Students will conduct an investigation to figure out how different body systems interact with each other.

90 min. (or two 45 min. class periods)

This lesson builds on science ideas developed in the Generation Genius 3–5: Brain Processing of Senses video and lesson.

Ask students to engage in any kind of movement (e.g., bouncing a ball, playing catch, or running in place) in the classroom or outdoors. When students are back in their seats, ask them to think about how they were able to do the activity, and tell them to document any questions they have about how their body was able to do the task.

Ask each student to share one question with the class. Record student questions where they are visible to the class. Discuss the questions that have to do with how different parts of the body work together. Students will likely say the different parts of our body (or different body systems) work together, but they may not be able to explain how they work together.

Say to students, “Many of us are wondering how body systems work together. Does it make sense to answer this question first?”

Tell students that today they will investigate how their eyes and hands work together.

Assign students to work in pairs. Each student will need to create a data table to record “distance meterstick traveled” in centimeters (cm). Students should create space to record three trials and an average.

Student A stands and holds the meterstick at the top, making sure the 1 cm mark is at the bottom. Student B positions his or her open hand at the bottom of the meterstick, making sure his or her thumb is just below the end of the meterstick.

Without warning, student A lets go of the meterstick, and student B grabs it as quickly as possible when he or she sees it begin to drop through his or her open hand. Students may grab the meterstick however they choose (with whole hand, or with thumb and index finger). However, they must use the same grabbing method for each trial.

Students should record where they are touching the meterstick at the highest point. For example, if student B’s finger is at 13 cm on the meterstick (even though rest of hand is lower) when they grab it, then record 13 cm as the highest point. Repeat the investigation two more times. After three trials, tell students A and B to switch places.

Finally, have students average their three trials.

Individually or in pairs, ask students to create a model that explains how our bodies are able to catch the meter stick without warning. Remind students to label the components (parts) of their models and use symbols and words to show the relationships between the components. For example, students might include eyes and a brain on their model and show information moving from the eye to the brain with an arrow in the direction of the brain.

WATCH THE GENERATION GENIUS MULICELLULAR ORGANISMS VIDEO AS A GROUP
After the video, ask students to revise their models based on information shared in the video. Then ask students to compare their models with those of a partner or small group, noting similarities and differences. Allow students to revise their models.

From the video, students learned that the human body and other living things are made up of many different systems. They also know that all organisms are organized in the same way: groups of specialized cells that work together form tissue, different tissues work together to form organs, and organs work together to create systems. Students were also introduced to some examples of systems working together. For example, the circulatory system and the excretory system work together to rid the body of things it doesn’t need.

To prompt a class discussion, ask students, “If one system was not working like it should, would it affect other systems? Why do you think those systems work together?” Ask students to turn and talk to share their ideas.

Next, tell students that they are going to do another short investigation to gather data to answer the question, “If one system is not functioning properly, will it affect other systems?” Ask students to make a claim and record it.

Tell students to make a second data table. Have them repeat the previous investigation, but this time, the student catching the meterstick must squeeze a tennis ball for 1 minute before each trial. Students should switch roles after completing three trials.

When the investigation is complete, ask students to revisit their claim to determine if there is relevant evidence from their data to support or refute their claim.

Finally, ask students to create an oral and/or written argument using evidence from their data and body systems models to support a claim that answers the question, “If one system is not functioning properly, will it affect other systems?”

There are multiple ways to assess your students’ understanding of this topic. The exit ticket is an opportunity for students to use the science ideas they built in the lesson in a new context. Alternatively, you can use the Kahoot! quiz (which provides downloadable scores at the end of the game) and/or the paper quiz. All these resources are located right below the video in the assessment section.

This lesson can be differentiated for more advanced students by having them develop a more sophisticated argument using patterns they identify within and between data set 1 (reaction time) and data set 2 (fatigued muscle reaction time. This could include using a full-class data set and creating a histogram (see guidance for creating a histogram in Google sheets) to help identify patterns.