BSA_Cells_U2_L1_Notebook

N O T E B O O K

BODIES

Interacting Body Systems OBSERVING PHENOMENA

1. Explain why it is important for doctors and patients to understand how structures inside the body function.

dissection

X-ray

laparoscopic surgery

Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open.

1. What questions do you have about this phenomenon?

© Teachers’ Curriculum Institute

Interacting Body Systems

1

N O T E B O O K 1 - The Skeletal and Muscular Systems

1. In your own words, describe the skeletal and muscular systems. How do they work together to move parts of the body?

2. Using the two arm images, label the biceps and triceps muscles. Then, draw a line over the location of the bones from the shoulder to the wrist.

3. Explain how an arm can go from straight to bent. Make sure to explain what is happening to both the biceps and triceps in each position.

2

Interacting Body Systems

© Teachers’ Curriculum Institute

N O T E B O O K 2 - The Digestive System

1. In the diagram below, label the organs in the digestive system.

2. Explain what would happen to a bite of food traveling through the digestive system from the mouth to the rectum. Name the organs, in order, that the food would travel through and a short description of what happens to the food in that organ.

© Teachers’ Curriculum Institute

Interacting Body Systems

3

N O T E B O O K 3 - The Respiratory and Circulatory Systems

1. What is the main organ of the respiratory system? What organs are part of the circulatory system?

2. Both the respiratory and circulatory systems are important for providing oxygen to all parts of your body. How do they work together to accomplish this goal? Make sure to mention where in the body the respiratory and circulatory systems interact.

I N V E S T I G AT I O N 1

1. Look at the external structure of a frog. What parts do you see that are similar to the human body? What parts do you see that are different? Using the grid below, list these similarities and/ or differences.

Comparing Frog and Human External Structures External Structure

4

Interacting Body Systems

Similarities and/or Differences

© Teachers’ Curriculum Institute

N O T E B O O K

2. Think about what you know about frogs and the environments in which they live. For one of the structures you listed in question 1, explain why it makes sense that the frog structure is different from the human structure.

Structure:

Reason it is different in a frog:

3. Draw lines to show each internal organ you found when you dissected a frog.

4 - The Excretory System

1. Name three kinds of waste that the body will get rid of through the excretory system.

2. What are the main organs of the urinary system and what do they do?

© Teachers’ Curriculum Institute

Interacting Body Systems

5

N O T E B O O K 5 - Systems Work Together

1. Label the parts of the respiratory system and muscular system that you can see in this image.

2. Describe what is happening on the left and right sides of this illustration. In your description, make sure to mention how the muscular and respiratory systems are working together.

3. A person is sitting and eating dinner. Name all the body systems you think are involved in what they are doing and describe how they are involved.

6

Interacting Body Systems

© Teachers’ Curriculum Institute

N O T E B O O K I N V E S T I G AT I O N 2

1. As you listen to each group’s body system presentation, fill out the table.

Body System

Structure(s)

Functions

Skeletal System

Muscular System

Digestive System

Circulatory System

Respiratory System

© Teachers’ Curriculum Institute

Interacting Body Systems

7

N O T E B O O K

2. Complete the diagram below.

Draw lines to show where on the body each organ is positioned. The first one is placed in the body for you. Then, determine to which body system each organ belongs. Using the color key, label each organ with the correct color of the corresponding body system. Don’t forget to label the organ that has already been placed inside the body.

8

Interacting Body Systems

© Teachers’ Curriculum Institute

N O T E B O O K

3. In the table below, explain how each system is involved when you consume food. Name the structures involved, and identify their functions.

Body System

How is it involved when you eat food?

Digestive System

Circulatory System

Respiratory System

Skeletal System

Muscular System

Excretory System

4. Make an argument for or against this statement: The human body is a system of interacting subsystems.

© Teachers’ Curriculum Institute

Interacting Body Systems

9

N O T E B O O K 6 - The Reproductive System

1. What organs are unique to the male reproductive system? What organs are unique to the female reproductive system?

2. What can happen when an egg from a female unites with a sperm from a male?

7 - Body Systems in Other Animal Species

1. Below is a picture of a bird skeletal system and a sea star endoskeleton, which is what you see and feel if you have ever picked up a dried sea star. Describe how each of these is like the human skeletal system and how each is different.

2. How is a closed circulatory system that a human has similar to and different from the open circulatory system that grasshoppers, and many other insects, have?

10

Interacting Body Systems

© Teachers’ Curriculum Institute

N O T E B O O K I N V E S T I G AT I O N 3

Complete the CER chart.

1. Put an X next to the diagnosis you think is the best fit for the patient.

Claim:

The patient has a congenital heart defect.

The patient has heart failure.

The patient is having a heart attack.

2. Record evidence from the handouts that supports your claim. Include evidence that the other two diseases are not the best fit for the diagnosis.

For each piece of evidence you use, explain your reasoning for how that evidence supports your claim.

Evidence

Reasoning

3. Explain your diagnosis to Mr. T using your most convincing arguments supported by evidence.

© Teachers’ Curriculum Institute

Interacting Body Systems

11

N O T E B O O K 8 - Plant Body Systems

1. Complete the following analogies: The skeletal system is to a human as a plant’s ___________________ is to a plant.

The ____________ and ____________ are to a plant as the parts of the circulatory system are to a human.

2. Both oxygen and carbon dioxide are gasses. How is the gas exchange of oxygen and carbon dioxide different between animals and plants? Why do you think this difference is important?

3. You have previously learned that bees help carry plant pollen from one flower to another. How does this behavior help those plants to reproduce? Use the words sperm and egg in your answer.

9 - Model Systems for Research

1. What is a model organism? Give some examples of model organisms. How do these organisms help in studying human body systems and diseases?

12

Interacting Body Systems

© Teachers’ Curriculum Institute

N O T E B O O K MAKING SENSE OF PHENOMENA

Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open.

1. Use what you have learned to explain this phenomenon.

© Teachers’ Curriculum Institute

Interacting Body Systems

13