PDF ANATOMY & PHYSIOLOGY INTERLUDE: GUTS AND BOLTS Essential ...

ANATOMY & PHYSIOLOGY INTERLUDE: GUTS AND BOLTS

Essential Question: What M akes You a Living Thing?

Learning Targets:

Students will:

Explain the body as a system of interacting subsystems. Describe the body's anatomy (structure) and its physiology (function). Effectively engage in collaborative discussions with peers.

Lesson Overview

This lesson digs deeper into the anatomy and physiology of the human body. Most allied health professionals are required to take hours of A&P classes--so what is anatomy? What is physiology? Young professionals will begin to scratch the surface of how the body is like a complex and elegant machine by exploring its structures and their functions. After being introduced to new vocabulary, students will test their understanding of the body's structures and functions through an interactive computer game that challenges them to build a human machine.

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Lesson Agenda

Opening (5 min) Characteristics of Life

Work Time Closure (5 min)

Anatomy and Physiology Crash Course (25 min) Guts and Bolts (30 min)

Closing Connections

Materials

Young Allied Health Professional student packet Technology to project video Video: Student computer stations for Guts and Bolts activity Colored pencils or markers Human Body Structures cards (per pair)

FACILITATION NOTES

Anatomy and Physiology Interlude. This is the first anatomy and physiology interlude lesson. Familiarize yourself with a crash course on A&P found at: . This video is packed with vocabulary, and the narrator speaks quickly--focus on function and big picture. Ensure students focus on structures and functions by complementing the video with . Show up to 7:13--the final minutes discuss directional terms for describing the body, which is not necessary for this introductory lesson.

Guts and Bolts. This computer-based activity helps students develop background knowledge on the body's interacting structures and their functions. Preview and play Guts and Bolts: . You can reference the answer key provided in the Facilitator Documents as you move through the levels. It is recommended that you have students complete the first 5 levels only, though more advanced students may be able to complete more.

Diagramming. The Guts and Bolts activity is challenging and can be frustrating to solve at times. Encourage students to diagram the steps they take to complete each level as they proceed. This is a crucial processing step, as each level builds from the previous.

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Vocabulary. This lesson introduces a number of new vocabulary terms. Be sure to provide adequate processing time and highlight structure and function versus memorization of definitions.

IN ADVANCE

Prepare technology to project the video. Bookmark the Guts and Bolts activity on each student computer. Print and cut out the

Vocabulary

Content

anatomy, physiology, cadavers, atoms, cells, tissues, organs, organ systems, homeostasis

Tier II

structure, function, stable, internal, organization.

Opening (5 min)

Characteristics of Life

As a human that walks, breathes, and sits at your desk listening to what I say now, you can confidently say that you are alive. But can you prove it?

1. Ask: What characteristics make you a living thing? How do you know you are alive? Listen for: I am awake, I am breathing, I am able to move.

In our first Anatomy and Physiology interlude, we will be exploring the various systems of the body that make us living creatures. What systems from the previous lessons did you learn about that help us survive? Listen for: Respiration, circulation.

2. Explain that in pairs, YPs will brainstorm all the characteristics that make us living. What other systems can you think of that help us survive? o Use equity sticks to solicit responses. o Record ideas on the board or on chart paper.

Connect this brainstorm to the systems of the body that were explored in the previous lessons. This will allow students to connect new knowledge on the body's other systems to their current knowledge.

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Work Time

Anatomy and Physiology Crash Course (25 min)

The human body is a complex and elegant machine. In order to understand it, Allied Health professionals must spend hours studying the body's anatomy and physiology.

Ask: Who here has heard of the terms anatomy and physiology? Who would like to be the first to try to define these terms?

Invite volunteers to answer the question.

Listen for: Anatomy refers to the structures that make up the body, and physiology refers to their functions.

Today, we are going to take a crash course in Anatomy and Physiology. As you watch this video, focus on what the body is (anatomy) and what the body does (physiology). Do not worry about every vocabulary word--listen for the bigger picture.

1. Direct attention to in their student packets. 2. Explain that they should complete this as they watch the video. 3. Project Crash Course A&P #1:

. Show to 7:13. 4. After the video, provide time for the YPs to share their notes with a partner--

they should work together to fill in any outstanding gaps on their note catchers.

Say: Now that we've completed our first crash course in Anatomy and Physiology, let's test what we've learned about the body's structures and their functions.

5. Distribute the Human Body Structures cards to the pairs. 6. Have students work together to arrange a pyramid based on the correct

structural organization of the human body. 7. Explain that the smallest structures should go on the bottom of the pyramid, with

the larger structures on top. 8. Circulate and assist pairs as needed. 9. After the YPs arrange their pyramids in the correct order, ask: What would

happen if one of the lower components of the pyramid was removed or stopped functioning? 10. Listen for: The pyramid would crumble.

This activity provides a form ative assessment on s tudents ' understanding of the body's interacting subsystems. The pyramid structure scaffolds this work and offers a concrete repres entation. Provide time for students to reflect on the interrelated relationships to grasp how the body's structures rely on each other to maintain hom eos tasis.

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Say: The human body depends on each of these structures in order to function properly. If one of them stops working, the body will lose homeostasis, which will result in death if not treated quickly.

Guts and Bolts (30 min)

In a college A&P class, you would learn a lot more about the body's tissues, organs, organ systems, etc. and their functions. There is a LOT of new vocabulary to learn--almost like learning a new language! For today, we are going to try to learn this language through creation: we will explore the body's physiology by creating a human machine!

You are a mad scientist trying to bring a machine to life! To do this, you will start with the fundamentals of constructing the structures of the body. You begin with the respiratory system, which serves the purpose of getting oxygen to the body. It also connects to many other body systems. As you work to bring your machine to life, you will learn about the structures by focusing on their functions within the body. Moving through the challenges, you will want to take notes on the steps you have taken to build these s tructures, as they will start to work together in future steps. Pay close attention to what organs need and what they produce. As organs interact, expect

many challenges. You will see the body is a complicated machine. Don't get frustrated, as part of being a mad scientist is problem solving and persevering. Even Frankenstein was not reanimated in a day.

1. Direct students to the site: .

2. In their young allied health professional packets, students will create diagrams to reflect their work. They can use the blank diagram templates in their student packets for reference.

3. Give students time to explore the first level. 4. Gather their attention. 5. Model sketching a diagram (either on a PowerPoint or draw one up on the board).

o Highlight making a key.

Guts and Bolts provides an engaging problem solving experience-- with many opportunities for broken pipes. Com plexity increases as new systems are added. Norm alize mishaps and potential frustration. Be prepared to encourage a growth mindset and multiple attempts to build a working

m achine.

6. Encourage the YPs to continue exploring. o If the YPs experience frustration, encourage them to go back and repeat the previous step, taking notes.

7. Circulate and ask: o What do the blue circles mean? The green pentagons? The yellow stars? o What is happening as the blood enters the lungs? As blood enters the stomach? o What do you notice about how these systems work together?

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