how the work of one organ is similar or contributes to the functioning of another. Teaching experiences should begin to encourage students to consider how organs work together, i.e. It is useful to explore what internal organs look like and where they are located in order to understand the specific function of each and how each contributes to keeping the body alive and well. Using everyday experiences to draw out these ideas is always powerful, such as recalling visits to the doctor, medical operations/procedures, injuries, medical imaging/scans, posters and advertising images. A useful starting point is to identify students’ existing ideas and understandings about what is inside the body. A group of organs whose jobs are closely related are often referred to as a system.Įxplore the relationships between ideas about internal body organs in theĬoncept Development Maps (Cell Functions).īuilding students’ understanding of internal body organs, how these are linked and why they work together as systems is a complex process.Each organ has a specific role which contributes to the overall wellbeing of the human body.These organs differ in size, shape, location and function. The human body contains major internal organs or body parts which can be easily identified.Humans may look different but inside they share identical component parts.The large intestine is responsible for absorption of water and excretion of solid waste material. The function of the small intestine is to absorb most ingested food. The intestines are located between the stomach and the anus and are divided into two major sections: the small intestine and the large intestine. Its main purpose is digestion of food through production of gastric juices which break down, mix and churn the food into a thin liquid. The stomach is a muscular, elastic, pear-shaped bag, lying crosswise in the abdominal cavity beneath the diaphragm. The heart is a hollow, muscular organ that pumps blood through the blood vessels by repeated, rhythmic contractions. Their function is to maintain the body’s chemical balance by excreting waste products and excess fluid in the form of urine. The kidneys are two bean-shaped organs located at the back of the abdominal cavity, one on each side of the spinal column. It stretches to store urine and contracts to release urine. The bladder is a muscular organ located in the pelvic cavity. This process involves breaking down fats, producing urea, filtering harmful substances and maintaining a proper level of glucose in the blood. Its main function is to process the contents of the blood to ensure composition remains the same. The liver lies on the right side of the abdominal cavity beneath the diaphragm. Their essential function is to provide oxygen from inhaled air to the bloodstream and to exhale carbon dioxide. The lungs are two sponge-like, cone-shaped structures that fill most of the chest cavity. Its functions include muscle control and coordination, sensory reception and integration, speech production, memory storage, and the elaboration of thought and emotion. The brain is the control centre of the nervous system and is located within the skull. Some of the easily recognisable internal organs and their associated functions are: The brain When two or more organs along with their associated structures work together they become component parts of a body system. To survive and reproduce, the human body relies on major internal body organs to perform certain vital functions. Research: Fleer & Hardy (1996), Gellert (1962), Carey (1985) Scientific view For example, students at these levels may realise that the heart is a pump but not realise that the blood returns to the heart, or they may believe that the brain helps the body parts but not always realise that the body helps the brain. Older children are more likely to be able to list a large number of organs but may not fully understand the function or interconnected nature of these. Their experiences with everyday cuts, scratches and bruises seem to reinforce a view that blood is below the surface of the skin, filling the spaces inside the body (like a bag of blood). They tend to think the contents of the body are what they have seen being put into or coming out of it, such as food and blood. Younger primary students may have little knowledge about internal bodily organs. Contrasting student and scientific viewsĬontrasting student and scientific views Student everyday experiences.
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