The Human Body

Level: Level 3 to 6.

Duration: Available in a 60 or 90 minute format. We recommend a 90 minute format if budget and timetabling constraints allow.

Numbers: Each workshop can cater to a maximum of 30 children. However, smaller groups have better access to equipment and the facilitator.

State: VIC & NSW

The human body is a complex, coordinated machine, made up of different systems (e,g. circulatory, respiratory, digestive and nervous systems) that work together.

The simplest building block in the body is called a cell. Groups of similar cells are called tissues and tissues form organs (such as the heart, lungs, kidneys, liver and brain). Groups of organs that have a common purpose make up a system.

The eye contains a lens that focuses light on the retina to form an upside-down image. The brain turns the image the right way up.

The digestive system breaks down the food we eat for energy, growth and repair.

The stomach contains strong acid and gastric juice to chemically break down food. Antacids contain a type of chemical called a base that neutralises excess stomach acid.

The circulatory system consists of the heart and the blood vessels. The blood delivers food and oxygen to every cell of the body, and carries away carbon dioxide and waste products.

The pulse is the heartbeat. The instrument used by doctors to listen to the heartbeat is called a stethoscope. There are points on the body where the pulse can be felt.

Exercising increases the heartbeat, as the heart works harder to circulate oxygen and nutrients.

The brain, spinal cord and nerve cells make up the nervous system. The brain is the control centre of the body, sending messages via the nerves to all parts of the body.

The body is made up of many different elements – the same elements that make up everything else in the Universe. Many of these elements in the body are charged particles, so the body can conduct electricity.

Introduction to the body and major organs using a large model.

Students explore how lenses focus light by refraction, and relate this the how the eye works.

Each student creates their own synthetic eyeball to take home, and also explore how it too can refract light.

In small groups, students test the pH of water, gastric juice and antacid. They add antacid to gastric juice and note the effect.

Students listen to their heartbeat and learn how to take their pulse.

Students experiment to observe the effect of exercise on their heartbeat.

Students perform a simple experiment to measure their reaction time, and work through all of the steps involved in detecting and responding to stimulus.

Students participate in a group activity to form a large, human, electrical circuit.

Demonstration of the respiratory system.

Detection of carbonic acid, which is produced during respiration.

Living things have structural features and adaptations that help them to survive in their environment (VCSSU074)

Safely use appropriate materials, tools, equipment and technologies (VCSIS067)

Use formal measurements in the collection and recording of observations (VCSIS068)

Plans and uses materials, tools and equipment to develop solutions for a need or opportunity (ST3-2DP-T)

Describes how digital systems represent and transmit data (ST2-11DI-T)

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)