A Review of the Human Body Systems
I. Contact Information:
Tasha S. Fields
email: [email protected]
South Hall Middle School
3215 Poplar Springs Road
Gainesville, GA 30505
Phone: (770) 532-4416
II. Grade Level/Course Name
7th Grade Life Science
III. Class Setup
In this laboratory setup, the students are divided into groups of four. Each student is responsible
for recording his or her own data. By having each student responsible for his or her own work,
this prevents any student from straying off task during the laboratory exercise. This setup also
provides each student with someone in the group to help with any questions he/she might have if
the teacher is working with another student. This laboratory exercise can last for one to three
class days (55 minute class periods per day), depending on the time spent at each individual
station.
IV. Teacher’s Role
In this laboratory exercise, the teacher plays the role of the facilitator as well as assistant. Before
the students begin working their way through the exercise, the teacher will have thoroughly read
over the directions of each station with the students. The students will have received their
handout/data sheet, and together the students and teacher will have reviewed procedures for each
station.
As the students work through the stations of the laboratory, the teacher will assist with any
questions the students might have, as well as, make sure that each student can properly maneuver
any equipment necessary. The teacher might offer suggestions for improved data results as well
as provide examples when students have questions about directions.
Prior to this laboratory exercise, a data sheet should be made with all tables necessary as well as
areas labeled for each station. This provides the students with a logical manner to record their
data as they go through each station. Be sure to allow enough space for the tracings of hands for
the skin station. Charts for the circulatory system (pulse rate activity) and the nervous system
(penny activity) need to be made so that data may be recorded in a logical manner.
V. Textbook and Other Resources
Textbook: Because this laboratory takes place as a wrap-up lesson for a unit covering the human
body, the students can refer back to their textbooks for a review if necessary. The textbook
utilized in this class is Glencoe Science Life Science  2002.
Other Resources: Other sources used in the development of this laboratory exercise are:
• Real Science CD Set (4 CD-ROM’s) by Compton’s Learning 1999
• Georgia Department of Education QCC Website: http://www.glc.k12.ga.us/qcc/
VI. Content Topic/Theme
The topic of this laboratory exercise is a review of the human body systems that have been
covered in class. Following are the systems that have been covered prior to this laboratory
activity:
1. Skeletal System
2. Muscular System
3. Skin
4. Circulatory System (2 stations)
5. Nervous System
Each system that has been covered will be reviewed at one station in the laboratory exercise.
The exception is two stations for the circulatory system. One station will review pulse rates and
the other will review blood pressure.
VII. Real-world Experience
This laboratory exercise teaches the students real world applications of knowing information
about the human body. These applications can be used in everyday life whether the students
enter the medical field or not. Such things as blood pressure, heart rate, muscle fatigue and joint
mobilization are a part of everyone's day. Knowing one's own blood pressure can become a
matter of life or death as age and weight factor into one's health. Knowledge about skin
sensitivity and pain receptors may be useful in the future if accidents occur. If someone should
experience a traumatic injury, this type of knowledge, as well as nerve injuries or problems
would be useful as well.
VIII. Why do students need to know this?
By seeing how pulse rates change as a result of exercise, students can become better acquainted
with the appropriate pulse rate for a healthy lifestyle. By experimenting with joint
immobilization, students learn the importance of certain joints for everyday activities. In
learning to take a blood pressure measurement as well as learning what the two numbers
represent, students can become knowledgeable about health and ideal body conditions. With
learning about skin receptors and nerve conduction pathways, the student may become more
knowledgeable about problems that could occur in the future.
IX. What is the connection to prior learning experience?
In Georgia, students study the human body in elementary school (K-5) and usually complete the
unit prior to entering the sixth grade. This unit presents a review of prior knowledge acquired in
fifth grade as well as the unit covered in class before the lab activity
X. Discipline-specific Standards
The following standards (from Georgia QCC's) are utilized in this experiment:
1. Topic: Scientific Inquiry Process (QCC 1)
Standard: Uses process skills of observing, classifying, communicating, measuring,
predicting, inferring, identifying, and manipulating variables. Also uses recording,
analyzing, and operationally defining, formulating models, experimenting, constructing
hypotheses and drawing conclusions.
2. Topic: Living Things/Human Body (QCC 7)
Standard: Identifies organs and their functions in these systems: circulatory, respiratory,
reproductive, skeletal, digestive, nervous, endocrine lymphatic, and skin.
7.1 Explains and describes the features and functions of the various organ systems.
7.2 Describes and investigates body functions and make inferences regarding these
functions, e.g., heartbeat, sensory perception, lung volume, and reaction time.
7.3 Discusses and illustrates the organization of cells into tissues, organs, and systems.
7.4 Classifies groups of cells as tissues, organs, or systems using observation and/or
description.
XI. Activities for Students (What will students do?)
XII. Strategy (How will they do it?)
These two sections can be written together as I have included procedures for all stations in the
laboratory exercise. The laboratory activities are set up in six stations around the room.
Students will rotate through each station in an organized manner so that all stations are visited
during the laboratory exercise.
Materials necessary for this activity are as follows:
• scissors
• corrugated cardboard
• masking tape
• clothespins
• paper clips
• colored pencils or markers
• pliers or wire cutters
• stop watch or watch with second hand functions
• pennies
The stations are set up in the following manner:
Station 1 - Skeletal System
PROCEDURES: 1. Pick a set of bending joints that are used in the following three activities: a)
get up from a chair, b) get a drink of water from the sink, c) climb stairs).
2. Cut cardboard into sizes that will fit around the joints you've chosen and
extend a little above and below them.
3. Wrap and secure the cardboard snugly around the joints involved in each of
these activities (you may need some help from a classmate).
4. Work through your list of activities.
5. On your data sheet in the section for "Section 1" record which activities are
difficult and what difficulties occurred in these activities.
Station 2 - Muscular System
PROCEDURES: 1. Set up your stopwatch/timer for 2 minutes.
2. Hold a clothespin between the thumb and forefinger of one of your hands.
Start the timer to and begin squeezing the clothespins open and shut as quickly
as you can for two minutes. Count how many times you can open and shut the
clothespins during this time.
3. Record the number of repetitions on your data sheet in the area labeled
"Section 2".
4. Repeat steps 2 and 3, noting your repetitions each time.
5. Repeat steps 1 through 3 for the other hand. Note the number of repetitions
each time.
6. Set up the timer for two more minutes and let your hands rest during this
time.
7. Repeat steps 2 and 3, noting your repetitions each time.
8. Repeat these steps for the other hand and be sure to note all of your
repetitions.
Station 3 - The Skin
PROCEDURES: 1. Lay your hand flat on the piece of paper labeled "Station 3" and trace around
it. Trace your other hand in the same area provided and label "Left" and
"Right."
2. Using the wire cutters, break the paper clip so that two "U" shapes are
formed.
3. Ask your classmate to help you. Hold your hand either palm up or palm
down and look away. Have them lightly touch your hand anywhere they want
with the pointed ends of the paperclip "U."
4. Mark the diagram at the place they touched with a number one, if you just
felt one point of the "U" and mark a number 2 if you felt two points of the "U".
5. Have them touch all over your hands up to ten times. Continue marking a
one or two when you feel points.
6. Repeat this procedure with the other hand.
7. Color the areas you felt one point of the "U" with one color. Color the areas
you felt two points of the "U" with a different color.
Station 4 - Circulatory System
PROCEDURES: 1. Practice finding your pulse (either on your wrist or neck as your teacher has
shown you).
2. Assign one person in your group to be responsible for timing in this section.
3. Find the table on your data sheet labeled “Station 4.” Sit quietly and relax.
4. Find your pulse and count the beat of your heart for 15 seconds. Multiply
this number by four and you’ll have your pulse rate in beats per minute. This is
your current resting pulse. Write it on your chart.
5. Run in place for two minutes.
6. Rest quietly and take your pulse once every minute for five minutes and
write down the rate each time.
7. Repeat steps four and five one more time and record the rates on your chart.
Station 5 – Nervous System
PROCEDURES: 1. Find the section labeled “Station 5” on your data sheet.
2. Which hand do you write with? Hold out that arm straight, palm down.
3. Place the penny on the back of your extended hand.
4. Tilt your hand so that the penny slides off. Try to catch it.
5. Note your results in the “caught” or “not caught” sides of the chart.
6. Repeat this procedure nine more times until the chart is full and then do the
same with your other hand.
Station 6 – Blood Pressure
PROCEDURES: 1. Partner up with another student in your group. Find the section labeled
“Station 6” on your data sheet.
2. Using the technique that your teacher has taught you, place the blood
pressure cuff on your partner’s arm.
3. Place the stethoscope under the cuff.
4. Begin inflating the cuff until you reach a pressure of 160.
5. Slowly begin to deflate the cuff. When you begin hearing the blood rush
through the veins, say the number out loud so that your partner can record it.
This is the TOP number.
6. When you stop hearing the blood rush through the veins, say the number on
the cuff out loud so that your partner can record it also. This is the BOTTOM
number.
7. Repeat this procedure one more time to make sure the reading is correct.
Also record your numbers in the blanks provided.
8. Switch places with your partner and repeat steps two through seven and
record your data.
XIII. Assessment Strategies
After completing the rotations through stations, the students are presented with an additional
sheet of paper which has assessment questions. In addition to these questions, the teacher can
also assess the students’ comprehension as they walk through the stations.
Possible assessment questions are provided below:
Station 1
1. What major difficulties did you experience while moving without the use of specific
joints?
2. Can you plan strategies that would work around your problems?
3. Think about the actions that you found hard when your joints were immobilized. What
kinds of strategies or tools would help you overcome your problems? Pick one and
describe how this could be adapted to help someone, perhaps an elderly person, with a
joint disease.
Station 2
1. Are you right-handed or left-handed? Do you notice a difference in the number of
repetitions you can do or in feelings of fatigue in one hand more than the other? Why do
you think this is so?
2. How do you think you could improve your performance?
Station 3
1. Look at your diagrams. Do you see patterns of sensitivity? Why do you think certain
areas are more sensitive than others? If more sensitive areas have more touch receptors,
which parts of your hand are more crowded with receptors?
Station 4
1. Do you think your resting pulse changes throughout the day? Why or why not?
2. Think about watching a horror movie or going through a scary experience. Do emotions
affect your heart rate? Explain.
Station 5
1. Are you right-handed or left-handed? Is it easier or harder to catch a penny with this
hand?
Station 6
1. What is the normal blood pressure reading?
2. Is your blood pressure too high, too low, or just right?
3. What factors could affect your blood pressure? (i.e. make it too high or too low)
XIV. Closure Strategy
At the conclusion of the laboratory exercise, the teacher may choose to ask individual students
the assessment questions listed in the section above. This could provide the teacher with initial
reactions of the students in the activity. Also, if there were any questions about a particular part
of the exercise, this would be a perfect opportunity to clear up any confusion.