This document contains summaries of multiple classroom science activities related to studying human biology and the scientific process. It includes introductions, challenges, procedures, results, and reflections for activities exploring topics like the scientific method, the human digestive and respiratory systems, and designing experiments. Key terms are defined for each activity, such as variables, hypothesis, and chemical vs. mechanical digestion. The document provides guidance for students on tasks to complete for homework and in-class work.

1. Issues and Life Science
Unit A: Studying People
Scientifically
Mr. Forde
Scofield Magnet MS
2014 - 2015

2. Activity .5: Sept. 3, 2014
Getting Started: Write 2 – 3 things that you think would keep
science class safe.
Procedure:
1) Review the science lab rules with the class
2) Form a team of two and think of a science rule that you
would like to illustrate as a team.
3) Review the rubric for your first science grade.
3) Check in with Mr. Forde to get the OK to get started on a rule
to create.
4) Start creating the poster that you will present tomorrow!
Homework…. Have the science safety contract signed and
returned by tomorrow!

3. Let’s Save Poor Fred!

4. Activity 1: Saving Fred
Sept. 8, 2014
Getting Started: Write 2 - 3 sentences describing problem you solved revently
and how you solved it
Introduction: Read and summarize pg. A-4 in one sentence.

5. Key Words: Hypothesis, Scientific Method
Procedure: Write a procedure for SAVING FRED with your partners and complete it for
HW on Monday 9/8.
Homework for Tuesday 9/9: Answer Analysis Questions 1 – 4 on page A6 – A7.
Reflection: People face problems in their lives every day. What did you learn from this
activity that you can use to solve other problems? How do you think this compares with
how scientists solve problems?

11. Activity 2: The Pellagra Story
September 9/10, 2013
Getting Started: List 2 things that scientists could do to learn more about a
disease and its cause or causes?
Introduction: We read the intro.

12. Challenge: What are the common elements of all scientific
problem-solving methods?
Key Words: ethics, evidence, inference, observation
Results: See Worksheets
Fill in “Notes on the Pellagra Story” sheet
Complete “Observation and Inference” sheet
Compare “Dr. Goldberger and the Traditional Scientific Method’
<<Video Link --
http://www.pbslearningmedia.org/resource/odys08.sci.life.gen.pellagra/pellagra/>>
Analysis: Answer Analysis Questions 1a, 1b, 2a, (homework)
Reflection: Choose two careers that interest you (police officer, nurse, teacher, scientist,
etc.) and describe the kids of problems they face in their careers and how they solve them.

13. Key Words:
Hypothesis: An educated guess
Scientific Method: Steps that scientists use to complete
their work.
Ethics: Looking at what is right and wrong
Evidence: Info that is collected to see if something is true.
Inference: A conclusion based on evidence
Observation: Looking at something carefully.

14. Should a prisoner who participated
in Dr. Goldberger’s experiment on
Pallegra be allowed to be released
from prison?

15. Activity 12: What’s Happening Inside?
September 14 - 16, 2014
Getting Started: List as many human organs
as you can.
Introduction: Read and summarize pg. B-10
in 2 sentences.

16. Challenge: What do you know about organs and organ
systems of the human body?
Key Words:
System- A group of related parts that work together
Organ- a structure made of tissues that perform an
important body function (job).
Organ System- a group of organs that work together to
perform an important body function (job).

17. RACE:
Is the Human Body
an amazing machine?

18. Procedure: Have you read and do you understand the procedure for
part A pg. B11-B12 together? Write two sentences that describes
what you will be doing.
Results: Part A: Copy questions from part A “laying it out”
Part B: Write your grouped organs in your notebook
Complete student sheet 12.1 sheet
Part D: student sheet 12.2a and 12.2b
Analysis: Answer Analysis Questions 1,2, 5 and 6.
Reflection: What new things have you learned about the human body
in this activity?

19. cardiovascular system, cell, digestive system, excretory
system, function, muscular system, nervous system,
organ, reproductive system, respiratory system,
skeletal system, structure, system (body system)

26. Activity 5: Can you feel the difference?
September
Getting Started: Discuss designing an experiment. (Watch PBS Video-http://
pbskids.org/dragonflytv/show/basketball.html)
Introduction: Read and summarize pg. A-20 in one/two sentences.

27. Challenge: What is the smallest distance apart at which you can still feel two points?
Key Words: variables, control variables, sample size, sensitivity
Procedure: We will read the procedures on pg. A21 - A23 together.
Results: See sheet

28. Analysis: Answer Analysis Questions 1, 3, 4a, 4b and 6.
Reflection: How would you create an experiment to test a person’s sensitivity to sound?

29. Activity 5: Paper Shots
Getting Started: Discussion “How would you set-up a
basketball shooting experiment?”
(Watch PBS Video-http://
pbskids.org/dragonflytv/show/basketball.html)
Challenge: What are the variables of a well designed
experiment?
Key Words: Control Variable, Dependent Variable,
Independent Variable
Procedure: Each student shoots a paper ball 10x at 12 tiles
to collect data.

30. Data Table:
Names # of shots made

32. Control Variable- Those things you keep the same
in an experiment.
Dependent Variable- D = data, Data you are
collecting in your experiment.
Independent Variable- The change you are making
(studying) in an experiment.

33. Key Words:
Variables-
Control Variables-
Dependent Variables
Independent Variables
Sample size:
Sensitivity:

34. Activity 6: Finding the Nerve
September 16, 2013
Getting Started: What and where are your 5 senses?
Challenge: Why do different parts of the body have different sensitivities to
touch?
Key Words: Homeostasis, Nerves, Nervous System, Neuron,
Procedure: Let’s read together. You will complete the stopping to think
questions at each section in your binder.

35. Analysis: Answer Analysis Questions 1 - 4

36. Key Words:
Nerves – a bundle of nerve cells
Neuron- a nerve cell
Nervous System- Your brain, spinal cord and
nerves.
Homeostasis- the ability to maintain a steady
environment.

37. Activity 14: Breakdown
October 1 - 3, 2014
Introduction: Read p B-19 and describe the difference between mechanical and
chemical digestion.
Challenge: What are the common elements of all scientific problem-solving
methods?
Key Words: chemical breakdown, mechanical breakdown, surface area

38. Challenge: Why is it important to chew your food?
Procedure:
Design an experiment on digestion and have the following in your notebook:
•Title
•Purpose
•Variable being tested (Indep. Variable)
•Procedure
•Hypothesis
•Variables we are keeping the same
Results: •Data on data chart (in notebook) from your original experiment.
Analysis: Answer Analysis
Questions 1 - 3

39. •Title: Breakdown - Part B.
•Problem: What effect does
•Variable being tested (Indep. Variable):
•Hypothesis: If….. then….. because
•Variables we kept the same(Control Variables)
•Procedure:
Step 1-
Results: ______ sec.
Observations:

40. Activity 15: Digestion: An Absorbing Tale
October , 2014
Getting Started: Do question 1 on student sheet
15.1 (Burrito) on back 1/2 of page.
Challenge: How does your digestion system work?
Key Words:
Absorb (absorption)- moving of nutrients from
the digestive system to your blood
Nutrients: completely broken down food
Analysis: Answer Analysis Questions 2 an3 for HW
(discuss 4 and 6 in class)
Reflection: Sheet 15.1

42. Villi

43. Digestive system organs:
Mouth- teeth and tongue – mechanical digestion
- saliva – chemical digestion (starches)
Esophagus- connects mouth to stomach
- wave like motion
Stomach- churns foods- mechanical digestion
- powerful acid – chemical digestion of proteins
Liver and Pancreas- sprays digestive juices onto the food
as it leaves the stomach to digest fats and reduce acidity.
Small Intestine- Site of MOST chemical digestion; Villi absorb
nutrients here
Large Intestine- Solid waste formed and water reabsorbed.

44. Activity 13: Living With Your Liver
October , 2014
Getting Started: What do you know about your liver?
(one sentence)
Challenge: How does your liver help to keep your
body in balance?
Keywords: (vocab section)
Structure- the way in which parts are arranged
Function- job
Regulate- to control the rate or speed of something
Toxin- a poison that is harmful to the human body
Procedure: Read, Annotate and RACE the liver article.

45. Activity 16: Support System: Bones, Joints and Muscles
October 2014
Introduction: Read intro on pg. B28
Challenge: How do the structures in a chicken wing or a human
arm enable it to perform its function?
Key Words:
Bone- a tissue made of bone cells surrounded by calcium
phosphate.
Cartilage- a slippery tissue located at the ends of bones, your
ears and the tip of your nose.
Joint- a location where two bones meet
Ligament- tissue that connects Bone to Bone.
Tendon- Tissue that connects Muscle to Bone.
Procedure: Part A: Complete the reading

46. The functions (Jobs) of the bones:
1)Protection- (rib cage, skull etc.)
2)Support
3)Production of blood cells in marrow
(Center part of long/flat bones)
4)Movement (with skeletal muscles)
5)Mineral Storage (Calcium)

50. Activity 17: Gas Exchange
October , 2014
Getting Started: Complete the
anticipation guide 17.1 “before”
Challenge: How much carbon
dioxide is in your exhaled breath?
Key Words:
Indicator – are chemicals that
change their appearance in
different solutions.
Respiratory System – the body
system that allows you to take in
oxygen and release carbon dioxide.
-----------------------------------------------
Procedure: Have you read and do
you understand the procedure for
part A on pg. B39-B40? Write two
sentences that describe what you
will be doing.

51. Results: Part A results- create this chart.
CUP Initial BTB
color
Final BTB
color
After Adding
Sodium hydroxide
A (control) X
B (air) X
C (sodium
X
hydroxide)
D (exhaled
breath 1)
E (exhaled
breath 2)
Part B- ______ - number of drop it took to match the BTB control color.
Analysis: Part B- Answer Analysis Questions 3 - 7 pg. B43
Reflection: If you had pneumonia, which limits your ability to take exchange oxygen, how
do you think you would feel?

55. RACE:
R— Re-state question
A— Answer question
--------------------------------------------------
C— Cite Evidence
“ I know this because……”
E— Expand answer
“This tells me that……..”

56. Challenge: How can you quantitatively measure your level of fitness?
Key Words: Pulse
Procedure: Follow along on pages B51 - B52
Results:
•What do you predict your resting heart rate will be per minute? _________beats/min
•After moderate exercise what will your heart rate be per minute? _________beats/min
Use data sheet 19.1 “Pulse Data” for all additional data.
Analysis: Answer Analysis Questions 1 - 3 pg. b52 - b53. (HW q 4 pg b-53

58. Feel the Beat! (Embedded Task)
October 28 and 30, 2013
Getting Started: Think of two different activities that might impact your heart rate? (Be
creative… it doesn’t have to be exercise.)
Introduction: We will be using inquiry think sheets to design our own original “Feel the beat”
experiments!

60. Pulse- the throbbing of arteries as
blood is pushed through them by
the heart
Circulatory System- the system that
circulates blood around your body.
Respiratory System- the body system
that allows you to take in oxygen and
release carbon dioxide.

61. Activity 18: The Circulation Game
November 13, 2013
Introduction: Read pg. B-45 and discuss with class.
Challenge: What does the blood do as it travels around
the body?
Key Words:
Cardiovascular System (circulatory system)- made
up of the heart, arteries, veins and capillaries that
transport blood around the body.
Vein- A vessel that returns blood to the heart
Artery- a vessel that carries blood away from the
heart
Capillaries- Very tiny blood vessels that connect
arteries to veins. They deliver Oxygen to the tissues.

63. Key Words: Cardiovascular System
Procedure: Do part A on pg B46 - B47 and discuss with your team.
Do part B on pg B48 and play or observe the game.
Results:
Analysis: Answer Analysis Questions 1 - 6.

65. Activity 21: Inside a pump?
November 14 , 2013
Getting Started: When we played the circulation game did blood travel in more
than one direction?
Introduction: Read intro on pg. B59

66. Challenge: What type of pump is better for pumping water? What does this tell you about
the structure of your heart?
Procedure: Experiment with both types of bulbs and try and make them work like your
heart might.
Analysis: Answer Analysis Questions 1,2, and 3.
Reflection: What new things have you learned about the heart in this activity?

67. Activity 22: The Heart a Muscle?
November 18, 2013
Getting Started: If your heart beats 70 times per minute, how many times does it
beat in a day? Show your work.
Introduction: Read intro. page B-62

68. Challenge: How can you measure how hard the heart works?
Procedure: See page B-63
Analysis: Answer Analysis Questions 2, 3 and 4
Reflection: What new things have you learned about the heart in this activity?

69. STEM Activity: Working heart or lung model.
November 12
Getting Started: Describe a few ways you can you create a model of the heart or lungs?
Introduction:You will be challenged to plan and develop a model or the heart or lung.

70. Engineering Design Cycle

71. Activity 23: HEART PARTS
November 19 , 2013
Getting Started: How is the heart
designed to force blood to flow in
one direction?
Intro: Read intro on page B-65
Challenge: How does your heart
work as a double pump?
Key Words:
Atrium- a chamber in which blood
enters the heart
Ventricle- a chamber in which blood
is pumped to the lungs or body,
Valves: a device that controls the
flow of a liquid.

73. Results: Answer Stopping to Think questions in notebook.
Analysis: Answer Analysis Questions 1, 2 and 4.

75. Activity 25: Healing the Heart
Homework
Getting Started: Do you know someone who
has had a heart problem? What is it?
Challenge: What are some risks in developing
new treatments for heart problems?
Procedure: Do the reading pg. B-73 - B-76
Results: Complete three level reading guide
and timeline sheet.
Analysis: Answer Analysis Questions 1 - 5.

77. Activity 27: The Pressure’s On
Optional
Getting Started: hat kind of heart problems
have you heard of? How do they effect the
heart?
Challenge: What are the effects of high blood
pressure on the heart?
Key Words: blood pressure
Procedure: Have you read and do you
understand the procedure on pg. B83 -B84?
Write two sentences that describe what you
will be doing.
Results: Complete the blood pressure data
sheet.
Analysis: p. B-84 analysis question 3 in your
notebook

79. Activity 28: Heart Problems
November 17 , 2010
Optional
Getting Started:
Introduction: Read and summarize pg. B-10
in 2 sentences.
Challenge: What causes a heart attack or
stroke?
Key Words: Coronary Arteries, Risk Factors
Procedure: Read the passage together and
use the “problems of the heart” sheet.
Results: Answer the “stopping to think”
questions below.
Analysis: p. B-89 analysis questions 1 and 2
in your notebook
Reflection: What can you do to improve or
maintain the health of your heart?

81. Activity 29: Helping Hearts
Optional Project
Getting Started: Take the heart risk quiz.
Introduction: Are there healthy choices you can
make to help your heart?
Challenge: What is your relative risk of heart
disease? How can you convince people to make
choices hat reduce their level of risk?
Key Words: voluntary
Procedure: Have your team take the heart risk quiz
and decide which items are voluntary.
Results: Part A: Take the healthy choices quiz and
determine which are voluntary.
Part B: Write your “Make Healthy
Decisions” Brochure!

82. Notebook Quiz #2
Question 1: What is the challenge question of activity 13?
Question 2: What is the definition of the word “Nutrients”?
Question 3: What is the name of Activity 14?
Question 4: List 5 digestive system organs. (activity 15)
Question 5: What are 4 jobs of the bones? (activity 16)
Question 6: What is the definition of the word “Capillaries”?
Question 7: On what date did we do Activity 22?
Question 8: What is the getting started question of activity 23?

83. Activity 21: Inside a pump?
November 5 , 2010
Getting Started: When we played the circulation game did blood travel in more
than one direction?
Introduction: Read and summarize pg. B-10 in 2 sentences.

84. Challenge: What do you know about organs and organsystems of the human body?
Key Words: cardiovascular system, cell, digestive system, excretory system, function,
muscular system, nervous system, organ, reproductive system, respiratory system, skeletal
system, structure, system (body system)
Procedure: Have you read and do you understand the procedure for part A pg. B11-B12
together? Write two sentences that describes what you will be doing.
Results: Part A: Copy questions from part A “laying it out”
Part B: Write your grouped organs in your notebook
Complete student sheet 12.1 sheet
Part C: Clay model
Part D: student sheet 12.2a and 12.2b
Analysis: Answer Analysis Questions 1,2, 5 and 6.
Reflection: What new things have you learned about the human body in this activity?

85. In your opinion, which risk factor do
you believe contributes the most to
heart disease?