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Human Body Systems STEM Project

Rated 4.25 out of 5, based on 4 reviews
4.3 (4 ratings)
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Teacher Toy Shop
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Grade Levels
5th - 8th
Resource Type
Standards
Formats Included
  • PDF
Pages
18 pages
$5.00
$5.00
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Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device.  Easel by TPT is free to use! Learn more.
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Description

Learn the systems of the human body while building a 3D human body model with lift-the-flap organs! This human body systems project teaches students where organs are located within the human body. The finished model sits up by itself on the edge of a table or chair—super cute! Students enjoy coloring their model, inside and out.

Included in this resource:

  • ready-to-print template for a 15in. tall human body model with 15 internal organs
  • fully-illustrated, step-by-step instructions PLUS a link to a video that shows how to build the model
  • 2-page reading passage
  • Fill-in-the-box information strips activity which are sized to fit the back of the completed model

These human body organs are included: brain, spinal cord, kidneys, bladder, esophagus, stomach, trachea, gallbladder, spleen, lungs, heart, pancreas, liver, small intestine, large intestine. Use this resource to teach human body levels of organization, organs of the digestive system, nervous system, respiratory system, and more. Bonus: make this item seasonal by challenging students to create a hat or other prop for the finished item (e.g., a St. Patrick's Day hat).

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Total Pages
18 pages
Answer Key
N/A
Teaching Duration
1 Week
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Standards

to see state-specific standards (only available in the US).
NGSSHS-LS1-7
Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration. Assessment should not include identification of the steps or specific processes involved in cellular respiration.
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 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. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
NGSSMS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.

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