Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
1
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
2
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
3
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
4
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
5
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
6
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
7
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
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
8
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 ___________________________________________________.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
9
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:
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
10
Notes:
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
11
Notes:
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
12
Notes:
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
13
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
14
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
15
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
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
16
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:
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
17
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:
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
18
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
19
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.
Health Sciences Module: Guts and Bolts Pathways to Prosperity Network
20
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.