Contrasting student and scientific views

Student daily experiences

Younger main students might have little knowledge about internal bodily organs. They often tend to think the materials of the body room what they have seen being put into or coming the end of it, such as food and blood. Your experiences with everyday cuts, scratches and bruises seem come reinforce a view that blood is listed below the surface ar of the skin, pour it until it is full the spaces within the body (like a bag of blood).

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Older youngsters are an ext likely to have the ability to list a huge number the organs yet may not completely understand the duty or interconnected nature of these. Because that example, student at these levels might realise that the love is a pump but not realise that the blood return to the heart, or they may think that the mind helps the body parts yet not always realise that the body helps the brain.

Research: Fleer & durable (1996), Gellert (1962), Carey (1985)

Scientific view

To survive and also reproduce, the human body depends on major internal body organs to perform certain critical functions. As soon as two or much more organs together with their connected structures work together they become component parts of a body system.

Some of the conveniently recognisable inner organs and their connected functions are:

The brain

The brain is the control centre that the nervous system and also is located within the skull. That is functions include muscle control and also coordination, sensory reception and also integration, speech production, storage storage, and also the elaboration that thought and emotion.

The lungs

The lungs space two sponge-like, cone-shaped structures that fill many of the chest cavity. Their essential duty is to administer oxygen from inhaled air come the bloodstream and to exhale carbon dioxide.

The liver

The liver lies top top the ideal side the the abdominal muscle cavity in ~ the diaphragm. Its main duty is to procedure the contents of the blood come ensure composition continues to be the same. This procedure involves breaking under fats, creating urea, filtering harmful substances and also maintaining a appropriate level the glucose in the blood.

The bladder

The bladder is a muscular organ situated in the cavity. It follow me to keep urine and contracts to release urine.

The kidneys

The kidneys space two bean-shaped organs located at the earlier of the ab cavity, one on every side the the spinal column. Their function is to keep the body’s chemical balance by excreting rubbish products and excess liquid in the kind of urine.

The heart

The love is a hollow, muscular organ that pumps blood through the blood ship by repeated, rhythmic contractions.

The stomach

The stomach is a muscular, elastic, pear-shaped bag, lying crosswise in the abdominal muscle cavity beneath the diaphragm. Its main purpose is digestion of food through production of gastric juices which break down, mix and also churn the food right into a slim liquid.

The intestines

The intestines room located in between the stomach and also the anus and also are split into two major sections: the tiny intestine and also the big intestine. The duty of the tiny intestine is to absorb many ingested food. The huge intestine is responsible because that absorption that water and also excretion of solid waste material.

Critical teaching ideas

Humans might look different however inside they share similar component parts.The person body contains major internal organs or body parts which can be easily identified. This organs differ in size, shape, location and function.Each organ has actually a specific function which contributes come the as whole wellbeing of the human being body.A team of organs whose work are closely related are regularly referred to as a system.

Explore the relationships in between ideas around internal human body organs in the Concept breakthrough Maps (Cell Functions).

Building students’ knowledge of internal body organs, just how these are linked and why they work together as systems is a facility process. A useful starting point is to determine students’ present ideas and also understandings around what is inside the body. Using daily experiences to draw out these concepts is always powerful, such as recalling access time to the doctor, medical operations/procedures, injuries, medical imaging/scans, posters and also advertising images.

It is helpful to discover what internal organs look at like and also where lock are situated in order to know the specific function of each and also how each contributes to maintaining the body alive and also well. Teaching experiences should begin to encourage students to take into consideration how organs job-related together, i.e. Exactly how the work of one organ is comparable or contributes to the functioning of another. This idea leader to the more complex idea the body parts kind connected equipment that contribute to the to work of the body together a whole.

Teaching activities

Bring out students’ existing ideas

Encourage college student to work-related in little groups to develop a usual drawing the what lock know around the within of the human being body. Take into consideration providing each group with an summary of a person body or have students trace approximately a team member lied on a large sheet that paper. Ensure students take into consideration the location, size and shape that body components in their drawings. Have actually students include labels naming each internal part and think about getting the groups to study information around each organ.

Share pundit control

Provide each student group with at the very least three strips that paper. Have each group list three inquiries that arose as they to be completing their drawings, concentrating on things they establish they didn’t know.

Display body drawings and discuss similarities and also differences between each group’s representations. Display the inquiries and include further inquiries to the list together they arise from this discussions and observations. Together a class, complete a bundling activity sorting the questions. Student should comment on what groupings to use.

These questions have the right to then inform planning of further investigations. Revisit these questions at the finish of each session and also respond where ideal with new information.

Clarify and also consolidate principles for/by communication to others

By using a jigsaw strategy, students move from ‘home’ teams to ‘expert’ groups, and then ago to ‘home’ teams to collect and share much more detailed information about internal body organs. Working in ‘expert’ groups, students research a particular internal organ of the human being body. Together a result of the experiences detailed in this ‘expert’ group, every team member must have the ability to explain wherein the organ is located, describe/represent the observable attributes of the organ and also explain what the body organ does for the person body and why that is important.

When working in experienced groups it may be helpful for college student to:

access helpful websites, science texts and also visual imagesexplore scientific modelsexamine pet organs (following regulated health protocols)construct simple models with products like plasticinecomplete an easy investigations i m sorry demonstrate key features and functions of the body organ they space investigating.

Each member then returns to the ‘home’ group and shares their expertise, ‘teaching’ their colleagues this brand-new information. Following experienced presentations the ‘home’ group returns to their initial body drawing and adds new information. These transforming body displays come to be an integral part of the recurring investigation and also demonstrate a dynamic, changing display.

Promote have fun on and also clarification of existing ideas

To assist students to construct richer an individual meanings because that ideas and also concepts connected to internal body guts encourage lock to complete sentence stems. Sentence stems are incomplete statements designed to provide a framework for insights and also observations. Some examples are: ‘The liver is…’ ‘The liver can…’ ‘A heart has…’ ‘The lungs can…’

Encourage students come write short stories about one that the offal they have investigated, v a emphasis of ‘a work in the life’ of the organ.

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Challenge some existing ideas and also focus attention on hitherto overlooked detail

When student are acquainted with a variety of significant internal organs, provide activities that encourage students to take into consideration how one organ is comparable to or contributes come the job-related of one more organ. Asking students questions such as, ‘How is this like/not prefer a comparable organ?’ This motivates students to think about similarities and differences which castle may usually overlook. Various other questions could include:

How room the stomach and bladder alike? how do lock differ?How room the kidneys and the liver alike? just how do they differ?How is the big intestine favor a tea strainer?How is the love not like a bike pump but more like an air mattress foot pump?

Identify diseases and conditions commonly connected with each major organ, such as heart attack, asthma, stomach ulcer, etc. Discuss contributing components to these, such as inherited conditions. Explore how medicine has developed effective therapies for numerous of these, for example transplants, mechanical hearts and also medication.​

Further resources

Science related interactive discovering objects can be discovered on the FUSE Teacher sources page.

To access the interactive discovering object below, teachers need to login to FUSE and also search by Learning resource ID:

Human Body – students job-related through a collection of four learning objects around the framework and role of the human body. They compare human beings with other pets to discover adaptation to environments.Learning resource ID: K6MKAS