part ii / xiii of the 6,500+ slide human body systems and health topics unit from part i: levels of...

Part II / XIII of the 6,500+ Slide Human Body Systems and Health Topics Unit from

www.sciencepowerpoint.com Part I: Levels of Biological Organization

Part II: The Skeletal SystemPart III: The Muscular System

Part IV: Nutrients and Molecules of LifePart V: Healthy Living and Eating

Part VI: The Digestive SystemPart VII: The Circulatory System

Part VIII: The Respiratory System / Dangers of SmokingPart IX: The Excretory SystemPart X: The Nervous System

Part XI: The Endocrine SystemPart XII: The Reproductive System

Part XIII: The Immune System

• Please visit checkout to purchase the entire 13 Part 6,500+ Slide PowerPoint roadmap ($19.99)– http://sciencepowerpoint.com/index.html

• 39 Page bundled homework package that chronologically follows the slideshow.

• 60 Pages of unit notes with visuals.• 5 PowerPoint review games (125+ slide each)• 108 videos• Answer Keys, lab activity sheets, readings, rubrics,

curriculum guide, crosswords and much more.• Enjoy this free PowerPoint and thanks for visiting.

Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

Human Body Unit

Part X/XIII

Human Body Unit

Part X/XIII

• RED SLIDE: These are notes that are very important and should be recorded in your science journal.

-Nice neat notes that are legible and use indentations when appropriate.

-Example of indent.

-Skip a line between topics -Don’t skip pages

-Make visuals clear and well drawn. Please label. Kidneys

Ureters

Urinary Bladder

• RED SLIDE: These are notes that are very important and should be recorded in your science journal.

• BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly.

• Keep an eye out for “The-Owl” and raise your hand as soon as you see him.– He will be hiding somewhere in the slideshow

“Hoot, Hoot”“Good Luck!”

New Area of Focus: The Nervous New Area of Focus: The Nervous SystemSystem

• Everything we have learned so far, and everything you will ever learn takes place in the nervous system.

The nervous system receives and The nervous system receives and then sends out information about then sends out information about your body.your body.It also monitors and responds to It also monitors and responds to

changes in your environment.changes in your environment.

• Your brain receives vast amounts of information all of the time.

• Your brain receives vast amounts of information all of the time.– We will close our eyes for a second and rely

on other messages your brain receives.

on other messages your brain receives.– For the next thirty seconds be absolutely

silent and be ready to report what you…

on other messages your brain receives.– For the next thirty seconds be absolutely

silent and be ready to report what you…

FeelHearSmellTasteDreamThink

• Who thought about keeping their heartbeat going?

• Who thought about blinking?

• Who thought about regulating hormones?

• Who thought about breathing normal?

• Who thought about keeping their heartbeat going?

• Who thought about blinking?

• Who thought about their blood pressure?

• Who thought about regulating their body temperature?

• Who thought about regulating hormones?

• Who thought about breathing normal?

• While you are using your nervous system for all of your senses, it is working double controlling all of the things in your body to keep you living?

• Changes that are happening all of the time in your body and out are called stimuli.

• Activity! Ice Cube in your hand again.– Feel the immediate stimulus sent to your brain.

• Activity Stimulus!

• Activity Stimulus! – Very slowly move your finger until it touches

your eyelash.

your eyelash.– A reflex action will cause your eye to blink.

• Activity Stimulus!– You can now decide to flick the back of your

neck with your with your thumb and middle finger causing pain.

• This is a conscious voluntary action that you have control over.

• The messages that are constantly traveling through your body are carried by the neuron or nerve cells.

Neuron: A specialized cell transmitting Neuron: A specialized cell transmitting nerve impulses.nerve impulses.Electrical and chemical signaling. Electrical and chemical signaling.

• Electrical signal: Changes + and – charges from one end of a neuron to another.

• Chemical signal: Chemicals allow signals to go from one neuron to another by “jumping the gap (synapse)”.

• Drawing a nerve cell / neuron step by step drawing in journal.

Cell Body

Dendrites

Cell Body

Dendrites

Muscle

Cell Body

Dendrites

Cell Body

Dendrites

Cell Body

Dendrites

Cell Body

Dendrites

Cell Body

Dendrites

Myelin sheaths

Cell Body

Dendrites

Myelin sheaths

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

1 mm to over 1 meter in length

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Another Axon with dendrites

“Synaptic Terminal”

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Neurotransmitters sent to receptors

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Cell Body

Dendrites

Myelin sheaths

Axon terminals

Fingers are dendrites

Hand is cell body

Arm is axon

Hand is cell body

Arm is axon

“He’ll need a finely tuned nervous system

to hit that shot.”

Hand is cell body

Arm is axon

• Activity! Build a Neuron and label the following.– Cell Body– Dendrites– Axon– Axon terminals.

• Some construction ideas.

• Some construction ideas.– Out of clay

• Some construction ideas.– Out of clay– Out of beads

• Some construction ideas.– Out of clay– Out of beads– Pipe cleaner

• Some construction ideas.– Out of clay– Out of beads– Pipe cleaner – Rope Neuron

• Some construction ideas.– Out of clay– Out of beads– Pipe cleaner – Rope Neuron– Compact disc and string

• Holes in cd to attach dendrites

• Some construction ideas. (Others?)– Out of clay– Out of beads– Pipe cleaner – Rope Neuron– Compact disc and string

• Holes in cd to attach dendrites

• Activity! Simulation of a neuron / Saltatory conduction.– Whole class is one neuron (myelinated axons)– Students stand at arms length from each other

and form a winding line through classroom.– Teacher says “go” to start, and first student

gently slaps hand on person next to them.– That person gently slaps the hand on the person

next to them and so on down the axon.– Last person in line should toss an object into the

air representing the signal going to another neuron.

– Teacher will time you.

Down line until last person

• Activity! Neurotransmitter.– Each student is a neuron / nerve cell.– Teacher passes out small object to each student that

easily fits into hand.– Students should stand in a line at arms length from each

other. (Line can curve around room).– Put object in left hand, have right hand open to accept

object.– When teacher says go, students at the beginning of the

line place their object (Chemical signal) into the dendrites of the student next to them.

• That student then passes their object, and so on down the line.

– We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide.

• There are three types of neurons.

• There are three types of neurons.– Sensory neurons

• There are three types of neurons.– Sensory neurons– Interneurons

• There are three types of neurons.– Sensory neurons– Interneurons– Motor neurons

• Interneuron: Transmits impulses between other neurons. (Brain and Spinal Column)

• Sensory neuron: Conducts impulses inwards to the brain or spinal cord.

• touch

• odor

• taste

• sound

• vision

• Motor Neurons: Pathway along which impulses pass from the brain or spinal cord to a muscle or gland.

• Name the type of neuron based on the pictures below?

Sensory Neuron

Sensory NeuronInterneuron

Motor Neuron

“Oh-no!” “My neurons are telling me we are trying it

one more time.”

Sensory Neuron

Motor Neuron

• Receptors: Cells that receive messages from your surroundings.

• Receptors: Cells that receive messages from your surroundings. Receptor Cell

• Receptors: Cells that receive messages from your surroundings. Receptor Cell Interneurons Brain Neurons Effector Cell.

• Receptors: Cells that receive messages from your surroundings. Receptor Cell Interneurons Brain Interneurons Effector Cell.

• Effectors: Cell that gets stimulated by a neuron (Muscle cell)

The Central Nervous System: Brain The Central Nervous System: Brain and Spinal Cord and Spinal Cord Control center of Control center of the body.the body.

Peripheral Nervous System: Network Peripheral Nervous System: Network of nerves throughout body.of nerves throughout body.

• Activity! The connectivity of the brain (Interneurons).– The brain is an amazing organ that makes

many connections with other cells.– Let’s understand this power with a little

exercise with twenty brain cells.– An average brain may have 80-90 billion cells.– Make ten dots on each side of your page– (Please be organized and space them out so

they match)– Draw line from the cell (dot on the right) to all

of the dots (cells) on the left.

• Central Nervous System is very complex. Your body is adjusting to constant change.

• Central Nervous System is very complex. Your body is adjusting to constant change.– On the next slide your central nervous system

will adjust the amount of light that enters the retina.

• All of the messages that are constantly being sent in your body are interpreted in the central nervous system.

• The Brain: An organ of soft nervous tissue contained in the skull of vertebrates, functioning as the coordinating center of sensation and intellectual and nervous activity.

• The brain is well protected by the skull.– The brain is also covered in three layers of

connective tissue which nourish and protect.

• Thick outer layer that comes in contact with the skull.

• Watery layer cushion brain

• Inner layer clings to the surface of the brain.

• Watery layer cushions brain

• Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts.

• Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts.– Draw a face on two raw eggs.

• Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts.– Draw a face on two raw eggs.– Place one in a clear container with sealing lid

slightly larger than the egg. (Shake five times increasing in strength – Observe after each shake)

• Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts.– Draw a face on two raw eggs.– Place one in a clear container with sealing lid

slightly larger than the egg. (Shake five times increasing in strength – Observe after each shake)

– Place the other egg in the same container. This time fill the container with water. Repeat shaking process and make a conclusion about (cerebrospinal fluid (CSF).

• Activity! Building a Brain.

• The brain should be about 3 lbs. (1.35 kg.) and feel like a real brain. – 1 gallon ZipLock Bag – Add 1.5 cups (360 ml) instant potato flakes. – Add 2.5 cup (600 ml) hot water – Add 2 cups (480 ml) clean sand

• Build a Brain (More difficult)– 2 cups water – 2 cups flour – 4 teaspoons cream of

tartar – 1 cup salt – One quarter cup

vegetable oil– Cook over low heat

until lumpy and then let cool.

– Use hands to mold into a brain.

Mix first

Add in after other ingredients are well mixed

• Build a Brain (More difficult)– 2 cups water – 2 cups flour – 4 teaspoons cream of

tartar – 1 cup salt – One quarter cup

vegetable oil– Cook over low heat

until lumpy and then let cool.

– Use hands to mold into a brain.

Mix first

Add in after other ingredients are well mixed

Use toothpicks and masking tape to create signs for the lobes of the brain on the next slide.

• Parts of the Brain

• Step by step drawing of the brain.– Do not make brain a whole page as you will

need to put text around it.

Cerebrum

Corpus Callosum

Cerebrum

Corpus Callosum

Thalmus

Cerebrum

Corpus Callosum

Thalmus

Cerebrum

Corpus Callosum

Thalmus

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Folds and wrinkles help increase surface area

Learning, Intelligence, emotions, personality, Judgment, and all voluntary activities of your body.

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

• Activity! Take a left or right brain test.– http://www.web-us.com/brain/braindominance.

– http://www.intelliscript.net/test_area/questionnaire/questionnaire.cgi

• Do you see the dancer turning clockwise or anti-clockwise on the next slide?– If clockwise, then you use more of the right

side of the brain.– If counterclockwise, then you use more of the

left side of your brain.– I apologize that this image is risqué.

Right Brain

Right BrainLeft Brain

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Medulla connects brain to spinal column and controls all involuntary activities.

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

33 Vertebrae bones protect the spinal cord that carries impulses to and from body.

• Activity! Making a spinal column.

• Each table group uses empty spools of thread or other cylinders to create a spinal column.– String is nerves.– Columns are the vertebrae– Info and visual on next slide.

• Spinal column.

• Note how final spinal column is flexible.

• 31 segments and 33 bones– 7 cervical vertebrae.– 12 thoracic.– 5 lumbar.– 5 sacral– 4 coccygeal

• Video! Anatomy of your spine.

• http://www.youtube.com/watch?v=qigpRFN5o04&feature=related

• Your vertebrae protect your spinal cord but are not indestructible.

• Image of cracked spinal column and severed spinal cord.

• Paralysis: Inability to move or function; total stoppage or severe impairment of activity

• Again! Please wear your seatbelt.

• Again! Please wear your seatbelt. – Besides possibly saving you from TBI

(Traumatic Brian Injury).

(Traumatic Brian Injury).– It can also possibly save you from serious and

life altering spinal cord injury.

• Video! Life after a spinal cord injury.– Somewhat of a rehab center ad but story of

hope and emmotion.– Many people work very hard and there is

plenty of hope for a long productive life after injury.

– http://www.youtube.com/watch?v=1Lp3JCB0k-g&feature=relmfu

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Cerebrum

Corpus Collosum

Thalmus

Cerebellum

Medulla

Spinal Cord

• Thalmus: Lobed mass of grey matter buried under the cerebral cortex. It is involved in sensory perception and regulation of motor functions.

• Thalmus: Lobed mass of grey matter buried under the cerebral cortex. It is involved in sensory perception and regulation of motor functions. – Also controls sleep and awake consciousness.

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

• Corpus Callosum: Thick band of nerve fibers that divides the cerebrum into left and right hemispheres.

• Corpus Callosum: Thick band of nerve fibers that divides the cerebrum into left and right hemispheres. – Allows communication between both

hemispheres.

• Visual information that we see on the left gets processed by the right hemisphere.

• Information on the right gets processed by the left hemisphere.

• Information on the right gets processed by the left hemisphere. – The neurons are "crossed"

• Activity! Seeing the mini hot dog finger.

• Touch your pointer fingers together in front of your eye.

• Activity! Seeing the mini hot dog finger.

• Touch your pointer fingers together in front of your eye.

• You should see this at some point.

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Cerebrum

Corpus Callosum

Thalmus

Cerebellum

Medulla

Spinal Cord

Controls motor movement, coordination, balance.

• Activity! Messing with the cerebellum.– Teacher places a piece of tape on the floor for

several meters.– Students try of walk the line looking through

the wrong end of binoculars.

• Sense Organs: They respond to changes in light, sound, heat, pressure, and chemicals.

• Some common sense organs

• Can anyone name the mystery actor below?

• Can anyone name the mystery actor below? Owen Wilson

“Sorry,” “End of sample.”

“Hundreds of more slide on the

full version.”

Human Body Unit

Part X/XIII

Human Body Unit

Part X/XIII

• Please visit checkout to purchase the entire 13 Part 6,500+ Slide PowerPoint roadmap ($19.99)– http://sciencepowerpoint.com/index.html

• 39 Page bundled homework package that chronologically follows the slideshow.

• 60 Pages of unit notes with visuals.• 5 PowerPoint review games (125+ slide each)• 108 videos• Answer Keys, lab activity sheets, readings, rubrics,

curriculum guide, crosswords and much more.• Enjoy this free PowerPoint and thanks for visiting.

Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

Part II / XIII of the 6,500+ Slide Human Body Systems and Health Topics Unit from

www.sciencepowerpoint.com Part I: Levels of Biological Organization

Part II: The Skeletal SystemPart III: The Muscular System

Part IV: Nutrients and Molecules of LifePart V: Healthy Living and Eating

Part VI: The Digestive SystemPart VII: The Circulatory System

Part VIII: The Respiratory System / Dangers of SmokingPart IX: The Excretory SystemPart X: The Nervous System

Part XI: The Endocrine SystemPart XII: The Reproductive System

Part XIII: The Immune System

• More Units Available at…

Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit.

Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit.

Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and Human Body Systems and Health Topics Unit.

part ii / xiii of the 6,500+ slide human body systems and health topics unit from part i: levels of...

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ryan murphy

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