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Year 9 Term 2: Body Systems and Responses. Term 2, Week 6-10 Ch eck ASSUMED KNOWLEDGE STAGE 4 OUTCOMES SC4-14LW relates the structure and function of living things to their classification, survival and reproduction Date □ 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 □ 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 □ Describe the basic features of a neuron □ □ □ □ □ □ □ □ 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, □ □ □ 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) □ Assessment: Coordination systems checkpoint test Assessment: Oxford online test- Coordination systems Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ RESPONDING TO CHANGE 5LW1a. describe some examples of how multicellular organisms respond to changes in their environment Literacy activity (ESL focus): Key words. □ 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) □ □ □ □ □ 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 □ □ □ □ Assessment: Responding to change checkpoint test □ □ □ Assessment: Oxford online test- Responding to change Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ 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. □ 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 □ □ □ □ 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 □ First hand investigation: Modelling the spread of infectious diseases □ 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 □ 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 □ □ □ 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 □ antibiotics work Research task: Choose either vaccination or antibiotics. Critically analyse information from secondary sources. Write a persuasive news report □ 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 □ □ 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 □ 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 □ Assessment: Oxford online test- Responding to change Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ Assessment: BODY SYSTEMS AND RESPONSES CHAPTER TEST □ Comments and Suggested improvements Name: Signature: Date: