticipation GuideCollecting Data What do you know about the organs in the human body and their functions? Tissues, Organs and Organ Systems http://player.discoveryeducation.com/index.cfm?guidAssetId=7039E242-8762-427E-8D04-5816F87DA11C

  3. Engage with a Song: Heart and BloodSung to “The Ants Go Marching One by One” The heart is pumping blood for us, Hurrah, hurrah! The heart’s a muscle, fabulous, Hurrah, hurrah! The heart is pumping blood for us, It pumps all day without a fuss, And the blood goes round Because of our pumping heart! The blood supplies us oxygen, Hurrah, hurrah! It’s what our body needs to run, Hurrah, hurrah! The blood supplies us oxygen,] And that’s a need for everyone, And the blood goes round Because of our pumping heart! Play Introducing the Human Heart: http://player.discoveryeducation.com/index.cfm?guidAssetId=CFAF0941-4C89-40F7-AAB1-B14255BF056F -

  4. Explore: Hear Your Heart Inquiry Directions: Work with a partner. Take turns listening to each other’s heartbeats by putting one end of the tube on the left side of your partner’s chest and placing your ear to the other end. Then count the number of beats you hear while sitting for 10 sec. Record in notebook. Answer these ?’s in your notebook: • What does your partner’s heart sound like? • What activities might make your partner’s heart sound and beat differently? Try this. Have your partner run in place for 1 minute? Then count the number of beats you hear while sitting now for 10 sec. Record and compare. Switch. • What happened to you and your partner’s heart sound and heart rate after exercising? What happens? Play How Exercise and Emotions Affect Heart Rate http://player.discoveryeducation.com/index.cfm?guidAssetId=CFAF0941-4C89-40F7-AAB1-B14255BF056F

  5. How Does the Heart Sound?Explain • A healthy heart makes a “lub dub” sound with each beat. (http://streaming.discoveryeducation.com/braingames/iknowthat/ScienceIllustrations/humanbody/science_desk.cfm) • This sound comes from the valves shutting inside the heart. (http://streaming.discoveryeducation.com/braingames/iknowthat/ScienceIllustrations/humanbody/science_desk.cfm) How Does the Heart Work? Let’s watch:How the Heart Works http://player.discoveryeducation.com/index.cfm?guidAssetId=CFAF0941-4C89-40F7-AAB1-B14255BF056F Now let’s make and read the foldable: Pump Power.

  6. Explain: What does your heart do for your body? • The heart is a muscle-powered pump moving blood throughout the body. • Blood leaves the left side of your heart and travels through blood vessels called arteries, which gradually branch out into smaller vessels called capillaries. • Inside the capillaries in the lungs, an oxygen-carbon dioxide exchange occurs and in the intestines, a nutrient-waste exchange occurs. • This oxygen-poor blood then travels in veins back to the right side of your heart, and the whole process begins again. • Did you know it takes less than 60 seconds to pump blood into every cell in your body.

  7. Feel the Pulse Explore Blood pumped from your heart travels through blood vessels. The largest blood vessels are called arteries. When you take your pulse, you can feel what happens when your heart pushes a jet of blood into the arteries. • Use your second and third fingers to take your pulse. Place your fingers firmly up against your jaw to feel your neck pulse, or inside your wrist near the base of your thumb. • Copy chart below in your notebook. • Take your pulse for 15 seconds and multiply by 4 to see what your heart rate is for one minute. Record. • Run in place or do jumping jacks for 1 min. Then repeat step 3. • Compare the data. (http://streaming.discoveryeducation.com/braingames/iknowthat/ScienceIllustrations/humanbody/science_desk.cfm)

  8. A Look at the Lungs Breathing Breathe in! Breathe out! Breathe in! Breathe out! All day Air goes In your lungs, Out your nose. Inhale! Exhale! Inhale! Exhale! Wide awake, Fast asleep, Day and night, You keep Breathing in, Breathing out. You don’t even Think about Breathing in, Breathing free. Breathe Involuntarily!

  9. When you play hard or exercise, your body needs more oxygen. The extra oxygen helps your body turn food into energy. How does your body get more oxygen? How do we breathe? Let’s watch The Respiratory System What organ works with the heart to bring oxygen from the air into your body?

  10. A Look at the Lungs Inquiry Explore: What do our lungs do? Since we can’t see our lungs, we will be working with a partner to make a model of lungs to observe. With your partner read and follow directions for STUDENT EXPERIMENT 2 The Respiratory System: A Lung Likeness

  11. ExplainLet’s watch Lungs and Diaphragm Nowlet’s look at our lung model 1. What part of the model represents the lung? 2. What part represents the chest cavity? 3. What part represents the diaphragm? 4. What happens when you push and pull on the plastic?

  12. Evaluate: A Look at Lungs • What do you feel expand or get bigger when you take a deep breath? • Where are your lungs located? How do they work? • What part of your body is wrapped around your lungs? What is the purpose?

  13. Extend/ElaborateLet’s watch the Movie: The Respiratory Systemhttp://kidshealth.org/kid/htbw/RSmovie.html Make a foldable book: Inhale and Exhale Tale Read and Discuss • Do you think your nose and lungs are related? • Does it make a difference if you breathe in through your mouth or nose? • What are some benefits of breathing in through your nose? • When is breathing in through your nose helpful? 5. What are you wondering now?

  14. Skin What covers my arms, legs, and chin? Skin! What protects each ankle and shin? Skin! What’s layered so it isn’t too thin? Skin! What helps keep my body parts in? Skin! What stretches whenever I grin? Skin!

  15. What does our Skin do for us? • Protects your other organs and tissues. • Helps maintain a stable body temperature. • Water and wastes leave your skin in perspirations. • Structures such as hair and sensory organs are contained in the skin. What’s special about the skin when compared to all other organs? It’s the largest organ in your body.

  16. Sensory Organs Just below the outer layer of the skin we have sense organs that respond to pressure, pain, and temperature. There are two types of temperature receptors: • Hot receptors respond to things hotter than our skin. • Cold receptors respond to things colder than our skin. They are clustered together in hot spots and cold spots. While a thermometer can tell us the exact temperature of something. We can only compare the temperature of our skin. Let’s try an experiment to see how skin responds to temperature. We’ll need 4 containers that a hand can fit inside in each with one filled with warm water, one with cold and 2 with room temperature water.

  17. Let’s follow these procedures to see how your skin responds to two types of temperature: hot and cold. • Arrange the containers of water in front of you from left to right as follows: 1 warm, 2 room temperature, 1 cold. • Place your left hand in the bowl of warm water and your right hand in the bowl of cold water for 30 seconds. • Remove your hands from the water and place both into the room temperature water containers. What do you notice? What can you feel? Can you explain what is happening?

  18. Explain What’s happening: Hot and cold are just a way of comparing what you are used to, with what you are feeling. Your left hand was used to warm water, so when you placed it into the bowl with water at room temperature, it felt quite cold. On the other side, your right hand was used to cold water, so when you placed it into room-temperature water, it felt warm. Both hands were in the same water, but since they were used to different temperatures, one felt cold and the other felt warm. Extension: Next time you’re at a swimming pool, try to explain how warm or cold the air and water feel when you are dry and when you are wet. Heat flows naturally from warm objects and makes us feel warm or cold as a result.

  19. Penny Drop Explore How your brain processes messages from the sensory organs? Materials: 2 players 1 penny Procedure: One player holds out his or her hand, with the palm facing up. The other player will hold a penny above the 1st player’s hand and drop the penny. The 1st player will try to move his/her hand out of the way before penny hits it. Switch roles. Experiment with dropping the penny from different heights. Explain: Was it easier or harder to move your hand away when the penny from a greater height? Why? Elaborate: Let’s watch a video on the Central Nervous System to learn more.

  20. Sensory Organs Our body uses our sensory organs to recognize a change outside or inside the body called a stimulus. Special cells in the nervous system called neurons carry messages to and from the brain and spinal cord. Sensory neurons detect a stimulus. Then additional neurons carry the message to the spinal cord and brain. The brain interprets the information and decides on an action. The message is carried back to the motor neurons. They direct the muscles to carry out a response. All of this happens in a fraction of a second. This is measured as reaction time. Let’s make and read a foldable: Brain at Work!

  21. Digestion Chomp, chomp! Chew, chew! When you eat, what do you do? Chomp, chomp! Chew, chew! Till it’s time to swallow. Gulp, gulp! Swallow, swallow! Down into the stomach hollow. Gulp, gulp! Swallow, swallow! There the food is stored. Mix, mix! Churn, churn! Juices mix as muscles turn. Mix, mix! Churn, churn! The food is breaking down! Sugar, starch, protein, fat, Your body uses all of that. Sugar, starch, protein, fat, That your food provides! That’s the process. One last question: What this process called? Digestion! Now let’s view: The Digestive System http://kidshealth.org/PageManager.jsp?lic=1&article_set=59299&cat_id=20607

  22. Digestion Explain Let’s watch some videos to take a closer look at the roles of the stomach, intestines, liver and pancreas organs: • Upper Digestive System • Small Intestine • Pancreas, Liver, and Large Intestine Now we can read A Day in Your Digestive System. Elaborate: How long do you think your digestion system is? Make a prediction in metric units and then try the Measuring the Monstrous Digestion System activity.

  23. Bones (Sung to “Home on the Range”) Oh, give me some bones That are sturdy as stones. That connect from my head to my toes. My bones help me out, Help my body about, They protect it wherever it goes! Chorus: Bones, bones hard and strong, All connected so nothing goes wrong. My bones help me out, Help my body about, Bones protect me as I go along. The bones in my spine Help me out, Help my body about, Bones protect me as I go along! Chorus: Bones, bones hard and strong, All connected so nothing goes wrong. My bones help me out, Help my body about, Bones protect me as I go along.

  24. Bones and Muscles Bones Muscles Move your body. Make your heart beat and pump blood through out the body. Let you breathe, cough and sneeze. Move food through your digestive system. • Support your body. • Protect your vital organs. • Store minerals like calcium. • Produce red blood cells. • Attach muscles. • Come in different sizes and shapes.

  25. The Human Body Game Playing the Game: • Divide the class into 2 teams. Flip a coin to see who goes first. • The object of the game is to match the organ names with the poster pictures. Teams take turns. • A correct match earns the team 1 point. • No coaching from the teams is allowed. If someone calls out the answer from either team, 1 point is deducted. • The team with the most points wins. Extra Challenge: • Have the team with the lowest score start the second round. • A team member points out an organ and states its function. The organ label is turned over and if correct, the team receives two points. Then it’s the other team’s turn.

  26. Human Body Anticipation Guide

  27. Evaluate 1. Your _________________ tells your body what to do. 2. ________________ work with your bones to help you move. 3. Your ______________ pumps blood throughout your body. • ________________ react to a stimulus such as temperature. 5. ________________ produces enzymes necessary for digestion.

  28. More Body Organ Resources Poems, Songs, Videos… • http://kidshealth.org/kid/htbw/htbw_main_page.html • http://kidshealth.org/kid/closet/movies/how_the_body_works_interim.html • http://www.bbc.co.uk/northernireland/schools/4_11/tykids/index.shtml • http://www.bbc.co.uk/schools/podsmission/bones • http://www.bbc.co.uk/schools/scienceclips/ages/9_10/keeping_healthy.shtml • Gr. 5 Pacing Guide Topic XII Supplemental Resources including Discovery Education • Grade 2 AIMS Life Science

  29. What Can I Do?Teaching the Content • How might you use your curricular materials to teach the human body content in your classroom? What accommodations would you make for the different level of students? • What misconceptions might students hold about human body organs that you will need to address? • What types of data are available to inform you about your students’ needs and how do you use this data to drive your instruction? 29

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