Download 12-13 LIFE SCI E08 11

LIFE SCIENCE 12/13
Course A
ESSENTIAL UNIT 8 (E08)
(Human Body Systems II)
(June 2011)
Unit Statement: In this unit the student will discover how food becomes usable materials
inside his body. The student will get an overview of the variety of nutrients needed by the
body and their sources. The student will examine the various processes used by the body
to breakdown foods and how the body absorbs needed nutrients and then excretes and
eliminates waste. The student will also examine the breathing process. The student will
also draw connections between human structure and function and that of other organisms
they have already studied.
Essential Outcomes:
1. The Student Will summarize the broad categories of essential nutrients and explain
the major roles of each type according to its function. (3.1)
2. TSW explain the difference between water-soluble and fat-soluble vitamins and
give examples of each type and their sources. (3.1)
3. TSW follow the path of digestion through the structures of the digestive system,
and name and describe the function of each structure. (3.3, 3.4)
4. TSW explain the difference between chemical and mechanical digestion and
where each occurs in the digestive tract. (3.3)
5. TSW explain the function of enzymes in chemical digestion. (3.3)
6. TSW identify the parts of the respiratory system and the function of each. (5.1)
7. TSW describe how the exchange of oxygen and carbon dioxide occur in the
alveoli. (5.1)
8. TSW describe the breathing process explaining the relationship between change in air
pressure and contraction and relaxation of diaphragm and rib muscles. (5.1)
9. TSW state the role of the excretory system and explain how it helps to maintain
homeostasis in the body. (5.3)
10. TSW identify the structures of the excretory system and explain how they interact
with the circulatory system to remove wastes from the blood stream. (5.3)
11. TSW apply the process of scientific inquiry by conducting a laboratory
investigation created by the student and teacher-approved or provided by the
teacher or text support materials.
34
QSI 12/13 LIFE SCI E08
Copyright © 1988-2011
Introduced & Practiced:
1. The Student Will relate healthy ways to maintain digestive, respiratory and
excretory health. (5.3)
2. TSW describe one or more diseases causes by lack of a vitamin or mineral. (3.1)
3. TSW describe the effects of smoking on both smokers and non-smokers exposed
to tobacco smoke. (5.2)
4. TSW explain the purpose of the food pyramid and use it to examine and adjust
their weekly diet of food. (3.2)
5. TSW state the purpose of food labels and how to compare them for purchasing
decisions. (3.2)
6. TSW compare the villi and alveoli in their role in increasing surface area of their
respective organs.
Key Terms:
Nutrient
Glucose
Amino acid
Enzyme
Peristalsis
Alveoli
nephron
SUGGESTED RESOURCES & RUBRIC FOUND ON FOLLOWING PAGES..............................
35
QSI 12/13 LIFE SCI E08
Copyright © 1988-2011
Suggested Materials:
Pearson Interactive Science: Human Body Systems, chapters 3 & 5
Ancillary materials are listed in the Course Outcome Statement
Suggested Resources:
1. Purchase fresh animal lungs, stomach and/or kidneys in the local market or butcher
shop for examination in the classroom.
2. Students complete questions and activities in spaces provided in the text. (TSW’s 1-11)
3. Students follow their diet for a week, then improve upon based on mypyramid.gov
recommendations, track their diet for another week and compare energy levels and
mood differences.
4. In-text section reviews and enrichment
5. Pearson published activities: “Scenario-based Investigations,” “Interdisciplinary
Activities,” “Chapter Activities,” “Inquiry Skill Activities, “Reading Strategies” for
English Language Learners,” and “Math Skill and Problems-Solving Handbook.”
6. Students interested in further investigation may explore topics in special diets,
energy drinks (p. 96), robotic pills (p.97), comparison of oxygen levels at different
altitudes and its effects on the body (p. 164), asthma attacks and pollution levels p.
165 – for added interest, do a similar comparison with Beijing before, during and
after the Olympics in 2008).
Technology Resources:
1. Destiny Webpath Express (found on school’s automated library system)
2. View “Untamed Science” videos.
3. Students complete “Planet Diary” at www.myscienceonline.com
4. Students perform activities in “Interactive Art” and “Virtual Lab” at
www.myscienceonline.com
5. Simulations: http://phet.colorade.edu
6. Visuals, virtuals and animations: www.myscienceonline.com
7. Visit mypyramid.gov and create a basic diet plan based on personal activity and
physical characteristics.
Suggested Assessment Tools and Strategies:
1. Create a visual display illustrating the nutrients and/or vitamins and minerals
needed by the body, their function and their source. (TSW 1 and/or 2)
2. Create a weeklong menu that balances the need for the different nutrients and
vitamins. For a bigger challenge, make the menu vegetarian or diabetic. (TSW 2)
3. Draw the entire digest tract on paper or poster board and illustrate the process of
digesting a particular food item such as soup, a sandwich, or a stir fry.
4. Make a table showing the digestive organs, type of digestion and details of
digestion (ex. Mouth, mechanical digestion, teeth cut, tear and grind.)
5. Compare the structure and purpose of alveoli and villi in an oral, written or visual
format.
6. Choose from Lab Zone® hands-on inquiries (see list of related inquiries of varying
length and difficulty in teacher’s edition, pT6-7 (TSW’s 1-11)
7. Students participate in class discussions of text material. (TSW’s 1-11)
8. ExamView® Computer Test Generator
9. Teacher generated or published Pearson Interactive Science Assessments including
Chapter Test, Performance Assessment and Progress Monitoring Assessments
(TSW’s 1-11)
RUBRIC FOUND ON FOLLOWING PAGE.................
36
QSI 12/13 LIFE SCI E08
Copyright © 1988-2011
ESSENTIAL UNIT 8 (E08)
(Human Body Systems II)
Suggested Rubric
The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level
work in E08. TSW’s which do not lend themselves to ‘A’-level work do not have suggestions
‘A’-level
Statement
TSW 1
nutrition
TSW 2
Vitamins
Student can perform B-level work
and explain what happens when the
body is missing one or more
vitamins.
Student can trace the path of food through the
digestive tract, naming those structures (including
associated structures – liver, gallbladder and
pancreas) and describing their functions.
Student can distinguish between mechanical and
chemical digestion and state where they occur in
the digestive tract. Student can also state where
carbohydrates, fats and proteins are chemically
digested.
Student can recognize that enzymes break chemical
bonds in food so that they will be small enough to
be absorbed by the small intestine.
Student can identify the parts of the respiratory
system and their functions.
TSW 3
digestion
TSW 4
Chemical vs.
mechanical
digestion
TSW 5
enzymes
TSW 6
Respiratory
system
TSW 7
Gas exchange in
the lungs
Student can perform B-level work
and explain how villi and alveoli
perform similar functions –
increasing surface area for
movement of materials.
TSW 8
Breathing
TSW 9
Excretory system
TSW 10
Excretory system
structures and
interaction with
circulatory system
TSW 11
Scientific inquiry
‘B’-level
Student can name carbohydrates, proteins, fats,
water, vitamins and minerals as required nutrients
and name their most important function in the
body. Student can also distinguish between the
types of carbohydrates and types of fats and
explain why complex carbohydrates have an
advantage over simple carbohydrates.
Student can distinguish between fat and water
soluble vitamins and give one example of each
along with their sources and functions in the body.
In addition to B-level work, student
can describe the basic filtration
process that occurs in the nephron
(nephron or Bowman’s capsule and
nephron tube or Loop of Henle.)
Student can recognize that contraction of rib
muscles and diaphragm cause a decrease in
pressure of the chest cavity resulting in inhalation
and relaxation of these muscles increases air
pressure in the chest cavity resulting in exhalation.
Student can recognize that the kidney’s main
function is to filter blood removing waste and
returning needed materials, then adjusting water
concentration to maintain homeostasis.
Student can name the structures of the excretory
system and explain their basic purpose in filtering
the blood of waste material at the nephron capsule.
See laboratory report rubric for assessment.
37
QSI 12/13 LIFE SCI E08
Copyright © 1988-2011
Student can describe how gas is exchanged in the
alveoli such that CO2 diffuses into the lungs and O2
diffuses into the blood and bonds to red blood
cells.