Name: ______Topic:______
BODY WORLD- Theme park
Objective
To learn about the anatomy and physiology of the lymphatic, respiratory, digestive or urinary systems and design and create a model that demonstrates understanding.
Materials and Helpful Websites
Respiratory System: http://www.innerbody.com/anatomy/respiratory
Lymphatic/Immune System: http://www.innerbody.com/image/lympov.html
Digestive System: http://www.innerbody.com./image/dige03.html
Urinary System: http://www.innerbody.com/image/urinov.html
Textbook and Resource Books
Building Materials
Brief description
Students work in cooperative groups to design a theme park, based on the anatomy and physiology of their assigned system. Each group prepares a portfolio of the assigned topic and the attractions.
Assignment
Your class is the design team for a body world theme park. The proposed park will contain attractions such as rides, games, shows and simulations, each of which will allow park guests to experience some aspect of the system and/or their processes.
A theme park is more than just an amusement park, although they have many elements in common. Amusement parks usually contain a collection of diverse attraction and typically have a more elaborate scale than an amusement park does, and the attractions revolve around a common theme. For example, a common amusement park ride is a roller coaster. Most theme parks also contain roller coasters, but they are altered to fit a theme. They might become sea monsters, artic polar coaster, or space voyages. Many theme parks also contain large, luxurious constructions in which participants ride through the structures and pass through lavish, often interactive displays, designed to entertain or teach.
· Discuss theme parks and the most memorable attractions, what made them memorable what you learned form them, and how you might incorporate ideas from those parks into the design of your System Body World
· As a group, select a leader. That person is responsible for keeping you on task and to make sure that everyone participates in a fair and equitable manner. All problems should be resolved by the leader in cases where there is a conflict.
· Decide how to divide the work. Much of the work can be done in class (as you have 4 class periods to do this), but you may want to divide the group into sub-groups that have specific responsibilities. Each person will have to contribute to the portfolio over a designated topic/structure.
FINAL GOUP PORTFOLIO must contain:
o A cover that has the name of the theme park, the names of the design team
o An introduction to the theme park, stating its purposes and providing a general overview of the attractions.
o An individual page for each organ/structure created by individual students
§ Must include drawings/images, details, descriptions, and functions of that structure
§ Areas within the theme park it is represented
§ A complete description of how this structure is represented in the theme park and how guests will learn about its physiological processes
§ A complete description of the attraction, including how it is set up, how it operates, its unique features and how a park guest can learn about the digestive tract from the attraction. It also must include the physiology of the part of the system it is based on.
MODEL- May be 3-D model, poster, or digital model
Decide on the layout of the park; construct an approximate scale model showing the entire park. Rules for the model include the following:
o The model should be large enough to show all the attractions as well as entrances, landscaping, walkways and lanes, parking areas and so on
o Construct all items to approximately the same scale
o Make individual attractions large enough so that their structures can be clearly seen
o Include aspects of theme parks beside the attractions –such as trees, benches, pools fountains, signs, information directories and ticket and concession stands
o If an attraction is inside a structure, the model of the structure should be partially cut away so that the interior can be seen
o Use any materials that will make the entire display solid and study enough to be moved around without falling apart.
o Commercial products such as toys may not be used as part of the mode. For example, you may not use a toy roller coaster as a roller coaster in your model. You may use Lego, tinker toys and parts as building blocks, but they cannot represent items in the park
o The park should be attractive and have interesting and appealing colors, textures compositions and shapes.
Everyone will need to be prepared to present the theme park to the class and describe attractions:
· How it is set up and operates
· Its unique features and how a park guest can learn about the digestive tract from the attraction
· The physiology of the part of the digestive tract it is based on
Grading will be according to the following rubric: (See next page)
Lymphatic System Objective Checklist
Lymphatic System
· Name the two major types of structures composing the lymphatic system and explain how the lymphatic system is functionally related to the cardiovascular and immune systems.
· Describe the source of lymph, and explain its formation and transport.
· Describe the function(s) of lymph nodes, tonsils, the thymus, Peyer's patches, and the spleen.
· Explain how the lymphatic system is functionally related to the cardiovascular and immune systems.
Body Defenses
· Describe the protective functions of skin and mucous membranes.
· Explain the importance of phagocytes and natural killer cells.
· Describe the inflammatory process.
· Name several antimicrobial substances produced by the body that act in innate body defense.
· Explain how fever helps protect the body.
· Defineantigenandhapten, and name substances that act as complete antigens.
· Name the two arms of the adaptive defense system and relate each to a specific lymphocyte type (B or T cell).
· Compare and contrast the development of B and T cells.
· State the roles of B cells, T cells, and plasma cells.
· Explain the importance of macrophages in immunity.
· List the five antibody classes and describe their specific roles in immunity.
· Describe several ways in which antibodies act against antigens.
· Distinguish between active and passive immunity.
· Describe immunodeficiencies, allergies, and autoimmune diseases.
Developmental Aspects of the Lymphatic System and Body Defenses
· Describe the origin of the lymphatic vessels.
· Describe the effects of aging on immunity.
You may use this space for planning/brainstorming/sketching
Respiratory System Objective Checklist
Functional Anatomy of the Respiratory System
· Name the organs forming the respiratory passageway from the nasal cavity to the alveoli of the lungs (or identify them on a diagram or model) and describe the function of each.
· Describe several protective mechanisms of the respiratory system.
· Describe the structure and function of the lungs and the pleural coverings.
Respiratory Physiology
· Definecellular respiration,external respiration,internal respiration,pulmonary ventilation,expiration, andinspiration.
· Explain how the respiratory muscles cause volume changes that lead to air flow into and out of the lungs (breathing).
· Define the following respiratory volumes:tidal volume,vital capacity,expiratory reserve volume,inspiratory reserve volume, andresidual air.
· Name several nonrespiratory air movements and explain how they modify or differ from normal respiratory air movements.
· Describe the process of gas exchanges in the lungs and tissues.
· Describe how oxygen and carbon dioxide are transported in the blood.
· Name the brain areas involved in control of respiration.
· Name several physical factors that influence respiratory rate.
· Explain the relative importance of oxygen and carbon dioxide in modifying the rate and depth of breathing.
· Explain why it is not possible to stop breathing voluntarily.
· Defineapnea,dyspnea,hyperventilation,hypoventilation, andchronic obstructive pulmonary disease (COPD).
Respiratory Disorders
· Describe the symptoms and probable causes of COPD and lung cancer.
Developmental Aspects of the Respiratory System
· Describe normal changes that occur in respiratory system functioning from infancy to old age.
You may use this space for planning/brainstorming/sketching
Digestive System Objective Checklist
Anatomy of the Digestive System
· Name the organs of the alimentary canal and accessory digestive organs and identify each on an appropriate diagram or model.
· Identify the overall function of the digestive system as digestion and absorption of foodstuffs, and describe the general activities of each digestive system organ.
· Describe the composition and function(s) of saliva.
· Name the deciduous and permanent teeth and describe the basic anatomy of a tooth.
· Explain how villi aid digestive processes in the small intestine.
Functions of the Digestive System
· Describe the mechanisms of swallowing, vomiting, and defecation.
· Describe how foodstuffs in the digestive tract are mixed and moved along the tract.
· Describe the function of local hormones in the digestive process.
· List the major enzymes or enzyme groups produced by the digestive organs or accessory glands and name the foodstuffs on which they act.
· Name the end products of protein, fat, and carbohydrate digestion.
· State the digestive function of bile.
You may use this space for planning/brainstorming/sketching
Urinary System Objective Checklist
Kidneys
· Describe the location of the kidneys in the body.
· Identify the following regions of a kidney (longitudinal section): hilum, cortex, medulla, medullary pyramids, calyces, pelvis, and renal columns.
· Recognize that the nephron is the structural and functional unit of the kidney and describe its anatomy.
· Describe the process of urine formation, identifying the areas of the nephron that are responsible for filtration, reabsorption, and secretion.
· Describe the function of the kidneys in excretion of nitrogen-containing wastes.
· Definepolyuria,anuria,oliguria, anddiuresis.
· Describe the composition of normal urine.
· List abnormal urinary components.
Ureters, Urinary Bladder, and Urethra
· Describe the general structure and function of the ureters, urinary bladder, and urethra.
· Compare the course and length of the male urethra to that of the female.
· Definemicturition.
· Describe the difference in control of the external and internal urethral sphincters.
· Name three common urinary tract problems.
Fluid, Electrolyte, and Acid-Base Balance
· Name and localize the three main fluid compartments of the body.
· Explain the role of antidiuretic hormone (ADH) in the regulation of water balance by the kidney.
· Explain the role of aldosterone in sodium and potassium balance of the blood.
· Compare and contrast the relative speed of buffers, the respiratory system, and the kidneys in maintaining the acid-base balance of the blood.
Developmental Aspects of the Urinary System
· Describe three common congenital problems of the urinary system.
· Describe the effect of aging on urinary system functioning.
You may use this space for planning/brainstorming/sketching
MODEL RUBRIC
CATEGORY / 5 / 4 / 3 / 2-1 / SCOREAttractiveness / The model is exceptionally attractive in terms of design, layout, and neatness. / The model is attractive in terms of design, layout and neatness. / The model is acceptably attractive though it may be a bit messy. / The model is distractingly messy or very poorly designed. It is not attractive.
Content - Accuracy / All organs/structures are correctly represented as part of an attraction (10) / At least 18 organs/structures are correctly represented as part of an attraction (8) / At least 14 organs/structures are correctly represented as part of an attraction (6) / Less than organs/structures are correctly represented as part of an attraction (1-5)
Required Elements / The model includes all required elements (including trees, walkways, etc) / The model includes most required elements / Several required elements are missing. / Many required elements were missing.
Knowledge Gained (individual) / Student can precisely explain aspects of the model and processes used to create the poster. / Student can explain aspects of the model and processes used to create the poster. / Student can somewhat explain aspects of the model and processes used to create the poster. / Student appears to have insufficient knowledge about the model or processes used to create it.
Graphics - Originality / All of the attractions used on the model reflect an exceptional degree of student creativity in their creation and/or display / Majority of the attractions used on the model reflect student creativity in their creation and/or display / A few of the attractions used on the model reflect student creativity in their creation and/or display / Many of the attractions used on the model lack student creativity in their creation and/or display
Use of Class Time / Class used time well during each class period. Focused on getting the project done. / Class somewhat used time well during each class period. Usually focused on getting the project done / Class used some of the time well during each class period. Occasional distractions / Did not use class time to focus on the project and/or lots of distractions
Group Participation / Student is a critical component and completes 100% of assigned work / Student is a critical component and completes 85% of assigned work / Student is a critical component and completes 70% of assigned work / Student is not a critical component and completed less than 70% of assigned work
PORTFOLIO RUBRIC (Overall and Individual)
CATEGORY / 4 / 3 / 2 / 1 / SCOREOrganization / Information is very organized with headings and subheadings. / Information is somewhat organized with headings. / Information is organized, but paragraphs are not well-constructed. / The information appears to be disorganized. 8)
Amount and Quality of Information / Covers all required topics in-depth with details and examples. Subject knowledge is excellent. It includes examples of processes and exhibitions. / Includes essential knowledge about the topics. Subject knowledge appears to be good. It includes examples of processes and exhibitions. / Includes majority of essential information about the topics. It includes examples of process and exhibitions. / Content is minimal (not all requirements met) and/or missing examples of process and exhibitions.
Mechanics / No grammatical, spelling or punctuation errors. / Almost no grammatical, spelling or punctuation errors / A few grammatical spelling, or punctuation errors. / Many grammatical, spelling, or punctuation errors.
Diagrams & Illustrations / Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. / Diagrams and illustrations are accurate and add to the reader's understanding of the topic. / Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. / Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.
Use of Class Time / Used time well during each class period. Focused on getting the project done. Never distracted others. / Used time well during each class period. Usually focused on getting the project done and never distracted others. / Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. / Did not use class time to focus on the project OR often distracted others.
TOTAL= ______