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Part 2 Module 4: The Human Organ Systems (Grade 6)

This document outlines an activity for students on the human organ systems. It includes 4 activities exploring the muscular, skeletal, integumentary, digestive, respiratory, and circulatory systems. The activities involve labeling diagrams, observing physical changes during movements and breathing, and making inferences about the functions of these body systems and how they work together.

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Julius Gallego
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Download as DOCX, PDF, TXT or read online on Scribd
1K views

Part 2 Module 4: The Human Organ Systems (Grade 6)

This document outlines an activity for students on the human organ systems. It includes 4 activities exploring the muscular, skeletal, integumentary, digestive, respiratory, and circulatory systems. The activities involve labeling diagrams, observing physical changes during movements and breathing, and making inferences about the functions of these body systems and how they work together.

Uploaded by

Julius Gallego
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name:________________________________________________________

Part 2 Module 4: THE HUMAN ORGAN SYSTEMS (GRADE 6)


OUTCOMES:
1. Explains how the organs of the different organ systems work together.
2. Explains how the different organ systems work together.
3. Creates a chart showing healthful habits that promote proper functioning of the different organ
systems.
ENGAGE

The human body organs you have studied actually are not isolated from other parts. The human body is
highly organized. Inside your skin are many organs that comprise organ systems to perform body
functions. Why can you run, swim and play? What are you able to interact with others? Your body is an
incredible machine but may not have parts for replacement.

EXPLORE
Activity 1: Muscular, Skeletal and Integumentary Systems
A. Knowing your bones
Problem: What supports your body so you can perform tasks to move about?
Materials: Picture of a human skeletal system, diagram of 2 long bones

1. Study the diagram of the skeletal system.


2. Label the parts of the human skeletal system.
3. Answer the following.
a. What do you call the parts where two bones meet?
b. Which bones of your body cannot move?
c. What are the other functions of the skeletal system?
B. Parts of the Body that Lifts
Problem: What parts of the body enable you to lift objects?
Materials: Picture of the human muscular system and mirror

1. Face the mirror and stand erect. Observe the muscles as you raise your arms from your sides.
Extend your arms in front of you. Fold your arms toward you. Do this 3 times. What enabled you
to do these? What happened to the muscles of the upper arm as you fold the arm? Can you
move your arm if it had no bones?

2. Look at the mirror again and make a broad, wide grin. Take note which part of the face
moves. Now make a deep frown. Take note of the part of the face that moves. Which expression
requires you to use more muscles?

3. Label the parts of the human muscular system.

C. The Skin That Protects You


Problem: How does the skin protects you?
Materials: table knife, green pipino (cucumber) fruit, plastic wrap. Red food dye, medicine dropper

1. Cut a cucumber fruit lengthwise.


2. Cover 1 slice with plastic wrap and leave the other half uncovered.
3. Fill a dropper half way with red food dye. Put 5 drops of food dye on each half of the cut side
of cucumber.
4. Observe what happens to the food dye and the slices of cucumber. Answer the following
questions.
a. What happened to the open half of cucumber? To the covered half? Did the stain
change the color of the green peeling?
b. What can you infer as to the role of the peeling or fruit cover of cucumber? The
exposed half? And the plastic wrap?
c. Relate to your skin the observation you gathered from this activity. Identify the other
functions of the skin.

Activity 2: Digestive System at Work


Problem: What happens to food in the mouth and in the stomach?
Materials: Piece of biscuit, small transparent cup

1. Get a piece of biscuit. Chew it carefully. Take note of how the teeth, the tongue and lips
enable you to chew food.
2. Answer the following questions.
a. How are the parts of the mouth involved in the chewing?
b. When you chew the biscuit, what happens to it?
c. Why do we have to chew food that we eat?
d. From the mouth, where will the food go? Identify the parts of the digestive system
that are involved in the digestion of food.
e. Trace the pathway of the food from the mouth until the digested food is absorbed
and waste products are released using the parts of the digestive system below.

Activity 3: The Respiratory System


Problem: How does the respiratory system work?
Materials: Tape measure, timer, chair, diagram of the respiratory system

Breathing: What happens to your body when you inhale/exhale? How often do you inhale in 1
minute?

1. Stand and relax. Observe your normal breathing.


2. Put a tape measure around your chest and measure the size of your chest when you inhale
and again after you exhale. Record the measurements. Repeat 3X and get the average size of
your chest when you inhale and exhale. Get the difference between the two measurements.
a. What happened to the size of your chest when you inhaled? What about the size of
your chest when you exhaled? Explain the difference.
b. What other changes have you noticed as you breathe?
3. Sit on a chair in a relaxed position and find your breathing rate at rest. You can do it with a
partner. Set the timer for 1 minute. Breathe normally and count the number of times you inhale
during 1 minute. Record it.
4. Now, bend over with your chest on your knee. Count and record the number of times you
inhale in one minute.

5. Stand up and run in place for 1 minute. Count and record the number of times you inhale.
A. How did the different tasks affect your breathing rate?
B. What other factors could affect your breathing rate?
6. Trace the flow of gases in and out of the body using the human respiratory system diagram
below.

Activity 4: Circulatory System


Problem: How hard and fast does your heart work?
Materials: Small rubber ball that can fit inside your hand, timer

1. With your partner as timer, hold the rubber ball, squeeze and release the ball as many times
as you can within one minute. Record the number. Now, in one minute, squeeze and release the
ball 70 times. How do the number compare?

2. Without stopping, continue to squeeze the ball at 70 times per minute. How long can you do
it?

3. The heart normally beats about 70 times per minute.

a. What can you infer about the role of the heart in your life?
b. Does the heart beat at the same rate all the time?
c. What may affect the rate of your heartbeat?
EXPLAIN
The human organ system is complex. The human body is made of trillions of cells, with different
sizes, shapes and functions. A group of cells with similar structure and function form tissues. Tissues
comprise organs, and several organs comprise the organ systems. From the activities, you learned a bit
of these organ systems. Let us discuss further the major organ systems that enable us to live and
perform many tasks. (Excretory, endocrine and lymphatic systems are learned by pupils in junior high
school, hence will not be discussed).
NERVOUS SYSTEM
ELABORATE
 List the key concepts learned in the different body systems. (2 for each body system).

EVALUATE:

A. Answer the following questions.

1. Why does it take you longer time to read and understand what you are reading than
when you remove your fingers from hot objects?

2. What is the relationship of balanced diet, exercise and diseases?

3. Trace the pathway of oxygen and carbon dioxide in the human body.

4. How do muscles and bones work together to effect movement of the arms?

5. Almost all people are careful of the condition of their skin. Why should you be concerned
of the health of your skin?

B. Identify the system that does the following function/s.

1. Transports nutrients to the body-


2. Protects the body from injury and germs-
3. Breaks down food and absorbs nutrients-
4. Enables us to know and respond to our environment-
5. Provides the framework of our body-

Find the word from this box to identify the description given in items 6-10. Write the
word on the space provided.

a. joints b. vein c. cerebrum


d. smooth muscles e. alveoli f. liver
g. neuron h. white blood cells i. platelets
j. enzymes k. spinal cord l. tongue
m. skeletal muscles

6. carries blood from body organs to the lungs _________________


7. increases in number when there is infection _________________
8. receives stimuli and conducts responses _________________
9. involves in direct gas exchange _________________
10. enables the bone to move with the muscles _________________

Reflection:

As future science teachers, what insights have you learned from this lesson?

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