04. Science 6 Unit 4 Parts and Functions of the Body Systems 1 (Study Guide).pdf
- 1. Unit 4 Parts and Functions of the Body Systems I Table of Contents Table of Contents 1 Introduction 3 Essential Questions 4 Review 4 Lesson 4.1: The Skeletal System 5 Objectives 5 Warm-Up 5 Learn about It 6 Key Points 14 Web Links 14 Check Your Understanding 15 Challenge Yourself 16 Lesson 4.2: The Muscular System 17 Objectives 17 Warm-Up 17 Learn about It 18 Key Points 24 Web Links 24 Check Your Understanding 25 Challenge Yourself 26 Lesson 4.3: The Integumentary System 27 Objectives 27 Warm-Up 27 Learn about It 28 Key Points 34 Web Links 34 Check Your Understanding 35
- 2. Challenge Yourself 35 Lesson 4.4: The Respiratory System 36 Objectives 36 Warm-Up 36 Learn about It 37 Key Points 42 Web Links 43 Check Your Understanding 43 Challenge Yourself 44 Lesson 4.5: The Digestive System 45 Objectives 45 Warm-Up 45 Learn about It 46 Key Points 52 Web Links 52 Check Your Understanding 53 Challenge Yourself 53 Laboratory Activity 54 Performance Task 56 Self Check 57 Key Words 58 Wrap Up 59 Photo Credits 59 References 61 2
- 3. GRADE 6| SCIENCE Unit 4 Parts and Functions of the Body Systems Just like a machine, our body is made up of different parts called organs that have specific functions. These organs may be grouped together according to function, and these functions allow the organs to be grouped into specific body systems. Our body is made up of different systems. All of the systems of the human body are equally important in allowing a person to function normally and survive. A body system cannot perform all the necessary functions for survival on its own. Just like how a machine’s different components work together in order to allow the machine to work properly, the systems of the human body also work together to keep a human alive. This unit details the structure and function of the organs in each system. It also discusses how each organ system works together for us to live, and some examples of diseases that the organ systems can acquire. 3
- 4. Essential Questions At the end of this unit, you should be able to answer the following questions. ● What are the organs of the muscular, skeletal, respiratory, digestive, and integumentary system? ● What are their functions? ● How are these systems related? ● What are some common diseases of these systems? ● What are the proper ways of taking care of these systems? Review In previous grade levels, you have learned about important organs of the body including the heart, skin, lungs, brain, and kidneys. ● The heart pumps blood throughout the body. ● The skin is the outer covering of the body. ● The lungs give enough supply of oxygen to the body and get rid of carbon dioxide. ● The brain receives and interprets information and commands the body parts. ● The kidneys remove wastes in the form of urine and filter blood. 4
- 5. Lesson 4.1: The Skeletal System Objectives In this lesson, you should be able to: ● determine the structure and functions of the organs in the skeletal system; ● explain how the organs of the skeletal system work together; and ● develop healthful habits that promote proper functioning of the different body systems. Have you tried making a parol for Christmas? In making the star lantern, you would first start tying together sticks to form the framework of the star before covering it with colorful paper. Our body also has a similar kind of framework – the skeletal system, which is composed of all the bones in the body. What do you think would happen if we didn’t have bones? Warm-Up Newspaper Towers One of the primary functions of the skeletal system is to provide the body with support and structure. This activity will allow you to visualize the difference between something with an underlying structural support, and something without. Materials: ● recycled newspapers ● popsicle/barbecue sticks ● tape ● ruler Procedure: 1. Work at least in pairs or groups of three for this activity. 5
- 6. 2. Create two newspaper towers using the materials above. One newspaper should only have paper and tape, and the other should have sticks underneath to support the paper structure. 3. Your goal is to make both paper towers as tall as possible without collapsing. Once both collapse, measure the height that each tower reached. Guide Questions: 1. Which tower reached a greater height before collapsing? 2. Which of the two towers is generally sturdier? Why? Learn about It The skeletal system provides the framework of the body, and serves as its structural support. It protects body parts that are soft and delicate, such as the heart and the brain. The bones make movement possible. Muscles that are attached to the skeleton will pull on specific bones to allow movement, which will in turn allow entire body parts to move. The bones keep the muscles in position even when the body is in motion. Another function of the bones is to store minerals, especially calcium. Lastly, the bones are one of the organs that manufacture blood cells. The Structure of Bone Bone is covered by a tough membrane called periosteum for protection. Beneath the periosteum is the hard and dense part of the bone called the compact bone. Compact bone makes the bones in the body hard, strong and thick. Fig. 1. The structure of bone. 6
- 7. The ends of the bone that are thinner are known as spongy bone. The spongy bone consists of many tiny spaces or cavities where bone marrow can be found. The bone marrow is the part of the bone responsible for making blood cells (red bone marrow) and storing fat (yellow bone marrow). The tips of the bones are protected by a white, flexible material called cartilage. It prevents the bones from bumping into each other during movement. Aside from bone ends, cartilages also form the structural basis for the nose and ears. Bones of babies are mostly composed of cartilages, but some of these harden or connect to become solid bones. This is the reason why babies have more bones than adults. Newborn babies have around 300-350 bones while adults have 206 bones. Division of the Skeletal System The skeletal system may be divided into the cranium, the axial skeleton and the appendicular skeleton. The cranium refers to the entire skull, which is made up of many different bones. The bones of the neck, back, and ribs make up the axial skeleton. The appendicular skeleton includes bones of the arms, fingers, shoulders, legs, and feet. What are the bones that make up the skeletal system? Different bones protect and support specific parts of the body. Can you name and locate all the bones in your body? Cranium The skull is a set of bones in the head that protects your brain. The mandible, also known as the jawbone, supports the mouth during eating. Axial Skeleton The clavicle or the shoulder bone, and the scapula or shoulder blade, support the arms and shoulders. The sternum or breastbone, and the ribcage, protect the heart and the lungs. 7
- 8. The vertebrae, or the spinal column, protects the spinal cord. The vertebrae are divided into five sections: cervical, thoracic, lumbar, sacral, and caudal. The last vertebra (sing. vertebrae) is called the coccyx or the tailbone. Appendicular Skeleton The bone extending from the shoulder to the elbow is the humerus. The radius and ulna support the forearm from the elbow to the hand. The radius is the bone of the forearm that is on the side of the thumb, and the opposite side is the ulna. The wrist bones are called carpals. Forming the palm of the hand are the metacarpals. The phalanges form the fingers. The hipbone or the pelvic girdle protects the intestines, bladder and some of the reproductive organs. The pelvic bone of females is usually wider than that of males. This is because females need a wider pelvis in order to allow easier child-bearing. The bone extending from the hips to the knees is the femur. It is considered the longest and strongest bone in the body. The kneecap or patella protects the knee joints. The lower leg is supported by the tibio-fibula. The tibia is the thicker bone among the two. It is the bone on the side of the big toe. The fibula is one of the thinnest long bones in humans, and found beside the tibia. The ankle is made up of tarsals. The sole and instep of the feet are formed by the metatarsals. The phalanges form the toes. Conditions and Diseases of the Skeletal System Fracture The most common condition that affects the skeletal system is bone fracture. When a bone is subjected to too much pressure or impact, it can break. Some fractures may be small that they can be fixed by putting on a cast until the bone heals. Some fractures are worse that metal implants are needed to help support the bone. Osteoporosis A bone disease where the bone becomes brittle due to low amounts of calcium deposits in the bones is osteoporosis. This becomes more common in old age. 8
- 9. Fig. 4. Normal bone vs bone with osteoporosis. Rickets In children, a severe deficiency of vitamin D causes rickets. It is a disease that leads to softening and weakening of the bones. Fig. 5. Children with rickets. Arthritis 9
- 10. Arthritis is a common disease due to the wear and tear of the joints. It causes joint inflammation and joint pain. Fig. 6. Comparison between normal bone and bone with arthritis. Scoliosis Scoliosis is also a common condition of the spinal column wherein the spine forms a prominent ‘C’ or ‘S’ curve. 10
- 11. Fig. 7. An example of the spinal curve in scoliosis. The table below summarizes the name of the bones, where they are found in the body, and their function. Name of Bone Location Function skull head protects the brain mandible (jawbone) head supports mouth parts for chewing clavicle (collar bone) shoulders supports arm and shoulders scapula (shoulder blades) shoulders Supports arm and shoulders ribcage body trunk Protects internal organs sternum (breastbone) body trunk Protects heart and lungs Vertebrae (spinal column) neck and back Protects spinal cord humerus upper arms Supports limbs radio-ulna lower arms Supports arms and fingers 11
- 12. carpals wrist Supports wrist and hands metacarpals hands Supports the hands and palms phalanges fingers/toes Supports the hands, palms, feet pelvic girdle hips Protects internal organs femur (thighbone) lower limbs Supports the trunk patella knees Protects the knees tibio-fibula legs Supports legs and thighs tarsals ankles Supports the ankles and feet metatarsals feet Supports the feet Figure 8 below illustrates the skeletal system. The bones forming the skeletal system are labeled. 12
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- 14. Fig. 8. The bones of the skeletal system. Taking Care of the Skeletal System To be able to achieve strong and healthy bones, a person must eat foods rich in calcium and vitamin D, such as milk, cheese, and other dairy products. Daily exercise can also help keep the body in good shape. Key Points ● The major functions of the skeletal system are structural support, movement, and protection of other organs. ● The skeletal system can be divided into the cranium, the appendicular skeleton, and the axial skeleton. ● The cranium includes the skull. The appendicular skeleton includes the bones of the limbs, while the axial skeleton includes the bones of the neck and the trunk of the body. ● Many diseases of the skeletal system involve the weakening or breaking of the components of the skeletal system. ● Proper care of the skeletal system includes a proper diet and regular exercise. Web Links For further information, you can check the following web links: ● Bones can soon be grown outside the body. To learn more, watch ‘How to grow a bone - Nina Tandon’: TED-Ed. 2015. ‘‘How to grow a bone”’ https://www.youtube.com/watch?v=yJoQj5-TIvE 14
- 15. ● Have you ever noticed that your bones sometimes pop? To find out more, watch ‘Why do your knuckles pop? - Eleanor Nelsen”: TED-Ed. 2015. “Why do your knuckles pop?” https://www.youtube.com/watch?v=IjiKUmfaZr4 ● To play a game related to the Skeletal System, you may check: ABCYA. ‘Learn the skeletal system.’ http://www.abcya.com/skeletal_system.htm Check Your Understanding A. Group the following body parts to axial skeleton and appendicular skeleton. Write the name of the body parts inside the box where it belongs. femur phalanges tibio-fibula pelvic girdle skull clavicle radio-ulna ribs coccyx humerus Axial Skeleton Appendicular Skeleton B. Write true if the statement is true, and false if otherwise. 1. The periosteum forms the inner part of bone. 2. Compact bone is responsible for manufacturing red blood cells. 3. Cartilage is the structure responsible for storing yellow marrow. 4. Fractures are caused by a wear and tear of the joints. 5. A C or S curvature of the spine causes scoliosis. 15
- 16. Challenge Yourself Answer the following questions. 1. Do you think that movement will be possible without the skeletal system? Why or why not? 2. Will the skeletal system be as efficient if bones were replaced with iron? 3. How does drinking milk regularly help the skeletal system? 4. Why do casts need to be used in skeletal fractures? 5. Why are bone marrow transplants done for some diseases? 16
- 17. Lesson 4.2: The Muscular System Objectives In this lesson, you should be able to: ● determine the structure and functions of the muscular system; ● explain how the organs of the muscular system work together; and ● develop healthful habits that promote proper functioning of the different body systems. Do jumping jacks ten times. Run across the room. Sit on your chair. Close your eyes. Take a deep breath. Feel your heart pounding in your chest. You can do all of these activities because of your muscles. Are bigger muscles always stronger? Warm-Up Visualizing Muscles One of the primary functions of the muscular system is to provide movement. This happens when muscles pull on the bones that they are attached to. This activity will allow you to visualize how this happens. Materials: ● yarn ● barbecue sticks ● tape Procedure: 1. Work at least in pairs or groups of three for this activity. 2. Create an “X” figure using barbecue sticks. Affix the barbecue sticks together using tape to make the figure stable. 3. Tie one end of any of the sticks to the end of the next stick using a length of yarn. Make sure that the yarn is taut enough that it does not sag. Repeat this 17
- 18. step on the opposite side. You should end up with an X with a piece of yarn on one end, and another piece of yarn running parallel to the first on the other end. 4. Observe what happens when you tug on any of the pieces of yarn. Guide Questions: 1. What parts move when you pull on the yarn? 2. Is there a difference in the amount of movement generated when you pull harder on the yarn? Learn about It The muscular system enables the body to move. This associates the muscles with the movement of the arms and legs. Muscles also produce more subtle movements, such as facial expressions. Aside from supporting movement, muscles also help in circulating blood and other substances throughout the body. Types of Muscles Based on Tissue Type There are three types of muscles based on tissue type: skeletal muscles, smooth muscles, and cardiac muscles. Skeletal Muscles Run your hand along your arms and feel your bones, and the softer part attached to them. Skeletal muscles are the muscles attached to the bones. They function mainly for movement. Skeletal muscles are attached to the bones by a white, flexible material called tendon. 18
- 19. Fig. 9. Muscle contraction and relaxation. When skeletal muscles shorten, the muscles contract. Contractions of muscles pull the bones, which then causes movement of the bones and the muscles themselves. When the skeletal muscles lengthen, the muscles relax. Relaxation of muscles move the bones to their original positions. Both contraction and relaxation of skeletal muscles occur when body parts move. Cardiac Muscles The heart, which pumps blood throughout the body, is made up of cardiac muscles. Cardiac muscles differ from the two types of muscle in terms of structure. All cardiac muscle cells are connected to be able for them to move altogether. Smooth Muscles The different organs inside the body may contain layers of smooth muscles. The stomach, intestines, and lungs all contain smooth muscles. Unlike skeletal muscles, smooth muscles are not attached to bones. They perform specific functions according to the body system where they belong, and the movement of these smooth muscles will help the organs where they are found in to perform some of their functions. Aside from the internal organs, the walls of some blood vessels are also made up of smooth muscles. 19
- 20. Fig. 10. From the top, skeletal, smooth, and cardiac muscles. The smooth muscles get their name from how the muscle cells look like under the microscope. If you zoom in on the three different kinds of muscle cells, you will notice a difference in their appearance. Skeletal muscles have stripes or striations. These stripes are due to the arrangement of protein molecules in muscles. These striations move according to the command of the nerves from the brain or spinal cord. Cardiac muscles also have striations but they are less compared to skeletal muscles. On the other hand, smooth muscles have no striations at all. Types of Muscles Based on Movement Muscles can also be classified based on the type of movement: voluntary and involuntary muscles. Voluntary Muscles When you want to step forward, you can think of moving your leg muscles and you will be able to step. The same goes for if you want to reach for something You think of moving your arm muscles and they will move. Skeletal muscles are called voluntary muscles. Voluntary muscles can be moved at will, and requires conscious input on your part. 20
- 21. biceps and triceps hamstring muscles abdominal muscles Fig. 11. Examples of Voluntary Muscles Some of the muscles of the arm include the biceps and triceps. When the biceps contract and the triceps relax, the forearm moves up. In order for the forearm to move down, the biceps relax and the triceps contract. The hamstrings, quadriceps, and the gastrocnemius are muscles of the legs. Abdominal muscles are called the rectus abdominis. Involuntary Muscles Not all muscles can be controlled just by willing them to move. Smooth and cardiac muscles are called involuntary muscles because these types of muscles move and function without one’s conscious control. Think of stopping your heart. Does it stop? When you are hungry, does your stomach grumble because you told it that you are hungry? 21
- 22. heart stomach pancreas Lungs Brain intestines Fig. 12. Examples of organs with smooth muscles Conditions and Diseases of the Muscular System Rheumatism One of the most common diseases of the muscular and skeletal system is rheumatism. Rheumatism commonly occurs on the joints where muscles are connected to the bones by tendons. Painful joints due to rheumatism results to difficulty in moving. When rheumatism has already caused the joints to deform and degenerate, the condition leads to arthritis. Muscle Atrophy Another disease of the muscular system caused by muscle disuse is muscle atrophy. This condition usually happens to a person that does not move often, leading to inactive skeletal muscles. Through time, the muscles will deteriorate and disappear, that will make the person weak and eventually unable to move. This is 22
- 23. commonly seen in bedridden patients that have not walked for extended periods of time. Fig. 14. From left to right: the difference between a normal and an atrophied muscle, a young girl with muscular atrophy. Muscle Cramps Have you seen basketball players that suddenly stop playing because of the twitching pain in their calf muscles? The condition is called muscular cramps. Because of muscle overuse, skeletal muscles continue to contract, pulling the connective tissues and causes hardening of the muscle. Stretching and massaging the affected area eases the muscle contractions due to cramps. Fig. 15. An athlete experiencing leg cramps. Notice that his legs are being stretched in order to relieve the pain. Taking Care of the Muscular System Proper and moderate exercise, foods rich in proteins like milk and meat and enough rest and sleep all lead to a healthy muscular system. 23
- 24. Certain practices will also benefit the muscular system. For example, stretching before strenuous activity may prevent injuries from occurring. Always make sure that you do not overexert your muscles to prevent injury. Getting enough sleep and rest will also benefit the muscular system, as it is during sleep when muscles regenerate any injuries or tears incurred. Key Points ● The muscular system’s main functions include movement, pumping blood, and aiding other organs in performing their functions. ● Muscles may be classified into skeletal, smooth, or cardiac muscles. ● Skeletal muscles are attached to bones, and primarily function for movement. Smooth muscles are integrated into other organs, and will help these organs perform their specific functions. Cardiac muscles make up the heart, and will serve to pump blood around the body. ● Some muscles are voluntary, which require conscious input from the person in order to move the muscle. Other muscles are involuntary, and will move without conscious input. ● The muscular system is closely associated with other body systems, and helps their respective organs perform their functions. Web Links For further information, you can check the following web links: ● To know more about how muscles work, watch ‘How your muscular system works - Emma Bryce’’: TED-Ed. 2017. ‘‘How your muscular system works”’ https://www.youtube.com/watch?v=VVL-8zr2hk4 ● To learn more about how muscles grow, watch ‘What makes muscles grow? - Jeffrey Siegel’’: TED-Ed. 2015. “Why do your knuckles pop?” https://www.youtube.com/watch?v=2tM1LFFxeKg 24
- 25. ● To play a game related to the Muscular System, you may check Kidport’s game here: Kidport. ‘Body Muscles.’ http://www.kidport.com/Grade6/Science/BodyMuscles.htm Check Your Understanding A. Characterize the following organs according to the following classification. Write V for voluntary, I for involuntary, S for smooth, C for cardiac, K for skeletal, T for striated, and N for non-striated. Write all that apply. ____1. ____2. ____3. ____4. 25
- 26. ____5. B. Identify the term being described in the following items. 1. These are muscles that require conscious input in order for them to move. 2. A disorder of the muscular system caused by muscular disuse. This leads to the muscles shrinking and weakening. 3. These are muscles that pump blood around the body. 4. Skeletal muscles are attached to bones by this structure. 5. These refer to the stripes found in muscles. 6. These muscles require conscious effort in order for them to move. 7. A condition caused by muscle overuse, and leads to uncontrollable muscular contractions. 8. This refers to the shortening of skeletal muscles. 9. This action of muscles returns bones to their original position. 10. A disease that causes painful joints and may lead to the deformation of joints. Challenge Yourself Answer the following questions. 1. Can the skeletal system move without muscles? 2. Is the movement of food possible without smooth muscles? 3. Can blood be pumped without muscles? 4. What can be done to prevent muscular cramps? 5. Why do the muscles associated with the lungs need to be involuntary? 26
- 27. Lesson 4.3: The Integumentary System Objectives In this lesson, you should be able to: ● determine the structure and functions of the organs in the integumentary system; ● explain how the organs of the integumentary system work together; and ● develop healthful habits that promote proper functioning of the different body systems. There is a range of advertisements for different products including soap, lotion, and even medication that promise you fair, glowing skin. Our Caucasian brothers, on the other hand, have no difficulty in keeping their skin white. Why does skin color differ? Warm-Up Build A Skin Model The several functions of skin are all related to the specific components found in it. Some of these parts can be visualized in this activity. Materials: ● markers and crayons ● styrofoam block (around 1 foot long and ½ foot wide, any size close to it will do) ● tape and glue ● blue, red, yellow, white, and black yarn ● rubber bands ● ruler 27
- 28. Procedure: 1. Orient your styrofoam block so that the wider ends are on top and at the bottom, and the smaller ends are at the sides. Using a marker, draw a line at least 1 inch from the top border of the styrofoam block. Shade the area from the line until the top border with a crayon. This is the epidermis. 2. Crumple up or coil around 20 inches of yellow yarn. Stick this in a coiled manner to the bottom of the styrofoam block. Do not exceeding an inch above the bottom border of the styrofoam block. This yellow yarn represents fats. The space in between the epidermis and the fats is the dermis. 3. Stick a rubber band in the black space at the middle of the styrofoam block. Get a piece of black yarn about 8 inches long, and stick one end of it inside the rubber band. The other end of this yarn should penetrate the epidermis until it is outside the styrofoam block. This is a hair follicle containing a strand of hair. Make 2 more hair follicles. 4. Stick a length of red yarn and a length of blue yarn an inch above the fats. The red and blue yarns should be close to each other. These should run the entire length of the styrofoam block horizontally. These represent the blood vessels. 5. Crumple up some white yarn and stick them anywhere in the dermis. This white yarn represents a sweat gland. Guide Questions: 1. What do you think the fat is for? 2. Why is there a need for a layer that has no blood vessels on the outside of the skin? Learn about It The skin is the largest organ of the body, and is the major organ that makes up the integumentary system. The integumentary system serves as protection from substances and microorganisms that might harm the body. It also maintains the body temperature when the weather is hot or cold. The skin covers the entire body surface and is made up of different parts. It is divided into two major layers, the epidermis, the upper layer of the skin, and the dermis, the deeper layer of the skin. 28
- 29. Fig. 16. The layers of the skin. The Epidermis What is the color of your skin? Is it lighter or darker than that found in others? One of the important parts of the epidermis is the layer of cells on the bottom of the epidermis. Fig. 17. The main cells in the epidermis are keratinocytes which produce keratin. Melanocytes produce melanin that are distributed throughout the epidermis. 29
- 30. Melanocytes are the cells in the epidermis that produce melanin, the pigment that gives shade or color to the skin. More melanin production leads to darker skin. Melanin is very useful as it absorbs harmful ultraviolet rays from the sun that might cause diseases such as skin cancer. This is why people with darker skin tend to be more resistant to sunburns compared to people with lighter skin. The sun protection factor (SPF) of your sunscreen lotions is a measure of how well the substance can protect your skin from the sun. It also affects the length of time that the skin stays protected. The higher the SPF, the more ultraviolet rays are blocked, and for a longer period of time. The amount of SPF also lengthens the time before your skin gets sunburnt. For example, if you normally get sunburnt after 10 minutes of sun exposure, using an SPF 15 sunscreen lotion will protect you 15 times longer than the 10 minutes it takes for you to get sunburnt. When you wet your skin, water particles slide away. The substance that keeps the skin dry is called keratin. Keratin is a protein found in flat, dead cells in the epidermis. They make the skin resistant to water and keeps microorganisms from entering the skin. It also helps lock moisture in the living parts of skin. Look at the tip of your fingers and toes. The hard, white part on your fingers and toes are nails. The nails protect the tips of the fingers and toes from injury. It is made up of hardened keratin. The Dermis Sweat Glands The dermis contains glands that release different substances. The sweat glands produce sweat or perspiration to keep the body cool during hot weather. There are two types of sweat glands. The first type is found around most of the body. The second type is mostly found in the armpits and in some other areas. The second type of sweat glands become active during puberty, and the sweat that these produce is usually full of nutrients that bacteria can use. This is why deodorants are 30
- 31. used by adolescents in puberty and by adults. The sweat that is nutritious for bacteria allows bacteria to thrive, and this causes the odor that is suppressed by the deodorant. Oil Glands Oil glands release oil or sebum that keeps the skin soft. This oil is also a mild antibacterial agent that kills some bacteria on your skin. Oil glands also make the hair soft and shiny. Hair Follicles Hair follicles are the parts in the dermis where hair grows. Which parts of the body contain hair? Are there parts of the body that do not contain hair? Hair, like nails, is also made up of keratin. The hair serves as protection to the body. The tiny hairs inside the nose and ears prevent dusts and other materials from entering our respiratory tract. The eyebrows and eyelashes prevent sweat and dusts from getting into the eyes. Hair also serves as an insulating agent, helping the body retain warmth. The only parts of the body not covered by hair are the palms and the soles of the feet. Arrector Pili What happens when you feel cold or scared? The tiny hairs on the skin rise, causing goosebumps. The arrector pili muscles found next to the follicles of hair contract when the temperature is low. This contraction will make the individual hairs stand up, thereby leading to goosebumps. The dermis also contains blood vessels where blood flows to supply the skin with the needed substances through blood. The nerves are also situated in the dermis. They receive signals from the skin to feel pressure, pain, and temperature. Take note that the blood vessels and nerves do not penetrate the epidermis. Subcutaneous Layer Below the dermis is the subcutaneous layer. This layer consists of fats that keep us warm during cold weather. Fats on this layer also serve as food and energy 31
- 32. reserve which is used by the body when food is not available. They can also serve as a cushion against injury. Conditions and Diseases of the Integumentary System Types of Acne Pimples Reddish and numerous bumps on the face due to excessive sebum and trapped microorganisms in the pores cause acne or pimples. If left untreated, pimples leave deep, permanent scars on the affected area like the face. Cleaning the face with mild soap and creams prescribed by skin doctors or dermatologists should be used to treat pimples. There are also skin conditions known as blackheads and whiteheads. These two are also types of acne caused by clogged pores, but have some key differences. If the clogged opening darkens as a result of air exposure, it becomes a blackhead. A whitehead, on the other hand, is also caused by a clog but is either sealed by a layer of skin or has a very small opening that air barely passes through. This means that the clog is not exposed to air, and does not darken. Other types of acne are papules and pustules. A papule is a inflamed pimple that does not produce pus. A pustule, on the other hand, is similar to a papule but contains pus. Fig. 19. Types of acne pimples 32
- 33. Boils Usually larger than pimples, boils occur when microorganisms enter the hair follicles. These microorganisms grow in number, and the body responds by producing a white liquid called pus. Pus is a mixture of dead white blood cells and tissue, dead bacteria, and is one of the body’s responses to an infection. A buildup of pus makes the surrounding skin of the affected area with boil reddish and very painful. Sunburn Sunburn, as its name suggests, is due to prolonged exposure to the sun. This condition, at first, just looks like tanned skin. As days pass, the affected area becomes redder and painful as the epidermis tends to replace the damaged skin. Application of sunscreen before exposure to the sun minimizes the possibility of sunburn. Dandruff Itchy, dry scalp or too much sebum produced on the scalp results in excessive dandruff. Dandruff is a condition that affects the scalp and the hair. If left untreated, microorganisms will accumulate on the scalp, causing more itchiness and wounds on the scalp. Usage of anti-dandruff shampoos and scalp treatments prevent further occurrence of dandruff. The skin can be taken care of not just by cleaning it every day through bathing and other skin treatments. The food that a person eats also affects the glow and smoothness of the skin. Green, leafy vegetables, fruits and fish give the skin its healthy appearance. 33
- 34. Key Points ● The major component of the integumentary system is the skin, which is the largest organ of the human body. ● The integumentary system is primarily for protection and maintenance of temperature. ● The skin has two major layers, the epidermis and the dermis. ● The epidermis has cells that contain keratin, a protein that waterproofs the skin and keeps it protected. ● The dermis contains blood vessels, nerves, glands, and hair follicles. Web Links For further information, you can check the following web links: ● To know more about the skin, watch ‘The Science of Skin - Emma Bryce’’: TED-Ed. 2018. ‘‘The science of skin”’ https://www.youtube.com/watch?v=OxPlCkTKhzY ● To learn why people have different skin colors, watch ‘The Science of Skin Color - Angela Koine Flynn’’: TED-Ed. 2016. “The science of skin color” https://www.youtube.com/watch?v=_r4c2NT4naQ&t=104s ● Some people say that stress can lead to bad skin. Does it really? Watch: ‘Does stress cause pimples? - Claudia Aguirre’’: TED-Ed. 2012. “Does stress cause pimples?” https://www.youtube.com/watch?v=qz1FKi6z4Fc 34
- 35. Check Your Understanding A. Write true if the statement is correct. If not, underline the word or phrase that makes it incorrect. Change the underlined word or phrase into an appropriate answer. 1. The skin is the largest organ in the body. 2. The skin is made up of three layers, the epidermis, the dermis and the subcutaneous layer. 3. The hair is made up of fats. 4. The epidermis is where oil glands and sweat glands can be found. 5. The hair and nails are made up of the same substance, the oil or sebum. B. Identify the term being described by the statements below. 1. The layer that contains fats. 2. The pigment that gives skin color. 3. A liquid that is produced in response to a bacterial infection. 4. The parts of the dermis where hair grows. 5. Nails are made up of these proteins. 6. These structures in the dermis release different substances. 7. The cells of the epidermis that produce pigments. 8. A condition that leads to excessive shedding of skin. This is caused by the production of too much sebum. 9. This is the term that skin doctors are known by. 10.These structures in the dermis produce a substance that helps the body in keeping cool. Challenge Yourself Answer the following questions. 1. What are the different functions of oil in the skin? 2. How does keratin prevent dehydration? 3. How does hair help in keeping us warm? 4. What is the advantage of having melanocytes in terms of sun exposure? 5. How does sweat keep you cool? 35
- 36. Lesson 4.4: The Respiratory System Objectives In this lesson, you should be able to: ● determine the structure and functions of the respiratory system; ● explain how the organs of the respiratory system work together; and ● develop healthful habits that promote proper functioning of the different body systems. During summertime, swimming is one of the most enjoyable activities. Before diving into the water, you take a deep breath. Holding your breath underwater has a limit. When you come out of the water, you gasp for air. How long can you hold your breath? Warm-Up Build A Respiratory Model The lungs are paired organs that serve to acquire oxygen from the air that we breathe. This activity aims to build a model of the lungs and the structures that lead to them. Materials: ● 5-gallon empty water bottle (plastic) ● cutter ● 2 small balloons and 1 large balloon ● Y-shaped plastic pipe ● tape ● glue Procedure: 1. With help from your teacher, use a cutter to remove the bottom part of a 5-gallon plastic bottle. 36
- 37. 2. Attach a small balloon to each of the 2 adjacent ends of a Y-shaped pipe. Insert this setup inside the bottle, and stick the end with no balloon through the mouth of the water bottle. 3. Seal the empty space in between the pipe and the mouth of the water bottle with tape and glue. Make sure that no air can get through the space. 4. Seal the bottom part of the water bottle (the part that you cut out) with the large balloon. Make sure that no air gets through the bottom. 5. Let everything dry. 6. Pull on the large balloon at the bottom. Observe any changes that happen. Guide Questions: 1. What happens when you pull on the bottom balloon? 2. What will happen if any air leaks through? Learn about It The respiratory system functions in the gas exchange in the body. The body needs air for various processes in the body, most especially in the production of energy. The body also needs to eliminate gaseous wastes. The act of taking in air is inhalation. When air is breathed out, it is called exhalation. The process of moving air in and out of the body is breathing. Respiration has two phases, the external respiration, which is the air exchange between the blood and the environment, and internal respiration which is the exchange of air between the blood and the cells inside the body. How Air Enters and Exits the Body The respiratory system consists of different parts to allow air to enter and exit the body. From the environment, air enters the nose. To ensure that clean air will enter the body, the nasal passages through the nasal openings or nostrils and the inside of the nose, are lined with fine hairs or cilia. As the air passes the nasal passages, the air is warmed and thoroughly filtered by mucus that lines the entire respiratory tract. The air then passes through the throat, also known as the pharynx. It is a short tube that links between the windpipe, or the trachea, and the mouth. To ensure 37
- 38. that the air that enters the body is free from microorganisms, the pharynx has tonsils that prevent the microorganisms from entering the inner parts of the respiratory tract. Fig. 22. The parts of the respiratory system. Next to the pharynx is the larynx, also known as the voice box. Strings of muscles (vocal folds) vibrate to produce sounds. The faster and shorter the vibrations of the vocal folds, the higher the pitch of the sound. When the vibrations are slower and longer, the vocal pitch becomes lower and deeper. Test the larynx’s ability to produce sound by singing a few lines of your favorite song while holding the front part of your neck. Do you feel the vibrations? The air moves next to the trachea, also known as the windpipe. Like the nasal passages, the windpipe is also lined with cilia and cells that produce mucus. When a person swallows food, a flap of muscle called epiglottis covers the windpipe. If the epiglottis fails to cover the windpipe while swallowing food fully, some of it gets into the windpipe that causes choking. 38
- 39. Moving deeper into the respiratory tract, the windpipe is further connected to two branching tubes, the bronchial tubes or the bronchi. The bronchial tubes lead to smaller tubes called bronchioles, which can be found in the lungs. At the ends of bronchioles in the lungs are numerous air sacs (alveoli), which are surrounded the small blood vessels called capillaries. When the air reaches the air sacs, oxygen that is found in air passes through the capillaries, allowing external respiration to happen. Gas Exchange in the Alveoli The blood passing from the air sacs or alveoli is now rich with the air needed by the body. As the blood flows through the blood vessels, it supplies the smallest structural units of the body, the cells, with air. Wastes from the cells are also collected by the blood. The collection of carbon dioxide from cells in an exchange with oxygen from the lungs is the process of gas exchange. Gas exchange happens when the blood collects the carbon dioxide from cells. The blood will pass through the alveoli to exchange the collected carbon dioxide with oxygen. The carbon dioxide will be exhaled, and the oxygen will be sent by the blood to the different cells of the body. Fig. 23. Gas exchange in the alveoli. 39
- 40. Movement of Lungs During Breathing The lungs are found in a space inside your chest known as the thoracic cavity. There are two major muscles, the diaphragm and the intercostals, that allow the thoracic cavity to become larger or smaller, and this change in size will lead to inhalation or exhalation. The dome-shaped muscle found at the bottom of the thoracic cavity that contracts during inhalation and relaxes during exhalation of air is the diaphragm. The muscles in between your ribs are known as the intercostals. When the intercostals contract, the ribs move upward and the thoracic cavity expands. The ribs go back to their original position when the intercostals relax, which leads to the thoracic cavity becoming smaller. As you breathe in, the diaphragm contracts and flattens, and the intercostals moves the ribs upwards. The chest moves up and out, leading to the thoracic cavity becoming larger. The lungs expand because of the expansion of the thoracic cavity, and air rushes into the nostrils and ends up in the lungs. As you breathe out, the diaphragm and intercostals relax and move back to their original shape, the chest move down and inwards, and the lungs contract. The contraction of the lungs forces air out of the body. 40
- 41. Fig. 24. Movement of lungs and diaphragm during breathing. Conditions and Diseases of the Respiratory System Influenza Cough, fever, and colds that last for several days is known as influenza or flu. Flu is caused by viruses that enter the respiratory tract. There is not much that can be done when you have the flu but to get lots of rest and drink a lot of fluids. It will also be beneficial to strengthen your immune system by eating fruits and vegetables rich in Vitamin C and drinking lots of water. Laryngitis Overuse of larynx due to different activities like singing, talking and yelling leads to laryngitis or the inflammation of the voice box. It is characterized by hoarseness of voice, painful throat and sometimes, no voice can be produced at all. Laryngitis, if left untreated, may result in permanent loss of voice. Enough voice rest, drinking water that is not too cold, and enough sleep should be taken to prevent laryngitis. Asthma Another common disease of the respiratory system is asthma. Asthma results from the inflammation of the lung airways leading to coughing, wheezing, or shortness of breath. 41
- 42. Fig. 26. An asthma attack constricts the airways. It can be caused by an allergic reaction to the accidental inhalation of allergens such as pollen, smoke, and dust. It can be inherited from parents with the same condition. Avoiding materials that trigger asthma can prevent it. Lung Cancer Lung cancer is a respiratory ailment characterized by uncontrolled growth of abnormal cells in the tissues of the lungs. It is often associated with smoking, but nonsmokers who get lung cancer attribute it to exposure to second-hand smoke, asbestos, or other pollutants. Key Points 42
- 43. ● The primary function of the respiratory system is to acquire oxygen from the air for use by the body. ● External respiration is the movement of air from the outside environment into the bloodstream. Internal respiration involves the movement of oxygen from blood to tissues. ● The major components of the respiratory system are the trachea, bronchi, bronchioles, and the lungs. ● Gas exchange happens in the blood vessels found in the alveoli of the lungs. ● Breathing is made possible by the muscles known as the diaphragm and the intercostals. Web Links For further information, you can check the following web links: ● To know more about how the lungs work, watch ‘What do the lungs do? - Emma Bryce’’: TED-Ed. 2014. ‘‘What do the lungs do?”’ https://www.youtube.com/watch?v=8NUxvJS-_0k ● To learn more about the process of respiration, watch ‘How breathing works - Nirvair Kaur’: TED-Ed. 2012. “How breathing works” https://www.youtube.com/watch?v=Kl4cU9sG_08&t=64s ● To learn about asthma, watch ‘How does asthma work? - Christopher Gaw’: TED-Ed. 2017. “How does asthma work?” https://www.youtube.com/watch?v=PzfLDi-sL3w Check Your Understanding 43
- 44. A. Draw arrows tracing the pathway of air as you exhale. Name each part of the respiratory tract chronologically. B. Identify the term being described by each of the statements below. 1. This refers to the movement of air from the outside environment into the blood vessels. 2. Hairlike structures found in the trachea for filtering and cleaning air are known by this term. 3. The flap that closes to prevent the entry of food into the respiratory tract. 4. The small sacs in the lungs where gas exchange occurs. 5. The dome-shaped muscle that allows breathing. 6. The cavity that contains the lungs. 7. This is known as the voice box. 8. A disease caused by viruses entering the respiratory tract. 9. The small blood vessels where oxygen enters. 10.Muscles in between ribs that allow breathing. Challenge Yourself Answer the following questions. 1. Will breathing be possible without the diaphragm and intercostals? 2. How does smoking harm the respiratory system? 3. How does asthma make breathing difficult? 4. Why are there numerous alveoli? 5. Can gas exchange happen without blood? 44
- 45. Lesson 4.5: The Digestive System Objectives In this lesson, you should be able to: ● determine the structure and functions of the organs in the digestive system; ● explain how the organs of the digestive system system work together; and ● develop healthful habits that promote proper functioning of the different body systems. As your mother cooks your favorite food, its delicious odor makes you feel hungry. The thought of all your favorite foods makes your mouth water! You start to imagine the number of plates that you will have for dinner. How much food can fit your stomach? Warm-Up Build A Model of the Digestive System The digestive system can be divided into major sections based on their functions. This warm-up activity will introduce you to some of them. Materials: ● illustration board/human body outline ● 2 colors of clay ● plastic straw rope ● empty tissue paper roll 45
- 46. Procedure: 1. Use the outline of the human body for this activity. If you opt not to, you may draw an outline of a human on an illustration board. 2. Draw a tube from the mouth until just below the chest. This is the esophagus. 3. Shape a stomach from clay. Make it look like a thick C-shaped structure, Attach the upper part of the C to the end of the tube, with the concave side facing the upper left. 4. Cut a long strand of plastic straw rope (around 1 meter) and allow it to coil around the abdomen, and attach it to the other end of the C of the stomach. This is the small intestine. 5. Cut tissue paper roll in half, lengthwise. From the end of the small intestine, attach the cut tissue paper roll. This is the large intestine. Guide Questions: 1. Why are the organs of the digestive system connected? 2. Are these all of the organs of this system? Do you think there are more? Learn about It The digestive system is the body system that processes the food that the body needs in order to get nutrients and energy. The food we eat is made up of complex molecules which need to be broken down in order to be absorbed by our body. Types of Digestion Digestion is the process of breaking down food through mechanical digestion and chemical digestion. Mechanical Digestion Mechanical digestion, or physical digestion, involves the chewing, biting, and swallowing of food particles. Mechanical digestion happens in the mouth. The food is chewed and cut into smaller pieces with the help of teeth. The tongue mixes the chewed food and also helps in swallowing it. 46
- 47. Chemical Digestion Chemical digestion is the process of digestion which involves different substances produced by different parts of the digestive system. These substances called enzymes help further break down food into simpler particles so that the body can absorb the nutrients from food. The nutrients from food are important in producing energy and keeping the body strong and healthy. The Digestive Tract The digestive system is made up of different organs with specific functions. Fig. 28. The organs of the digestive system. Mouth The mouth is the entry point of the digestive tract. Most of the mechanical digestion happens in the mouth, with the help of teeth and tongue. Our saliva helps in further mixing and dissolving of food particles in the mouth. The saliva contains an enzyme called amylase that helps break down some types of food in the mouth. The chewed food turns into a ball-like mass called bolus. 47
- 48. Esophagus When the food is ready to be swallowed, the tongue pushes the food towards the esophagus. The esophagus is a long tube that further pushes the food down the digestive tract. The esophagus makes wavy movements to push the food down. This movement of the esophagus is called peristalsis. This is caused by the smooth muscles found in the walls of the esophagus. The bolus moves toward the stomach. Fig. 29. An illustration of how peristalsis happens. Stomach The stomach is a large sac that is connected to the esophagus. Gastric acid which contains hydrochloric acid and an enzyme called pepsin, help in further breaking down the food particles in the stomach. The peristalsis in the stomach mixes the food together with gastric acid. The peristaltic motion also further aids in the mechanical digestion of food. The bolus from the esophagus is now a thick liquid called chyme and is ready to enter the small intestine. The stomach, though acidic, does not digest itself. This is because the cells of the stomach produce mucus that coats the inner lining to protect itself from acid. There is also a regulating mechanism that checks the contents and protects it from becoming too damaging to the stomach. Small Intestine The longest part of the digestive system is the small intestine. Most of the chemical digestion takes place in it. More digestive enzymes are released in the small intestine. The walls inside the small intestine contain small, fingerlike projections or villi that absorb nutrients from the digested food. Capillaries and 48
- 49. lacteals, are blood and lymphatic vessels fill the villi, respectively. Protein and carbohydrates from food are absorbed by the capillaries, while fats are absorbed by the lacteals. Nutrients absorbed are then carried by the blood to the different parts of the body. Fig. 30. These fingerlike projections help absorb nutrients. Large Intestine There are some substances in food which are not digested in the process. The undigested substances from food are moved by peristaltic motion towards the large intestine. The large intestine absorbs water and other remaining traces of nutrients in the undigested food. Rectum and Anus The final part of the digestive tract is the rectum and anus. The rectum is the terminal part of the large intestine where the feces or solid waste from undigested food is stored temporarily before egestion or the process of moving out feces. When the feces are to be eliminated from the body, it moves out through the anus. Accessory Organs of the Digestive System The digestive system has different accessory organs which further help in digestion of food. Accessory organs are found close to the digestive tract where the food passes. 49
- 50. Salivary Glands Inside the mouth, there are three salivary glands which produce saliva and amylase: the parotid gland, submandibular gland, and the sublingual gland. The parotid glands are found close to the ears, the submandibular gland is found at the lower part of the jaw, while the sublingual gland is found near the base of the tongue. Without saliva, the tongue will not be able to taste the food that we eat. Chewing, mixing and swallowing food will also be very difficult without saliva. Food containing simple sugars will not be digested in the mouth without saliva. Liver and Gallbladder Close to the stomach is one of the biggest organs in the body, the liver. The liver produces bile which helps digest fats. It also stores reserved energy, the glycogen and other nutrients like iron. As the liver produces bile, it is temporarily stored in a small sac attached to the liver- the gallbladder. The gallbladder is connected to the small intestine, where digestion of fat happens. The gallbladder controls the release of bile to the small intestine. Pancreas Another accessory organ attached to the small intestine that releases substances that help digest carbohydrates, fats and proteins is the pancreas. The pancreas balances the acidity in the small intestine. Fig. 32. The position of the liver, gallbladder and pancreas in the digestive tract. 50
- 51. Conditions and Diseases of the Digestive System Diarrhea Some foods are not favorable in a person’s digestive tract. There are also foods which are contaminated with microorganisms because of wrong food preparation or storage. Such circumstances result in diarrhea. This condition makes a person move watery stool rapidly and produce gas often. If left untreated, it can lead to dehydration. To prevent this, a person must be sure that the food to be eaten is clean and properly cooked. Constipation Too little water intake during the day may result to constipation. It is the difficulty of moving out feces due to a small amount of moisture in the large intestine. To prevent this, a person should drink water frequently within the day. Acid Reflux Acid reflux occurs when the food in the stomach returns to the esophagus, resulting in a burning feeling termed as heartburn. The food that returns to the esophagus from the stomach contains digestive acids that give the burning feeling. It usually happens when the stomach is very full. Taking Care of the Digestive System To have a healthy digestive system, nutritious foods should be eaten. Food preparation and storage should be checked. Drinking at least eight glasses of water every day ensures smooth removal of solid waste in the body. 51
- 52. Key Points ● The digestive system is for breaking down food and acquiring nutrients. ● Digestion is the process of breaking down food through mechanical digestion and chemical digestion. ○ Mechanical digestion, or physical digestion, involves the chewing, biting, and swallowing of food particles. ○ Chemical digestion is the process of digestion which involves enzymes produced by different parts of the digestive system. ● Its primary components are the digestive tract and the accessory organs. ● The digestive tract includes the mouth, esophagus, stomach, small intestine, and large intestine. ● The accessory organs are the salivary glands, liver, pancreas, and the gallbladder. Web Links For further information, you can check the following web links: ● To know more about how the digestive system functions, watch ‘How your digestive system works - Emma Bryce’’: TED-Ed. 2017. ‘‘How your digestive system works”’ https://www.youtube.com/watch?v=Og5xAdC8EUI&t=5s ● To learn more about your liver, watch ‘What does the liver do? - Emma Bryce’’: TED-Ed. 2014. “What does the liver do?” https://www.youtube.com/watch?v=wbh3SjzydnQ ● To know more about how food affects your digestive system, watch ‘How the food you eat affects your gut - Shilpa Ravella’’: TED-Ed. 2017. ‘‘How your digestive system works”’ https://www.youtube.com/watch?v=1sISguPDlhY 52
- 53. Check Your Understanding A. Indicate if the sentence is true. If not, change the underlined word or phrase to make the sentence true. 1. Digestion is the process of breaking down food in the body. 2. The esophagus is the first part of the digestive tract. 3. The pancreas stores bile that helps digests fats. 4. The small intestine’s inner lining is filled with small, finger-like projections called chyme. 5. The salivary glands release bile that helps in swallowing chewed food. B. Identify the term being described by the statements below. 1. This refers to physical digestion. 2. This is the process of moving food down the digestive tract through muscular movement. 3. This is where starch is first digested. 4. This is where acids digest food. 5. This is the organ that produces bile. 6. This is the organ that stores bile. 7. These are the organs that produce amylase. 8. This is where feces moves out of the body. 9. This is also known as heartburn. 10.This is the longest organ of the digestive system. Challenge Yourself Answer the following questions. 1. Why does food need to be chewed before being chemically digested? 2. Can the digestive system function without enzymes? 3. Can the digestive system function without muscles? 4. Why does the large intestine need to reabsorb water? 5. How can people survive even after having the gall bladder removed? 53
- 54. Laboratory Activity Activity 4.1 Body System Exercises Objectives At the end of this laboratory activity, the students should be able to: ● identify factors that affect respiratory rate; ● differentiate how thick and thin skin protects against cold; ● identify factors that affect rate of digestion; and ● explain how the skeletal and muscular systems work together. Materials and Equipment ● timer ● paper ● cardboard ● styrofoam ● ice ● candy ● cups ● popsicle sticks ● rubber bands ● scissors ● glue Procedure 1. Integumentary system: Place an ice cube over a piece of cardboard resting on your palm. Record the time it takes for your hand to feel the cold. Repeat this process with a piece of paper and a piece of styrofoam 1 centimeter thick. Record all times. 2. Digestive System: Immerse a whole piece of candy and a crushed piece of candy (both should be the same size) in separate cups of water. Stir both cups evenly and record the time it takes of each of the candy to dissolve. 3. Respiratory System: Sit down on a chair for 30 seconds. Record the number of inhalations and exhalations that you do for 10 seconds afterwards. Repeat this step after 30 seconds of jogging in place, and after 30 seconds of jumping jacks. Record all inhalations and exhalations. 4. Skeletal and Muscular System: Trace your hand on a piece of cardboard and cut. Stick popsicle sticks to the fingers. Cut a rubber band to have one long strand. Stick these on each end of a popsicle stick, and do it for all 54
- 55. fingers. There should be one rubber band per finger. Pull on the rubber bands and observe what happens. Data and Results Integumentary System Material Time Cardboard Paper Styrofoam Digestive System Candy Type Time Whole Crushed Respiratory System Activity Number of Inhalations and Exhalations Sitting Jogging in Place Jumping Jacks Guide Questions 1. Which material do you think provides more cold resistance? 2. Did the crushed candy or the whole candy melt faster? Why? 3. Which activity led to more inhalations and exhalations after? 4. What do you think the popsicle sticks and the rubber bands represent? 55
- 56. Performance Task Promoting Good Health Practices Goal ● Your goal is to promote proper care of the integumentary, skeletal, muscular, respiratory, and digestive system. Role ● You are young health professionals who want to promote proper health practices to the public. Audience ● You are aiming to promote proper health practices to your schoolmates. Situation ● Practices that benefit your systems should always be prioritized, and not just done on special occasions. Product, Performance, and Purpose ● You should come up with a poster that promote good health practices like brushing teeth, exercise, proper hydration, and non-smoking. Your poster should include the benefits of each, and what organs and systems they affect. Standards and Criteria ● Your performance will be graded by the following rubric. Criteria Below Expectations, 0% to 49% Needs Improvement 50% to 74% Successful Performance 75% to 99% Exemplary Performance 100% Content. Detailed facts are presented well. Content related to the task. Details not presented. Content is not related to the task. Details are presented but not organized. There are some content that are not related Details are presented in an organized manner. Content are related to the task. Details are presented in an organized manner that can be easily understood. 56
- 57. to task. Content are related to the task. Additional supporting details are presented. Communication Skills. Presentation was done in a clear and logical manner. Presentation was not done. Presentation was done but in a disorganized and illogical manner. Presentation was done smoothly but the concepts are presented in such a way that should be rearranged for better understanding. Presentation was done clearly. Concepts were presented in a logical manner and easily understandable by the audience. Audiovisual materials. Materials presented in a creative way but not sacrificing the accuracy of facts. No audiovisual materials used. Audiovisual materials are used but are messy and disorganized. There are no attention to details. Audiovisual materials are well organized and done neatly. Some attention are paid to detail. Audiovisual materials are well organized and done creatively. There is also a great attention to details. Integrating concepts in healthcare . Subject matter is integrated and properly used in presenting facts. No concept on healthcare discussed in the task. The concept of healthcare was mentioned but not integrated in the task. The concept of healthcare was properly integrated in the task. Concepts were properly presented in relation to the task. The concept of healthcare was integrated in an organized and logical way. Additional concepts about photosynthesis related to the task were presented. Self Check Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box. Check I can… explain the functions of all the systems in this unit. identify all the organs and functions in each of the systems. 57
- 58. explain the causes of some common diseases that affect these systems. identify proper health practices that benefit these systems. Key Words Alveoli These are small sacs found in the lungs where gas exchange happens. Appendicular skeleton These are the bones of the arms and legs. Axial skeleton These are the bones of the neck, spine, and trunk. Cardiac muscle These are striated muscles that make up the heart. Cartilage A connective tissue that is softer than bone and used for structure. Dermis A layer of skin that contains glands, hair, blood vessels, and nerves. Epidermis The outermost layer of the skin that contains keratin and mostly comprised of dead cells. Esophagus A muscular tube that connects the pharynx to the stomach. Larynx A muscular structure also known as the voice box, used for vocalization. Lungs A respiratory organ where gas exchange occurs. Skull The bone of the head that protects the brain and sensory organs. Smooth muscles Involuntary muscles that are usually found associated with other organs. Thoracic cavity The space in the chest that contains the lungs and the heart. 58
- 59. Wrap Up The Different Body Systems Photo Credits Intro. Human Heart and Circulatory System by Bryan Brandenburg is licensed under CC BY 3.0 via Wikimedia Commons Fig. 4. Osteoporosis Locations by BruceBlaus, is licensed under CC BY 4.0 via Wikijournal of Medicine. Osteoporosis 02 by BruceBlaus, is licensed under CC BY 4.0 via Wikijournal of Medicine Fig. 5. Adolescent male and female children with rickets- side view. Wellcome L0034944 by Wellcome Images is licensed under CC BY-SA 4.0 via Wikimedia Commons Fig. 7. Blausen 0785 Scoliosis 01 by BruceBlaus, is licensed under CC BY 3.0 via Wikijournal of Medicine Fig. 10. File:414 Skeletal Smooth Cardiac by OpenStax College, is licensed under CC 59
- 60. BY 3.0 via Wikimedia Commons Fig. 10. File:414 Skeletal Smooth Cardiac by OpenStax College, is licensed under CC BY 3.0 via Wikimedia Commons Fig. 10. Muscle Tissue(1) by Mdunning13, is licensed under CC BY 3.0 via Wikimedia Commons Fig 12. Heart anterior exterior view by Patrick J. Lynch, is licensed under CC BY 2.5 via Wikimedia Commons Fig 13. Rheumatoid arthritis by James Heilman MD, is licensed under CC BY 3.0 via Wikimedia Commons Fig. 14. 1025 Atrophy by OpenStax, is licensed under CC BY 4.0 via Wikimedia Commons. Photograph of young girl with muscular atrophy Wellcome L0034939 by Wellcome Images, is licensed under CC BY 4.0 via Wikimedia Commons Fig. 15. Bishop Loughlin Games - Armory - Track & Field (11609407975) by Steven Pisano, is licensed under CC B.Y. 2.0 via Wikimedia Commons; Front view of a human heart * Cista frontal de un corazón humano by Blausen Medical Communications, Inc., Dcoetzee., is licensed under CC BY-SA 3.0 via Wikimedia Commons Fig. 18a. 2003-09-17 Goose bumps by Ildar Sagdejev, is licensed under CC BY 3.0 via Wikimedia Commons Fig. 18a. TranspirationPerspirationCommonsFL by Minghong, is licensed under CC BY 3.0 via Wikimedia Commons Fig 19. Laryngitis by BruceBlaus, is licensed under CC BY-SA 4.0 via Wikimedia of Health Fig 20. Furoncle by Mahdouch, is licensed under CC BY 1.0 via Wikimedia Commons Fig 21. Sunburnt back(3) by Pavel Sevela is licensed under CC BY 3.0 via Wikimedia Commons; Acne vulgaris on a very oily skin by Roshu Bangal, is licensed 60
- 61. under CC BY 4.0 via Wikimedia commons; Sunburn blisters by Axelv, is licensed under CC BY 3.0 via Wikimedia Commons Fig 27. Lung cancer by Emmanuelm, is licensed under CC BY-SA 3.0 via Wikimedia Commons Fig 28. Blausen 0316 DigestiveSystem by BruceBlaus, is licensed under CC BY 3.0 via Wikijournal of Medicine Fig. 29. Peristalsis by Boumphreyfr, is licensed under CC BY 3.0 via Wikimedia Commons Fig 30a. Small intestine and villus jp by すじにくシチュー, is licensed under CC BY 1.0 via Wikimedia Commons Fig. 30b. Intestinal villus simplified by Snow93, is Public Domain Fig 31. SalivaryGlands by BruceBlaus, is licensed under CC BY 3.0 via Wikijournal of Medicine Fig. 33. GastroEsophageal Reflux Disease (GERD) by BruceBlaus, is licensed under CC BY-SA 4.0 via Wikimedia of Health References Alton Biggs, et al. 2013. Glencoe Science Biology. Singapore: Mc Graw-Hill Education (Asia). Capco, Camelita M. Biology. Quezon City: Phoenix, 2003. Cessie Starr and Ralph Taggart. 1995. Biology The Unity and Diversity of Life. USA: Wadsworth Publishing Company. Eric Strauss and Marylin Lisowski. 2000. Biology 2nd Edition. Singapore: Pearson Education Asia Pte Ltd. 61
- 62. Jane B. Reece, et al. 2011. Campbell Biology 10th Edition. USA: Pearson Education. Vengco, Lilia, and Teresita Religioso. Integrated Science. Third ed. Quezon City: Phoenix, 2011. 62