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Human Body Plan

Getting to know the basics of how the human body is designed and organized.

Learning Module

Abstract

As an introductory unit to Anatomy & Physiology, this unit is designed to familiarize students with the basic organization of the human body. Students will study the layout of the body and explore each level of organization, paying particular attention to the lowest levels (cells & tissues). As subsequent units will focus on each organ system and the organs within, this unit is primarily designed to establish a strong understanding of the basic units that make up organs and organ systems. Students should begin to draw connections between each level of organization and its role in maintaining homeostasis. As a corollary, they should also understand how failure as one level can impact subsequent levels which can cause disease.

Keywords

Anatomy, Physiology, Tissues, Cells, Organs, Organ Systems

Unit Objectives

Abstract: As an introductory unit to Anatomy & Physiology, this unit is designed to familiarize students with the basic organization of the human body. Students will study the layout of the body and explore each level of organization, paying particular attention to the lowest levels (cells & tissues). As subsequent units will focus on each organ system and the organs within, this unit is primarily designed to establish a strong understanding of the basic units that make up organs and organ systems. Students should begin to draw connections between each level of organization and its role in maintaining homeostasis. As a corollary, they should also understand how failure at one level can impact subsequent levels and cause disease.

Course: 12th Grade Human Anatomy & Physiology 

Unit: Human Body Plan

What will students be able to know and do after this learning module?

1. Use directional terms to accurately describe planes and positions of the human body.

2. Describe the location of the major body cavities and list the organs found within each cavity.

3. Describe how the structure of specific cells and organelles allow them to function differently to help the body maintain homeostasis.  

4. Describe the relative age of cells in the human body including stem cells and their unique role.

5. Apply knowledge of the structure and functions of the cell membrane to analyze scenarios of filtration, diffusion and osmosis in the human body.

6. Compare and contrast the structure and function of the main types body tissues.

7. Explain how cells become cancerous and be able to distinguish cancerous cells and tissues from healthy ones.

8. Explore the interconnectedness of each levels of organization in the body: cells, tissues, organs & organ systems, in both homeostasis and disease.

Next Generation Science Standards:

Structure & Function

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

Evolution by Natural Selection

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

Update 1 - Directional Terms and Planes

 

 

For the Student

Learning Goal: Use directional terms to accurately describe planes and positions of the human body.

Below, notice the pictures of the three major planes of the human body. 

A - Sagittal B - Coronal (Frontal) C - Transverse


You should be able to answer the following questions using non scientific terms (upper/lower, right/left, front/back)
 
1.       Transverse cuts divide the body or body part into ___________ &    __________ halves.
 
2.       Sagittal cuts divide the body or body part into___________ & ______________ halves. 
 
3.       Coronal or Frontal cuts divide the body or body part into___________ & ________ halves. 
 

Now that we have established the planes of the body, lets look at a video to explain directional terms. 

Media embedded July 17, 2016 

The PenguinProf (2012, Sept. 30). Anatomical Terms of Direction and Planes of Section. Retrieved from https://www.youtube.com/watch?v=Te1BP6Zl7lM.

After watching the video, can you reanswer the questions above using proper directional terms?
 
4.       Transverse cuts divide the body or body part into ___________ &    __________ halves.
 
5.       Sagittal cuts divide the body or body part into___________ & ______________ halves. 
 
6.       Coronal or Frontal cuts divide the body or body part into___________ & ________ halves. 

Complete the Celery Dissection and then return here to Scholar to finish your assignment.

With a partner, create a short quiz for each other that will test their knowledge of the following terms. No need to write it down, just plan to point to various body parts and ask your partner to determine their relation to each other. For instance: "My knee is _______ to my hips." Mix up the order and be sure to include at least 10 questions. Make sure each other has a strong understanding of the terms below so they are prepared for the quiz.
a)     medial/lateral
b)    inferior/superior
c)     anterior/posterior
d)    distal/proximal
e)     ventral/dorsal
 

Take the Human Anatomy Directional Terms and Anatomical Position Quiz here when you feel you are ready. A retake is available at this link, if needed.

Update: We can learn more about the human body by cutting it up into sections on various planes. But this methodolgy is problematic on live specimens and can not be use for diagnosis of disease without killing the patient. How else might we look at "sections" of the human body? Make an update that describes a type of imaging technology that allows us to view "sections" of the human body. Explain how the technology works, on what plane it segments the body and how it might be used in a clinical setting. Be sure to include a picture of the type of images your technology produces and explain what part of the body it includes. 

Comment: Why is it imperative to have a common language and point of reference when communicating about the human body? Consider providing a quick example to support your argument.

For the Teacher

These lessons are designed to introduce students to the common vocabulary related to the anatomy and physiology of the human body. These are terms and concepts we will continue to use throughout the year as we delve more deeply into organ systems. In all likelihood, students will not have much prior knowledge of the vocabulary from an anatomical standpoint, but many of the terms will be familiar as they are applied to other contexts (superior, inferior, dorsal "fin"). The lesson gives students time to struggle with and familiarize themselves with the terminology by first using more colloquial terms, then finding the proper anatomical term equivalent, as they do in the Snickers dissections. Build on what they know first and add to it. 

The video provided gives nice examples and allows students the opportunity to learn at their own pace. They can rewind and rewatch the video as needed until they feel they have a good sense of the concept. Finally, students will work in small groups or pairs to quiz each other on the vocab. Repitition and lots of examples will help students memorize the terms within the context of anatomy.

The update will force students to explore some technology available to the medical field and assess what view it provides and why that might be beneficial to diagnosis or treatment of disease. The comment will force students to consider why the common language is so important in medicine (ex: surgeons on opposite sides of an operating table will have different "left and right" but would have the same "medial and lateral".)

 

Update 2 - Body Cavities

For the Student

Learning Goal: Describe the location of the major body cavities and list the organs found within each cavity.

Over the course of the unit, we will be exploring each level of organization in the human body. Today, we are looking at the whole organism which is the highest level of organization.  In the coming weeks we will work our way down to the smallest unit in our bodies (the cell).  Expect the unit to proceed in the following order:

Organism

Organ System

Organ

Tissue

Cell

To learn the basics of how your body (the organism) is designed and organized, watch the following video and comment on the question below. 

Media embedded July 17, 2016

Human Biology Explained. (2014, March 10). Body Cavities: Drawn & Defined. Retrieved from https://www.youtube.com/watch?v=xL4TWO5CC84. 

Comment: What is the evolutionary benefit of having body cavities? In other words, why separate certain organs from each other or why provide unfilled space inside the body? Provide a specific example to support your response. Consider what organs need for proper functioning or how damage or disease could impact the "comparmentalization of organs". 

For the Teacher

This is a rather straight forward concept that can be completed in a short period of class time. Students will have a lot of prior knowledge of the location of organs because, well, they have lived with these bodies for a long time. So this lesson is more about learning the proper vocabulary, dispelling the common misconception that our bodies are dense (rather they have massive open spaces for organs and such), and require students to consider the evolutionary benefit of such a design. 

The video provides learners a visual and the ability to rewind, replay as needed. 

For the comment requirement, by not allowing students to repeat others' examples, it forces them to think beyond the examples provided by the video and to read each others comments before responding. They may have to think creatively or research new information about organs and organ systems. 

Update 3 - Organs and Organ Systems

For the Student

Learning Goal: Relate the structure of organ systems of the human body and the main organs that make up each system to the functions of those systems in both health and disease.

We have discussed the major organization of the body.  Now, lets delve a bit into the organ systems that make up your body and briefly look at the organs that make up those systems.  This will be a brief introduction as the remainder of the year will be spent delving deeply into the structures and functions of these systems.  

Organ Systems Overview. Retrieved from http://schoolbag.info/biology/humans/5.html


Comment: Think about why  some organ systems are containted in the same body cavity and others are spread throughout the body? Choose 1 system of the body and explain how organs of that system work together. If they are in the same body cavity or in adjacent body cavities, why must that be? If they are in different body cavities, how can the organs work together without "being together"?

For the Teacher

The disease activity should be used as an introduction to the many different organ systems of the body. In their research students should become a little more familiar with the types or organ systems in the human body and the organs contained within those systems. Around the room, have posters with each system listed so that students have to move around the room to post where their disease impacts the body. At the end of the activity, students should be able to look around the room and note patterns (some diseases are localized to one organ and one system, some diseases impact multiple systems). The post activity discussion should generate conversation about why that might be. 

Systems to include around the room: Integumentary System, Digestive System, Respiratory System, Cardiovascular System, Skeletal System, Muscular System, Lymphatic System, Nervous System, Endocrine System, Excretory (Urinary) System, Reproductive System

This activity hits the big idea that the systems in our body are interconnected, but this activity focuses on the level or organs and organ systems. We will continue to draw on this idea throughout the unit and culminate in an conclusion write up about how all levels of the human body (cells, tissues, organs and organ systems) are interconnected. They will relate this notion of interconnectedness to both homeostasis and disease.

Another project that could be done at this time would be an in depth look into one organ. Just to get them more familiar with some of the organs/organ systems that are coming up throughout the year. In the past, I have done an "Organ Trail" project where students chose one organ and created a "WANTED" poster for that organ, tieing the analogy into the organ's location (last seen), function, role in disease (what its wanted for), etc. Since this would require formatting beyond the scope of Creator, it is not a suitable project for this format. Instead, I am having students write an update with the same kind of theme, it just won't have a "WANTED POSTER" look to it.

Tissues

For the Student

Learning Goal: Compare and contrast the structure and function of the main types body tissues.

Recall that in this introductory unit on Anatomy & Physiology, we are looking at the many "layers" or levels of organization within the human body.  They are as follows:

Organism

Organ System

Organ

Tissue

Cell

We have looked at the whole of the human body to discuss directional terms, planes and major body cavities.  We have also taken a brief look at the major organ systems and many of the organs in your body.  You have also done some in depth exploration of one such organ for the previous update (Organ Trail). The next level is tissue.  Organs are made up of tissues which are made up of cells.  The following video by Paul Anderson gives a broad overview of major themes in Anatomy & Physiology.  You do not need to watch the whole video, though I would recommend that you do.  At the very least, view the section on tissues from about 4 min to 9 min 30 seconds.

Media embedded July 18, 2016

Citation of video: Anderson, P. [Bozeman Science]. (2012, March 15) Anatomy & Physiology. Retrieved from https://www.youtube.com/watch?v=y2N_b0qwvxY 

For your next major project, you will need to become familar with identifying and understanding the role of the 4 major tissue types.  There are microscopes around the room and 12 prepared slides available for viewing the 12 tissue preparations for which you are responsible.  

There are 4 epithelial tissues, 3 muscle tissues, 1 nervous tissue and 4 connective tissues that will appear on assessments at the end of the unit.  Create a chart that you can use to organize and study the information.  It should include a row for each type of tissue and a column for a photograph of the slide, a "cartoon" drawing or picture, tissue structure and tissue function and location in the body.  

Comment: Structure follows function. Provide an example of this concept with regards to one tissue type (explain how its structure allows it to function properly).

For the Teacher

I began this segment with a little overview of what we have worked through so far and where we were headed in the unit.  I find it helps students to return to the big picture frequently so they can see where what we are learning fits into the scheme of things.  

Tissue identification and function tend to be the most difficult aspect of this unit.  The tissue chart assignment will force them organize the information using a number of different approaches: hands on at the microscopes, tactile with drawing their own pictures and then for the more straight forward learners, some textbook definitions of structure, function and location.  It will also double as a study guide.  

Students may need opportunities to review the tissue types.  A good activity to try is a "4 corners" activity.  I place the 4 major tissue types in the 4 corners of the classroom and hand each student an index card.  The card has a picture, drawing, name, function or location of a tissue and they have to move to the appropriate corner of the room.  Once there, students can compare their cards with other peers in that corner to check their answer and dialogue with other peers about why they are or aren't in the right place.  

 

Update 4 - Cells - Part A Structure & Function

For the Student

Learning Goal: Describe how the structure of specific cells allow them to function differently to help the body maintain homeostasis.

This is the final stop on the journey of your body's levels of organization.  We have briefly reviewed the major components of the human organism, its organ systems and organs and the tissues that make up those organs.  For the finale, we will spend a few days discussing the cells that make up those tissues. Though it may be difficult to conceptualize how cell structures and functions relate to the workings of the human body, it is important to remember they provide the foundation of functionality in the body.  We will not spend a great deal of time reviewing cell organelles that you learned last year in biology, however, it is necessary that you recall the major functions of cells and the major organelles involved in those functions. 

To see how well you remember the material from last year, take this Cell Pretest I on Quia. If you want to review first or need help along the way, see the links below. You need to get 100% on this quiz before you can move on. It it set up that you can go back and change answers. 

Recall: Cells have four major functions.  The links provided to biology4kids.com will help you review the major organelles involved in those processes.  Take a moment to review them and if you scroll to the bottom of each page, it contains a video that you may find helpful.

  1. Make energy
  2. Make proteins
  3. Make more cells (Mitosis)
  4. Maintain homeostasis

All cells in your body began as one cell (fertilized egg).  As that egg divided via mitosis a couple billion times, cells differentiated into specialized cells for specialized functions (video link provided in case you want to learn more).  That means, all the cells in your body have the same DNA.  Then, you might wonder, how do they all look so different and do such different jobs?  That occurs through a rather complex process call gene expression and regulation.  If you are interested, read further or watch this.  In essence, cells are the proteins they make (just like the saying, "you are what you eat".) Cells of the liver make or "express" different proteins than cells of the heart or blood.  Thus they end up with different shapes and roles in the body.  

Comment: Choose a specific type of cell in the body. Research its structure and how its structure allows for its function. (Ex: blood cell, liver cell, skin cell, etc). You may not choose a cell that has already been described by another classmate. 

Citation of further reading: Ralston, A. & Shaw, K. (2008) Gene expression regulates cell differentiation. Nature Education 1(1):127

Citation of video: Citation of video: Anderson, P. [Bozeman Science]. (2011, July 30) Gene Regulation. https://www.youtube.com/watch?v=3S3ZOmleAj0

For the Teacher

This should be a quick lesson that reviews that major parts of the cell (organelles).  No need to go into great depth, just a review of what they learned last year in biology.  The main focus should be the idea of differentiation.  They do not need to have a grasp of the in depth process of cell differention or gene regulation (but some stretch readings and videos have been provided for students who are interested).  I am simply trying to get them to see that cells have different structures to allow for their different functionalities.  Hence the comment requirement will force them to explore one such cellular structure and its related function in depth. Students will likely have the opportunity to revisit that cellular structure later in the course when we reach the unit on that particular organ or organ system.

 

Update 5 - Cells Part B Cell Membrane & Transport

For the Student

Learning Goal: Apply knowledge of the structure and functions of the cell membrane to analyze scenarios of filtration, diffusion and osmosis in the human body.

Choose your path. In this module, you will assess your own understanding and choose the best path for you. As you can see from the learning goal above, we will be applying concepts you learned last year in biology to the human body. Last year, you learned about the structure and function of the cell membrame and how it helps regulate processes like diffusion and osmosis. You may even recall some terms we used to describe the process of osmosis (hypertonic, hypotonic and isotonic). 

Start by taking the Cell Structure & Function Pretest II. 

How well you intially learned and retained that information should determine your path for this segment. Alternatively, you may choose a path based on what style of learning you most prefer. Choose from the options below:

  1. Path 1: I never really understood those concepts last year and need to learn them from the beginning OR I learn best through hands on labs.
  2. Path 2: I pretty much understood that material last year, but I've mostly forgotten it and need to relearn it OR I learn best by looking at some real world applications.
  3. Path 3: I had a very good grasp on the material last year and a quick refresher will get me right back up to speed OR I learn best by exploring the human body in a way that's connected to these concepts.

No matter the path you choose, the following videos are good refreshers of the concepts. The first will review the structure of cell membranes. The second will review the concepts of transport across a cell membrane. 

Citation of video: Anderson, P. [Bozeman Science]. (2011, July 8) Cell Membranes. Retrieved from https://www.youtube.com/watch?v=y31DlJ6uGgE 

Media embedded July 20, 2016
Media embedded July 20, 2016

 Citation of video: Anderson, P. [Bozeman Science]. (2011, July 11) Transport Across Cell Membranes. Retrieved from https://www.youtube.com/watch?v=RPAZvs4hvGA

Path 1: Complete Lab A & Lab B, then use the discussion questions to guide conversations with your group. 

Update (Path 1) - Choose either Lab A or Lab B and create an update where you explain the experiment and your results. Your update should include media (pictures/videos). Additionally, relate your findings to the human body. Briefly explain two places where diffusion or osmosis takes place in the body.

Path 2: Complete the following case study in your groups. Be sure to answer all the post questions and ask questions if you are not seeing the connections between these two case studies and the concepts for this segment. You should have a good understanding of why patients receiving fluids via an IV must receive a solution that has .9% salt.

Saline IV. Retrieved from http://aimsmedical.com.au/SODIUM-CHLORIDE-BXAHB1307

Source: Nash, T. (2008). Osmosis is Serious Business! National Center for Case Study Teaching in Science. Retrieved from http://sciencecases.lib.buffalo.edu/cs/files/osmosis.pdf

Update (Path 2): Create an update where you explain the what medical circumstances that require the use of saline solution (at least two). Additionally, you must explain why saline solution is .9% NaCl and the consequences of uses a higher or lower (such as distilled water) salt concentration. Your update must include media (images/video). 

 

Update Path 3: Create an update on a organ or system in the body where osmosis and/or diffusion takes place. Check with me before choosing your location so we have no repeats. Follow the rubric provided (Purple sheet). 

 

 

For the Teacher

This segment of the unit is reviewing or relearning information that all students were exposed to last year in Biology. It is a difficult concept and many students will have little recollection of their past learning. Likewise, some students will remember the concepts with ease. So this section is a good opportunity to differentiate the learning based on level or learning style.

On way is to have students self-differentiate based on how well they feel they learned and remember the content of this section. I think students are probably pretty good at assessing their understanding (as we are dealing with seniors in high school). However, if desired, another option is to create a short survey or pretest that can help students make the right choice. 

Another way I have differentiated in the past is to ask students how they best learn and offered them choices of lab stations, projects or readings. I figured most students who struggled with the material would choose the hands on option and that is where I would spend most of my time. But, they were free to choose any option and I could help fill in as needed. 

In this module, I actually provided both options above. Students can choose their own path based on level of understanding and/or type of learning that best suits them. 

A third way would be to split the class into groups based on undrestanding levels (mix them up) so that students who needed more help would be with peers who had a good grasp of the material. That would fit the model of Lev Vygotsky who believed that learning is social and that students learn best in the zone of proximal development where there is support or scaffolding to help them reach what they can not do on their own.

The instructor would spend the period moving around the room assisting individuals or groups where needed. 

Path 1 has students who need the most help relearning the material, or simply student who learn best through hands on activities. It includes two hands-on lab experiements and uses group discussion to generate understanding of the experiments and how they relate to the content.

Path 2 has students who are sort of comfortable with the content and learn best through real world application. They will explore two case studies through the National Center for Case Study Teaching in Science. One is in reference to plants and fertilizer, the other saline IV solution in human patients. Students will explore the consequences of mistakes made in those scenarios. This is a great example of how a basic concept learned in high school science has severe consequences in the real world if not properly understood.

Path 3 has students who are the most comfortable with the material or who prefer to learn on their own through application. Students will complete the assigned project with attached rubric exploring any part of the body and the ways in which osmosis and diffusion are operating in that system. Those pages would be published for everyone in the class to review and learn. 

How these concepts apply to dialysis is something ALL students will need to know for the test, thus I made the same update for all students regardless of path. I like the idea of them having to explore the idea on their own (though we can also do some class discussion around it), then having them create their own overview to study for the test. They can also use other's updates to help them understand if they are struggling.

Update 6 Cells - Part C Aging Cells & Stem Cells

For the Student

Learning Goal: Describe the relative age of cells in the human body including stem cells.

Read the following article published in 2005 in the New York Times by Nicholas Wade titled, "Your Body is Younger Than You Think" and view the accompanying graphic below. Then discuss the questions in small groups. Since the graphic is a bit difficult to read, a link is included here as well.

Group Discussion Questions: 

  1. Explain why most of your body is “just 10 years old or less,” regardless of your chronological age. 
  2. How often do the body’s tissues renew?
  3. Which organs' cellular renewal is a point of contention according to the article?  Why?
  4. What types of cells renew more quickly? Why does that make sense?
  5. Why types of cells renew less frequently? Why does that make sense?
  6. Why doesn’t regeneration of the cells and organs continue in the human body forever, according to the article?

One of the theories behind why we age has to do with the deterioration of stem cells. Watch the tutorial below to gain a basic understanding of stem cells (what they are and how they can be used in research). 

What are stem cells? - Craig A. Kohn
Is personalized medicine for individual bodies in our future? Possibly -- with the use of stem cells, undifferentiated cells with the power to become any tissue in our bodies. Craig A. Kohn describes the role of these incredible, transforming cells and how scientists are harnessing their medical potential.

Media embedded July 19, 2016

Source: Kohn, Craig. What are Stem Cells? Retrieved from http://ed.ted.com/lessons/what-are-stem-cells-craig-a-kohn

In small groups: Compare the age of stem cells and tissue specific cells in your body. 

There is a long standing debate over the ethics behind the use of stem cells in research and treatment of disease. The following link outlines some of the debate behind the use of stem cells. Continue seeking out information about the ethical debate on your own if needed and then comment on the statement below. 

Comment: Pick two types of stem cells from the video (adult tissue specific stem cells, embryonic pluripotent stem cells and induced pluripotent stem cells) and discuss the advantages and disadvantages of each.

For the Teacher

This should be a relatively short lesson. In the previous module, students learned that cells of the body differentiate into different forms for different functions. This lends itself to a discussion of cells being different ages in the body and how tissues of the body regenerate. Students can use articles, visuals and videos to learn about aging in the body and stem cells. 

Learning about stem cells naturally lends itself to the long running debate about the use of stem cells in medical treatment. Give students a chance to learn what that debate is about, then decide for themselves where they fall in the comments section.

 

Update 7 - Tissue Pathology

For the Student

Learning Goal: Explain how cells become cancerous and be able to distinguish cancerous cells and tissues from healthy ones.

You may recall from Biology class last year that cells go through what's known as the cell cycle, a series of events in a cells' life that leads to cell division. And you may recall that cells, typically, spend very little time actually dividing. They spend most of their time in a stage called "Interphase" which includes G1, S and G2. 

Cell Cycle. Retrieved from https://www.tes.com/lessons/i9MOxlPnzT5saA/cell-cycle

You need to be sure you understand how the cell cycle differs in healthy cells vs cancerous cells.

If you are interested in more about how cancer treatments work, watch this. 

It is important that you know the features of cancerous cells and tissues. Studying tissue is a field known as Histology. Studying what happens in human body functions gone awry is called Pathology. Have a look at the following website: Atlas of Pathology to see some slides of cancerous tissue (look for lymphoma, tumors, sarcoma, carcinoma, etc slides. (There are also slides of other pathologies - viruses, infections, etc). You may also find it helpful to look at heathly tissue slides for comparison. A nice library of healthy tissue may be found here from the University of Utah Medical School. 

Update: List features of cancerous tissue or cells. In your update, include a picture of a tissue preparation that's normal and one of the same tissue that's cancerous. Explain the differences in structure that a histologist would notice. You may use pictures from the links provided above or find your own. 

 

For the Teacher

Students will review the cell cycle that should have been learned last year in Biology. We are less concerned here with the details of the cell cycle, but simply a reminder of how it relates to cancerous tissues. 

In their update, students will have to explore pathology and normal tissue slides to find images to share of healthy and cancerous tissues. More importantly, in their research, students should begin to notice some of the features that help identify cells as cancerous. Perhaps after updates have been posted, have a brief class discussion to make sure everyone has learned the list of features.

 

Interconnectedness of Human Body Levels

For the Student

Learning Goal: Explore the interconnectedness of each levels of organization in the body: cells, tissues, organs & organ systems, in both homeostasis and disease.

We have completed the content for the unit.  Recall, the unit was designed to provide an overview of the levels of organization in the human body.  Now that you have explored each level of organization, the following project will assess whether you can see how those different levels impact and interact with each other 

Schindler, R. (2016). Levels of Body Organization. Retrieved from http://3rjsbodysystems.weebly.com/

For your final project, write a conclusion to demonstrate your understanding of how the different levels of the organization in the human body (Cells → Tissues → Organs → Organ Systems) are interconnected.

You may use any information for evidence from the class or from other sources (CITE THEM!), but I would recommend considering the following for pieces of evidence:

  • Cancer (Tissue Pathology)
  • Aging Cells and/or Stem Cells
  • Disease and their impact on organs/organ systems (think systemic vs localized)

Feel free to go back and review previous updates, video and file links and peer conversations to help you find evidence and provide strong reasoning to back up your claim.

For the Teacher

As a final assessment for the unit (in addition to a traditional test, if desired), I am asking students to write what we call a "conclusion".  Conclusions require that students following the "Claim, Evidence, Reasoning" format. Both National Science Teachers Association (NSTA) and Next Generation Science Standards (NGSS) are using this terminology for scientific process and reasoning.  Additionally, Common Core standards are using this terminology for Language Arts standards.  Keeping the vocabularly consistent across content areas helps students draw connections between the writing techniques they use in English with those in Science. Since "science writing" often intimidates, reminding them it is very similar to what they do in other classes may help ease their nerves. 

This assignment also forces students to take all the details they have learned throughout the unit and firmly fit them into the big picture. The human body has different levels, but they are inextricably linked to each other. Though we spend most of our time in this course looking at larger levels of organization (organs/organ systems), it is imperative that students understand the foundations upon which those are built (tissues/cells) as it is typically malfuntion, damage or disease to cells and tissues that leads to malfunction.