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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.