Download 12-13 LIFE SCI E10 11

LIFE SCIENCE 12/13
Course A
ESSENTIAL UNIT 10 (E10)
(Human Body Systems IV)
(June 2011)
Unit Statement: In this unit the student will explore the structures and functions of the
nervous system, the endocrine system and the reproductive system at both the cellular and
organismal level. The student will also make comparisons between the endocrine and
nervous systems in how they control body processes. Lastly, the student will then draw
connections between human structure and function and that of other organisms they have
already studied.
Essential Outcomes:
1. The Student Will state the role of the nervous system. (7.1)
2. TSW describe the structure of a neuron, the direction of travel of a nerve impulse
and the types of neurons that an impulse passes through, recognizing that
impulses change from electrical to chemical signals as they cross the
synapse. (7.1)
3. TSW distinguish between the parts and functions of the central and peripheral nervous
systems as well as the autonomic and sympathetic divisions. (7.1, 7.2)
4. TSW give a simple explanation of how humans see, hear, taste, feel and smell and
be able to identify major structures of the eye and ear involved in sensory
processes. (7.3)
5. TSW locate the major endocrine glands of the human body and identify the
hormones they produce and their functions. (8.1)
6. TSW explain how hormones work and compare them with how nerve impulses are
transmitted and speed of response. (8.1)
7. TSW describe how hormone levels are controlled by a negative feedback system. (8.1)
8. TSW identify the parts of the male and female reproductive systems and state their
functions, recognizing primary purposes of each system. (8.2)
9. TSW explain what happens during the five steps of the menstrual cycle. (8.2)
10. TSW describe the progression of development from a single cell during pregnancy
and explain how a baby is nourished during gestation. (8.3)
42
QSI 12/13 LIFE SCI E10
Copyright © 1988-2011
Introduced & Practiced:
1. The Student Will examine the effects of alcohol and drugs on the nervous system
and on a growing fetus. (7.5)
2. TSW compare and contrast the nervous, endocrine and reproductive systems in
humans with those of other organisms studied, noting differences in how
organisms solve similar problems.
Key Terms:
Dendrite
Axon
Synapse
Peripheral
Somatic
Negative feedback
Testosterone
Estrogen
Ovulation
menstruation
SUGGESTED RESOURCES & RUBRIC FOUND ON FOLLOWING PAGES..........................
43
QSI 12/13 LIFE SCI E10
Copyright © 1988-2011
Suggested Materials:
Pearson Interactive Science: Human Body Systems, chapters 7 & 8
Ancillary materials are listed in the Course Outcome Statement
Suggested Resources:
1. Choose from Lab Zone® hands-on inquiries (see list of related inquiries of varying
length and difficulty in teacher’s edition, pT9, 11
2. Students complete questions and activities in spaces provided in the text. (TSW’s 1-11)
3. In-text section reviews and enrichment
4. 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.”
5. Students interested in further investigation may explore topics in optical illusions,
latest technology for helping the blind and deaf (such as a cochlear implant),
deficient or excess hormone production, jet lag’s effects on the body (see T286),
fetal surgery (see T287) or other related topics of interest.
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
Suggested Assessment Tools and Strategies:
1. Create a visual representation of the nervous system illustrating its separate
divisions. (TSW 1)
2. Create an animation on the computer or a flipbook illustrating a nerve impulse
from sensory neuron to spinal cord or cerebral cortex and back to a motor neuron.
Text or auditory accompaniment should explain how the nerve impulse travels.
(TSW 2)
3. Write an essay about a specific nervous disorder explaining how the nervous system
is NOT functioning correctly and what is done to treat the disorder. (TSW 2)
4. Design and perform an experiment or demonstration that shows how one of the
senses functions and/or how the senses can be ‘fooled.’ (TSW 3)
5. Create a visual display of the major endocrine glands noting each glands product,
target cells and function. (TSW 4)
6. Write an essay about one of the major endocrine glands, how it functions and the
consequences of a malfunction. (TSW 4)
7. Create a poster illustrating different developmental stages of an embryo and fetus.
(TSW 9)
8. Students participate in class discussions of text material. (TSW’s 1-11)
9. ExamView® Computer Test Generator
10. 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………………………..
44
QSI 12/13 LIFE SCI E10
Copyright © 1988-2011
ESSENTIAL UNIT 10 (E10)
(Human Body Systems IV)
Suggested Rubric
The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level work
in E10. TSW’s which do not lend themselves to ‘A’-level work do not have suggestions.
‘A’-level
Statement
TSW 1
Role of nervous
system
TSW 2
Neurons
In addition to ‘B’-level work, student can
explain the role of myelin and discuss the
advantage of this type of nervous system over
simpler nervous systems in other animal groups.
TSW 3
Nervous system
divisions
In addition to ‘B’-level work, student can give
more detailed descriptions of the roles of each
part of the brain and discuss causes and
treatments for nervous system injuries.
Student can explain how we are able to see,
including purpose of rods and cones and
cerebrum, and explain vision correction.
Student can explain how structures in the ear
pass sound waves to the cochlea then cerebrum.
Student can identify all endocrine glands, their
products and their functions.
TSW 4
Sense organs
TSW 5
Endocrine
glands
TSW 6
Hormone
function vs.
nerve impulses
TSW 7
Negative
Feedback
TSW 8
Reproductive
system
Student can do ‘B’-level work and diagram the
negative feedback system of TSH production.
TSW 9
Menstrual cycle
TSW 10
Pregnancy and
development
Student can describe what happens at each of
the 5 stages of the menstrual cycle.
In addition to ‘B’-level work, a student can
explain how the fetus receives nourishment
through the placenta.
Student can identify all parts of each system and
their functions and state the overall purpose of
the male and female systems.
45
QSI 12/13 LIFE SCI E10
Copyright © 1988-2011
‘B’-level
Student can state that the role of the
nervous system is to receive information
from inside and outside your body and
respond appropriately, and the nervous
system helps maintain homeostasis.
Student can trace a nerve impulse from
sensory through interneuron to motor
neuron recognizing that the electrical
signal of the nerve impulse is changed to a
chemical impulse at the synapse and back
to electrical in the neuron. Student can
also label parts of the neuron.
Student can name and state the roles of the
central and peripheral nervous systems and
the roles of the brain, spinal cord, somatic
and autonomic systems and reflexes.
Student can explain in simple terms how
we are able to see, hear, balance, smell,
taste, and sense touch. Student can identify
most parts of the eye and ear.
Student can identify most endocrine glands
on a diagram and state the hormones
produced and their functions.
Student can explain that hormones are
delivered directly into the blood stream
where they target specific cells, whereas
nerve impulses travel directly to their
targets(s) via neurons. Student can
recognize that hormonal responses are
slower and often longer term, whereas
nerve responses are usually quick.
Student can explain how a negative
feedback system works with respect to a
hormone.
Student can identify most parts of each
system and their functions and state the
overall purpose of the male and female
systems.
Student can describe what happens during
the menstrual cycle.
Student can state that a fertilized egg is a
single-cell zygote which divides
continuously throughout gestation. A
developing human is an embryo until 8
weeks and a fetus until birth, as it develops
all organ systems and receives
nourishment from the placenta and
umbilical cord.