![]() Symptoms may include: increased mucus production, swelling of skin and muscles, drop in blood pressure, hives on the skin, constriction of airways, nausea. This reaction usually causes symptoms in the nose, lungs, throat, sinuses, ears, lining of the stomach, or on the skin. These antibodies travel to cells in other body systems that release chemicals, causing a widespread allergic reaction. In response, the cells start overreacting by producing antibodies to fight off the invader. Cells in the immune system first identify the allergen (peanuts, in this case) as an invader.As you do so, have students keep track of the different levels of organization (cells, tissues, organs, and systems) that react or are impacted. Draw or use a model (similar to this one) that illustrates what happens when a person has an allergic reaction and describe the process using the information below.Elicit from students what system they think may be affected ( immune system). Present an example scenario and its impacts on a body system: Describe what would happen if someone who has a peanut allergy unintentionally ingests peanuts.Students collaboratively brainstorm and model different examples of how body systems rely on all levels of organization to function. Prompt them to also add in other systems they had not considered.Ĥ. Encourage students to draw from what they just learned about the structure of the human body as a system as they change or add more details to the body systems already on their maps.Then have students revise their Human Body Microbial Maps in their original small groups, to reflect on their learning, and add in new understanding about body systems.Have students work in pairs to complete the tracker as they refer to the infographic. Hand out the Human Body Organization Tracker.Students use the Organization and Structure of the Human Body infographic to understand how the body is organized. If needed, build on this definition: collection of items or organisms that are linked and related, functioning as a whole.ģ. Prompt students to come to a common working definition of system that addresses these commonalities.Ask: What do all these systems have in common?.Pass out the Organization and Structure of the Human Body infographic and ask students to talk with a partner about how our bodies are also systems.Spark student thinking about systems by asking how the school is a system: What are the inputs, outputs, what happens when it breaks down? Elicit other ideas about systems in students’ lives.Lead a brainstorm discussion to reach a working definition of systems. If following the Misunderstood Microbes unit, explain that before students can continue to address the unit’s Driving Question ( Which microbes should we protect or eradicate to keep our bodies healthy?), they will need to learn more about the human body and how it is organized, which is the focus of the next two activities.Ģ.Then review some of the questions that students generated in the Need to Know column of the class Know & Need to Know chart, which will likely include questions related to how the body is structured.Ideas to listen for: There are multiple systems of the human body that perform different functions necessary for survival those systems are composed of cells that form tissues and tissues that form organs.Lead a class discussion to elicit and discuss a few student ideas about how the body system is organized.Ask students to share one or two of the body systems shown on their maps with another set of partners.Prompt students to briefly review their Human Body Microbial Maps and the class Know and Need to Know chart from the Introduction to Microbes and Human Body Systems activity to activate their previous ideas. ![]() ![]() This activity is part of the Misunderstood Microbes unit.ġ. ![]()
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