Lesson Plan: Organ Systems
GOALS and Standards
Core Learning Goal: 3.2.1 The students will explain processes and the function of related structures found in unicellular and multicellular organisms.
Indicator 14: The student will observe cellular and multicellular organisms to compare and contrast how each is capable of all life functions.
Next Generation Science Standard
Crosscutting Concept
6. Structure and function
DISCIPLINARY CORE IDEAS
LS1A Structure and Function
LS1B Growth and development of organisms
Practice 7: Engaging in Argument from Evidence
Practice 8: Obtaining, Evaluating, and Communicating Information
Objective: Students will analyze characteristics of cells, tissues, and organs in order to demonstrate understanding of how structure determines function in the human body.
Formative/Summative Assessment:
Class work Modifications/Accommodations:
In this lesson students with IEPs would receive modified versions Team Work worksheet with at least one example of each organ system, of the vocabulary work sheet, Organ Trail student research page with less examples required, CER Article with a lower reading level, and an exit ticket with less answer choices for the multiple choice portion, and fill-in the blank for scaffolding of question #4.
Materials:
Unit Development (based on 90 minute period)
Outline
Opener/Warm Up (Drill) each day
Objective/Agenda
Agenda:
Motivation:
Information Exchange
Closure/Summary (each day)
Forward Look/Homework:
Day 1 DRILL SHEET
OBJECTIVE: Students will analyze characteristics of cells, tissues, and organs in the human body in order to demonstrate understanding of how structure determines function in the human body.
DRILL: Answer the following questions. ANSWERS WILL VARY
Possible answers
Sperm and eggs
Blood
Bone, etc.
Possible answer.
Where they are located in the body.
What they do in the body.
AGENDA
HOMEWORK
After completing Sorting Activity, Students will watch BrainPOP video on Human Body. While viewing to make students accountable they will pay attention in order to participate in quiz at the end. (Note: BrainPOP quiz is attached in a separate file as it is a pdf.) This will serve as a formative assessment. As a whole class, we will take the quiz and use student response to select from answer choice A, B, C, or D.
[UDL 1.2 Provide options for language, mathematic expression, and symbols. Close Captioning will be turned on for those students requiring the visual text. The video will be shown twice for repetition and to help students that require extend time to process that time.]
After complete whole class BrainPOP Human Body, students will select a partner(s) and an organ system to research. Once the organ system is selected students will have the choice as to which resources to use to complete the research of the organ system. Students will use Edmodo to compile the information to answer questions about organ system. When research is complete, the teams will meet with teacher to discuss the organ system at which time teams will also select their organ.
[UDL I3.1 Activate or supply background by using the BrainPOP. III 7.2 Optimize relevance, value, and authenticity. Student choice for partner(s) and acquistion of content.]
After the students have selected their organ, they will selected the tools they will use to prepare the PSA based on their interest and expertise. The students will use the Rubric to guide their production process and continue to use Edmodo to complie the PSA if time does not allow in class.
[UDL II 5.2 Use multiple tools for construction and composition.]
ACTIVITY: MOST WANTED Public Service Announcement
INTRODUCTION:
All of the organs in the body work together in harmony to make you who you are. When you are exploring organs depending on where you start the trail that you take around the body can be very different. We want to think all organs are important and it is your job in this activity to research an organ system and select an organ that you believe is the most important and thus the most wanted. You will present your organ in a public service announcement to be shared with students to help them understand what it means to be healthy with and/or without your organ. We hope they choose with by after viewing your presentation.
PROCEDURE:
Once you have searched for as many answers as possible in the reading. You will need to have your worksheet signed off on by the teacher as the CHECKPOINT.
Partner(s) Name:__________________________________________________________
Selected Organ System:_____________________________________________________
Selected Most Wanted Organ:________________________________________________
Answer will vary based on organ.
PART 1: RESEARCH PAGES: Organ Systems
Organ System: ______________________________________
Using textbook and any other available resources, complete this page as your research your organ system. Answer the questions electronically using Google Doc to collaborate. Upload final copy to Edmodo Team Page.
List Resources Used to Complete Research Textbook, Website, Article, etc.
CHECKPOINT: _______________________, ______________________________
Have teacher initial at this point to receive credit for research and BEFORE moving on. Research page 1 must still be turned in.
PART 2: RESEARCH PAGES: Organ
Organ:___________________________________
Size:
Weight:
Shape:
Location in Body:
List Resources Used to Complete Research Textbook, Website, Article, etc.
CHECKPOINT: _______________________, ______________________________
Have teacher initial at this point to receive credit for research and BEFORE creating moving on. Research pages 1 and 2 must still be turned in.
Part 3: Create Most Wanted PSA
Share the information you have discovered by completing a Public Service Announcement (PSA) to let your audience know why your organ is the most wanted. The PSA should include:
Approved PSA Formats:
Create a Poster using Poster My Wall at http://www.postermywall.com/ or Glogster http://glogster.com to create an online poster.
Make sure to create a username and password so you can work on your poster later. Post your username and password on your team Edmodo group page.
Create a Presentation with Microsoft PowerPoint or Google equivalent to allow for team members to access and edit as needed. Or use Prezi but make sure the username and password is posted on team Edmodo group page.
Create an Animation using ABCya: Make an Animation, a Comic Strip using Make Beliefs Comix, a Story Box using Classtools: Brainy Box to present information.
Create a Podcast using avatar as your spokesman to present your PSA using Voki or use Wixie or Screencast software to voiceover the various product formats
*If you have a PSA format not listed above that you would like to use please seek teacher approval before using it.
We will have PSA presentations next class so be sure to share your PSA regardless of format by using the Edmodo Assignment Turn-In to copy and paste your link or file. If you have any questions or concerns, send a message to Mrs. Brown through BCPSOne.
GRADE RUBRIC
PART 1: Research Page: Organ System
Possible Points
Earned Points
Page has been completed with answers that reflect good use of time and good effort
10
PART 2: Research Page: Organ
Possible Points
Earned Points
Page has been completed with answers that reflect good use of time and good effort
10
PART 3: PSA
The poster includes all the required parts:
Possible Points
Self Assessment
Teacher Assessment
General Points
Name & picture/ representation of organ
2
Well designed to include all the information in an easy-to-understand format
2
No spelling or grammatical mistakes
2
Made good use of available technology to complete the assignment
2
Information
Description of organ
3
Organ’s main functions
3
Organ Systems
3
Organ’s functions with other systems (Need 2)
6
Diseases or disorders (Need 2)
6
Live with or without organ + explanation
3
FINAL GRADE=_____________/
Comments;
Homework-CER Nose Article
Students are to read the article about growing noses in the lab. They are to identify the claim first and then create a question that the claim answers. They are to use the article to provide evidence to support their claim and then finally summarize it all with reasoning that relates the claim and the evidence to the question.
Article is in a separate file from Newela.
CER Worksheet-Article
QUESTION
CLAIM
EVIDENCE
REASONING (Conclusion)
Day 1 EXIT TICKET-Organ Systems Answer are highlighted.
Answer the following questions.
Day 2 and Day 3 Revisit Essential Questions
TO BE COMPLETED AFTER PRESENTATION OF PSAs, Use as final activity summative assessment.
TEAM WORK
VOCABULARY PRACTICE
Skeletal Circulatory Nervous Immune
Endocrine Muscular Digestive Respiratory
Read each fact about the human body, and using the word bank fill in the name of the system that would be involved in that task on the line provided. HINT: The words can be used more than once.
____________________
Your ears and nose do not have bones inside them. Their inner supports are cartilage, which is lighter and more flexible than bone. This is why your nose and ears can be bent.
____________________
Involuntary muscles, such as the heart, are automatically controlled by the brain. The heart beats between 60 and 80 beats every minute, and you don’t have to think about it.
____________________
Unlike other body cells, brain cells can not regenerate. Once brain cells are damaged they are not replaced.
____________________
It takes about 20 seconds for a red blood cell to circulate through your whole body.
____________________
Your skin secretes antibacterial substances. These substances explain why you don't wake up in the morning with a layer of mold growing on your skin - most bacteria and spores that land on your skin die quickly.
____________________
The average person eats about 500kg of food each year.
____________________
The surface area of the lungs is roughly the same size as a tennis court.
____________________
Adrenaline is a hormone produced by the adrenal glands during high stress or exciting situations. This powerful hormone is part of the bodies “flight or fight” response.
____________________
Tears and mucus contain an enzyme that breaks down the walls of many types of bacteria.
____________________
You lose a half a liter of water a day through exhalation. You can see this water when you breathe onto glass.
____________________
Red blood cells make about 250,000 round trips through your body before returning to the bone marrow to die.
____________________
Your body’s smallest bone is deep in your ear. It is hardly larger than a grain of rice.
____________________
Muscles move food through your esophagus. Food would move to your stomach even if you were standing on your head.
As you read each fact about the human body, write the name of the system that would be involved in that task in the line provided.
SKELETAL
Your ears and nose do not have bones inside them. Their inner supports are cartilage, which is lighter and more flexible than bone. This is why your nose and ears can be bent.
MUSCULAR
Involuntary muscles, such as the heart, are automatically controlled by the brain. Your heart beats between 60 and 80 beats every minute, and you don’t have to think about it.
NERVOUS
Unlike other body cells, brain cells can not regenerate. Once brain cells are damaged they are not replaced.
CIRCULATORY
It takes about 20 seconds for a red blood cell to circulate through your whole body.
IMMUNE
Your skin secretes antibacterial substances. These substances explain why you don't wake up in the morning with a layer of mold growing on your skin - most bacteria and spores that land on your skin die quickly.
DIGESTIVE
The average person eats about 500kg of food each year.
RESPIRATORY
The surface area of the lungs is roughly the same size as a tennis court.
REPRODUCTIVE
The average female ovary contains about 2 million eggs.
IMMUNE
Tears and mucus contain an enzyme that breaks down the walls of many types of bacteria.
RESPIRATORY
You loose a half a liter of water a day through exhalation. You can see this water when you breathe onto glass.
CIRCULATORY
Red blood cells make about 250,000 round trips through your body before returning to the bone marrow to die.
SKELETAL
Your body’s smallest bone is deep in your ear. It is hardly larger than a grain of rice.
MUSCULAR
Muscles move food through your esophagus. Food would move to your stomach even if you were standing on your head.
GOALS and Standards
Core Learning Goal: 3.2.1 The students will explain processes and the function of related structures found in unicellular and multicellular organisms.
Indicator 14: The student will observe cellular and multicellular organisms to compare and contrast how each is capable of all life functions.
Next Generation Science Standard
Crosscutting Concept
6. Structure and function
DISCIPLINARY CORE IDEAS
LS1A Structure and Function
LS1B Growth and development of organisms
- Lesson begins with the discussion of how cells are differentiated to make up organ systems. Students research their assigned organ and the various diseases that impact the organ that extends into a discussion of whether or not a person can survive without the organ.
Practice 7: Engaging in Argument from Evidence
Practice 8: Obtaining, Evaluating, and Communicating Information
- Students have the task of creating a PSA for selected organ. In the PSA, students have to present evidence as to why their organ is important to the function of the person.
- Students will read a real-world application to a problem the need for donor organs and the application of science to grow organs in the lab to solve that problem. Students will have to identify the claim, evidence, and construct the reasoning from the article.
Objective: Students will analyze characteristics of cells, tissues, and organs in order to demonstrate understanding of how structure determines function in the human body.
Formative/Summative Assessment:
- Formative Assessments:
- Discussion (In class and/or out of class posted on Edmodo)
- Organ Trail student research
- Exit Ticket
- Summative
- Organ Posters
- Team Work Worksheet (after all presentations)
Class work Modifications/Accommodations:
In this lesson students with IEPs would receive modified versions Team Work worksheet with at least one example of each organ system, of the vocabulary work sheet, Organ Trail student research page with less examples required, CER Article with a lower reading level, and an exit ticket with less answer choices for the multiple choice portion, and fill-in the blank for scaffolding of question #4.
Materials:
- PowerPoint (Used to keep lesson on track and organized. Serves as visual for students as well.)
- Vocabulary Sorting Activity
- Cards with Cells, Tissues, Organs, Organ Systems, and Organism for sorting activity
- Computers with internet to conduct research
- Copies of Handouts: Drill, Organ Trail Packet with rubric attached, Team Work Worksheet, and Exit Ticket
Unit Development (based on 90 minute period)
Outline
Opener/Warm Up (Drill) each day
- Students will complete a drill about cells.
Objective/Agenda
- Objective: Students will analyze characteristics of cells, tissues, and organs in order to demonstrate understanding of how structure determines function in the human body.
Agenda:
- Sorting Activity of Cell Vocabulary to activate prior knowledge
- Introduction to Activity: The Organ Trail
Motivation:
- Students will work in partners to order the following terms
- Cells, Tissues Organs, Systems, Human Body
- Teachers will check for understanding and allow time for students to share out their thought process
- Students will view BRAINPOP video on Human Body.
Information Exchange
- Organ Trail Activity
- DAY 1
- Teachers will introduce activity and review instructions
- Students will select organ system from lymphatic, endocrine, circulatory, urinary, nervous, respiratory, digestive, immune to research. [UDL
- Students will have a graphic organizer to guide them. [UDL
- Students will use a variety of research tools in a variety of formats to complete graphic organizer. [UDL II. 6.2 Support planning and strategy development.]
- Students will select the organ that they think is the most wanted in their organ system. [UDL III. 7.2 Optimize relevance, value, and authenticity.]
- Students will be encouraged to use Edmodo group created by the teacher. [UDL III 8.3 Foster collaboration and communication.]
- Teachers must sign off on research before students can move on to the PSA portion of the activity.
- DAY 2
- Students will continue working in their groups to develop the PSA using the technology tool they prefer.[UDL same as above]
- Students will be encouraged to use Edmodo group created by the teacher. [UDL same as above]
- Students will use rubric to self-assess their PSA before next class and work to make any necessary adjustments to earn a satisfactory grade. [UDL II 6.2 Support planning and strategy development.]
- DAY 3
- Students will share their PSA with the class.
- PSAs will be posted on Edmodo to be shared with students in multiple Biology classes and Seniors in Health class.
Closure/Summary (each day)
- Revisit Objective
- Exit Ticket
Forward Look/Homework:
- Essential Questions Revisited
Day 1 DRILL SHEET
OBJECTIVE: Students will analyze characteristics of cells, tissues, and organs in the human body in order to demonstrate understanding of how structure determines function in the human body.
DRILL: Answer the following questions. ANSWERS WILL VARY
- List three differences between prokaryotes and eukaryotes.
- Possible answer
- Possible answer
- Possible answer
- List as many different types of cells in the human body as possible.
Possible answers
Sperm and eggs
Blood
Bone, etc.
- Select two cells you listed in #2. What makes one cell different from the other?
Possible answer.
Where they are located in the body.
What they do in the body.
AGENDA
- Sorting Activity Cells to Human Body
- Introduction to Activity: Most Wanted PSA
HOMEWORK
- Continue working on Research and/or PSA using Edmodo.
After completing Sorting Activity, Students will watch BrainPOP video on Human Body. While viewing to make students accountable they will pay attention in order to participate in quiz at the end. (Note: BrainPOP quiz is attached in a separate file as it is a pdf.) This will serve as a formative assessment. As a whole class, we will take the quiz and use student response to select from answer choice A, B, C, or D.
[UDL 1.2 Provide options for language, mathematic expression, and symbols. Close Captioning will be turned on for those students requiring the visual text. The video will be shown twice for repetition and to help students that require extend time to process that time.]
After complete whole class BrainPOP Human Body, students will select a partner(s) and an organ system to research. Once the organ system is selected students will have the choice as to which resources to use to complete the research of the organ system. Students will use Edmodo to compile the information to answer questions about organ system. When research is complete, the teams will meet with teacher to discuss the organ system at which time teams will also select their organ.
[UDL I3.1 Activate or supply background by using the BrainPOP. III 7.2 Optimize relevance, value, and authenticity. Student choice for partner(s) and acquistion of content.]
After the students have selected their organ, they will selected the tools they will use to prepare the PSA based on their interest and expertise. The students will use the Rubric to guide their production process and continue to use Edmodo to complie the PSA if time does not allow in class.
[UDL II 5.2 Use multiple tools for construction and composition.]
ACTIVITY: MOST WANTED Public Service Announcement
INTRODUCTION:
All of the organs in the body work together in harmony to make you who you are. When you are exploring organs depending on where you start the trail that you take around the body can be very different. We want to think all organs are important and it is your job in this activity to research an organ system and select an organ that you believe is the most important and thus the most wanted. You will present your organ in a public service announcement to be shared with students to help them understand what it means to be healthy with and/or without your organ. We hope they choose with by after viewing your presentation.
PROCEDURE:
- Make sure you are signed up for class Edmodo page.
- Complete PART 1. Research Organ System. You can start your research by viewing the BrainPOP video that corresponds to your organ system. Complete the activities and quiz to your organ system. The following websites can also be used as a resource in addition to any other available resources.
- National Geographic Health and Human Body
Once you have searched for as many answers as possible in the reading. You will need to have your worksheet signed off on by the teacher as the CHECKPOINT.
- Complete Part 2 Research Organ. You can then use the computer to complete the research using the available web resources. Once the research is complete have your teacher initial the CHECKPOINT.
- Complete Part 3 PSA. You will be assigned a computer to work complete the PSA.
Partner(s) Name:__________________________________________________________
Selected Organ System:_____________________________________________________
Selected Most Wanted Organ:________________________________________________
Answer will vary based on organ.
PART 1: RESEARCH PAGES: Organ Systems
Organ System: ______________________________________
Using textbook and any other available resources, complete this page as your research your organ system. Answer the questions electronically using Google Doc to collaborate. Upload final copy to Edmodo Team Page.
- What is the function of your organ system?
- What organs are apart of your organ system?
- How is the way your organ system is designed (structure) helps it to do its job (function)? Be specific.
- Does your organ system work with any other organ systems directly while doing its job?
- Identify three vitamins or minerals that can help your system function and explain what they do.
- What types of foods provide the vitamins or minerals that can help your system function?
- List three diseases that can affect your organ system.
List Resources Used to Complete Research Textbook, Website, Article, etc.
CHECKPOINT: _______________________, ______________________________
Have teacher initial at this point to receive credit for research and BEFORE moving on. Research page 1 must still be turned in.
PART 2: RESEARCH PAGES: Organ
Organ:___________________________________
- Write a description of your organ that includes its size, weight, and other important details.
Size:
Weight:
Shape:
Location in Body:
- What are the organ’s main functions? List at least two.
- Which organ systems contain your organ? List at least two.
- How does your organ work with other systems to keep the body healthy? Give at least 2 examples.
- Which diseases or disorders affect your organ specifically? Give at least 2 examples.
- Can a person live without your organ? EXPLAIN your answer.
List Resources Used to Complete Research Textbook, Website, Article, etc.
CHECKPOINT: _______________________, ______________________________
Have teacher initial at this point to receive credit for research and BEFORE creating moving on. Research pages 1 and 2 must still be turned in.
Part 3: Create Most Wanted PSA
Share the information you have discovered by completing a Public Service Announcement (PSA) to let your audience know why your organ is the most wanted. The PSA should include:
- the name of your organ,
- a picture or representation of your organ, and
- all the information outlined in Part 1 and Part 2 Research pages.
Approved PSA Formats:
Create a Poster using Poster My Wall at http://www.postermywall.com/ or Glogster http://glogster.com to create an online poster.
Make sure to create a username and password so you can work on your poster later. Post your username and password on your team Edmodo group page.
Create a Presentation with Microsoft PowerPoint or Google equivalent to allow for team members to access and edit as needed. Or use Prezi but make sure the username and password is posted on team Edmodo group page.
Create an Animation using ABCya: Make an Animation, a Comic Strip using Make Beliefs Comix, a Story Box using Classtools: Brainy Box to present information.
Create a Podcast using avatar as your spokesman to present your PSA using Voki or use Wixie or Screencast software to voiceover the various product formats
*If you have a PSA format not listed above that you would like to use please seek teacher approval before using it.
We will have PSA presentations next class so be sure to share your PSA regardless of format by using the Edmodo Assignment Turn-In to copy and paste your link or file. If you have any questions or concerns, send a message to Mrs. Brown through BCPSOne.
GRADE RUBRIC
PART 1: Research Page: Organ System
Possible Points
Earned Points
Page has been completed with answers that reflect good use of time and good effort
10
PART 2: Research Page: Organ
Possible Points
Earned Points
Page has been completed with answers that reflect good use of time and good effort
10
PART 3: PSA
The poster includes all the required parts:
Possible Points
Self Assessment
Teacher Assessment
General Points
Name & picture/ representation of organ
2
Well designed to include all the information in an easy-to-understand format
2
No spelling or grammatical mistakes
2
Made good use of available technology to complete the assignment
2
Information
Description of organ
3
Organ’s main functions
3
Organ Systems
3
Organ’s functions with other systems (Need 2)
6
Diseases or disorders (Need 2)
6
Live with or without organ + explanation
3
FINAL GRADE=_____________/
Comments;
Homework-CER Nose Article
Students are to read the article about growing noses in the lab. They are to identify the claim first and then create a question that the claim answers. They are to use the article to provide evidence to support their claim and then finally summarize it all with reasoning that relates the claim and the evidence to the question.
Article is in a separate file from Newela.
CER Worksheet-Article
QUESTION
CLAIM
EVIDENCE
REASONING (Conclusion)
Day 1 EXIT TICKET-Organ Systems Answer are highlighted.
Answer the following questions.
- Which of these correctly shows the levels of organization in a multicellular organism from simplest to most complex?
- tissue, cell, organ, organ system
- cell, tissue, organ, organ system
- organ system, organ, tissue, cell
- organ, tissue, cell, organ system
- Which of these body systems produces chemicals that act at different sites in the body?
- circulatory system
- endocrine system
- excretory system
- skeletal system
- Which of these is not a direct function of the skeletal system?
- blood circulation
- muscle attachment
- support of the body
- protection of the organs
- How does your selected organ’s structure determine its function? Be specific.
Day 2 and Day 3 Revisit Essential Questions
TO BE COMPLETED AFTER PRESENTATION OF PSAs, Use as final activity summative assessment.
TEAM WORK
VOCABULARY PRACTICE
Skeletal Circulatory Nervous Immune
Endocrine Muscular Digestive Respiratory
Read each fact about the human body, and using the word bank fill in the name of the system that would be involved in that task on the line provided. HINT: The words can be used more than once.
____________________
Your ears and nose do not have bones inside them. Their inner supports are cartilage, which is lighter and more flexible than bone. This is why your nose and ears can be bent.
____________________
Involuntary muscles, such as the heart, are automatically controlled by the brain. The heart beats between 60 and 80 beats every minute, and you don’t have to think about it.
____________________
Unlike other body cells, brain cells can not regenerate. Once brain cells are damaged they are not replaced.
____________________
It takes about 20 seconds for a red blood cell to circulate through your whole body.
____________________
Your skin secretes antibacterial substances. These substances explain why you don't wake up in the morning with a layer of mold growing on your skin - most bacteria and spores that land on your skin die quickly.
____________________
The average person eats about 500kg of food each year.
____________________
The surface area of the lungs is roughly the same size as a tennis court.
____________________
Adrenaline is a hormone produced by the adrenal glands during high stress or exciting situations. This powerful hormone is part of the bodies “flight or fight” response.
____________________
Tears and mucus contain an enzyme that breaks down the walls of many types of bacteria.
____________________
You lose a half a liter of water a day through exhalation. You can see this water when you breathe onto glass.
____________________
Red blood cells make about 250,000 round trips through your body before returning to the bone marrow to die.
____________________
Your body’s smallest bone is deep in your ear. It is hardly larger than a grain of rice.
____________________
Muscles move food through your esophagus. Food would move to your stomach even if you were standing on your head.
As you read each fact about the human body, write the name of the system that would be involved in that task in the line provided.
SKELETAL
Your ears and nose do not have bones inside them. Their inner supports are cartilage, which is lighter and more flexible than bone. This is why your nose and ears can be bent.
MUSCULAR
Involuntary muscles, such as the heart, are automatically controlled by the brain. Your heart beats between 60 and 80 beats every minute, and you don’t have to think about it.
NERVOUS
Unlike other body cells, brain cells can not regenerate. Once brain cells are damaged they are not replaced.
CIRCULATORY
It takes about 20 seconds for a red blood cell to circulate through your whole body.
IMMUNE
Your skin secretes antibacterial substances. These substances explain why you don't wake up in the morning with a layer of mold growing on your skin - most bacteria and spores that land on your skin die quickly.
DIGESTIVE
The average person eats about 500kg of food each year.
RESPIRATORY
The surface area of the lungs is roughly the same size as a tennis court.
REPRODUCTIVE
The average female ovary contains about 2 million eggs.
IMMUNE
Tears and mucus contain an enzyme that breaks down the walls of many types of bacteria.
RESPIRATORY
You loose a half a liter of water a day through exhalation. You can see this water when you breathe onto glass.
CIRCULATORY
Red blood cells make about 250,000 round trips through your body before returning to the bone marrow to die.
SKELETAL
Your body’s smallest bone is deep in your ear. It is hardly larger than a grain of rice.
MUSCULAR
Muscles move food through your esophagus. Food would move to your stomach even if you were standing on your head.