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Do You Have the Guts? (Grade 7)

Master Teacher

Wendy R. Morris

Time Allotment

90-minute block or two 45-minute class periods

Overview

Do you have the guts? Of course you do! Your guts are composed of many organs just like the frog’s! The digestive, respiratory, circulatory and excretory systems are all represented in your body cavity and look very much like those of a frog. In this activity you will explore frog homology (how human’s internal organs and a frog’s internal organs are very similar: as preparation for dissection. The student will draw the internal parts of the human body by memory, watch a video clip about the systems of the human body, then revise the drawing. Next the student will explore and draw the internal organs of the frog by exploring a dynamic Web site, Froguts. Ribbit! Ribbit! Croak!

Subject Matter

Science

Learning Objectives

Student will be able to:

Name and locate the major internal organs of the human body
Name and locate the major internal organs of the frog

South Carolina Curriculum Standards

From the South Carolina grade 7 science standards available on-line at

http://www.sctlc.com/sctlc/standards/default.cfm

Compare and contrast the human body organs and systems to other animals (i.e. earthworm, frog, chicken)

Illustrate the parts and describe the functions of the digestive system including mouth, esophagus, stomach, small intestine, large intestine, rectum, liver, pancreas and gall bladder.

Illustrate the parts and describe the functions of the excretory system including kidneys, liver, and urinary bladder.

Media Components

Video

Human Body Systems: The Excretory System subsections “An Introduction to the Excretory System” and “The Kidneys,” and Human Body Systems: The Digestive System, “What Happens in the Stomach?” from http://www.streamlinesc.org.

To access these video segments, log on to your account at the StreamlineSC Web page. In the search by keyword box, type Human Body Systems: The Excretory System. Download the clips

“An Introduction to the Excretory System” (2:14 minutes) and “The Kidneys” (3:47 minutes). From Human Body Systems: The Digestive System, download “What Happens in the Stomach?” (1:33 minutes)

(Note to Teacher: If you don’t have an account with StreamlineSC, check with your media specialist about signing up for your own account.:

Web Sites

Frogutshttp://www.froguts.com/flash_content/index.html. This is a virtual frog dissection site.

Frog dissection quiz at http://biology.about.com/library/weekly/aa102600a.htm.

Osseo-Fairchild High School’s Virtual Frog Dissection Web site at http://www.ofsd.k12.wi.us/science/frogdiss.htm

Materials

Paper templates of human and frog

Prep for Teachers

Students should have completed a thorough investigation of the human body systems and be mentally prepared for frog dissection.

Bookmark and explore the Web sites froguts.com, http://biology.about.com/library/weekly/aa102600a.htm and http://www.ofsd.k12.wi.us/science/frogdiss.htm.

When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1: Tell your students to take a deep breath. Then pause, swallow; pause, try to feel their heart beat; pause, maybe even feel their stomach growl; pause.... then think about where their lungs and esophagus and other internal (inside) organs are located.

Step 2: Hand out the blank human body template

Step 3: Ask the students to use a PENCIL (no pen and a good eraser is also helpful) to draw as many internal organs as they can in their proper locations on the human body worksheet.

Step 4: Once students have completed as many organs as possible (5-10 minutes) go on to the next step.

Learning Activities

Step 1: Explain to the students that we don’t always exactly remember every part of every system and may not even know exactly where it is located. We also usually see these systems all by themselves – not together with or among other systems.

Step 2: We are going to watch a brief video clip. Give your students a Focus for Media Interaction, telling them to watch this video clip and compare their drawing to the graphics displayed on the video, and to change their drawing to more closely match the graphics in position, labeling, and completeness. PLAY the video clip Human Body Systems: The Excretory System, subsection “An Introduction to the Excretory System.” START the video clip at the roller bladers, STOP when the word Metabolism appears on the screen.

Step 3: Give students time to correct their drawings. If needed, reshow the clip.

Step 4: Tell the students we are going to watch another brief video clip. Give them a Focus for Media Interaction telling them to watch this video clip and compare their drawing to the graphics displayed on the video, and also to change your drawing to more closely match the graphics in position, labeling, and completeness. PLAY the next video clip Human Body Systems: The Excretory System: “The Kidneys.” START the video clip at the very beginning and STOP when the words “Filtration System” appear on the screen. Ask the students to again make adjustments to their drawings carefully watching for correct position and labeling the parts.

Step 5: Tell the students we are going to watch a few seconds of a video clip. Give them a Focus for Media Interaction telling them to watch this video clip and compare their drawings to the graphics displayed on the video, and also to change their drawings to more closely match the graphics in position, labeling, and completeness. PLAY the next video clip Human Body Systems: The Digestive System: “What Happens in the Stomach?” START the video clip at the very beginning and STOP when the digestive system diagram leaves the screen. You may choose to pause the video here and leave it until students are finished. Ask the students to again make adjustments to their drawings carefully watching for correct position and labeling the parts.

Culminating Activity

Step 1: Students will now have the opportunity to compare the human body systems to the frog’s. Hand out the frog body template. Explain that students will create a drawing of the internal organs of the frog using the Froguts Web site.

Step 2: Provide a Focus for Media Interaction by asking, “What stage of life is the frog on the “now loading” icon?”

Step 3: Click on the Frog picture at the top left of the screen. It will say “Frog Demo.” Click anywhere on screen.

Step 4: Follow directions on Screen to Dissect a Frog! In order to see parts on the screen removing of Frog Parts are required. Students will NOT be removing frog parts when you dissect in our lab.

Step 5: Once you have dissected the frog, it is time to attempt to draw and label the internal organs of the frog.

Step 6: Provide a Focus for Media Interaction by having students check out this Web site for help in identifying position and labeling organs: http://www.ofsd.k12.wi.us/science/frogdiss.htm. Go to The Internal Frog and click through choices such as The Heart, Liver and Gall Bladder, Small Intestine and Stomach, Kidneys and Lungs. This site shows actual pictures of frogs with labels of parts and has many helpful notes.

Step 7: Virtual Frog Dissection Quiz. Provide a Focus for Media Interaction by telling your students “WITH YOUR PARTNER try to answer the questions from Biology at about.com. For some of the question’s answers you may have to guess! However, you get to see a lot of information that will be very helpful on your frog dissection test.”

Cross-Curricular Extensions

Language Arts: Compare and contrast, in writing, the difference between a frog’s homology and a human’s.

Art and Math: Investigate and create scale drawings.

Community Connections

Invite a Veterinarian or a zookeeper to discuss how knowing human anatomy helps them with caring for animals.
Watch surgery via a local teaching hospital’s distance education learning center.
Ask or poll students, teachers and parents if they would want a doctor to perform surgery on them who had never participated in a dissection. Report the results.

Student Materials

Activity Sheet 1: Human body outline

Activity Sheet 2: Frog body outline