Human Anatomy

Objectives
1. To learn about the Human Body and its functions. 2. To locate parts of the digestive system and see the system in action. 3. To view and understand the mechanical functions of various human structural systems.

Introduction
The students will be given a prior lesson on the digestive system. The students will have discussed salivary glands, the mouth, teeth, trachea, esophagus, liver, stomach, spleen, gallbladder, the small and large intestine, and the appendix. The purpose of this simulation is to get the students to recogni e the different parts of the digestive system and its function !grade "#. $tudents will view other human anatomical structures and their mechanical functions !grade %#.

The Human Body

1. The students will be placed in groups of two and given a computer to wor& at. 2. 'ach group will be given a sheet outlining the procedure. Procedure 1. (lic& on internet explorer 2. Type in www.innerbody.com 3. (lic& Human )natomy !enter here# *. $elect the picture of the digestive system body ". +se the cursor or mouse to locate the following body parts and clic& on each on. ,ead some of the information on each body part. !A# salivary glands- parotid gland, submandibular gland, sublingual gland, !B# mouth, !C# teeth, !D# trachea, !E# esophagus, !F# liver, !G# stomach, !H# spleen, !I# gallbladder, !J# small and large intestine, and !.# appendix /. (lic& on )nimations and select mouth and throat. 0atch the animation and read the information.
1 'rin (lear 1eah Benoit

2. (lic& animations and select Ear. 0atch and read. %. (lic& animations and select Fields of Vision. 0atch and read. 3. (lic& animations and select Heart. 0atch and read. 14.(lic& animations and select Nasal Passages. 0atch and read. 11.(lic& animations and select Nerve/ us!le !onne!tion. 0atch and read. 12.)nswer the 5uestions with your partner. "uestions 1. 6ame the parts of the digestive system7 a# mouth b# esophagus d# stomach e# large intestine

c# liver f# small intestine

!www.benet.org8980eb$ites8Human:)natomy.gif#

'rin (lear 1eah Benoit

2. The eardrum is a fibrous, circular membrane covered with a thin layer of s&in. ;t vibrates in response to changes in air #ressure that constitute sound.

!www.&idshealth.org8<age=anager.>sp7dn?=(H@lic?1329.#

3.

a# The human heart is about the si e of your fist

b# )ccording to the animated diagram you saw Araw a star and an arrow indicating where the deo$%genated blood enters the heart and in which direction it travels7

!httpB88en.wi&ipedia.org8wi&i8Cour:chambered:heart#

'rin (lear 1eah Benoit

*. 6ame the three types of cells involved in Dision <rocessing7 & sim#le & !om#le$ & h%#er!om#le$ ". 0hat are the tiny hairli&e cells in the nose responsible for moving7 'aves of u!us

!www.sinuswars.com8polyps.asp#

/. a# 0hat is another name for nerves7 E sensor% neurons b# 0here in the brain does movement begin7 !specific name# E #rimar% !orte$ c# 0hat is a Fmuscle spindle7 E (ensor% end organ in a mus!le that is sensitive to stret!hing of the mus!le)

The Human Body as a Simulation

The students have currently been studying the anatomy of the human body. This simulation is active because it allows the children to wor& in groups and loo& for and locate the different parts of the human body that function in the digestive system. $econdly, it is also active because the students can clic& on animations and see how different
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parts of the body wor& and function. This simulation is cooperative because the students are wor&ing together in groups and are as&ed to locate the different parts of the digestive system. This simulation is constructive !it starts off simple and progresses#. )t first the students are as&ed to locate parts of the digestive system using the mouse. Here they are loo&ing and reading. 6ext the students can activate !under the animation button# different functions of the body to see how different systems wor& and what they do. This simulation is authentic in that it provides the students with a scaled down version of the human body and its functions. 1astly, the simulation is intentionalG it does what it is suppose to. This simulation from the inner body website is great because it provides students who are beginning to learn about the body with both descriptions and animations.

Curriculum Applications
This simulation could be used both for a grade " or grade % science classroom. ;n a grade " class the students will cover cluster 1maintaining a healthy body. =ore specifically this simulation would cover the specific learning outcomes ofB "-1-4/ ;dentify the ma>or components of the digestive system, and describe its role in the human body. "-1-42 ;dentify the ma>or components of the s&eletal, muscular and nervous systems and describe the role of each system in the human body. )s for grade % science it would also be considered cluster 1- cells and systems. The specific learning outcomes may includeB %-1-14 Aescribe the structural and functional relationships among cells, tissues, organs and systems. %-1-11 Aescribe the structure and function of the heart and the path of the blood to and from the heart through itHs four chambers %-1-1* Aescribe, using examples how individual systems in the human body function interdependently.

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'rin (lear 1eah Benoit

The Human Body

Introduction Thus far we have been loo&ing at the human body and the various ways that the body systems operate and function. Today you will be doing an on-line assignment with a partnerII ;t is your >ob to read the selected sections and carefully ta&e in what is on your screen. )fter having watched and read the animations you are to answer the attached 5uestions. Objectives
1. 2.

To learn more about the Human Body systems and how they function. To analyze the ways that some of these systems operate.

rocedure

1!. "lic# on internet e$plorer 1*. Type in www.innerbody.com 1%. "lic# Human &natomy 'enter here( 1). *elect the picture of the di+estive system body 1,. -se the cursor or mouse to locate the followin+ body parts and clic# on each one. .ead some of the information on each body part. 'A( salivary +lands/ parotid +land0 submandibular +land0 sublin+ual +land0 'B( mouth0 'C( teeth0 'D( trachea0 'E( esopha+us0 'F( liver0 'G( stomach0 'H( spleen0 'I( +allbladder0 'J( small intestine0 and 'K( appendi$. 11. "lic# on &nimations and select mouth and throat. 2atch the animation and carefully read the information. 3ou will be as#ed 4uestions pertainin+ to these animations. 15. "lic# animations and select Ear. 2atch and read. 26. "lic# animations and select Fields of Vision. 2atch and read. 21. "lic# animations and select Heart. 2atch and read. 22. "lic# animations and select Nasal Passages. 2atch and read. 2!. "lic# animations and select Nerve !us"le "onne"tion. 2atch and read. 27. &nswer the 4uestions with your partner. / 'rin (lear 1eah Benoit

#uestions 2. 6ame the parts of the digestive system7 a( b( d( e(

c( f(

!www.benet.org8980eb$ites8Human:)natomy.gif#

2. The eardrum is a fibrous, circular membrane covered with a thin layer of s&in. ;t vibrates in response to changes in that constitute sound.

!www.&idshealth.org8<age=anager.>sp7dn?=(H@lic?1329.#

!.

a( The human heart is about the size of your

b( &ccordin+ to the animated dia+ram you saw 9raw a star and an arrow indicatin+ where the deo$%genated blood enters the heart and in which direction it travels8

!httpB88en.wi&ipedia.org8wi&i8Cour:chambered:heart#

*. 6ame the three types of cells involved in Dision <rocessing7

2 'rin (lear 1eah Benoit

& & & ". 0hat are the tiny hairli&e cells in the nose responsible for moving7
!www.sinuswars.com8polyps.asp#

2. a# what is another name for nerves7 E b# 0here in the brain does movement begin7 !specific name# E c# 0hat is a Fmuscle spindle7 E

'rin (lear 1eah Benoit