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Complex Systems

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of lesson: Students will compare and contrast the complexity of organism body systems within kingdom Animalia and then focus specifically on the human through creation of a life size, interactive model that correctly displays complex body systems.

Focus Question: What are specific differences in the complexity of organism body systems within kingdom Animalia?

Databases(s): Science Resource Center, Student Resource Center

Procedures:

  1. Have each student copy down the following table.
    Circulatory System

    		 Respiratory System

    		 Reproductive System

    		 Digestive System

    		 Sketch

    Annelids (worms)

    		          

    Porifera (sponges)

    		          

    Amphibians

    		          

    Reptiles

    		          

    Aves (Birds)

    		          

    Mammals

    		          
  2. Have students fill-in the missing information by accessing the Science Resource Center and entering the organism name as the search word. Articles such as, Yeh, Jennifer. "Body Cavities." Animal Sciences. Ed. Allan B. Cobb. New York: Macmillan Reference USA, 2002. Science Resource Center. Gale. 27 June 2006, will also be helpful.
  3. During class, have the students create a master table on the board, filling in all of the information they have uncovered in their searches. Be sure to initiate discussion that highlights the differences in complexity between humans and each of the organism phyla in the table.
  4. Divide the students into groups of three.
  5. Assign each group nine major body systems. Each group member should be responsible for three of the systems.
  6. Allow students time to research their nine major human body systems. Students can access the Student Resource Center (Health Module) or the Science Resource Center and type in their system in the search boxes.
  7. Write the following information on the board for the students to find during their search:
    1. Define the purpose of each of your systems
    2. List critical organs / structures within each of your systems
    3. Sketch location & proportions of the structures within a body outline for each of your systems
    4. Document one interesting fact about each of your systems or a part of the systems
  8. Obtain one large sheet of roll paper per group.
  9. Instruct the students to trace the full body outline of one of their group member's bodies onto the paper and cut it out.
  10. Provide each group access to nine various colors of construction paper.
  11. Inform the students that they will create the organs / structures within each of their systems and glue down the top edge of the organ or structure in the right place within the body. Systems should be color coded. All respiratory organs/structures are blue, etc.
  12. Under each organ or structure, tell the students to write down its name and also include under one of them the interesting fact they found for that particular system.
  13. Provide the students with a 3x5 card to create a color coded key to their systems.
  14. Provide students time and supplies to "personalize" their "new classmate" by adding the integumentary system (hair, nails, etc.)
  15. Display the "new classmates" around the room.
  16. Allow students time to circulate around the room and use the bodies as a study tool by identifying the organs or structures and lifting them to check for accuracy.
  17. Have groups get together and share information about the systems they were responsible for.
  18. Discuss as a class how all the systems of the human body are complex and interrelated. Provide case scenario examples of how one system that is not functioning properly can disrupt the entire functioning of the human body.

Steps/Activities by student(s):

  1. Copy the following table.
  2. Fill-in the missing information by accessing the Science Resource Center with your teacher's direction.
    Circulatory System

    		 Respiratory System

    		 Reproductive System

    		 Digestive System

    		 Sketch

    Annelids (worms)

    		          

    Porifera (sponges)

    		          

    Amphibians

    		          

    Reptiles

    		          

    Aves (Birds)

    		          

    Mammals

    		          
  3. During class, share the information you have collected during your research when you are asked.
  4. Choose a group of three to work with.
  5. After your teacher assigns your group the nine human body systems, divide them up so that each person in your group is responsible for three of them.
  6. Begin researching information on your human body systems. Access the Science Resource Center or Student Resource Center and enter your body system in the keyword search area.
  7. Be sure to collect the following information for each of your systems:
    1. Define the purpose
    2. List critical organs / structures
    3. Sketch location & proportions of the structures within a body outline
    4. Document one interesting fact about the system or part of the system
  8. Have one of your group members lie down and trace their outline onto the large sheet of role paper provided by your teacher. When you are satisfied with the outline, cut it out.
  9. Use construction paper to create the organs / structures within each of your systems, gluing down just the top edge of the organ or structure. Be sure it is proportional and in the right place within the body. Your systems should be color coded. All respiratory organs/structures are blue, etc.
  10. Carefully lift the free side of each organ or structure you glued down and write its name under it using a dark color marker. Under one of them also include the interesting fact for that system that you found while researching.
  11. On a three by five card provided by your teacher, your group should create a color coded key to your systems.
  12. "Personalize" your "new classmate" by adding the integumentary system (hair, nails, etc.) and giving it a name tag.
  13. Display your "new classmates" somewhere in the space provided in the classroom.
  14. Once all the "classmates" are hanging up, circulate around the room and use other bodies as a study tool. Try to identify the organs or structures and then carefully lift them to check for accuracy.
  15. Now gather with your group and share information about the systems you were responsible for. Write down the information about the other systems as students share their findings.

Outcome: Students will be able to construct and effectively communicate general information about the complexity of the human body systems when compared to other species.

Related Activities: This activity is easily integrated with:

  • Math can be incorporated by:
    • Students can calculate the proportions of the organs within the body for increased display accuracy.
    • Students can examine the surface area of the lungs and small intestine and discuss or calculate what impact decreasing or increasing the surface area would have on body functions.
  • Global Studies can be incorporating by:
    • Collect additional information on how societies, just like the human body, are complex operating systems with much greater underlying structure then what their surface shows. Explore the idea of how complex systems in society are interdependent on each other, just like the human body systems are interdependent on each other.
  • English can be incorporated by:
    • As an assessment piece, students can write an essay or a letter as if they were shrunken down and injected into the human body. They can address all the systems and how they function, the structures they see, etc.

    • Standard Date: December 1994

    Content Standard(s): NS.9-12.7(C) Biological evolution; Interdependence of organisms; Behavior of organisms

    Performance Indicators:

    • At Level 1, the student is able to:
      • Fill in a table that compares kingdoms of classification in terms of complex body systems, share findings in a group setting
    • At Level 2, the student is able to:
      • Draw conclusions about kingdom relationships, research systems of the human body and map locations, proportions and functions of systems
    • At Level 3, the student is able to:
      • Create a life size, interactive human body model that correctly displays organ systems and can explain functions of the systems to others

    Computer Literacy and Usage Standards 9-12:

    • The student will demonstrate proficiency in the care and use of computer-based technology
    • The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
    • The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

    ISTE NETS for Students

    • A1 Formulate and revise scientific explanations and models using logic and evidence
    • A2 Scientists usually inquire about how physical, living or designed systems functions; Results of scientific inquiry emerge from different types of investigations and public communication among scientists
    • C3 Biological evolution
    • C6 Behavior of organisms
    • E2 Creativity, imagination and a good knowledge base are all required in the work of science and engineering

    Information Power; Information Literacy Standards:

    • Standard 1: The student who is information literate accesses information efficiently and effectively
    • Standard 2: The student who is information literate evaluates information critically and competently
    • Standard 3: The student who s information literate uses information accurately and creatively

     

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