Download Year 9 Term 2: Body Systems and Responses.

Year 9 Term 2: Body Systems and Responses.
Term 2, Week 6-10
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ASSUMED KNOWLEDGE STAGE 4 OUTCOMES
SC4-14LW
relates the structure and function of living things to their classification, survival and
reproduction
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SC4-15LW
explains how new biological evidence changes people’s understanding of the world
Literacy: A.L.A.R.M; Remember I.D.E.A and stop at the verb provided
Identify: Name and Define
Describe: Differentiate and distinguish by providing characteristics, features and properties
Explain: Cause and effect = LINK purpose or function of EACH feature or characteristic listed above (Use
linking words such as: As a result.., This leads to .., This provides .., As a consequence.., Therefore.., Thus ..)
Analyse/Evaluate: Positive and negative arguments and finish with clear personal point of view
LW1 Multicellular organisms rely on coordinated and interdependent internal systems to respond to
changes in their environment. (ACSSU175)
COORDINATION SYSTEMS
5LW1d. describe the role of, and interaction between, the coordination systems in maintaining
humans as functioning organisms
NERVOUS SYSTEM
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Literacy activity (ESL focus): Key words.
Nervous system, CNS, PNS, Endocrine system, hormone
Describe the features and role of the nervous system in maintaining humans as
functioning organisms
First hand investigation: Response time. (Oxford pg137)
In pairs, drop 30cm ruler between partners fingers and record length taken to catch.
Repeat, average and compare with other students
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Describe the basic features of a neuron
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Describe the different types of neurons and their roles; sensory neuron, inter neuron,
motor neuron
Describe the main features of the CNS; brain and spinal cord
Outline how spinal cord injuries impact upon an individuals ability to function
First hand investigation: Testing reflexes (Oxford pg145)
In pairs, examine pupil of eye with lights being turned on and off
Describe the main features of the PNS; somatic and autonomic
ENDOCRINE SYSTEM
Describe the features and role of the endocrine system in maintaining humans as
functioning organisms
Research task: Research a named hormone and as a class construct a table that
compares: (Oxford pg149)
 the hormones,
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the organ they are produced in
the target tissue
the main effect of the hormone and
health problems if hormone not functioning correctly
Describe the flight or fight response and discuss its likely purpose (Oxford pg150)
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Assessment: Coordination systems checkpoint test
Assessment: Oxford online test- Coordination systems
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend
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RESPONDING TO CHANGE
5LW1a. describe some examples of how multicellular organisms respond to changes in their
environment
Literacy activity (ESL focus): Key words.
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Stimuli, receptor, response
Identify the five human senses
Describe some responses to stimuli in humans
Describe some responses to stimuli in other animals (Oxford pg157)
Describe some responses to stimuli in plants (Oxford pg157)
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Briefly outline how humans respond to internal changes (homeostasis) using body
temperature as an example
5LW1b. describe how the coordinated function of internal systems in multicellular organisms
provides cells with requirements for life, including gases, nutrients and water, and removes cell
wastes
identify that living things are made of cells
identify that substances move into and out of cells
explain why multicellular organisms require specialised organs and systems
(limitations of diffusion)
Body systems
Recall (year8) the basic features and role of the digestive, respiratory, circulatory
and excretory system in maintaining humans as functioning organisms
Highlight conditions necessary for gas exchange: moist membrane, thin membrane and
concentration gradient
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Assessment: Responding to change checkpoint test
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Assessment: Oxford online test- Responding to change
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend
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Describe how each of the above body systems interact with one another to maintain life
RESPONDING TO DISEASE
5LW1c. outline some responses of the human body to infectious and non-infectious diseases
Literacy activity (ESL focus): Key words.
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Disease, non-infectious disease, infectious disease, pathogen
Distinguish between infectious and non-infectious diseases
INFECTIOUS DISEASE
Define pathogen
Distinguish and describe the main features of bacteria, virus, fungi, protozoa and prion
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Research task:
Students in small groups to research and present information on one named infections
and non-infectious disease. Include, cause, symptoms, treatment, prevention,
interesting facts and figures
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First hand investigation: Modelling the spread of infectious diseases
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Briefly describe the body's defense to invading pathogens. Include:
 1st line of defence: Skin, Cilia, Mucous lining. nonspecific
 2nd line of defence: Phagocytosis, Inflammation. non-specific
 3rd line of defence: B and T lymphocytes. specific
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Outline why no cure exists for HIV/AIDS. Relate to function of B and T lymphocytes.
NON-INFECTIOUS DISEASE
Distinguish between, and give examples of a genetic, environmental and nutritional
disease
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5LW1e. discuss, using examples, how the values and needs of contemporary society can influence the
focus of scientific research, eg the occurrence of diseases affecting animals and plants, an epidemic
or pandemic disease in humans or lifestyle related non-infectious diseases in humans
Outline the historical developments, and describe briefly how vaccinations and
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antibiotics work
Research task: Choose either vaccination or antibiotics.
Critically analyse information from secondary sources. Write a persuasive news report
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that addresses multiple viewpoints and concludes with a recommendation for action.
Research task: Students are to present information on how the values and needs of
contemporary society can influence the focus of scientific research.
Eg. the occurrence of diseases affecting animals and plants, an epidemic or pandemic
disease in humans or lifestyle related non-infectious diseases in humans .
 GMO’s: Disease control in plants
 HIV research, past and present
 Bird flu
 Swine flu
 Hendra virus
 Lifestyle related: Obesity
 Lifestyle related: Cigarette related cancer
Literacy activity: COSMOS.
Read ‘A brave new world by Edward O. Wilson: Issue 3 pg67’ OR research and find an
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article related to the topic. Students then write a series of questions that MUST include
5 multiple choice, 2 identify, 2 describe, 1 explain and either 1 assess or evaluate.
5LWadd1 debate why any investigation relating to biological research and involving or affecting
animals, must be humane, justified and ethical
Class discussion/debate:
Debate why any investigation relating to biological research and involving or affecting
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animals, must be humane, justified and ethical. Conversation to centre on rights of animals
and the need for research on diseases.
Assessment: Responding to change checkpoint test
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Assessment: Oxford online test- Responding to change
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend
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Assessment: BODY SYSTEMS AND RESPONSES CHAPTER TEST
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