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Medical Mystery: Headache by DrBScience | TPT

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Looking for a complete, ready-to-go middle school science lesson on the digestive system and nausea & vomiting?

This Interactive Small-Group Lesson engages students in diagnosing a medical mystery while reinforcing key science concepts through hands-on activities, leveled texts, and creative projects.

Aligned with NGSS MS-LS1-3 and MS-LS1-7, this lesson builds real-world skills in observation, evidence gathering, and systems thinking.

What's Included:

Interactive Small-Group Medical Mystery Activity
Students take on roles (doctor, patient, medical assistant) to diagnose a case of headache symptoms using critical thinking and teamwork.

Teaching Slides
Review the nervous system, causes of headaches, and guide students through the activity with clear visuals.

Leveled Reading Texts
Provided at three reading levels (8th, 6th, and 4th grade) to support differentiated instruction.

Vocabulary Worksheets
Reinforce key terms with a word search, word scramble, matching activity, and crossword puzzle.

30 Unique BINGO Cards
Great for vocabulary and concept review - perfect for small groups or whole class review.

Comprehensive Quiz

A 15-question quiz with multiple-choice, fill-in-the-blank, and short-answer questions, designed to prepare students for assessments.

An answer key with detailed answers and explanations is included

Creative Project-Based Choice Board

Students choose between technology-based or non-tech projects to show their understanding in ways that fit their learning style.

A rubric is included.

Detailed Lesson Plan
Full 5E model layout (Engage, Explore, Explain, Elaborate, Evaluate) with clear materials lists, discussion prompts, differentiation tips, and assessment strategies.

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Looking for a complete, ready-to-go middle school science lesson on the digestive system and nausea & vomiting?This Interactive Small-Group Lesson engages students in diagnosing a medical mystery while reinforcing key science concepts through hands-on activities, leveled texts, and creative proj...

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This resource comes on Pear Deck Interactive Slides and Google Slides.

Pear Deck is integrated with Immersive Reader, which allows students to translate the information into the language of their choice. There is also a text reader function (both in English and in most translated languages).

This lesson is based on the true life story of a young boy named Abraham who was found unconscious by medical students outside of their medical clinic in a small village in Ethiopia.

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Medical Mystery - The Boy Found Sleeping

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This resource comes on Pear Deck Interactive Slides and Google Slides.Pear Deck is integrated with Immersive Reader, which allows students to translate the information into the language of their choice. There is also a text reader function (both in English and in most translated languages).This less...

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Click on the system below to access the worksheets.

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Human Body System Bundle

Individual Body Systems:

Skeletal System

Circulatory System

Integumentary System

Respiratory System

Immune System

Endocrine System

Digestive System

Nervous System

Muscular System

Reproductive System

Excretory System

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Explore the captivating world of life sciences with this comprehensive NGSS MS-LS1 Choice Board Bundle - a collection of 8 dynamic Project-Based Learning (PBL) resources. Students engage in differentiated activities, uncovering the wonders of cells, human body systems, reproduction, photosynthesis,

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Human Body Systems: Choice Board (MS-LS1-3)

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Unleash the marvels of the human body with our "Human Body Systems: Choice Board" - an immersive Project-Based Learning (PBL) resource. Engage students in exploring cells, tissues, organs, and organ systems through dynamic and differentiated activities. Foster learning with self-selected tasks to su...

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Dive into the world of human body systems with this NGSS-aligned vocabulary choice board, enhanced with interactive features. Uncover essential terms through ten concise definitions, offering students the opportunity to craft captivating TikTok, Instagram, or Snapchat posts. Nurture both creativity and comprehension as you seamlessly align with NGSS MS-LS1-3. Our versatile resource includes a customizable Canva-template link, as well as a hassle-free view-only option, ensuring effortless integration into your curriculum. Explore further with a pre-set Padlet featuring the vocabulary words, and enhance student review through Quizlet and Blooket options for playful formative assessment.

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Vocabulary: Human Body Systems (MS-LS1-3)

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Dive into the world of human body systems with this NGSS-aligned vocabulary choice board, enhanced with interactive features. Uncover essential terms through ten concise definitions, offering students the opportunity to craft captivating TikTok, Instagram, or Snapchat posts. Nurture both creativity ...

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In multicellular organisms such as humans, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions (MS-LS1-3).

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Human Body Systems Functions Overview: The 11 Champions (Updated)

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This is the updated Amoeba Sisters human organ systems video, which provides a brief function introduction to each of the 11 human organ systems. Expand details for table of contents.👇 Video has handout: http://www.amoebasisters.com/handouts Note: This overview provides the name of each organ system and overall body system functions.

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In this student-paced lesson, students become doctors in a medical clinic working to diagnose three patients. Each patient is "seen" in a short video interaction with their doctor, where their symptoms, exam findings, and test results are reviewed. Students will then explore the information in the lesson (which linked in their slides) to help lead them to their diagnosis. Students will then practice their Claim-Evidence-Reasoning skills. Finally, students will select one of the patients and educate them and/or their family on their diagnosis and potential treatment options using the method of the student's choosing.

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In this student-paced lesson, students become doctors in a medical clinic working to diagnose three patients. Each patient is "seen" in a short video interaction with their doctor, where their symptoms, exam findings, and test results are reviewed. Students will then explore the information in the l...

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In this student-paced lesson, students will read through the information and then answer the questions. I recommend you have students work with a partner or in small groups when answering the questions. The Anatomy Lab is linked to books in Epic Reader on the different body systems. Students can use…

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In this inquiry-based lesson, students will work with a partner to review the physics of falling down stairs and the interactions between the skeletal system and other systems in the human body. The Resources Room provides students with links to books (from Epic Reader), simulations (from PhET), information about fractures from a trusted medical website (medlineplus.gov), and review games (Quizlet and Quizizz). For early finishers or an extended lesson, there are two books on the bottom shelf of the bookshelf that students can read to learn more.

There are slides for independent work if you have an absent student or need to work independently. Student directions give students the information needed to access screen-reader support and voice-typing options. Also included with this lesson are a lesson plan, rubrics, and sample answers. I hope your students enjoy this lesson!

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Integrated Review: The Fall (Physical and Life Sciences)

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In this inquiry-based lesson, students will work with a partner to review the physics of falling down stairs and the interactions between the skeletal system and other systems in the human body. The Resources Room provides students with links to books (from Epic Reader), simulations (from PhET), inf...

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In this student-paced lesson, students become doctors in a cardiology clinic working to diagnose three patients who have congenital heart defects. Each patient is "seen" in a one-minute video interaction with their doctor, where their symptoms, exam findings, and test results are reviewed. Students will then explore the lesson on the different types of congenital heart defects to help lead them to their diagnoses. Students will then practice their CER skills and then use the method of their choice to teach the patient (or the patient's family) about their congenital heart defect.

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Medical Mystery - Cardiovascular System (Congenital Heart Defects)

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In this student-paced lesson, students become doctors in a cardiology clinic working to diagnose three patients who have congenital heart defects. Each patient is "seen" in a one-minute video interaction with their doctor, where their symptoms, exam findings, and test results are reviewed. Students ...

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This is a student-paced lesson where students become doctors trying to diagnose three patients. After learning about their patients' symptoms, they explore frontotemporal disorders. Students can work alone or in small groups. After diagnosing their patients, they will practice their Claim-Evidence-Reasoning skills and then use the method of their choice to educate one of the patients on their disease. For students needing translation into another language, I recommend the Pear Deck version, which is integrated with Immersive Reader.

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Medical Mystery Lesson - Brain (Frontotemporal Disorders)

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This is a student-paced lesson where students become doctors trying to diagnose three patients. After learning about their patients' symptoms, they explore frontotemporal disorders. Students can work alone or in small groups. After diagnosing their patients, they will practice their Claim-Evidence-R...

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Explore human body systems through an engaging interactive classroom experience! This resource connects students to educational books from Epic Reader and informative videos from BrainPOP, Amoeba Sisters, and Mr. Parr. Enhance learning with multimedia content that delves into the intricacies of the human body. Perfect for fostering understanding and curiosity in the classroom.

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Explore human body systems through an engaging interactive classroom experience! This resource connects students to educational books from Epic Reader and informative videos from BrainPOP, Amoeba Sisters, and Mr. Parr. Enhance learning with multimedia content that delves into the intricacies of the ...

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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Learn all about human body anatomy with Innerbody’s award-winning Anatomy Explorer. View over 1,000 3D diagrams and illustrations.

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There are 12 major anatomy systems: Skeletal, Muscular, Cardiovascular, Digestive, Endocrine, Nervous, Respiratory, Immune/Lymphatic, Urinary, Female Reproductive, Male Reproductive, Integumentary. Select a system below to get started.

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LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

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LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

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Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems

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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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MS-LS1-3 From Molecules to Organisms: Structures and Processes

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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Quick Look

Grade Level: 7 (5-7)

Time Required: 1 hours 45 minutes

(can be split into two 50-minute sessions)

Expendable Cost/Group: US $1.50

Group Size: 2

Activity Dependency: None

Subject Areas: Biology, Life Science

NGSS Performance Expectations:

Summary To gain a better understanding of the roles and functions of components of the human respiratory system and our need for clean air, students construct model lungs that include a diaphragm and chest cavity. They see how air moving in and out of the lungs coincides with diaphragm movement. Then student teams design and build a prototype face mask pollution filter. They use their model lungs to evaluate their prototypes to design requirements.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers often make models of systems to better understand how they work, their inputs and outputs, and how they change as inputs change. Systems sometimes change depending on their inputs, and engineers know that air quality affects the respiratory system. Many engineering disciplines are involved in measuring and maintaining acceptable outdoor and indoor air quality. In addition, engineers work with medical professionals to find innovative ways to assist the human respiratory system when its functions fail due to various factors, including damage because of poor air input to the lungs. To create good solutions to problems, engineers create prototypes of new designs, which they test and improve many times.

Learning Objectives

After this activity, students should be able to:

Explain how the air in the lungs and chest cavity changes according to air intake and diaphragm movement, and how this is impacted by polluted air.

Develop a prototype air filter to be worn over the nose and mouth.

Describe engineers' roles in the function and/or maintenance of the respiratory system and the air that it takes in.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Models of all kinds are important for testing solutions. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Suggest an alignment not listed above

Materials List

For Part 1 - Creating a Model Lung, each group needs:

two-liter plastic bottle with cap, with the bottom cut off and holes drilled into the cap

2 plastic drinking straws or 6 inches (15 cm) of tubing (clear flexible tubing works well, 0.5-1.0 cm in diameter; available at hardware or pet supply stores)\

3 balloons (1 large enough to stretch over bottom of two-liter bottle; 2 smaller ones, representing lungs)

2 rubber bands

2-inch (5-cm) cube of soft modeling clay

Respiratory System Worksheet, one per person

Face Mask Filter Design Worksheet

For Part 1 - Creating a Model Lung, the teacher needs:

scissors, to cut plastic bottle

drill, to make two holes in bottle cap to receive straws or tubing

For Part 2 - Creating a Face Mask Pollution Filter, each group needs:

1 model lung from first part of activity

A variety of materials from which students may select to make a face mask filter, such as white paper, cotton balls, coffee filters, cloth, felt, gauze, foam, cotton batting, string, rubber bands, tape, etc.

Scissors

For Part 2 - Creating a Face Mask Pollution Filter, for the entire class to share:

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_biomed_lesson04_activity1] to print or download.

Pre-Req Knowledge

A basic knowledge of lungs and the human respiratory system, as provided in the Biomedical Engineering and the Human Body unit, lesson 4: Breathe In, Breathe Out.

Introduction/Motivation

Put your hands on your ribcage and take a few deep breaths. Can you feel expansion occurring? When the rib muscles contract, the ribs lift slightly. At the same time, the diaphragm contracts down. This allows for more space in the lungs as the air enters (inhalation). Air travels through the trachea, branches into the bronchi and into the lungs. The opposite occurs during exhalation. To better understand how a system works, engineers often create models. The respiratory system is one such system in which creating a model helps us understand it and figure out what might happen to it if some input to the system changes. Engineers must understand the respiratory process in detail if they are to design machines and medicines to help people whose respiratory systems are not functioning properly.

So what happens when polluted air enters your body? What happens to your lungs? What happens to your diaphragm? How does our respiratory system adapt to polluted air? What is in polluted air? Polluted air may contain many things, including dust, mold spores, pollen, car exhaust toxins, ozone, lead and bacteria. When air pollutants and bacteria in the air enter the body, the respiratory system's functions may become impaired.

Environmental engineers are concerned with how air pollution occurs (both outdoors and indoors), how to mediate it (clean it up), and how to prevent it. Biomedical, electrical and chemical engineers are interested in finding ways to help a person's respiratory system if the system is weakened by disease, air pollution or other factors. They might design an artificial lung or a respiration machine for patients whose lungs are recovering from injury or illness, or are waiting for a transplant. Biomedical and materials engineers also create products that can keep people safe from air pollution before their lungs are affected.

One easy way to protect your respiratory system from harmful air pollutants is a face mask. A variety of face masks are on the market today for use by people with allergies, medical personnel in hospitals, and even bicyclists and pedestrians who travel through heavy traffic areas. Engineers design these masks to filter the air by combining different materials. Materials might include porous foam, activated charcoal, filter paper, absorbent cellulose and gauze. Engineers design different face masks for different situations. Something that works effectively at filtering pollen out of the air may not work as well in filtering carbon monoxide from car exhaust.

What do you think an engineer must consider when designing a face mask filter? (Listen to student suggestions. Write these "design requirements" on the board.) Engineers think about the problem to be solved and translate the needs of the problem into design requirements. These requirements and limitations must be considered when designing a workable solution to a problem. Some things they might consider are that the mask covers both the mouth and nose, it allows the person to normally breathe in and out through the filter, and it captures the particles in the air that the person wants to avoid. Comfort (easy to put on, stays in place, non irritating) and repeated use are also considerations in designing a face mask filter.

Today, we will model the respiratory system lungs and diaphragm, and design a face mask filter that could be worn to prevent air pollution from entering the respiratory system.

Procedure

Before the Activity

With the Students: Part 1 - Creating a Model Lung

1. Review the primary respiratory system components. Do this by having students label parts and describe their functions on the Respiratory System Worksheet, as described in the Assessment section.

2. Divide the class into groups of two students each. Provide each team with the materials, cut-off bottle, screw lid with holes, straws (or tubing), balloons, rubber bands and clay.

3. Direct teams to use the materials to make basic, functioning models of the human respiratory system, with tubes to carry air into lungs and a diaphragm that when pushed or pulled illustrates what happens to the lung cavity. Note: This portion of the activity is not open-ended, as each team should come up with the same design [see Figure 1], but do not give instructions on how to do it; let the students figure it out!

1. Guide students who are having trouble by asking questions, such as: Which material might be used to move air through? Which materials might be able to be filled up with air? Of what might the bottom of the chest cavity be made?

2. (For teacher only) How to construct the lung/diaphragm model: Step 1) Stick two straws [or tubing] through the two holes in the bottle cap. The straws represent the bronchi. Step 2) Place a balloon on the end of each straw [or tube] and secure with a rubber band. The balloons represent the lungs. Step 3) Feed the balloon ends of the straws through the top of the bottle and screw the lid on tightly. As necessary, use the clay to secure the straws in place. Step 4) Stretch out the larger balloon and place it over the open [cut-off] bottom of the bottle. The larger balloon represents the diaphragm.

3. Once teams have constructed their model lungs, have them use their models to demonstrate what happens when the cavity fills up with air. Ask the students: What happens when the diaphragm is pulled? (Pulling the diaphragm down, away from the lungs, inflates the lungs by making the chest cavity larger and decreasing the pressure.) What happens when the diaphragm is pushed? (Pushing the diaphragm in, towards the lungs, deflates the lungs by making the chest cavity smaller and increasing the pressure.) (Make sure students see how air moving in and out of the lungs coincides with diaphragm movement.)

4. Have one student in each group blow into the straws to inflate the lungs. Time the class together for one minute, having them count how many breaths they can take through the straws in one minute. Record this number to use when testing the face mask filters later.

With the Student: Part 2 - Creating a Face Mask Pollution Filter

1. Now that we all have functioning lung/diaphragm respiratory system models, let's look at the entire system. What are the inputs to the system? (Answer: Air.) What are the outputs to the system? (Answer: Cleaned oxygen and carbon dioxide.) What might happen if the air intake is not clean? What types of things pollute the air? What happens to our lungs and respiratory system when these things pollute the air we breathe?

2. Show students the attached Dust in the Respiratory System Visual Aid (also see Figure 2) and review what happens at each step of the respiratory system with the inhalation of dust.

1. Today, our goal is to design a face mask filter that removes some pollutants from the air as a person breathes through it. The filter is for a person to wear over his/her nose and mouth when breathing in polluted air. We will test the filter to see how easy it is to breathe or move air through our model lungs.

2. Hand out a design worksheet to each team. Have students fill out their names and define the problem on their worksheets

3. Show students the available materials. Using the worksheet, have student teams brainstorm what materials they would use in their design of a filter that could be worn over the mouth to prevent polluted air from entering the respiratory system. Have them draw their designs on their worksheets.

4. Have students construct their designs. Allow 15-20 minutes for them to create their face mask filter prototypes (see Figure 3).

Guide and encourage students by asking them questions, such as: What should engineers consider when designing this type of filter? (Possible answers: Is it is big enough (so that the mask covers both the mouth and nose)? Does it allow the person to still breathe in and out? Does it have gaps where polluted air might still enter the airway? Does it capture the particles that the person wants to avoid? Is it comfortable to wear? How long does it last? How does the filter fit or attach to the face?) Also refer to the "design requirements" generated and written on the board during the activity introduction.

After students have finished their filter prototypes, have them complete the analysis portion of their worksheets. This includes rating the comfort of the mask, how well it attaches to the face, and how well it performs when wet (spray the filter mask with one mist of water to simulate the humidity that results after a time of breathing through the mask).

1. Next, have students fold their filter masks over the two straws in their lung models (see Figure 4). Have them blow into the straws, through the filter, to inflate the lungs. Ask the students: Was it harder to inflate the lungs than before? Is it easy to breathe through the filter? Time the class together for one minute, having them count how many breaths they can take through their filters into their model lungs in one minute. Record and compare this number on the worksheets.

2. Lead a class discussion about the effectiveness of their filters. Discuss with students the need for filtering devices that can be placed over the nose and mouth when breathing in situations that involve pollution, dust or diseases. Engineers test a variety of materials to find the best combination of materials and design for this type of filter. Ask the students: Did your prototypes perform as you hoped? Did your prototypes meet your desired design requirements? Explain what worked and what did not work. If you could, what changes would you make to create an improved version of your face filter design?

Vocabulary/Definitions

bioengineering: The use of artificial tissues, organs or organ components to replace damaged or absent parts of the body, such as artificial limbs and heart pacemakers. Source: The Oxford Pocket Dictionary of Current English, http://encyclopedia.com/doc/1O999-bioengineering.html

biomedical engineer: A person who blends traditional engineering techniques with the biological sciences and medicine to improve the quality of human health and life. Biomedical engineers design artificial body parts, medical devices, diagnostic tools, and medical treatment methods.

constraint: A limitation or restriction. For engineers, constraints are the limitations and requirements that must be considered when designing a workable solution to a problem.

diaphragm: A strong wall of muscle that, when moved downward, creates suction in the chest that draws in air and expands the lungs. The diaphragm separates the chest cavity from the abdominal cavity.

engineer: A person who applies his/her understanding of science and math to creating things for the benefit of humanity and our world.

model: (noun) A representation of something for imitation, comparison or analysis, sometimes on a different scale. (verb) To simulate, make or construct something to help visualize or learn about something else (as a product, process or system) that is difficult to directly observed or experimented upon.

prototype: A first attempt or early design of a new product or creation. May be revised many times.

system: An assembly of parts and processes forming a whole:

Assessment

Pre-Activity Assessment

Worksheet: To review the primary respiratory system components, have students label parts and describe their functions on the Respiratory System Worksheet. After students are finished, have them volunteer to write the parts and functions on a larger diagram to post in the classroom, or on a projected overhead transparency of the worksheet.

Activity Embedded Assessment

Part 1 - Guiding Questions: Ask students the following questions as they are making and using their lung models:

What happens when the diaphragm is pulled? Why? (Answer: The lungs expand, increasing volume in the chest cavity, or inhalation.)

What happens when the diaphragm is pushed? Why? (Answer: The lungs contract, reducing volume in the chest cavity, or exhalation.)

What happens when you blow air into the straws? Why? (Answer: The lungs expand; air is pushed into the lungs.)

Why can some people inhale more air than others? (Answer: Just like some people are taller than others, some people have a large chest cavity than others.)

Part 2 - Guiding Questions: Ask students the following questions as they are designing and building the face mask filters:

What happens when air pollutants get into the lungs? What happens when a lot of pollutants get into the lungs? What might restrict air flow? What happens to the chest cavity? (Some effects include reduced air intake, rapid breathing, mucus build-up, etc.)

Post-Activity Assessment

Sales Pitch! Have student teams pretend to be salespeople who are trying to sell their face mask filters to a manufacturer or a consumer. Have teams create a persuasive poster or flyer, as well as a 10-minute sales pitch of their design for presentation at the next class. Have them incorporate into their sales pitch the components, materials and features of the face mask filter and how it works.

Safety Issues

If students are having trouble breathing through the filter it might be too thick or not porous enough. Suggest they remove the filter mask and re-design it for better air flow.

Activity Extensions

Have students research indoor and outdoor air pollution health effects and risk factors. What types of air pollution technologies are being designed and improved by engineers? As part of this, have students complete any of the five air pollution technologies activities from TeachEngineering's Pollution Solutions lesson in the Air Pollution unit.

Have students combine the respiratory system model with a circulatory system model. How might an engineer design an artificial lung that hooks into the circulatory system?

Activity Scaling

For younger students, create the model lungs following detailed instructions in TeachEngineering's grades 3-5 Just Breathe activity. Then, with a more limited amount of supplies, give students 10 minutes to create their face mask design prototype and 10 minutes to improve their design after testing.

For older students, see if they can figure out what they might need in order to extend the model to the circulatory system, If they can figure what they need, have them construct it.

References

Every Breath You Take. 7th Grade Lesson Plan. Posted July 13, 2007. Download Clean Air Lesson Plans, Clean Air Campaign, Georgia Learning Connections. Accessed December 16, 2008. (Source of activity before modifications and additions) http://www.cleanaircampaign.com/for_schools/clean_air_lesson_plans/download_clean_air_lesson_plans

Copyright © 2008 by Regents of the University of Colorado.

Contributors Malinda Schaefer Zarske; Jay Shah; Denise W. Carlson

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: October 19, 2020

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Polluted Air = Polluted Lungs - Activity

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To gain a better understanding of the roles and functions of components of the human respiratory system and our need for clean air, students construct model lungs that include a diaphragm and chest cavity. They see how air moving in and out of the lungs coincides with diaphragm movement.

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Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

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Biomedical Engineering and the Human Body - Unit

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Human beings are fascinating and complex living organisms-a symphony of different functional systems working in concert. Through a 10-lesson series with hands-on activities students are introduced to seven systems of the human body-skeletal, muscular, circulatory, respiratory, digestive, sensory, and reproductive-as well as genetics.

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Easel Activities Included

Some resources in this bundle include ready-to-use interactive activities that students can complete on any device. Easel by TPT is free to use! Learn more.

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Human Body Systems: Review, Assessment, and PBL

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This bundle empowers students to review the basic concepts, assess their understanding of human body systems, apply their understanding to a real-world scenario, and then create their choice of project. Aligned with NGSS MS-LS1-3. Review activities include crossword, word scramble, word search, and ...

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Two Truths and a Lie: Human Body Systems

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Looking for a creative way to review human body system? "Two Truths and a Lie" is the perfect activity to spice up your bellringers or help students prepare for a quiz. Aligned with NGSS standard LS1-3, this lesson offers five statements that gradually increase in difficulty, providing a comprehensi...

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Human Body Systems Lab by DrBScience | TPT

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