Human Body Systems Project

Human Body Systems Project
By Eva McLanahan
Students will work in groups to research one of the eleven body systems as found in Holt,
Rinehart, and Winston Modern Biology (2002). Research will focus on the structure and function
of the major organs in the assigned body system. Each group will be responsible for a visual aid
to be used in a presentation to the class. In addition, each individual in a group will be
responsible for researching and presenting information on one disease associated with their
assigned body system.
Primary Learning Outcomes
Students will be able to name the eleven human body systems and their functions.
Students will be able to identify the organs and structural parts present in each system
(i.e. circulatory: heart, arteries, veins, and capillaries).
Students will be able to describe the basic structure of the major organs in each system.
Students will recognize different diseases associated with the body systems.
Additional Learning Outcomes
Students will enhance their research and presentation capabilities.
Assessed Georgia Performance Standards:
Habits of Mind
SCSh6. Students will communicate scientific investigations and information clearly.
The Nature of Science
SCSh9. Students will enhance reading in all curriculum areas
Co-Requisite Content
SB1. Students will analyze the nature of the relationships between structures and functions
in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including
the cell membrane, in maintaining homeostasis and cell reproduction.
SB2. Students will analyze how biological traits are passed on to successive generations.
a. Distinguish between DNA and RNA.
b. Explain the role of DNA in storing and transmitting cellular information.
SB3. Students will derive the relationship between single-celled and multi-celled organisms
and the increasing complexity of systems.
a. Relate the complexity and organization of organisms to their ability for obtaining,
transforming, transporting, releasing, and eliminating the matter and energy used to
sustain the organism.
SB4. Students will assess the dependence of all organisms on one another and the flow of
energy and matter within their ecosystems.
f. Relate animal adaptations, including behaviors, to the ability to survive stressful
environmental conditions.
Page 1 of 7
Procedures/Activities
Step: 1 Duration: 10-15 minutes
Form groups and assign body system.
Attachments for Step 1
Title: Human Body Systems Project Handout (page 3 of this file)
Description: Student handout for human body systems project.
Step: 2 Duration: Varies (three 90 minute class periods)
Students conduct research on assigned body system and chosen associated disease. Research can
be conducted in the library or on the internet.
Step: 3 Duration: Varies (two 90 minute class periods)
Groups present the final stage of their project using at least one visual aid. All students will
complete a chart on each body system while listening to the presentations.
Attachments for Step 3
Title: Presentation Rubric (page 7 of this file)
Description: Grading rubric for the oral presentation.
Title: Body systems chart (pages 4-5 of this file; sample key on page 6)
Description: Chart for students to complete while listening to presentations.
Materials and Equipment
Reference material, poster board or butcher paper, pencils, markers, color pencils
Total Duration
1 week (five 90 minute class periods)
Technology Connection
Internet research, potential use of PowerPoint presentations as visual rather than poster board or
butcher paper
Assessment
Presentation skills, presentation content, completion of body systems chart, quiz
Page 2 of 7

Objectives:
Students will be able to name the eleven human body systems and their functions.
Students will be able to identify the organs and structural parts present in each system
(i.e. circulatory: heart, arteries, veins, and capillaries).
Students will be able to describe the basic structure of the major organs in each system.
Students will enhance their research and presentation skills.
Requirements:
Work in groups of 3-4 to research an assigned body system, create a visual aid, and
present information to the class. Information presented during the presentation will be
used to fill in a chart that will be used as a study guide for the test.
What to research for your assigned body system:
o List and explain the functions of the organ system.
o Identify the major organs and their functions.
o Describe the basic structure of at least one major organ in assigned body system
(i.e. lungs: bronchi, bronchioles, and alveoli).
o Each member must describe a disease associated with their body system.
Name of disease
Description of disease/mode of action
Visual Aid:
o Title
o Outline of body
o Diagram of major organs in anatomically correct locations
o Labels on major organs
o Neat, easy to understand, colorful, creative
Presentation:
o Present all required information (see above).
o Organized and easy to follow.
o All group members participate equally in the presentation.
o Spoken clearly and eye contact with audience.
Grading
Individual participation in research and presentation
Points
20
Group works together well and completes assigned tasks on time

(not disruptive to other groups)
25
All required information is presented to the class
45
Presentation
10
100
Page 3 of 7
Human Body Systems

System
Major Structures
Name _______________________________
Functions
Associated Diseases
Page 4 of 7
Human Body Systems
System
Major Structures
Name _______________________________
Functions
Associated Diseases
Page 5 of 7
KEY Human Body Systems KEY

System
Major Structures
Skeletal
bones
Muscular
muscles (skeletal, cardiac,

smooth)
Integumentary
Skin, hair, nails
Cardiovascular
heart, blood vessels, blood
Respiratory
air passages, lungs
Immune
Digestive
Excretory
lymph nodes and vessels, white

blood cells
mouth, esophagus, stomach,
liver, pancreas, small and large
intestines
kidneys, ureters, bladder,
urethra, skin, lungs
Nervous
brain, spinal cord, nerves, sense

organs, receptors
Endocrine
glands (i.e. adrenal, thyroid, and

pancreas), hypothalamus
Reproductive
ovaries, uterus, mammary

glands (in females), testes (in
males)
Functions
provides structure; supports and protects internal
organs
provides structure; supports and moves trunk and
limbs; moves substances through body
protects against pathogens; helps regulate body
temperature
transports nutrients and wastes to and from all body
tissues
carries air into and out of lungs, where gases (oxygen
and carbon dioxide) are exchanged
Associated Diseases
Answers will vary
provides protection against infection and disease

stores and digests food; absorbs nutrients; eliminates
waste
eliminates waste; maintains water and chemical
balance
controls and coordinates body movements and senses;
controls consciousness and creativity; helps monitor
and maintain other body systems
maintains homeostasis; regulates metabolism, water
and mineral balance, growth and sexual development,
and reproduction
produces ova and milk in females, sperm in males, and
offspring after fertilization
Page 6 of 7
BODY SYSTEMS PRESENTATION RUBRIC

______________________________
Name and disease __________________________________________
__________________________________________
__________________________________________
__________________________________________
EXCELLENT
(4)
CONTENT
All required
information is
presented.
Presentation is well
organized and easy
to follow.
Transition between
topics is smooth.
Eye contact is made
EYE CONTACT throughout the
entire presentation.
No part of the
presentation is read.
Visual aid is
creative, colorful,
VISUAL AID
easy to read, and
used effectively.
Presentation is loud
and given at a slow
VOICE
pace thats easy to
follow.
Individual
participated and
INDIVIDUAL
PARTICIPATION worked well in
his/her group
ORGANIZATION
GOOD
(3)
FAIR
(2)
POOR
(1)
Most of the required

information is
presented.
Some of the
required
information is
presented.
Presentation is
somewhat organized
but hard to follow.
Hardly any required

information is
presented.
Eye contact is made

only during some of
the presentation.
Most of the
Visual aid is lacking
color, difficult to
read, and not used
effectively.
Presentation is
barely audible and
given at a fast pace.
No eye contact is
made throughout the
entire presentation
and all of it is read.
Presentation is
organized and easy
to follow but
transition between
topics is not smooth.
Eye contact is made
throughout most of
the presentation.
Some of the
Visual aid is
colorful, readable
and used somewhat
effectively.
Presentation is
audible and given at
a good pace.
Individual
participated but did
not work well in the
group
Individual did not

present information
on topic, but did
work well in group
Presentation is very
unorganized and
difficult to follow.
Visual aid is not

used at all in the
presentation.
Presentation is
inaudible and given
at a pace too fast to
follow.
Individual did not
participate and did
not work well in the
group
TOTAL POINTS = _____________ X 5 = ______________

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