Life-Size Scaling Creating Full Size 3-D Body Systems

Transcription

1 Middle Grades Science Life-Size Scaling Creating Full Size 3-D Body Systems About this Lesson This lesson provides students an opportunity to use ratios and proportions to determine the appropriate size of bones and organs for a full size human. During Part I of the activity students measure the desired bone or organ from a provided picture and establish a ratio between the image and a full size human. Working cooperatively in Part II, different groups will then also create a full size 3-D model of a particular body system, and describe that body system to the rest of the class. This lesson is included in Module 6 of Middle Grades Life Science. Objectives Students will: Use proportions to determine the appropriate size of organs and body parts for a full size human Create a full size three dimensional model of the components of an assigned body system. Level Middle Grades: Life Science Connection to Common Core Math Standards Code Standard Level of Thinking 6.RP.3a Make tables of equivalent ratios relating quantities Apply with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. 7.RP.2 Analyze proportional relationships and use them to Apply solve real-world and mathematical problems. Recognize and represent proportional relationships between quantities. 7.RP.2a Decide whether two quantities are in a proportional Apply relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Depth of Knowledge II II II T E A C H E R Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at 1 AP, Pre-AP, and Advanced Placement are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this product.

2 College Board College and Career Readiness Standards The following College Board CCR Standards are addressed in this lesson. Cell Function Teacher Overview Life-Size Scaling LSH- PE Describe using information gathered from print and electronic resources, the structure and function of at least two organs that are part of a human body system (e.g. circulatory, digestive, gas exchange). Description includes how the two organs differ regarding the types of cells that make up each organ. Explain, using knowledge of systems of cells, how the cells and organs coordinate and contribute to the overall essential functions of the organism. Connections to AP AP Biology: III. Organisms and Populations B. Structure and Function *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this product. Time Frame 45 minutes Materials (For a class of 28 working in pairs) 1 support structure (PVC pipe or wood, weighted base, and fishing line) 28 calculators 28 metric rulers Teacher Notes This activity could be used as a cooperative learning activity for a unit on body systems. T E A C H E R The proportions for Part I should be completed for all of the parts listed in Table 1. Students may need help setting up the first proportion, but after that the process should be repeatable. The students accuracy in measuring will be tested through this activity. This is an example of a correctly set-up proportion: height of body in art height of organ in art height of full size body height of full size organ measured by student 172 cm measured by student x (172 cm)(height of organ in figure, cm) x height of body in figure, cm Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at 2

3 Teacher Overview Life-Size Scaling The suggested body systems and their components are listed below. You may wish to assign systems to the student groups, or draw from a hat, or allow them to self-select. Body System Upper Skeletal System (Right Arm) Upper Skeletal System (Left Arm) Lower Skeletal System (Right Leg) Lower Skeletal System (Left Leg) Digestive System Respiratory System Circulatory System Urinary System Nervous System Components to be Created hand, wrist, radius, ulna, humerus hand, wrist, radius, ulna, humerus foot, ankle, tibia, fibula, femur foot, ankle, tibia, fibula, femur esophagus, stomach, small intestine, large intestine lungs, bronchi, trachea heart, vena cava, aorta, one vein and artery per appendage kidneys (2), ureters, bladder brain, brain stem, nerve endings from brain stem, spinal cord The students should be allowed to choose the materials for Part II. Emphasize that the construction materials need to be school appropriate. No objects, labeling, or paraphernalia that are inappropriate will be allowed. If they have questions, students should seek your approval before beginning. Other than that caveat, students can choose whatever materials they want. Some will choose blue jeans legs to make the large intestines, or cotton stuffed hosiery for the stomach. Others may choose polystyrene, clay, wood, or piping to make long bones. The creativity of the students makes the final product even more interesting. The culmination of Part II will be a full size 3-D model of the body systems connected in proper order. To accomplish this task, the body systems need to be attached to a support structure. The structure can be made out of several different things, but PVC pipe or wood work well. The structure needs: A base, approximately 60 cm 60 cm An upright that is approximately 150 cm long (height of body minus the head) A horizontal bar at the shoulder level that is approximately 50 or 60 cm (close to the width of the shoulders) Horizontal bar at the hip level also approximately 50 or 60 cm. This structure will give students anchor points to hang their body system. Fishing line works well to hang the organs without being too obtrusive. You will need a separate support structure for each class. The cross-beams can be attached to the upright using PVC joints, or nails and screws if using wood. The base should be substantial and wide enough to support the weight of all of the body systems. The base could be a large board, a bucket of sand, or other such weighted assembly. The students are to present their model to the class and share the answers to the conclusion questions as they relate to their particular system. During their presentation, the rest of the class should take notes on the presented system. You will need to set parameters for the presentation, and determine how the presentation should be completed (PowerPoint, oral only, posters, etc.). You may wish to add additional research questions in addition to the conclusion questions depending on the time and goals allotted to the activity. T E A C H E R Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at 3

4 POSSIBLE DATA AND ANSWERS TO CONCLUSION QUESTIONS Component Table 1: Bones and Organs Measurement in Figures 1 6 Measurement of Body in Figures 1 6 Proportional Measurements for a Full-Size Human Humerus (Height) Humerus (Width) Tibia (Height) Tibia (Width) Stomach (Height) Stomach (Width) Right Lung (Height) Right Lung (Width) Heart (Height) Heart (Width) Left Kidney (Height) T E A C H E R Left Kidney (Width) Brain (Height) Brain (Width) Data Table Part II Measurements for each part should be proportionate to the data from Part I. CONCLUSION QUESTIONS Answers will vary based on the body system.

5 Middle Grades Science Life-Size Scaling Creating Full Size 3-D Body Systems The human body is made up of several systems working together. Bodies come in many different shapes and sizes, but the components are proportionate to the body itself. In studying each system we find that no one system could survive without the others. For example, without blood from the circulatory system, oxygen from the respiratory system, and nutrients from the digestive system all other systems would fail. Purpose In this activity you will use proportions to determine the appropriate size of bones and organs for a full size human. You will also create a full size 3-D model of a particular body system, and describe that body system to the rest of the class. Materials calculator metric ruler Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at 4

6 Procedure Part I 1. For each of the bones and organs listed in Table 1, measure the height and width of the body and the height and width of the bone or organ in Figures 1 6. Record the measurements in the data table. 2. Set up proportions for each bone or organ s height and width. Solve the proportion for the full size height or width and record the value in Tablee 1 on your student answer page. The height for the fulll size body will be 172 cm (5 foot 8 inches tall),, and the width is 38 cm. A sample calculation is shown below: height of body in art height of organ in art height of full size body height of full size organ 3. Complete Data Table 1 for all listed entries. Part II 1. Your teacher willl assign you a particular body system for Part II.. Using the same method as in Part I, complete Table 2 on your student answer page. 2. Design and createe a model of your body system including all of the assigned components. You may use any materials you choose that are school appropriate. The system that you createe must be three dimensional and be able to hangg from a support structure as described by your teacher. The parts must be to scale for a 172 cm tall person.. All systemss from the class will be combined on one support structure to create a full size model of the human body. 3. Answer the Conclusion Questions. You may have to do research on your body system to answer the questions. As you present your body system to the class be prepared to discuss the conclusion questions as they relate to your system. Student Activity Life-Size Scaling Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rightss reserved. Visit us online at 5

7 Student Activity Life-Size Scaling Procedure (continued) Figures 1 6. Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at 6

8 Data and Observations Student Activity Life-Size Scaling Complete the data tables below. Show an example of your work in the space provided below each table. Height of full size body = 172 cm Width of full size body = 38 cm Component Humerus (Height) Humerus (Width) Tibia (Height) Tibia (Width) Stomach (Height) Stomach (Width) Right Lung (Height) Right Lung (Width) Heart (Height) Heart (Width) Left Kidney (Height) Left Kidney (Width) Brain (Height) Brain (Width) Table 1: Bones and Organs Measurement in Figures 1 6 Measurement of Body in Figures 1 6 Proportional Measurements for a Full-Size Human Assigned body system for Part II = Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at 7

9 Student Activity Life-Size Scaling Data and Observations (continued) Height of full size body = 172 cm Width of full size body = 38 cm Required Components Measurement of Component in Figures 1 6 Table 2: Body Systems Measurement of Body in Figures 1 6 Proportional Measurement for a Full-Size Human Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at 8

10 Conclusion Questions Answer the following questions as they related to your assigned body system for Part II. 1. What types of cells and/or tissues make up your bodyy system? 2. In addition to the components your will be building for the model, list any additional organs, tissues, or structures that are included in your body system. 3. What are the main roles of your assigned body system? 4. Describe how your assigned body system functions to complete its roles. 5. Describe the flow of materials, such as nutrients and waste products, within your assigned body system. Student Activity Life-Size Scaling Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rightss reserved. Visit us online at 9