Download Unit 2: Homeostasis and Immunity

UNIT 3: HOMEOSTASIS AND
IMMUNITY
Living Environment, Mrs. Salmon
TOPICS TO BE COVERED
Levels of Organization
 Characteristics of Life/Life Processes
 Body Systems
 Dissection of an Animal Specimen (Pig or Frog)
 Positive and Negative Feedback
 Homeostasis
 Disease
 Pathogens
 Immune Response
 AIDS Education
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LESSON 1 – LEVELS OF ORGANIZATION
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SWBAT: Explain how life can be studied at different
levels by describing the relationship of the levels of
organization through a graphic organizer.
Standard:4-1.2
Homework


Give dissection letter to your parent/guardian(s). After
break, I will give them to you. Finish Mitosis Project!
Initial Activity: Use the glossary in your review book
to define the following terms.
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Cell:
Tissue:
Organ:
Organ System:
Organism:
LEVELS OF ORGANIZATION

We can study living things at different levels,
whereas smaller levels are found within larger levels.

Group Activity:
Based on the definitions of terms you determined in the
Initial Activity, show the relationship between the smaller
levels and larger levels using a graphic organizer. Create
this graphic organizer first in your notes before copying to
computer paper
 Example:

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A tissue is a collection of cells that carry out the same function
(or job). Therefore the level of cells is smaller than the level of
tissues.
Tissue
Cell
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The diagram below represents levels of organization
in living things.
Which term would best represent X?
A. Human
B. Tissue
C. Stomach
D. Organelle
LESSON 2 – CHARACTERISTICS OF
LIFE
SWBAT: Describe some characteristics of living things
using one sentence summaries.
 Standards: 4-1.2
Word of the Day
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Metabolism
Initial Activity: Use the glossary in the red review book
to define the following terms.
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Sexual reproduction:
Asexual reproduction:
Metabolism:
Stimulus:
Homeostasis:
Evolution:
CHARACTERISTICS OF LIFE
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All living things have certain common
characteristics.
HOW living things can carry out these
characteristics may differ from organism to
organism.
Metabolism- different in plants (photosynthesis)
than animals (cellular respiration only). Also
includes nutrition and excretion.
The Characteristics of Life are….
HOW CAN WE REMEMBER THESE
CHARACTERISTICS?

Let’s make a mnemonic!
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Metabolism

Obtain nutrients, Digestion, Cellular Respiration, Excrete

Reproduce (make more of their kind)
Stimuli (ability to respond to stimuli)
Cell
Homeostasis (internal balance)
Evolve (change over time)
Genetic (DNA, RNA)
Growth
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MRS CHEGG
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Work
Activity:
Read pgs 1-3 in green review book to
summarize the eight common
characteristics of life into 1 sentence
summaries each.
Answer
questions 1-10 in green review
book on pg 3
If you have extra time, please finish up your mitosis lab. Last day to do so!
LESSON 4 – BODY SYSTEMS
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SWBAT Define the function of the human body
systems and how they interact with each other to
maintain homeostasis.
Standards: 4-1.2
Homework


QUIZ on Friday – Body Systems (What is the major
function(s) of each body system?)
DO NOW:
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Define the following vocabulary terms using the glossary in
your red review book:
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Digestion
Respiration
Circulation
Excretion
Immunity
MAJOR ORGAN SYSTEMS
Muscular System
 Skeletal System
 Circulatory System
 Respiratory System
 Nervous System
 Digestive System
 Excretory System
 Endocrine System
 Reproductive System

Heart
Heart
Spinal Cord
A – Liver
B – Stomach
C - Spleen
A
B
C
Kidney
ORGAN SYSTEMS

Group Activity:
Your group will be assigned 1-2 organ system(s) to
research. Use the textbook and review book to define
the major function(s) of the body system as well as
major organs of that organ system.
 We will jigsaw after small group work, so it is
imperative that all group members act as recorders
today!!!

LESSON 3 – LIFE PROCESSES IN
UNICELLULAR ORGANISMS
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SWBAT Explain how unicellular organisms carry
out life processes by comparing how these
processes are carried out by multi-cellular
organisms.

Standards: 4-1.2
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Word(s) of the day:
Prokaryote, Eukaryote, Unicellular, Multi-cellular
List allActivity
the characteristics of Living things, Hint:
Initial

MRS CHEGG
 Define the following terms using the glossary in
the review book.
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Unicellular and Multicellular, Flagellum, Cilia
Psuedopod,
Copy the following table into your notebook:
Life Function
Gas Exchange
Transport of nutrients
Digestion
Excretion
Respond to Stimuli/Control
Multicellular Organism
Unicellular Organism
MULTICELLULAR ORGANISMS

What organ system(s) found in your body would
muti-cellular organisms (such as ourselves) use
to carry out these life functions listed on the
chart?
UNICELLULAR ORGANISMS
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What organelle(s) or cell part(s) would a
unicellular organism use to carry out these life
functions listed in the chart?
Let’s watch the video on single celled organisms,
such as ameoba, euglena and paramecium to see
how they live, then fill out our chart.
When done with chart, do the following….

Green Review Book: Read pages 8-12. Complete
questions 36-45.
HOME WORK- Due 1/4/11
SINGLE CELLED ORGANISM CREATIVE WRITING PEICE
Write a one page creative writing piece from the perspective
of a single celled organism. Describe the components
and processes that enable you to live. You should
Include the following:
-Where you live
-How you move
-What you “eat”
-How you make your energy
-How you reproduce
To receive a grade higher than an 80, you should
Also include a self-portrait. You should draw and label critical
components of your “body” that you discuss in your creative piece.
LESSON 5 – DISSECTION OVERVIEW
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Learning Objective: Discuss safety procedures and
techniques necessary to carry out
Standards: See Laboratory Checklist
Homework
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Review Book: Read pages 158-159. Complete questions 31-34.
DO NOW: Copy the following terms into your notebook:
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Anatomy
Dorsal
Ventral
Anterior
Posterior
ANATOMICAL TERMS
Anterior – head
 Posterior – end of
body/tail
 Dorsal - belly (front)
 Ventral – spinal
column (back)
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DORSAL OR VENTRAL?
ANTERIOR OR POSTERIOR?
DISSECTION TOOLS
A- Scalpel
 B - Scissors
 D - Tweezers
 H - Blunt End Probe
 Dissecting Pins (not
pictured)
 Dissecting Pan (not
pictured)
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PREVIEW OF FROG ANATOMY (CARTOON)
LESSON 6 – FROG DISSECTION
Learning Objective: Complete a dissection of a
bullfrog to expose and study the internal
anatomy of an animal.
 Standards: (See Laboratory Checklist)
 Homework: Finish laboratory analysis questions.
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DO NOW: Read laboratory introduction. Review
parts of the frog and organs that you must
identify.
LESSON 7 – FEEDBACK MECHANISMS
Learning Objective: Describe how organisms
respond to stimuli to maintain homeostasis.
 Standards:
 Homework: Read Review Book pages 25-27.
Complete questions 42-53.
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DO NOW: Define the following terms using the
glossary in your review book:
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Dynamic Equilibrium
Negative Feedback
Positive Feedback
Insulin
Guard Cells
NEGATIVE FEEDBACK MECHANISM
Stimulus
Negative
Feedback
Reaction
Response
NEGATIVE FEEDBACK EXAMPLE – BODY
TEMPERATURE
Stimulus: Brain
senses a drop in
blood temperature.
Negative
Feedback: Warmer
blood triggers brain
to turn-off
shivering.
Reaction: Nerve
message sent to
muscles to start
shivering.
Response: Heat is
generated that
warms the body
and blood.
DYNAMIC EQUILIBRIUM
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Our bodies are constantly responding and
adjusting to external and internal stimuli, causes
small changes in our body temperature, blood
sugar level, etc. We refer to these small changes
as dynamic equilibrium. It is because of these
small changes that we maintain homeostasis
(balance).
GROUP ACTIVITY

Using the template worksheet, complete the
charts to show the negative feedback
mechanisms for Blood Sugar Level and Guard
Cell in Plants.
POSITIVE FEEDBACK - CHILDBIRTH
Stimulus: A
contraction
pushes the
baby’s head
against the base
of the uterus.
Positive Feedback
Reaction:
Pressure on the
base of the
uterus causes
stronger
contractions.
Response: Baby
is born and the
feedback cycle
ends.
LESSON 8 - PATHOGENS
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Learning Objective: Discuss types of organisms that
can disrupt homeostasis and cause disease.
Standards:
Homework: Research one example of a pathogen
discussed in class today and write a 5-sentence
summary about the disease caused by that pathogen.
DO NOW: Define the following terms using the
glossary in the review book:
Disease
 Pathogen
 Microbe
 Infection
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BACTERIA
Syphilis
Staphylococcus aureus
Streptococcus
VIRUS
Influenza
HIV
FUNGI
Ringworm
Athlete’s Foot
PARASITE/PROTOZOAN
Tapeworm
Malaria
GROUP ACTIVITY
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Write a brief (1-2 sentence max) description
about the pathogen assigned to your table. Write
this description on your easel. Use the textbook
and review book to help you!
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Table 1 – Bacteria
Table 2 – Virus
Table 3 – Fungi
Table 4 – Protozoan
Table 5 – Parasite
TREATMENT
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How do we treat these diseases?
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Bacteria – Antibiotics
Virus – Vaccine
Fungi – Antifungi medication
Protozoan – Antiprotozoan medication
Parasite – Antiparasite medication
LESSON 9 - DISEASE
Learning Objective: Discuss causes that result in
failure of homeostasis.
 Standards:
 Homework: Take-home Quiz
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DO NOW: Define the following terms using the
glossary in the review book:
CAUSES OF DISEASES
Inherited Disorders
 Exposure to Toxins (Poisons)
 Poor Nutrition
 Organ Malfunction
 High-Risk Behaviors
 Pathogens (previously discussed)
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GROUP ACTIVITY
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Characterize this cause of disease in 1-2
sentences. Give at least one example of a disease
that could result from this cause.
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Table 1 – Inherited Disorder
Table 2 - Exposure to Toxins
Table 3 - Poor Nutrition
Table 4 - Organ Malfunction
Table 5 - High Risk Behavior
EXAMPLES OF DISEASES
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Inherited Disorders
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Exposure to Toxins (Poisons)
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Kidney Failure
Heart Attack
Diabetes
High-Risk Behaviors
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Anemia
Scurvy (Vitamin C deficiency)
Organ Malfunction
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Alcohol
Nicotine
Lead
Poor Nutrition
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Cystic Fibrosis
Sickle-Cell Anemia
Down’s Syndrome
Lung Cancer
Skin Cancer
AIDS
Heart Attack
Pathogens (previously discussed)
LESSON 10 – IMMUNE RESPONSE
Learning Objective: Describe how the immune
system responds to pathogens so as to fight
disease.
 Standards:
 Homework: Read pages 29-31. Complete question
35-69.
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DO NOW: Define the following terms using the
glossary in the review book:
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Antigen
Antibody
Allergy
HIV
THE IMMUNE RESPONSE
*Antigen = ID card
Cytotoxic T Cells =
Killer T Cells
WHAT IS THE DIFFERENCE BETWEEN
ANTIBIOTICS AND ANTIBODIES?
IMMUNE SYSTEM DISORDERS
Allergies – the immune system responds to
harmless substances (i.e. food, pollen, dust,
lotions, etc)
 HIV – Attacks Helper T-Cells and weakens
immune response.
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VACCINES - MOVIE
SPREAD OF DISEASE SIMULATION
LAB