1. levels of organization, body cavities, cephalization Animal Body Systems: Organization

2. TEACHER NOTES: Your students have just finished the card sort activity, introducing them to body systems and organs. You need to get them to tell you how the body is organized…. On the board, draw a large box and label it “organism” - have your students do this on the top half of their notebook page (right side). Ask the students “What makes up an organism?”. They should answer “SYSTEMS”! Draw in the box. (We will come back to this in a minute.) Ask “What makes up systems?”...ORGANS! What are organs made of?...TISSUES! What are tissues made of?...CELLS! Direct the student to take the following notes in and around the organizational graphic they just drew. Organism Systems Organs Tissues Cells

3. TEACHER NOTES: Ask students “What do we already know about animal cells?” Encourage them to come up with the following, without just telling them… Organism Systems Organs Tissues Cells Nucleus, cell membrane, cytoplasm, ribosomes, no cell wall

4. Animal Cells All animal cells have a nucleus, cell membrane, cytoplasm, ribosomes, and lack a cell wall, but are they all alike? Specialization of cells – designed for a specific function Think about it: How does their structure fit their function? Epithelial cell (skin) Neuron (brain) Red & white blood cells

5. TEACHER NOTES: You’ve covered cells…now ask students what cells working together make up? (TISSUE!) Again, direct them to take “tissue” notes in the box labeled tissue or out to the side. Can you get them to come up with a good description of tissues on their own, before seeing the power point? Organism Systems Organs Tissues Cells Similar cells that work together to perform a particular function or task 1. 2. 3. 4.

6. Cell types in the body are grouped into four basic kinds of tissue. 1. Epithelial 2. Nervous 3. Connective 4. Muscle Cells Tissues Similar cells are grouped together into units called tissues These cells work together to perform a particular function or task

7. 1. Epithelial Tissue Covers most internal and external body surfaces Protects other tissues from dehydration and physical damage Also produce secretions such as sweat and mucus Cells are flat and thin and usually only a few cells thick Back to Tissues

8. 2. Nervous Tissue Transmits nerve impulses (information) throughout the body Consists of neurons (nerve cells) and their supporting cells Back to Tissues

9. 3. Connective Tissue Supports, protects, and insulates the body What structures in the body do you think are made of connective tissue? Fat Bone Cartilage Blood Back to Tissues

10. 4. Muscle Tissue Cells that are able to contract in response to stimulation They make you move! Three types: Skeletal muscle- called voluntary muscle because you can controlcontractions Smooth muscle- called involuntary muscle because you cannot consciously control its slow, long-lasting contractions Cardiac muscle- found in the heart Back to Tissues

11. TEACHER NOTES: Review with students: cells make up tissues, so what do tissues make up? (ORGANS!) Again, direct them to take “organ” notes in the box labeled organs or out to the side. Can you get them to come up with a good description of tissues on their own, before seeing the power point? What about an example? Organism Systems Organs Tissues Cells Different types of tissues that work together to perform a single function Example………………….

12. Tissues Organs A group of different types of tissues that work together to perform a single function EXAMPLE: The heart contains cardiac muscle tissue and connective tissue, is surrounded by epithelial tissues, and is stimulated by nervous tissue. As different as each of these tissues are, they all work together to make your heart work!

13. TEACHER NOTES: One more time…ask students “If cells make up tissues, and tissues make up organs, what do groups of organs make up?” (ORGAN SYSTEMS!) These notes can probably fit inside the “Systems” box, or can be taken outside. Ask students if they know some human organ systems? Direct them to write the system names within the system box Organism Systems Organs Tissues Cells A group of organs that work together to carry out major body processes digestive respiratory circulatory endocrine reproductive nervous immuneexcretory integumentary skeletal muscular

14. Organs Systems An organ system is a group of organs that works together to carry out major activities or processes of the body Each organ belongs to at least one organ system (but may belong to several!) EXAMPLE: the stomach is just one organ in the digestive system – it works with many other organs (the mouth, intestines, and more) to make the process of digestion possible. What organ systems make up a human? (hint, there are 11!)

15. TEACHER NOTES: Review, again the levels of organizations, perhaps drawing on the board: CELLS TISSUES ORGANS ORGAN SYSTEMS ORGANISM Now ask the students to think about “We have all these systems and all these organs, how do they all fit in our bodies? Most are delicate and intricate…how do we protect them?” You ultimately want your students to start thinking about body cavities, but you want them to get their on their own or with only a little guidance – do not just throw up the next slide without some discussion. Direct students to take these notes below their levels of organization notes (in the boxes)

16. Our organs are protected and supported in body cavities! In humans, our internal organs are housed in one of four major body cavities, large fluid-filled spaces. What are our four body cavities? What are the advantages of body cavities? Allows us to move without harming or deforming the organs Each cavity is protected by muscle and/or bone. SKULL RIB CAGE SPINE Vertebrae PELVIS and ABS

17. Internal Body Cavities Body cavities are fluid- filled spaces that provide a space for internal organs. Why? Because now there was a place to put them and protect them!!! If animals do not have a cavity, they cannot become as complex. Animal with a body cavity (coelom) Animal without a body cavity

18. Internal Body Cavities Coelomates Have a body cavity, a fluid-filled space found between the body wall and the digestive tract. The internal organs of coelomates are suspended within the coelom. Why is this important? This protects the organs from the movement of the surrounding muscles.

19. Internal Body Cavities Acoelomates Animals with no body cavity or no fluid-filled space. The space between an acoelomate’s body wall and gut is completely filled with tissues.

20. TEACHER NOTES: Now discuss with students… “Ok, we have established that we are coelomates, we have fluid-filled spaces that have allowed for the evolution of organs and complex organ systems. What controls and coordinates all of this?” Hopefully they will shout out “the brain!”. Discuss how not everything has a “brain”, but that an important development was cephalization… Direct student to continue taking notes in their notebook.

21. Cephalization A process through which most bilaterally symmetrical animals have evolved an anterior concentration of sensory structures and nerves. Where is your concentration of sensory structures and nerves? Animals with cephalic ends (aka heads) are often active and mobile.

22. Symmetry in Animals Did you notice that cephalization occurred only in bilaterally symmetrical animals? What does that term mean? Most animals are… Bilateral Symmetry: can be divided into right and left halves or they are… Radial Symmetry: body parts arranged around a central axis Although a few (sponges) are asymmetrical.

23. Let’s Review… What are the four type of tissues in humans? Where are organs stored and protected? What is the term for an organism that does not have a body cavity? What is cephalization? What type of body symmetry do humans have? cells tissues organs organ systems organism

24. Closing Activity 1. Draw a data table in your notebook similar to the one above. 2. Obtain two grapes and two small beakers. 3. Place each grape in one of the small beakers. Label them Grape A and Grape B. 4. Measure the mass of each grape and record it in your data table in the appropriate column. 5. Using forceps, peel the skin off of Grape A and place the grape back into its container. Discard the skin. 6. Set the containers in the designated location for 24 hours. Grape AGrape B Initial Mass Description of Grape Mass after 24 hours