anatomy & physiology interlude: guts and bolts … l4.pdf · describe the body’s anatomy...

Health Sciences Module: Guts and Bolts Pathways to Prosperity Network

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ANATOMY & PHYSIOLOGY INTERLUDE: GUTS AND BOLTS

Essential Question: What Makes You a Living Thing?

Learning Targets:

Students will:

Explain the body as a system of interacting subsystems.

Describe the body’s anatomy (structure) and its physiology (function).

Effectively engage in collaborative discussions with peers.

Lesson Overview

This lesson digs deeper into the anatomy and physiology of the human body. Most allied health

professionals are required to take hours of A&P classes—so what is anatomy? What is

physiology? Young professionals will begin to scratch the surface of how the body is like a

complex and elegant machine by exploring its structures and their functions. After being

introduced to new vocabulary, students will test their understanding of the body’s structures and

functions through an interactive computer game that challenges them to build a human

machine.


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Lesson Agenda Opening (5 min)

Characteristics of Life

Work Time Anatomy and Physiology Crash Course (25 min)

Guts and Bolts (30 min)

Closure (5 min) Closing Connections

Materials

Young Allied Health Professional student packet

Technology to project video

Video: https://www.youtube.com/watch?v=uBGl2BujkPQ

Student computer stations for Guts and Bolts activity

Colored pencils or markers

Human Body Structures cards (per pair)

FACILITATION NOTES

Anatomy and Physiology Interlude. This is the first anatomy and physiology interlude lesson.

Familiarize yourself with a crash course on A&P found at:

https://www.youtube.com/watch?v=uBGl2BujkPQ. This video is packed with vocabulary, and

the narrator speaks quickly—focus on function and big picture. Ensure students focus on

structures and functions by complementing the video with <The Science of Us Note Catcher>.

Show up to 7:13—the final minutes discuss directional terms for describing the body, which is

not necessary for this introductory lesson.

Guts and Bolts. This computer-based activity helps students develop background knowledge

on the body’s interacting structures and their functions. Preview and play Guts and Bolts:

https://www.brainpop.com/games/gutsandbolts/. You can reference the answer key provided in

the Facilitator Documents as you move through the levels. It is recommended that you have

students complete the first 5 levels only, though more advanced students may be able to

complete more.

Diagramming. The Guts and Bolts activity is challenging and can be frustrating to solve at

times. Encourage students to diagram the steps they take to complete each level as they

proceed. This is a crucial processing step, as each level builds from the previous.

https://www.youtube.com/watch?v=uBGl2BujkPQ

https://www.brainpop.com/games/gutsandbolts/


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Connect this

brainstorm to the

systems of the

body that were

explored in the

previous lessons.

This will allow

students to

connect new

knowledge on

the body’s other

systems to their

current

knowledge.

Vocabulary. This lesson introduces a number of new vocabulary terms. Be sure to provide

adequate processing time and highlight structure and function versus memorization of

definitions.

IN ADVANCE

Prepare technology to project the video.

Bookmark the Guts and Bolts activity on each student computer.

Print and cut out the <Human Body Structures cards.>

Vocabulary

Content Tier II

anatomy, physiology, cadavers, atoms,

cells, tissues, organs, organ systems,

homeostasis

structure, function, stable, internal,

organization.

Opening (5 min)

Characteristics of Life As a human that walks, breathes, and sits at your desk listening to what I say now, you can

confidently say that you are alive. But can you prove it?

1. Ask: What characteristics make you a living thing? How do you know you are

alive? Listen for: I am awake, I am breathing, I am able to move.

In our first Anatomy and Physiology interlude, we will be exploring the various systems

of the body that make us living creatures. What systems from the previous lessons did

you learn about that help us survive? Listen for: Respiration, circulation.

2. Explain that in pairs, YPs will brainstorm all the characteristics that make us

living. What other systems can you think of that help us survive?

o Use equity sticks to solicit responses.

o Record ideas on the board or on chart paper.


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This activity

provides a

formative

assessment on

students’

understanding of

the body’s

interacting

subsystems. The

pyramid structure

scaffolds this work

and offers a

concrete

representation.

Provide time for

students to reflect

on the interrelated

relationships to

grasp how the

body’s structures

rely on each other

to maintain

homeostasis.

Work Time

Anatomy and Physiology Crash Course (25 min)

The human body is a complex and elegant machine. In order to understand it, Allied Health

professionals must spend hours studying the body’s anatomy and physiology.

Ask: Who here has heard of the terms anatomy and physiology? Who would like to be the first

to try to define these terms?

Invite volunteers to answer the question.

Listen for: Anatomy refers to the structures that make up the body, and physiology refers to

their functions.

Today, we are going to take a crash course in Anatomy and Physiology. As you watch this

video, focus on what the body is (anatomy) and what the body does (physiology). Do not

worry about every vocabulary word—listen for the bigger picture.

1. Direct attention to <The Science of Us Note Catcher> in their student packets.

2. Explain that they should complete this as they watch the video.

3. Project Crash Course A&P #1:

https://www.youtube.com/watch?v=uBGl2BujkPQ. Show to 7:13.

4. After the video, provide time for the YPs to share their notes with a partner—

they should work together to fill in any outstanding gaps on their note catchers.

Say: Now that we’ve completed our first crash course in Anatomy and Physiology, let’s

test what we’ve learned about the body’s structures and their functions.

5. Distribute the Human Body Structures cards to the pairs.

6. Have students work together to arrange a pyramid based on the correct

structural organization of the human body.

7. Explain that the smallest structures should go on the bottom of the pyramid, with

the larger structures on top.

8. Circulate and assist pairs as needed.

9. After the YPs arrange their pyramids in the correct order, ask: What would

happen if one of the lower components of the pyramid was removed or stopped

functioning?

10. Listen for: The pyramid would crumble.

https://www.youtube.com/watch?v=uBGl2BujkPQ


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Say: The human body depends on each of these structures in order to function properly. If one

of them stops working, the body will lose homeostasis, which will result in death if not treated

quickly.

Guts and Bolts (30 min)

In a college A&P class, you would learn a lot more about the body’s tissues, organs, organ

systems, etc. and their functions. There is a LOT of new vocabulary to learn—almost like

learning a new language! For today, we are going to try to learn this language through

creation: we will explore the body’s physiology by creating a human machine!

You are a mad scientist trying to bring a machine to life! To do this, you will start with the

fundamentals of constructing the structures of the body. You begin with the respiratory

system, which serves the purpose of getting oxygen to the body. It also connects to many

other body systems. As you work to bring your machine to life, you will learn about the

structures by focusing on their functions within the body. Moving through the challenges,

you will want to take notes on the steps you have taken to build these structures, as they will

start to work together in future steps.

Pay close attention to what organs need and what they produce. As organs interact, expect

many challenges. You will see the body is a complicated machine. Don't get frustrated,

as part of being a mad scientist is problem solving and persevering. Even Frankenstein

was not reanimated in a day.

1. Direct students to the <Guts and Bolts> site:

https://www.brainpop.com/games/gutsandbolts/.

2. In their young allied health professional packets, students will create diagrams to

reflect their work. They can use the blank diagram templates in their student packets

for reference.

3. Give students time to explore the first level.

4. Gather their attention.

5. Model sketching a diagram (either on a PowerPoint or draw one up on the board).

o Highlight making a key.

6. Encourage the YPs to continue exploring.

o If the YPs experience frustration, encourage them to go back and repeat the

previous step, taking notes.

7. Circulate and ask:

o What do the blue circles mean? The green pentagons? The yellow stars?

o What is happening as the blood enters the lungs? As blood enters the stomach?

o What do you notice about how these systems work together?

Guts and Bolts

provides an

engaging

problem solving

experience—

with many

opportunities for

broken pipes.

Complexity

increases as

new systems

are added.

Normalize

mishaps and

potential

frustration. Be

prepared to

encourage a

growth mindset

and multiple

attempts to build

a working

machine.

https://www.brainpop.com/games/gutsandbolts/


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This brief closure

activity functions as

a formative

assessment as the

YPs organize new

knowledge and cite

evidence to prove a

point. Listen for

knowledge gains

and potential

misconceptions.

The point of this activity is for students to have a basic familiarity of the body’s

physiology that will help them contextualize the ongoing activities in the unit.

Diagramming functions and creating a key is a crucial processing step. Do not skip this.

Closure (5 min)

Closing Connections

We have learned a lot about the body’s systems and how they function together to make us

a living being. Now, can you prove you are alive using the new knowledge you gained today

about our anatomy and physiology?

1. Direct the YPs to the <Closing Connections> Exit Ticket in their student

packets.

2. Tell them they must come up with 5 ways to prove they are alive using new

knowledge they gained today about human anatomy and physiology.

3. Provide time for the YPs to work independently.

4. Invite volunteers to share their responses with the class.


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Name:

Date:

GUTS AND BOLTS: What Is Anatomy? What Is Physiology?

Today’s Learning Objectives:

I can:

Explain the body as a system of interacting subsystems.

Describe the body’s anatomy (structure) and its physiology (function).

Effectively engage in collaborative discussions with peers.

This lesson digs deeper into the anatomy and physiology of the human body. Most allied health

professionals are required to take hours of A&P classes—so what is anatomy? What is

physiology? I will begin to scratch the surface of how the body is like a complex and elegant

machine by exploring its structures and their functions. After being introduced to new

vocabulary, I will test my understanding of the body’s structures and functions through an

interactive computer game that will challenge me to build a human machine.

Today’s Activities:

Characteristics of Life

Anatomy and Physiology Crash Course

Guts and Bolts

Closing Connections


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The Science of Us Note Catcher

Directions: Complete the following notes as you watch the video. Do not focus on the exact

wording from the video—summarize the main ideas!

1. What is the Complementarity of structure and function?

____________________________________________________________________________.

2. What the body is…

Name the 5 structures that make up the body:

The Body

3. What the body does…

The body’s ability to maintain stable, internal conditions no matter what changes are occurring outside the body is known as ___________________________________________________.


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Guts and Bolts!

Directions: You are a mad scientist trying to bring a machine to life! To do this, you will need to

start with the fundamentals of constructing the various systems of the body. You begin with the

respiratory system, which serves the purpose of getting oxygen to the body. It also connects to

many other body systems. As you work to bring your machine to life, you will learn about these

systems by focusing on their functions within the body. As you move through the challenges,

you will want to take notes on the steps you have taken to build these systems, as they will start

to work together in future steps. Be sure to draw the correct paths for each step in the

empty diagrams provided.

Notes:


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Notes:


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Notes:


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Notes:


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Notes:

STOP! There are many more systems that need to be added to bring our machine to life. For

now, this gives you a general idea of how the respiratory and circulatory systems of the body

function together.


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Closing Connections Exit Ticket

Directions. Using what you learned today about human anatomy and physiology, list 5 things that prove you are alive.

I am alive because… 1. 2. 3. 4. 5.


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Facilitator Documents: Human Body Structures Card Sort

Production: Cut one set of the cards below per pair of students.

Atoms

Atoms Atoms Atoms Atoms Atoms

Cells

Cells Cells Cells Cells

Tissues

Tissues Tissues Tissues

Organs

Organs Organs Organ

Systems

Organ

Systems

The Body


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Guts and Bolts Answer Key

This is for the teacher to reference during the Guts and Bolts activity. Students will have

blank copies of this as part of their student packet.

Key Body System: Oxygen through the Body

You are a mad scientist trying to bring a machine to life! To do this, you will need to start with

the fundamentals of constructing the various systems of the body. You begin with the

respiratory system, which serves the purpose of getting oxygen to the body. It also connects to

many other body systems. As you work to bring your machine to life, you will learn about these

systems by focusing on their functions within the body. As you move through the challenges,

you will want to take notes on the steps you have taken to build these systems, as they will start

to work together in future steps.

Key

Blue Circles Oxygen

Yellow Stars Carbon Dioxide

Green Pentagons Nutrients

Step 1: First, we must pump oxygen into the machine via the blood “piping” system. Diagram

with labels:


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Step 2: Oxygen is transported to the machine via the blood piping system. Carbon Dioxide is

also transported to the machine via a separate blood piping system. Finally, oxygen, carbon

dioxide, and nutrients are all transported together via a third blood piping system. Diagram with

labels:

Step 3: Next, we must add the brain to our machine. Oxygen, carbon dioxide, and nutrients are

all fed to the brain via the blood piping system. The brain then outputs carbon dioxide. Diagram

with labels:


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Step 4: Now we are going to add the stomach and intestines to our machine. The stomach

connects directly to the intestines. We also need to construct a pipe that leads out from the

bottom of the intestines so there is a place to eliminate waste. When we eat, nutrients are

transported into the stomach and intestines. Meanwhile, oxygen is pumped via the blood piping

system into the intestines, which then output oxygen, carbon dioxide, and nutrients back into the

body.


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Step 5: Next, we need to add the lungs and diaphragm to the machine. The lungs are directly

connected to the diaphragm. As oxygen enters the lungs, they expand, causing the diaphragm

to contract. The oxygen is then released into the blood piping system. As carbon dioxide is

transported from the blood piping system, the diaphragm expands so that the lungs can pump

the carbon dioxide back into the air.

STOP! There are many more systems that need to be added to bring our machine to life. For

now, this gives you a general idea of how the respiratory and circulatory systems of the body

function together.


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For students who advance through steps 1-5 quickly and have time to tackle more, please

reference the diagrams below:

Step 6: Combines steps 4 and 5.

Step 7: Shows how the respiratory and circulatory systems interact via the introduction of the

heart.