Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Unit 11: Body Systems Quarter 4 Standards Addressed During Unit Overview Students study the systems of the human body to develop a deeper understanding of how systems work together to improve function. Students will study human reproduction and development. SC.912.L.14.26 Fundamental Skills: Blood flowSC.912.L.14.36 major parts of the brain blood flow through the cardiovascular system basic functions of the immune system basic functions of the reproductive system and fetal development Science laboratory safety practices including an SDS. Highlighted Nature of Science Standards Brain – Practice of ScienceSC.912.N.1.3 Immune System- SC.912.L.14.52 Reproductive System SC.912.L.16.13 Coherence In the grade prior students… Grade 6: Human body systems/interactions to maintain homeostasis Distinguish types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Unpacking the Standards: What do we want students to Know, Understand and Do (KUD) Unit 11: Body Systems Essential Question: How do different body systems work together to maintain life? Standards: SC.912.L.14.26 Identify the major parts of the brain on diagrams or models. SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. The different body systems work interdependently to maintain life. Know Declarative knowledge: Facts, vocabulary, information. 1. 2. 3. 4. 5. Each of the brains major structures. There are major functions of the cardiovascular system Lifestyle does affect the cardiovascular system There are basic functions of the immune system Vaccines are manufactured and they work in the body to improve health 6. The human reproductive system has specific structures and function necessary to generate new life 7. There is a process of human development from fertilization to birth with major events in each trimester. Do Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts. 1. Identify the major parts of the brain on diagrams or models. 2. Identify major organs of the cardiovascular system and state their functions. 3. Prove that lifestyle affects the cardiovascular system 4. Engage in discourse and debates on the pros and cons of administering vaccines to living things. 5. Create a timeline to identify the major events of from conception to birth. Performance Task: Suppose you are an obstetrician or midwife working with pregnant women. Develop a presentation that explains how a female’s body changes throughout a pregnancy. You must include changes that take place in the brain, cardiovascular system and immune system. Alternative ‐ Suppose you are an obstetrician or midwife working with pregnant women. Develop a presentation that explains the development of the brain, cardiovascular system and immune system of an embryo, fetus and newborn baby. Science Assessment Resources EOC key terms: EOC Key terms are presented in glossary or flash card format depending on your preference. You may also access them through Quizet.com at: http://quizlet.com/_6s71t Additional Unit Resources Literature Connections: Technology Connections: Online Resources Video: From Conception to Birth EOC Success for Me Student and Teacher Resource page http://www.schooltube.com/video/5a5fce789bade03efb6c/parts-of-thebrain Pinky & the Brain - Parts of the Brain The Brain, Cardiovascular, Immune System http://www.phschool.com/science/biology_place/labbench/lab10/intro.ht ml Pearson LabBench - Circulatory Physiology http://assessment.aaas.org/topics http://www.phschool.com/science/biology_place/biocoach/cardio1/intro.h tml Pearson BioCoach Activity - Cardiovascular System Unit Deeper Learning Experiences http://www.ehow.com/video_4973822_the-immune-system-work.html How Does the Immune System Work? http://www.guardian.co.uk/science/video/2010/nov/01/immune-systemviruses-cells How the Immune System Destroys Viruses in Cells. Scientific Argumentation or CER (Claim, Evidence, Reasoning): Activity 19: Healthy Diet and Weight *Copy of Scientific Argumentation in Biology book and Biology POGIL book provided to each HS ClassZone – Biology (McDougal Little) Please note, the chapters do not correlate to the Pearson text! http://www.classzone.com/cz/books/bio_12_fl/book_home.htm?state=FL o Virtual Labs http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/vi rtual_labs/virtualLabs.html o Interactive Reviews (key concepts, vocab games, concept maps, animations, quizzes) http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/in teractive_review/bio_intrev.html o Webquests http://www.classzone.com/cz/books/bio_12_fl/get_chapter_group .htm?cin=1&rg=activities&at=web_quests&var=web_quests Virtual Dissections http://www.classzone.com/cz/books/bio_12_fl/page_build.htm?id =resources/jsp/virtual_dissections/virtual_dissections o SciLinks http://www.classzone.com/cz/books/bio_12_fl/page_build.htm?id =resources/jsp/sci_links/sci_links Hands-On Activities for Teaching Biology http://serendip.brynmawr.edu/sci_edu/waldron/ Online Labs http://onlinelabs.in/biology Science 360 (videos and images) http://science360.gov/files/ Pearson – The Biology Place http://www.phschool.com/science/biology_place/ o BioCoach activities allow students to visualize and apply their understanding of biological concepts. During these practice activities, students manipulate graphs, complete biological puzzles, and answer questions. http://www.phschool.com/science/biology_place/biocoach/index. html o LabBench provides students with pre- and post-lab reviews. Animations and interactive questions connect laboratory procedures to biological principles. Designed for advanced students, these activities correspond to the AP* Lab Manual and include sections on key concepts, experiment design, analysis of results, as well as a lab quiz. http://www.phschool.com/science/biology_place/labbench/index. html The Biology Corner – Worksheets/Activities http://www.biologycorner.com/worksheets.html o Unit 11: Human Body Systems Grade Concept: Sample Scale Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Score 3.5 Score 3.0 Identify errors or problems with specific regions of the brain and function. Explain functions of the major parts of the brain Identify parts of the brain on a model or diagram I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. The student: Score 1.5 Score 1.0 I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. The student: Draw and label a human brain with the major parts. Score 2.5 Score 2.0 Sample Performance Tasks Match the parts of the brain to a diagram Can identify that the brain has different areas. Can list the parts of the brain I can do everything at a 1.0, and I can demonstrate partial success at score 2.0. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Key Learning: Describe the location of the major areas of the brain. Concept: Brain parts Driving Questions: What are the different parts of the brain? SC.912.L.14.26 Identify the major parts of the brain on diagrams or What do each of the brain areas control and models. how does that affect a person’s function? Student Investigations: There are many brain cap projects available online. Have students research and explore brain part location and function to complete their brain cap. Vocabulary Cerebrum, Cerebellum, Pons, Medulla oblongata, Brain stem, Frontal lobe, Parietal lobe, Occipital lobe, Temporal lobe, brain stem Sample Formative Assessment Task: Match the colored region of the brain to the following categories: frontal lobe, parietal lobe, occipital lobe, temporal lobe, cerebellum, brain stem Resources Student Text: Textbook and other complex text sources Pearson Textbook Reference Chapter 31 section 2 Complex Text Researchers Turn Brains Transparent by Sucking Out the Fat Student Misconceptions: Deeper Learning Opportunities: Probes Write the following terms on the board: cerebrum, cerebellum, frontal lobe, temporal lobe, parietal lobe, occipital lobe explaining what they have learned about each part. Original Digital Student Tutorial Brain Basics http://www.cpalms.org/Public/PreviewResourceS tudentTutorial/Preview/116392 Mapping the Brain Meet your master: the brain video Interventions Tier II Interventions Have students work with a model of a brain or create their own, watch videos or use interactive online models to identify parts of the brain locations and functions. Then have students create a written response of what they learned. Student may also work through the following tutorial http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/116392 Key Learning: Explain how the heart circulates blood through the body and factors that affect it. Concept: Blood flow through cardiovascular system SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. Driving Questions: How are materials moved by the circulatory system? What factors affect the ability of the circulatory system to transport materials? Student Investigations: Vocabulary Cardiovascular, Blood pressure, Blood volume, Resistance, Blood viscosity, heart Disease, Exercise, Plaque, artery, vein, atrium, ventricle Organize students into groups and have them create a large-scale chalk diagram of the cardiovascular system labeled with arrows showing the flow of blood and exchange of oxygen. Have students take their blood pressure at rest. Then have students exercise for 15 minutes and take their blood pressure again. Have students compare and contrast their experience and what occurred with their blood pressure. Sample Formative Assessment Task: Heart rate, or the rate at which the muscles in the heart contract, is controlled by the sinoatrial node, a group of cells in the cardiac muscle of the right atrium. Heart rate decreases when you are asleep and increases when you are awake. Some people require an artificial pacemaker to regulate their heart rate if it is too slow. Which hypothesis explains how the body might be affected by a dangerously slow heart rate? a) The body might have trouble falling asleep or feeling rested after a full night of sleep. b) Cells in the body might not receive enough oxygen, which could cause the person to faint. c) The adrenal gland might not produce enough hormones to prepare the body for a quick reaction. d) Breathing might become shallow, which could cause the person to retain too much carbon dioxide. Resources Student Text: Textbook and other complex text sources Pearson Textbook Reference Chapter 33 section 1 Complex Text Replacing butter with vegetable oils does not cut heart disease risk Regular exercise critical for heart health, longevity Fast food intake increases risk of diabetes and heart disease in Singapore Student Misconceptions: Probes What color is your blood? Why do most textbooks add the colors blue and red? Based on the diagram of the cardiovascular system below, draw arrows showing direction of blood flow and identify veins and arteries. List 2 factors and how those factors affect blood flow. Deeper Learning Opportunities: Pogil – The Circulatory System how the heart actually pumps blood ted ed lesson The Heart of the Problem From Heart Attack to Kidney Failure This case study may require scaffolding. It links cardiac failure to respiratory and renal failure due to blood flow issue. Original Digital Student Tutorial What makes your blood? http://www.cpalms.org/Public/PreviewResourc eStudentTutorial/Preview/116899 Key Learning: Explain the basic function of the immune system and distinguishe between nonspecific and specific responses, as well as, how vaccine prevent and antibiotics treat infection. Concept: Immune system and vaccines Driving Questions: Sample Formative Assessment Task: SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics How does the body fight against invading organisms that may disrupt homeostasis? How do people contract infectious diseases? How does a body defend against infection? How do humans prevent and fight the spread of disease? What happens when the immune system does not function properly? Student Investigations: Vocabulary Specific immune response, Nonspecific immune response, Vaccine, Antibiotic, Pathogenic, Interferon, Antibodies, antigens *A patient with sneezing, congestion, fever and a cough visits the doctor and asks for an antibiotic as treatment. Which of the following is a reason why the doctor should agree to prescribe an antibiotic? a) These symptoms often indicate a virus and an antibiotic can only treat bacteria, not viruses. b) Antibiotic treatment for mild infections will allow surviving bacteria to become resistant to antibiotics, leading to illnesses that are much more difficult to treat. c) The patient has already been treated with viral therapy and the infection has persisted for more than a week and spread to include a deep cough. d) The patient asks for antibiotics each time they get any type of cold or sore throat because she does not want to develop a worse infection. Resources Student Text: Explain Textbook and other complex text sources Pearson Textbook Reference Chapter 35 sections 1, 2, and 3 Complex Text Cholera: Tracking the First Truly Global Disease Anti-vaccine Movement Causes the Worst Measles Epidemic in 20 Years Student Misconceptions: Deeper Learning Opportunities: Probes Define antigen and antibody. Explain the relationship between them. How does the body use this relationship to maintain homeostasis? A Case Study Involving Influenza and the Influenza Vaccine The case study looks into common influenza misconceptions and how vaccines work. (This site requires a $25/year fee for answer keys) Original Digital Student Tutorial The Immune System: Your Body’s Private Defense http://www.cpalms.org/Public/PreviewResou rceStudentTutorial/Preview/117031 Straight Talk About Vaccination Antibody appears to attack cancer cells, leaving other cells unscathed Sepsis: Sneak attack or false alarm? Your Cells Mutate Daily Spread of Pathogens – POGIL Key Learning: Identify and describe the male and female reproductive system . Concept: reproduction and fetal development SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Driving Questions: What body structures enable humans to produce offspring? How does a human develop from a single cell to a newborn baby? Sample Formative Assessment Task: A fertilized egg undergoes several stages before it is successfully implanted. The diagram below shows these stages as the fertilized egg travels through the female human reproductive system. Student Investigations: Vocabulary What Happened to 28 Days? A Clicker Case About the Human Menstrual Cycle - Students may need assistance with the hormones released and where they are Vesicle, Prostate Gland, Vas Deferens, Urethra, Epididymis, Scrotum, Testes, Penis, Ovaries, Fallopian released. At the end of the case study, students should be able to predict ovulation. Tube, Uterus, Cervix, Vagina In which of the following structures of the female human reproductive system is the blastocyst implanted during normal human development? A. ovary B. uterus C. vagina D. amniotic sac Resources Student Text: Textbook and other complex text sources Pearson Textbook Reference Chapter 34.3 and 34.4 Complex Text Stress Puts Double Whammy On Reproductive System, Fertility As obesity epidemic grows, research shows fitness benefits fetal development Pelvic pain may be common among reproductive-age women, study finds Student Misconceptions: Probes Label the following diagram to the best of your ability and explain the function or role of each part. Deeper Learning Opportunities: Reproductive System Web Quest Out of Stride p. 1005 in Pearson Textbook Chapter mystery HHMI human development animation The human embryonic brain development BIOLOGY EOC- Content Limits SC.912.L.14.26 Items are limited to the cerebrum, cerebellum, pons, medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital lobe, and temporal lobe. Items will not assess the function of the major parts of the brain. SC.912.L.14.36 Items may address factors such as blood pressure, blood volume, resistance, disease, and exercise. SC.912.L.14.52 Items assessing the significance of genetic factors, environmental factors, and pathogenic agents to health are limited to a conceptual understanding. SC.912.L.16.13 Items referring to the male human reproductive system are limited to the seminal vesicle, prostate gland, vas deferens, urethra,epididymis, scrotum, penis, and testes. Items referring to the female human reproductive system are limited to the ovaries, oviduct (fallopian tube), uterus, cervix, and vagina. Items assessing the function of the placenta, umbilical cord, amniotic sac, and amniotic fluid are limited to how these structures relate to the development of the fetus. Items will not assess physiological or hormonal changes of the mother during pregnancy. Items assessing the production of hormones in the context of the physiology of the human reproductive system are limited to a conceptual understanding of the production of hormones. Items will not assess hormonal control during pregnancy. Items may refer to the early stages of development (implantation, morula, blastocyst, gastrulation, neurulation) but will not assess the definition of these terms. Items referring to changes in each trimester are limited to normal human development. Items will not assess specific knowledge of malformations in the human fetus, miscarriages, maternal preexisting conditions, genetic conditions, or the impact of exposure to environmental conditions. Items will not assess the utilization of technology to assist in or prevent fertilization or monitor development of the fetus. Items will not address or assess the menstrual cycle.