You Can’t Have One Without the Other

1. You Can’t Have One Without the Other Body Systems

2. TAKS Objective 2 The student will demonstrate an understanding of living systems and the environment – Interdependence occurs among living systems

3. TEKS 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

4. Lesson 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.

5. Student 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.

6. Background

7. Body 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

8. Body Systems work together • If you get excited, the nervous system increases the heart rate

9. Body 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).

10. Human Body Team All the systems play a part. How do they interact? Which one is the most important?

11. 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!

12. 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.

13. 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.

14. 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.

15. 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.

16. Nervous System I 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.

17. Digestive/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.

18. Reproduction System • Without me, there would be not be any systems. • I am how the species continues.

19. Body Systems

20. ENGAGE Show the movie clip from Ebola: The Plague Fighters

21. EXPLORE

22. EXPLAIN How is Ebola virus transmitted? How does Ebola affect humans?

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

24. EVALUATE Explain the connection between the immune system with other body systems.

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

27. EXPLORE • How many times does you heart beat per hour? Per day? Per year? • Jog in place for one minute. Create a data table to colelct information about heart rate before and after jogging. Include multiple trials.

28. EXPLAIN How much faster is your pulse after jogging? Why did the heart rate increase? How did the circulatory and respiratory system interact?

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

30. Questions How did you hand feel at the end of the activity? What is happening to the muscles in your hand? How do swimmers overcome lactate buildup as they near the end of a race? Which body systems are interacting together in this activity?

31. EVALUATE Explain the connection between the circulatory and respiratory systems.

32. ENGAGE What is the difference in these two liquids? Can you make them the same?

33. EXPLORE Complete the learning experience.

34. EXPLAIN Why did the BTB solution turn yellow in the presence of carbon dioxide? 2.Why does the need for oxygen increase during exercise?

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

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

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

38. EXPLORE Complete the learning experience on page 42-43.

39. EXPLAIN Which cloth is similar to the villi? How would this help in absorption of food? What do the villi, alveoli, and nephrons have in common?

40. ELABORATE Demonstrate diffusion across a cell membrane using raw eggs with no shell

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

42. Summative Assessment Pair with a partner and describe how the two systems interact. Form a triad and describe how the three systems interact.