In this activity, students identify and label the parts of the eye on a diagram and discuss the function of each part.

In this lesson, students will explore the structure of the pulmonary system with an activity called “Landmarks”. After becoming acquainted with the structure of the pulmonary system, students will be further engaged by completing a self profile of their own pulmonary health called, “My Road Blocks”. This activity will allow students to explore the functions of the lungs and how the health of our lungs is affected by many interrelating factors. After assessing personal health risks related to their lungs, students will process out this activity through a student discourse of questioning called “Clearing My Road Blocks” which will expand and deepen thinking and allow for thoughtful reflection. This thoughtful reflection will be manifested in the writing of a narrative called “Fortunately, Unfortunately” where students describe the condition of their lungs and have the option to extend this activity in a creative collage of the lungs called Street Media.

In this activity, students construct a tag board moveable figure named Mobile Marvin and observe how muscles and bones work together to move joints.

In this lesson, students will read respiratory background content and/or research topics related to the function of the lungs. Then they will identify terms/ideas associated with the respiratory system. Once students have created an Alphabet Soup Graphic Organizer (list of terms) and a Publishing Planning Sheet, they will apply this list to create a child's a ABC book for teaching pulmonary language.

In this lesson, students investigate the physics of movement in order to understand how mobility is accomplished by our bodies. Students will apply basic physics and math to investigate the forces and motion of human movement in six station activities.

In this lesson, students will complete a paper dissection of the lungs in order to predict how organ structure relates to organ function. They will also observe the interaction of the respiratory and circulatory systems in the process of respiration. To extend learning, groups of students will then be assigned a part of the lungs to research for a presentation and will create a 3-D craft foam model to showcase collaboratively with the rest of the class.

This activity is a lab experience that allows students to discover critical principles of th respiratory system. Students will apply what they learn by taking a deeper look into the functions of the respiratory system and then create and manipulate a working model of the lungs.

In this activity, students will explore the parts of a lever and will build a model of each class of lever on a wooden stand using dowels and modified wooden rulers. Using a spring scale and hanging weights, students will study the forces and will determine the advantage of each type of lever. As a grand finale to the activity, students will apply their newly found knowledge of levers as they compete in a contest called the “Little Bit of Effort Contest.” Students will work in their groups to design the most efficient lever in each class, i.e., the lever that can move the most weight with the least amount of effort.

In this activity, students are presented with a handout depicting a disarticulated skeleton and attempt to reassemble the skeleton.

In this activity, students use a diagram to trace the path of vision from an object to the visual cortex of the cerebrum.

In this activity, students will observe their normal gait and calculate cadence, stride length and velocity. They can then compare their results to the rest of the class and observe if there were differences.

The focus of this activity is to teach students about the pulmonary circulation in their bodies. Students will be learning how blood circulates to and from the lungs. They will follow the veins carrying oxygen depleted blood from the body to the heart, which pumps it to the lungs. The lungs will enrich the blood with oxygen and return it to the heart to be pumped to the rest of the body.

In this investigation, students will research various conditions that can cause gait compromises. They will use their creativity and understanding of gait phases to devise methods of simulating a gait compromise. Students are not limited in the kinds of material used to simulate the gait compromise, but it is suggested that the following materials be on hand: Ace wrap, walkers, canes, crutches. They will then investigate the effect of their simulated physical impairments on gait. The "Gauge Your Gait" activity can be accessed at: http://teachhealthk-12.uthscsa.edu/activity/activity-2b-gauge-your-gait

In this activity, students learn about the different types of bones in the body.

In this activity, students will use a model of the human arm, including an artistically modified scapula, humerus, radius and ulna. After measuring the weight of the forearm on their model with a spring scale, they will assemble the bones so that the elbow joint is movable. Once students have assembled the model, they will attach string “biceps and triceps muscles” to the model at origin points labeled on the model. An approximation of the actual insertion point will be labeled on the model and the other end of the string “muscle” attached to that location. The student will then investigate how the biceps muscle operates the joint as a lever system, exploring angles and the resistance and effort forces. Next, students will move the insertion point of the string muscle to examine how the lever system changes. Both the triceps and biceps will be studied in this part of the activity. Finally, using body segment weight percentages, students will relate their findings to their own bodies.

In this activity, students watch a demonstration where a clean white sock is placed over the exhaust area of a car, bus, lawn mower, or leaf blower in order to observe that particulate matter is released onto the sock. Students will then work in groups of four to examine the number and variety of particulates found in various locations around the school.

In this activity, students are given six chromosomes (craft sticks) from a set of 46 and must define critical attributes of their chromosomes as they look for “matching” chromosomes. When each student finds their six “matches”, they use the Chromosome Key Card to number their chromosome pairs. Students will then create a karyotype of their Craft Stick Chromosomes by arranging them in sequential pairs. Once students understand that chromosomes have identifying characteristics, they are ready to map a few specific genes on a chromosome and create a large, mapped model of a chromosome. When all of the large chromosomes are completed, the classroom will become a giant nucleus with a complete set of 46 chromosomes.

In this activity, students will create models of chromosome 9, which contains the ABO blood type genes. Using the chromosome models, they will create gene combinations for each of the 4 blood types. Finally, again using the chromosome models and a graphic organizer, students will simulate blood type inheritance and predict blood types that are possible from genetic crosses.

In this activity, students will collect data about air pollution in their area for al least 30 days. Once they have their data, students can research each type of pollution commonly found in air; calculate mean, median and mode; graph results; and create an action plan to reduce local air pollution.