Download Sci 14_Unit C_

Science 14
Unit C: Investigating Matter and Energy in Living Systems
Key: Content, Lab/Experiment, Homework/Formative Assessment, Summative Assessment
M (Nov 22)
Day 1
-Unit C Intro
-Chapter 8 Intro
T(Nov 23)
Day 2
-8.1 A Closer
Look
-8.2 Cell Theory
W(Nov 24)
Day 3
-8.3 Plant and
Animal Cell
Structures
TH (Nov 25)
Day 4
-8.4 Cell City
F(Nov 26)
Day 5
-Chapter 8
Review
M (Nov 29)
T(Nov 30)
Day 6
-Chapter 8 Test
W(Dec 1)
Day 7
-Chapter 9 Intro
-9.1 Life
Functions
Common to All
Living Things
-9.2
Photosynthesis
and Cellular
Respiration
W(Dec 8)
Day 12
-10.3 Digestive
System: Mining
the Nutrients
-10.4 The Role
of Diet
TH (Dec 2)
Day 8
-9.3 Human
Organ Systems
F(Dec 3)
Day 9
-9.4 Keeping an
Eye of Life
Functions
-Chapter 9
Review
TH (Dec 9)
Day 13
-Chapter 10
Review
F(Dec 10)
Day 14
-Chapter 10
Test
W(Dec 15)
Day 17
-Chapter 11
Quiz
TH (Dec 16)
Day 18
F(Dec 17)
Day 19
-Unit C Review
UNIT C TEST
TH (Dec 23)
F(Dec 24)
PD DAY
NO CLASSES
M (Dec 6)
Day 10
-Chapter 9 Test
M (Dec 13)
Day 15
-Chapter 11 Intro
-11.1 Keeping An
Internal Balance
-11.2 What
Affects
Homeostasis?
M (Dec 20)
T(Dec 7)
Day 11
-Chapter 10
Intro
-10.1 Assessing
Nutrients
-10.2 Analyzing
Diets
T(Dec 14)
Day 16
-11.3 When
Your Body
Cannot Cope
-11.4
Technology
That Maintains
Homeostasis
T(Dec 21)
-Unit C Review
W(Dec 22)
CHRISTMAS
BREAK
1
Science 14
Unit C: Investigating Matter and Energy in Living Systems
UNIT OBJECTIVES
Students will:
1. Describe, in general terms, the exchange of matter by the digestive and circulatory systems, the
functional relationship between the two systems and the need for a healthy diet and lifestyle
• assess the nutrient components of prepared foods by reading labels, and evaluate a variety of
popular diets in terms of nutrient composition
• explain, in general terms, how diets that include excessive amounts of certain foods may
influence body function (e.g., cholesterol, salt, fats)
• analyze and discuss mixed diets and vegetarian diets in meeting human nutritional needs
• describe, in general terms, the intake of matter and its processing by the digestive system (e.g.,
foods are broken down into molecules that are absorbed into the blood stream from the intestine;
food intake leads to increased blood sugar and mineral levels)
• describe, in general terms, the role of the heart and lungs in the circulatory system and in the
exchange and distribution of matter processed by the digestive system
• analyze the functional relationship between the digestive and circulatory systems, recognizing
the work of early physicians (e.g., William Harvey, Ivan Pavlov, William Beaumont)
2. Describe disorders of the digestive and circulatory systems as imbalances induced by genetic, lifestyle
and environmental factors
• describe, in general terms, how the digestive and circulatory systems interact to assist in the
maintenance of balance (homeostasis) in the human organism
• explain how normal fluctuations within the digestive system result in adjusting fluctuations in
the circulatory system (e.g., ingestion of salt and increased blood pressure; the relationship
between blood sugar and insulin production)
• explain that illness and possibly death may result when the body cannot accommodate major
disturbances within a system; i.e., digestive, excretory or circulatory (e.g., ulcers, heart attacks)
• analyze and explain, in general terms, a technology that is used to diagnose imbalances (e.g.,
endoscope, stethoscope) or to intervene and preserve balance (homeostasis) (e.g., kidney dialysis
machine, pacemaker)
• evaluate the effect of social factors on human digestive and circulatory well-being and disorders
(e.g., ulcers, anorexia, bulimia, high blood pressure, heart and arterial diseases as they relate to
lack of fitness, unbalanced diets)
3. Describe, in general terms, the structure and function of plant and animal cell parts; and trace the
development of the cell theory
• relate human knowledge of cells to the development of the optical microscope and staining
techniques (e.g., the work of Antony van Leeuwenhoek, Robert Hooke)
• describe the structure of the major parts of plant and animal cells, including the cell membrane,
nucleus, vacuole, mitochondrion, chloroplast and cell wall
• describe, using analogies where appropriate, the functions of the major parts of plant and animal
cells, including the cell membrane, nucleus, vacuole, mitochondrion, chloroplast and cell wall
(e.g., compare cell functions to the functioning of a city)
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Science 14
Unit C: Investigating Matter and Energy in Living Systems
4. Identify and compare, in general terms, the life functions common to living systems, from cells to
organ systems
• describe the relationship between photosynthesis and cellular respiration in terms of biological
energy storage; i.e., capture of energy from the Sun in glucose during photosynthesis, and the
release of energy from glucose during respiration
• identify life functions common to living systems; i.e., energy conversion, response to the
environment, growth, reproduction, and conservation or dissipation of thermal energy (e.g.,
torpor, dormancy, hibernation, estivation, vascular skin, sweat gland behaviour)
• identify organs and systems in plants and animals that carry out the above life functions
• identify the major human organ systems that perform critical life functions; i.e., energy
conversion, response to the environment, growth, reproduction, and conservation or dissipation of
thermal energy
• describe how cell structure has been adapted for specific life functions (e.g., stomata in the
leaves for water balance; skin cells are flat to cover large surface area; plant cell walls provide
structural support; nerve cells are long for transmission of impulses; storage of chemical energy
in roots [e.g., sugar beets], stems [e.g., sugar cane] and fruits [e.g., apples])
• identify and describe the role of modern technology in monitoring critical life functions in
humans (e.g., ultrasound, heart monitor, blood pressure cuff, blood glucose monitoring devices)
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