Download Chapter 14 Resource: Digestion, Respiration, and Excretion

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Glencoe Science
Chapter Resources
Digestion, Respiration,
and Excretion
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
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Glencoe Science
Photo Credits
Section Focus Transparency 1: Michelle Burgess/SuperStock (top), Joe McDonald/Visuals Unlimited (bottom)
Section Focus Transparency 2: Food Pix (top left), Food Pix (top right), Food Pix (bottom),
Section Focus Transparency 3: Animals Animals/Henry Ausloos
Section Focus Transparency 4: Eunice Harris/Science Source/Photo Researchers
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.
Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
Digestion, Respiration, and Excretion program. Any other reproduction, for use
or sale, is prohibited without prior written permission of the publisher.
Send all inquiries to:
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8787 Orion Place
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ISBN 0-07-867834-X
Printed in the United States of America.
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Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Comparing the Fat Content of Foods . . . . . . . . . . . . . . . . . . 3
MiniLAB: Try at Home Comparing Surface Area. . . . . . . . . . . . . . . . . 4
Lab: Identifying Vitamin C Content . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Particle Size and Absorption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Testing for Carbohydrates . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: How Does Breathing Occur? . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 46
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Digestion, Respiration, and Excretion
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Hands-On Activities
Hands-On
Activities
2 Digestion, Respiration, and Excretion
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Name
Date
Class
Hands-On Activities
Comparing the Fat
Content of Foods
Procedure
1. Collect three pieces of each of the following foods: potato chips; pretzels;
peanuts; and small cubes of fruits, cheese, vegetables, and meat.
2. Place the food items on a piece of brown grocery bag. Label the paper
with the name of each food. Do not taste the foods.
3. Allow foods to sit for 30 min.
4. Remove the items, properly dispose of them, and observe the paper.
Analysis
1. Which items left a translucent (greasy) mark?
Which left a wet mark?
2. How are the foods that left a greasy mark on the paper alike?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. Use this test to determine which other foods contain fats. A greasy mark means the food
contains fat. A wet mark means the food contains a lot of water.
Digestion, Respiration, and Excretion
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Procedure
1.
2.
3.
4.
Stand a bathroom-tissue cardboard tube in an empty bowl.
Drop marbles into the tube, filling it to the top.
Count the number of marbles used.
Repeat steps 2 and 3 two more times. Calculate the average number of
marbles needed to fill the tube.
5. The tube’s inside surface area is approximately 161.29 cm2. Each marble has
a surface area of approximately 8.06 cm2. Calculate the surface area of the
average number of marbles.
Trial
Number of Marbles
1
2
3
Average Number of
Surface Area of
Marbles Needed to Average Number of
Fill Tube
Marbles (cm2 )
Data and Observations
Analysis
1. Compare the inside surface area of the tube with the surface area of the average number of
marbles needed to fill the tube.
2. If the tube represents a bronchus, what do the marbles represent?
3. Using this model, explain what makes gas exchange in the lungs efficient.
4 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Comparing Surface Area
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Name
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Class
Hands-On Activities
Identifying Vitamin C Content
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why is the poisonous materials symbol necessary for this lab?
2. Why is vitamin C necessary?
Vitamin C is found in many fruits and vegetables. Oranges have a high vitamin
C content. Try this lab to test the vitamin C content in different orange juices.
Real-World Question
Which orange juice contains the most vitamin C?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials
test tubes (4)
*paper cups
test-tube rack
masking tape
wooden stirrers (13)
graduated cylinder
*graduated container
2% tincture of iodine
dropper
cornstarch
triple-beam balance
weighing paper
water (50 mL)
glass-marking pencil
*Alternative materials
Goals
■
Observe the vitamin C content of different
orange juices.
Safety Precautions
WARNING: Do not taste any of the juices.
Iodine is poisonous and can stain skin and
clothing. It is an irritant and can cause damage
if it comes in contact with your eyes. Notify your
teacher if a spill occurs.
dropper bottles (4) containing:
(1) freshly squeezed orange
juice
(2) orange juice made from
frozen concentrate
(3) canned orange juice
(4) dairy carton orange juice
Procedure
1. Label four test tubes 1 through 4 and place
them in the test-tube rack.
2. Measure and pour 5 mL of juice from
bottle 1 into test tube 1, 5 ml from bottle 2
into test tube 2, 5 ml from bottle 3 into test
tube 3 and 5 ml from bottle 4 into test
tube 4.
3. Measure 0.3 g of cornstarch, then put it in
a container. Slowly mix in 50 mL of water
until the cornstarch completely dissolves.
4. Add 5 mL of the cornstarch solution to
each of the four test tubes. Stir well.
Digestion, Respiration, and Excretion
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(continued)
Data and Observations
Drops of Iodine Needed to Change Color
Trial
1
2
3
Average
Fresh juice
Frozen juice
Canned juice
Carton juice
Conclude and Apply
1. Compare and contrast the amount of vitamin C in the orange juices tested.
2. If the amount of vitamin C varies in the orange juices, suggest a reason why. Check the labels
of the containers.
6 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
5. Add iodine to test tube 1, one drop at a time. Stir after each drop. In the table below, record the
number of drops needed to change the juice to purple. The more vitamin C that is present, the
more drops it takes to change color.
6. Repeat step 5 with test tubes 2, 3, and 4.
7. Empty and clean the test tubes. Repeat steps 2 through 6 two more times, then average your
results.
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Name
Date
Class
Hands-On Activities
Particle Size and Absorption
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. How do you represent the effects of chewing a food in this experiment?
2. Why is it important to have the same temperature water in all three beakers?
Before food reaches the small intestine, it is digested mechanically in the
mouth and the stomach. The food mass is reduced to small particles. You can
chew an apple into small pieces, but you would feed applesauce to a small
child who didn’t have teeth. What is the advantage of reducing the size of the
food material?
Real-World Question
Does reducing the size of food particles aid the process of digestion?
Materials
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
beakers or jars (3)
thermometers (3)
sugar granules
mortar and pestle
triple-beam balance
stirring rod
sugar cubes
weighing paper
warm water
stopwatch
Goals
■
■
■
■
Compare and contrast the dissolving rates of different sized particles.
Predict the dissolving rate of sugar particles larger than sugar cubes.
Predict the dissolving rate of sugar particles smaller than particles of ground sugar.
Infer, using the lab results, why the body must break down and dissolve food particles.
Safety Precautions
WARNING: Never taste, eat, or drink any materials used in the lab.
Procedure
1. Place a sugar cube into your mortar and
grind up the cube with the pestle until the
sugar becomes powder.
2. Using the triple-beam balance and weighing
paper, measure the mass of the powdered
sugar from your mortar. Using separate
sheets of weighing paper, measure the mass
of a sugar cube and the mass of a sample of
the granular sugar. The masses of the
powdered sugar, sugar cube, and granular
sugar should all be approximately equal.
Record the three masses in the data table.
3. Place warm water into the three beakers. Use
the thermometers to be certain the water in
each beaker is the same temperature.
4. Place the sugar cube in a beaker, the
powdered sugar in a second beaker, and the
granular sugar in the third beaker. Place all
the sugar samples in the beakers at the
same time, and start the stopwatch when
you put the sugar samples in the beakers.
5. Stir each sample equally.
6. Measure the time it takes each sugar
sample to dissolve and record the times in
the data table.
Digestion, Respiration, and Excretion
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(continued)
Size of Sugar Particles
Mass
Time Until Dissolved
Sugar cube
Sugar granules
Ground sugar particles
Analyze Your Data
1. Identify the experiment’s constants and variables.
2. Compare the rate at which the sugar samples dissolved. What type of sugar dissolved most
rapidly? Which was the slowest to dissolve?
Conclude and Apply
1. Predict how long it would take sugar particles larger than the sugar cubes to dissolve. Predict
how long it would take sugar particles smaller than the powdered sugar to dissolve.
2. Infer and explain the reason why small particles dissolve more rapidly than large particles.
3. Infer why you should thoroughly chew your food.
4. Explain how reducing the size of food particles aids the process of digestion.
Communicating Your Data
Write a news column for a health magazine explaining to health-conscious people what
they can do to digest their food better.
8 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
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Name
Date
Testing for Carbohydrates
Hands-On Activities
1
Laboratory
Activity
Class
Carbohydrates provide energy for the body. Your body needs more carbohydrates than fats
and proteins each day. Foods that contain starch and foods that contain sugar are sources of
carbohydrates.
Strategy
You will test foods for starch by using iodine solution.
You will test foods for sugar by using sugar test tablets.
You will use your test results to determine which foods are sources of carbohydrates.
Materials
12 test tubes (18 ✕ 150-mm)
test-tube rack
water
starch
bread
rice (cooked)
egg white (hard-boiled)
potato (cooked)
iodine in dropper bottle
labels
glucose
syrup
honey
milk
molasses
forceps
sugar test tablets
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
WARNING: Do not taste, eat, or drink any
materials used in the lab.
WARNING: Inform your teacher if you come in
contact with any chemicals.
1. Label six test tubes 1 through 6. Place them
in a test-tube rack.
2. Fill the test tubes to about 1 cm with the
following.
1—Water
4—Rice
2—Starch
5—Egg White
3—Bread
6—Potato
3. Add 5 drops of iodine to test tubes 1–6.
WARNING: Iodine is poisonous. Do not
inhale iodine fumes. Do not allow iodine to
get on your hands. Wash immediately if
iodine comes in contact with your skin.
Inform your teacher. Examine the color.
A blue-black color means that starch is
present. Record the colors in Table 1.
(See Data and Observations.)
4. Label the remaining test tubes 7 through
12. Place them in a test-tube rack.
5. Fill these test tubes to a depth of about
1 cm with the following:
7—Water
10—Honey
8—Glucose
11—Milk
9—Syrup
12—Molasses
6. Use forceps to add one sugar test tablet
each to test tubes 7–12. WARNING: Sugar
tablets are poisonous. DO NOT touch
the tablet with your fingers. Wash hands
immediately if sugar test tablets or solution
containing them come in contact with your
skin. The test tubes will get hot as the tablets
dissolve. Do not remove the test tubes from
the test tube rack. DO NOT TOUCH.
7. Observe the color of each of the six tubes.
Green, yellow, or orange color means that
sugar is present. Record the colors in Table 2.
Digestion, Respiration, and Excretion
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Laboratory Activity 1 (continued)
Table 1
Starch Test
Test
Tube
Contents
Color after
Adding Iodine
Starch Present?
(yes or no)
Carbohydrate?
(yes or no)
1
2
3
4
5
6
Table 2
Sugar Test
Test
Tube
Contents
Color after Adding
Sugar Test Tablet
7
8
9
10
11
12
Questions and Conclusions
1. Which foods tested showed starch present?
Explain how you know.
10 Digestion, Respiration, and Excretion
Sugar Present?
(yes or no)
Carbohydrate?
(yes or no)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
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Class
Hands-On Activities
Laboratory Activity 1 (continued)
2. Which foods tested showed sugar present?
Explain how you know.
3. Why was water tested for both starch and sugar?
4. Why was starch tested for starch?
5. Why was glucose tested for sugar?
6. Which foods are carbohydrates?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. Explain how starch and sugar are related.
Strategy Check
Can you test foods for starch by using iodine solution?
Can you test foods for sugar by using test tablets?
Can you use the test results to determine which foods are sources of carbohydrates?
Digestion, Respiration, and Excretion
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Date
2
Laboratory
Activity
Class
How does breathing occur?
If you have ever tried to hold your breath, you know that breathing is automatic. Breathing is
moving air into and out of the lungs. Taking in air is called inhalation. Letting out air is called
exhalation. Your ribs and chest help with breathing. A muscle called the diaphragm also helps by
contracting as you inhale and relaxing as you exhale.
Strategy
You will compare a model of the human chest to a human chest.
You will use the model to show how the diaphragm and chest help inhalation and exhalation.
Materials
model of the human chest
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
Part A—Model Parts and How They Work
Figure 1
1. Obtain a model of the human chest from
your teacher.
2. Using Figure 1 as a reference, push up
gently on the rubber sheet and note the
water level change in the tube. Record the
water level changes for both sides of the
tube in Table 1.
3. Pull down gently on the rubber sheet and
note the water level change in the tube.
Record your observations in Table 1.
Y -shaped tube
Plastic dome
Twist tie
Balloons
Glass
tube
Part B—Comparing Parts of Your Model with
the Human Chest
Rubber
sheet
Compare Figures 1 and 2. Match the parts of
the model (Figure 1) with the parts of the
human chest (Figure 2) in Table 2.
Part C—Comparing Movement of Your Model
Diaphragm with the Human Chest
1. Gently pull up on the rubber sheet of
the model. Record your observations in
Table 3. Note that the diaphragm is in a
relaxed condition when it pushes up in
your body.
2. Gently pull down on the rubber sheet and
record your observations in Table 3. Note
that the diaphragm is in a contracted
condition when it pulls down in your body.
2-hole stopper
Air
inside
Colored
water
Rubber
band
Figure 2
Trachea
Ribs
and
chest
wall
Lungs
Chest
cavity
Diaphragm
Digestion, Respiration, and Excretion
13
Hands-On Activities
Name
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Class
Laboratory Activity 2 (continued)
1. Gently squeeze in the sides of the bottom
of the plastic dome (chest wall). Record
your observations in Table 4. Note that the
chest wall and the ribs in Figure 3A move
down slightly when the human chest wall
moves in.
2. Gently squeeze in the sides at the bottom
of the plastic dome, and then let go. Record
your observations in Table 4. Note that the
chest wall and the ribs in Figure 3B move
slightly up when the human chest wall
moves out and that the size of the chest
cavity gets larger.
Figure 3
Chest moves in
Ribs
move
down
slightly
Chest moves out
Ribs
move
up
slightly
Diaphragm
Front
Back
Front
A
Back
B
Data and Observations
Table 1
Water Levels in the Chest Model
Rubber sheet
Water Level on
Long Side
Water Level on
Short Side
Change in Inside
Air Pressure
1. Pushed up
2. Pulled down
Table 2
Identifying Model Parts
Model parts
1. Balloons
2. Rubber sheet
3. Y-shaped tube
4. Air inside dome
5. Plastic sides of dome
14 Digestion, Respiration, and Excretion
Parts of the Human Chest
Air Pressure
in Model
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Part D—Comparing Movement of Your Model
Chest with the Human Chest
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Table 3
The Movement of the Diaphragm During Breathing
Rubber
sheet
Diaphragm
Condition
(relaxed/
contracted)
Diaphragm
Position
(up/down)
Tube Side
in Which
Water Rises
(long/short)
Inside Air
Pressure
(high/low)
Balloons
(air sacs)
(empty/fill)
Person
Breathing
(exhale/
inhale)
1. Pushed
up
2. Pulled
down
Table 4
The Movement of the Chest During Breathing
Chest Wall
Pushed in
Chest Wall back
to Original Shape
1. Tube side in which water
rises (long/short)
2. Inside air pressure (falls/rises)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. Air pressure (high/low)
4. Rib cage movement (up/down)
5. Chest cavity size (large/small)
6. Balloons or air sacs (empty/fill)
7. Person breathing (exhale/inhale)
Digestion, Respiration, and Excretion
15
Hands-On Activities
Laboratory Activity 2 (continued)
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Class
Laboratory Activity 2 (continued)
Directions: Complete the following summary table based on the results of your activities.
Inhalation and Exhalation
Inhalation
Exhalation
1. Diaphragm pulled up or down?
2. Diaphragm relaxed or contracted?
3. Chest wall pushed in or out?
4. Ribs pulled up or down?
5. Air pressure in chest high or low?
6. Pressure does or does not squeeze air sacs?
7. Chest cavity size increases or decreases?
8. Lungs filling or emptying?
9. Breathing in or out?
Strategy Check
Can you compare the model to a human chest?
Can you use the model to show how the diaphragm and chest wall help inhalation
and exhalation?
16 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Questions and Conclusions
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Name
Date
Class
Hands-On Activities
Digestion, Respiration, and Excretion
Directions: Use this page to label your Foldable at the beginning of the chapter.
Know
Want
Learned
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
I breathe.
Why do I breathe?
I breathe to take in
oxygen my body cells
need and to expel
carbon dioxide waste
from my body cells.
Digestion, Respiration, and Excretion
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Meeting Individual Needs
Meeting Individual
Needs
18 Digestion, Respiration, and Excretion
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Name
Date
Directed Reading for
Content Mastery
Class
Overview
Digestion, Respiration, and Excretion
Directions: Use the following terms to label the diagram below.
alveoli
bronchi
nasal cavity
pharynx
trachea
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
lungs
diaphragm
Directions: Circle the organs that are involved in each of the three processes named below. Note that a process
may involve more than one organ.
8. ingestion
stomach
small intestine
mouth
pancreas
large intestine
liver
9. digestion
stomach
small intestine
mouth
pancreas
large intestine
liver
10. absorption
stomach
small intestine
mouth
pancreas
large intestine
liver
Digestion, Respiration, and Excretion
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Name
Date
Section 1
Section 2
Directed Reading for
Content Mastery
■
■
Class
The Digestive System
Nutrition
Directions: Indicate which of the following digestive processes is at work in each organ shown in the diagram
by writing the correct letter in the space provided.
1. Mouth
3. Liver
5. Stomach
4. Gallbladder
6. Pancreas
7. Small intestine
8. Large intestine
A. mechanical digestion
C. both
B. chemical digestion
D. none
Directions: Identify the main type of nutrient found in the foods or substances listed below. Write in the space
provided.
Just as this wall contains bricks, the foods our body needs contain these nutrients.
If any of them are missing or in short supply, the body is weakened.
Water
Proteins
Fats
Carbohydrates
Water
Proteins
Carbohydrates
Minerals
Fats
Vitamins
9. calcium
Vitamins
Minerals
12. vegetables
10. meat
13. fish
11. fruit
14. bread
20 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
2. Esophagus
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Nombre
Fecha
Directed Reading for
Content Mastery
Section 3
Section 4
■
■
Clase
The Respiratory System
The Excretory System
Directions: Use the diagrams to answer the questions below.
Step 2
Step 3
Carbon
dioxide
exhaled
Cellular Respiration
Oxygen supplied
to body
Carbon dioxide
Oxygen carried
removed from cells
to body cells
to lungs
Breathing (inhale)
Circulation
Circulation
Meeting Individual Needs
Step 1
Breathing (exhale)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. Describe what happens to oxygen (O2) after it enters the lungs in Step 1.
2. Step 2 represents the use of oxygen by body cells. What is this process called?
What is an important waste product of this process?
3. Describe what happens after the blood returns to the lungs in Step 3.
Directions: Answer the following questions on the lines provided.
4. What is the function of the kidneys?
5. Where is the waste liquid, or urine, stored?
Digestion, Respiration, and Excretion
21
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Nombre
Fecha
Directed Reading for
Content Mastery
Clase
Key Terms
Digestion, Respiration, and Excretion
Directions: Use the following terms to complete the sentences below. You will not use all of the terms.
amino acids
trachea
vitamins
minerals
peristalsis
nephron
bronchi
nutrients
carbohydrates
enzymes
alveoli
chyme
larynx
villi
ureter
bladder
2. ____________________ is the watery material that results from digestion in
the stomach.
3. Iron, potassium, and iodine are ____________________.
4. The ____________________ is the filtering unit of the kidney.
5. Tubes that connect the kidneys to the bladder are ____________________.
6. The organ that stores urine is the ____________________.
7. The airway that has the vocal cords attached is the ____________________.
8. Proteins are made up of smaller building blocks called ___________________.
9. The muscle contractions that move food through the digestive tract are
called ____________________.
10. ____________________ are tiny, fingerlike projections that cover the folds of
your small intestine.
11. Chemical digestion is possible because of certain kinds of proteins
called ____________________ .
12. There are six kinds of ____________________ available in food.
13. Three types of ____________________ are sugar, starch, and fiber.
22 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. Thin-walled sacs in the lungs are ____________________.
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Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sinopsis
Digestión, respiración y excreción
Instrucciones: Usa los siguientes términos para rotular el diagrama.
alveolo
bronquio
cavidad nasal
faringe
tráquea
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisfac e las necesidades individuales
pulmones
diafragma
Instrucciones: Encierra en un círculo los órganos que participan de cada uno de los tres procesos mencionados.
Recuerda que un proceso puede involucrar más de un órgano.
8. ingestión
estómago
intestino delgado
boca
páncreas
intestino grueso
hígado
9. digestión
estómago
intestino delgado
boca
páncreas
intestino grueso
hígado
10. absorción
estómago
intestino delgado
boca
páncreas
intestino grueso
hígado
Digestión, respiración y excreción
23
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Nombre
Fecha
Sección 1
Sección 2
Lectura dirigida para
Dominio del contenido
Clase
■
■
El sistema digestivo
Nutrición
Instrucciones: Indica cuál de los siguientes procesos digestivos se lleva a cabo en cada órgano del diagrama
escribiendo la letra correcta en el espacio provisto.
2. Esófago
3. Hígado
5. Estómago
4. Vesícula
6. Páncreas
7. Intestino delgado
8. Intestino grueso
A. digestión mecánica
C. ambas
B. digestión química
D. ninguna
Instrucciones: Identifica el principal tipo de nutriente de los alimentos o sustancias mencionadas a
continuación. Escribe en el espacio provisto.
Así como esta pared contiene ladrillos, los alimentos que nuestro cuerpo necesita
contienen estos nutrientes. Si alguno de ellos falta o es escaso, el cuerpo se debilita.
Agua
´
Proteınas
Grasas
Carbohidratos
Agua
´
Proteınas
Carbohidratos
Minerales
Grasas
Vitaminas
Vitaminas
Minerales
____________________ 9. calcio
____________________12. verduras
____________________10. carne
____________________13. pescado
____________________11. fruta
____________________14. pan
24 Digestión, respiración y excreción
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisfac e las necesidades individuales
1. Boca
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Name
Date
Lectura dirigida para
Dominio del contenido
Sección 3
Sección 4
Class
■
■
El sistema respiratorio
El sistema excretorio
Instrucciones: Usa los diagramas para responder a las siguientes preguntas.
Paso 2
Paso 3
respiración
oxígeno
suministrado
dióxido de carbono
al cuerpo oxígeno
transportado
extraído de las células
por las células
hacia los pulmones
respirar (inhalar)
circulación
circulación
dióxido
de carbono
exhalado
respirar (exhalar)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. Describe lo que le pasa al oxígeno (O2) luego de que entra a los pulmones en el Paso 1.
2. El Paso 2 representa el uso que hacen del oxígeno las células del cuerpo. ¿Cómo
se llama este proceso? ¿Cuál es un desecho importante de este proceso?
3. Describe lo que pasa después de que la sangre regresa a los pulmones en el Paso 3.
Instrucciones: Responde a las siguientes preguntas en las líneas provistas.
4. ¿Cuál es la función de los riñones?
5. ¿Dónde se almacena el líquido de desecho u orina?
Digestión, respiración y excreción
25
Satisfac e las necesidades individuales
Paso 1
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Name
Date
Lectura dirigida para
Dominio del contenido
Class
Términos claves
Digestión, respiración y excreción
Instrucciones: Usa los términos para completar las oraciones. No necesitas usar todos los términos.
peristalsis
nefrón
bronquios
nutrientes
carbohidratos
enzimas
alvéolos
quimo
laringe
microvellosidad
uréteres
vejiga
1. Las bolsas delgadas que hay en los pulmones se llaman ___________________.
2. Los ____________________ son los materiales acuosos que llegan al estómago
como resultado de la digestión.
3. El hierro, el potasio y el yodo son ____________________.
4. El (La) ____________________ es la unidad de filtración del riñón.
5. Los tubos que conectan a los riñones con la vejiga se llaman
____________________.
6. El órgano que almacena la orina se llama ____________________.
7. El paso de aire donde están adheridas las cuerdas vocales se llama
___________________.
8. Las proteínas están compuestas de bloques más pequeños llamados
___________________.
9. Las contracciones músculares que mueven la comida a través del tracto digestivo se llaman ____________________.
10. Las ____________________ son proyecciones pequeñitas parecidas a dedos que
cubren los pliegues del intestino delgado.
11. Las(Los)____________________ se absorben directamente en el flujo sanguíneo.
12. Hay seis tipos de ____________________ disponibles en los alimentos.
13. El azúcar, el almidón y la fibra son tres tipos de ____________________.
26 Digestión, respiración y excreción
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisfac e las necesidades individuales
aminoácidos
tráquea
vitaminas
minerales
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Name
1
Date
Reinforcement
Class
The Digestive System
Directions: Listed below are organs that aid in the digestion of food. Describe the function of each organ and
label the figure.
1. mouth:
Meeting Individual Needs
2. esophagus:
3. stomach:
4. small intestine:
5. pancreas:
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. large intestine:
7. liver:
8. rectum:
9.
13.
10.
11.
12.
14.
15.
16.
17.
Digestion, Respiration, and Excretion
27
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Name
2
Date
Reinforcement
Class
Nutrition
Directions: Name the six nutrients available in food and briefly describe each.
1. ____________
____________________________________________________________
____________________________________________________________
2. ____________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. ____________
____________________________________________________________
____________________________________________________________
5. ____________
____________________________________________________________
____________________________________________________________
6. ____________
____________________________________________________________
____________________________________________________________
Directions: Answer the following questions on the lines provided.
7. What foods supply saturated fats? Unsaturated fats?
8. How much of a human body is water? ____________________________________________
9. What are the five food groups?
10. What tools will help you make wise nutrition decisions?
Directions: Use the tables in your textbook to answer the following questions.
11. Which minerals help make strong bones?
12. Which vitamin is needed to make blood clot?
13. In what way do we lose the most water?
14. Through which organ is water lost as sweat?
15. Which two minerals are involved in nerve impulse conduction?
16. How does a person get iodine?
28 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
3. ___________
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Name
3
Date
Reinforcement
Class
The Respiratory System
Directions: Label the parts of the respiratory system shown in the diagram below.
1.
3.
Meeting Individual Needs
2.
7.
4.
5.
6.
Directions: In the space provided below, write the name of the structure indicated.
8. warms and moistens air; filters dust particles
9. tube that transports air to the bronchi
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
10. prevents food from entering the trachea
11. oxygen passes into the capillaries that surround these sacs
12. organ made up of masses of alveoli
13. a sheet of muscle across the bottom of the chest cavity
14. a division of the trachea
Directions: Label each statement below as a description of either inhalation or exhalation. Write the word
inhale or exhale in the space provided below.
15. The diaphragm contracts.
16. Air pressure in the chest cavity increases.
17. The gases inside the lungs are pushed out through air passages.
18. Air pressure in the chest cavity decreases.
19. The volume of the chest cavity increases.
Digestion, Respiration, and Excretion
29
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Name
4
Date
Reinforcement
Class
The Excretory System
Directions: Answer the following questions on the lines provided.
1. What functions does the urinary system perform?
2. What are three of the excretory organs of the body?
4. Why is skin considered an excretory organ?
5. Why do you see your breath on a cold day?
6. Number the following events to place them
in the correct order.
______ g. The renal vein returns purified
blood to be circulated.
______ a. Urine flows from ureters to the
bladder.
______ h. Urine flows from the bladder
through the urethra and out of
the body.
7. Label the parts of the urinary system
shown in the diagram below using the
following terms: urethra, ureter, bladder,
kidney, aorta, renal vein. (Arrows show the
direction of blood flow.)
______ b. Blood enters the nephrons.
______ c. Blood enters the kidneys
through the renal artery.
______ d. Urine drains from each
collecting tubule into funnelshaped areas of the kidney.
______ e. Capillaries reabsorb
most of the water,
sugar, and salt.
a.
______ f. Water, sugar, salt,
and wastes in
the blood enter
a cuplike structure.
c.
b.
d.
e.
f.
30 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
3. What happens when the kidneys don’t work?
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Name
Date
Enrichment
Heliobacter pylori Is a Real
Pain in the Stomach
Peptic ulcers are painful sores in the
mucous layer of the stomach and duodenum.
Stomach liquids (gastric juice) include
hydrochloric acid (HCl) and many different
enzymes, all of which are necessary for chemical
digestion. The mucous layer of the digestive
tract tissues usually protects tissues from this
acidic mixture. However, in some people, the
acid breaks down the protective layer and
makes a sore in the stomach or duodenum
lining. The result of this condition can be
pain, indigestion, and potential weight loss.
Millions of people suffer from peptic ulcers.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
The Causes of Ulcers
Until 1982, people thought stress or
heredity caused peptic ulcers. Then scientists
discovered a rod-shaped bacterium called
Heliobacter pylori living in the stomachs of
about 80–95% of the patients suffering from
peptic ulcers. It soon was learned that these
bacteria live and form colonies in the mucous
layers of the stomach where they are protected
against hydrochloric acid.
Studies revealed that this bacterium secretes
an enzyme called urease that neutralizes the
stomach acid around their colonies. The
bacteria cause the cells surrounding the
colonies to become inflamed and unhealthy.
Eventually the colonies are so toxic to the tissues that sores form and the peptic ulcer is
created. If left untreated, peptic ulcers can lead
to stomach cancer.
Treating Heliobacter pylori
Treatment for the bacteria is simple. Once a
person is diagnosed by a doctor, antibiotics
are prescribed along with tablet or liquid
antacids. It is very easy to completely rid the
stomach of this unhealthy hitchhiker. The
message for people with painful indigestion is
to see a doctor if it continues for a long time.
Heliobacter pylori is a common and easily
treated bacterium, but it can be a real pain in
the stomach.
1. What chemical causes indigestion?
2. In general, what is a peptic ulcer?
3. What is the preferred treatment for diagnosed cases of Heliobacter pylori infection?
Digestion, Respiration, and Excretion
31
Meeting Individual Needs
1
Class
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Name
Date
2
Enrichment
Class
Do you eat too much fat?
Many people like the way high-fat foods
taste. One gram of fat contains 9 calories. On
the other hand, 1 gram of carbohydrate or
protein contains only 4 calories. So you can eat
less fat than carbohydrate, but the total calories
from fat could be higher.
Are you eating too much fat? Find out how
many calories come from fat in five of your
favorite foods. Nutritional information can be
found on the labels of packaged foods or in
nutrition or diet books at the library.
Procedure
1. Look at the nutritional information on the package. The amount of fat is usually listed in
grams per serving. Fat content may be divided into saturated fat and unsaturated fat. To find
the total amount of fat in a serving, add these two types of fat together.
2. Find the number of calories from fat per serving. Multiply total grams of fat by 9 calories.
3. Find the total number of calories per serving on the label. Divide the number of calories from
the fat by the total number of calories. Multiply this number by 100 to get the percentage of
calories from fat.
4. Record your answers in the table below.
Data and Observations
Fat (grams)
per Serving
Calories
per Serving
Food 1
Food 2
Food 3
Food 4
Food 5
Conclude and Apply
1. Which of your favorite foods were high in fat?
2. How can you make sure you aren’t eating too much fat?
32 Digestion, Respiration, and Excretion
Percentage
of Calories
from Fat
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
Carbohydrates, proteins, fats, vitamins, and
minerals are nutrients that are important to
good health and growth. To maintain health,
you need to eat lots of carbohydrates. Proteins
and fats are needed in smaller amounts.
Most people don’t realize that fats are
important to your health. Doctors recommend
that 30 percent of the calories you eat come
from fat. However, many people eat far too
many fatty foods. In most Americans’ diets,
40 percent of the calories come from fat.
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Name
Date
3
Enrichment
Class
Exhaling
How much air do you exhale in one breath? One way to find out might be to blow up a balloon
and see how big it gets. A better way to measure how much air you exhale in a single breath is to
see how much water is displaced by the air you exhale. Try the following activity.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
1. Use the measuring cup and water to fill the
milk jug. After adding each 0.5 liter of water,
mark the volume on the side of the jug.
2. Fill the jug with water until it overflows.
Push the stopper in the sink and fill it with
10 cm of water.
3. Cover the opening of the jug with your
hand and turn the filled jug upside-down
over the sink. Put the jug in the sink with
the opening under water. Have someone
hold the jug for you throughout the activity.
4. Push one end of the plastic tubing through
the opening of the jug, keeping the free end
of the tube pointing up at all times. Take a
deep breath and blow into the other end of
the tube.
5. Use the markings on the side of the jug to estimate the volume of water remaining in the jug.
Data and Observations
1. What happened to the water in the jug?
Compare how much air you typically exhale in one breath to that of others. Include people of
different ages, sizes, sexes, and activity levels. Use a different piece of clean tubing for each person.
Develop a questionnaire for your test subjects. It should include some of the following questions:
■ Do they live in a rural or urban setting?
■ Do they exercise on a regular basis?
■ Are they in good health? Any chronic bronchitis, asthma, emphysema, or other lung ailments?
■ Have they ever smoked? Does anyone smoke at home?
2. Use the answers to the questions on your questionnaire to write a conclusion on the lines below.
Digestion, Respiration, and Excretion
33
Meeting Individual Needs
plastic milk jug (3.79 liter)
measuring cup (0.5 liter)
water
marking pen
sink with stopper
flexible plastic tubing (60 cm)
Air
Materials
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Name
4
Date
Enrichment
Class
Water Balance
Sharks and rays have different adaptations
for maintaining water and salt balance. They
retain a substance called urea, which in other
animals is excreted by the kidney. The urea in
their blood causes the salts and water to be
very much like the concentration of these
substances in sea water. These animals, therefore, are in osmotic equilibrium with the sea
water. This means that these animals, on
whole, neither lose nor gain water.
Freshwater animals maintain an inside salt
concentration that is higher than the outside
environment. Water tends to flow into these
animals. They get rid of excess water as urine.
The kidney regulates salt loss. Any salt that is
lost can be added back in the diet. Some
invertebrates can actively absorb salt from
fresh water. Freshwater fish absorb salts
through their gills.
Directions: Read more about excretion and water balance to understand some of the mechanisms and behaviors
animals use to survive in a wide range of environments. Answer the following questions based on what you learn.
Freshwater Fish
Saltwater Fish
Water + salts
Salts
Diluted urine
Salts
1. What compound do birds, insects, and reptiles living in dry habitats excrete? How does this
help them conserve water?
2. How do kangaroo rats survive on so little water?
3. How can salmon maintain a salt and water balance when they migrate to water having a very
different salt concentration?
34 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
As you have learned, the kidneys maintain
the water and salt balance essential for life. If
we didn’t have such an efficient system for
maintaining this delicate balance, we would
become dehydrated.
What about animals that live in the ocean
or a river? Saltwater fish are always in danger
of drying out because their blood has a lower
salt concentration than seawater. As a result,
saltwater fish constantly lose water because the
water in their cells moves out of their bodies
to the ocean. Water tends to move from
areas of high concentration to areas of low
concentration. Saltwater fish adjust to the
water loss by continuously drinking seawater.
Then, they must get rid of the extra salt. Their
gills secrete this excess salt back into the ocean
water by active transport, which requires
energy.
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Name
Date
Note-taking
Worksheet
Section 1
Class
Digestion, Respiration, and Excretion
The Digestive System
A. Digestion—breaks food down into _________________ that can be absorbed by blood
1. ______________________—food is chewed, mixed, and churned
2. ______________________—chemical reactions break down food
1. Type of protein that _________________ the rate of a chemical reaction in your body
2. Many enzymes are involved in the ______________ of carbohydrates, proteins, and fats.
C. Organs of the digestive system
1. ______________ organs—food does not pass through them
a. Include the tongue, teeth, salivary glands, _______, _______, and _______
2. ________________
a. Mouth—Here, your ___________, __________, and saliva change food into a soft mass.
b. Esophagus—muscular tube moves food to the stomach using _______________, or
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
waves of muscle contractions
c. Stomach—Here, food is digested _______________ by peristalsis and ______________
by digestive solutions with the help of enzymes and hydrochloric acid. Food becomes a
thin, watery liquid called ______________.
d. Small intestine—_________ increase the surface area to increase absorption. Blood
transports the absorbed nutrients to cells.
e. Large intestine—Absorbs _______________ from undigested chyme. The rectum and
anus control the release of _________________ from the body.
Section 2
Nutrition
A. Your body needs ___________________ found in foods.
1. Nutrients provide _______ and materials for ______________________________.
2. You need __________________ for every activity your body performs.
Digestion, Respiration, and Excretion
35
Meeting Individual Needs
B. Enzymes
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Name
Date
Class
Note-taking Worksheet (continued)
B. Classes of Nutrients
1. Proteins
a. Used for _______________________ of body cells and for growth
b. Made up of _______________
2. Carbohydrates
a. The main source of ________________ for your body
3. Fats
a. Provide _______________ and help your body absorb _________________
b. Classified as _______________ or _______________ based on their chemical structure
4. Vitamins and Minerals Needed for ___________, regulating body functions, and
preventing some ___________
5. Water
a. The human body is about _____ percent water.
b. You lose water each day when you _____________, exhale, and get rid of wastes.
C. Food Groups
1. The _________________ helps people select foods that supply all the nutrients they need.
2. Foods that contain the same nutrients belong to a ________________.
3. Five food groups: _____________________, Vegetable, ____________________, Meat
Section 3
The Respiratory System
A. Functions of the respiratory system—supply ___________ to the body
1. ______ is the movement of the chest that brings air into the lungs and removes waste gases.
2. ____________ ____________—oxygen is used by the cells to release energy from glucose
3. The waste products of cellular respiration are ___________ and water.
36 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
b. Sugars are ________________ carbohydrates; starch and fiber are _________________
carbohydrates.
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Name
Date
Class
Note-taking Worksheet (continued)
B. Organs of the respiratory system
1. The ____________ is a tubelike passageway used by food, liquid, and air.
2. Air passes through the ___________, which contains the vocal cords used to speak.
3. ____________—tube held open by rings of cartilage; lined with cilia and mucous membranes
4. At the lower end of the trachea, two short tubes called ___________ branch into smaller tubes
5. Smallest tubes are bronchioles, which end in clusters of ____________.
C. Why do you ____________?
1. Signals from your brain tell muscles in your chest and abdomen to _____________ and relax.
2. ______________—muscle that contracts and relaxes to move gas into and out of the lungs
D. Diseases and Disorders of Respiratory System
1. Respiratory infections—colds, flu, ______________
2. ____________ _______________—bronchial tubes become irritated and swell
3. ______________—disease of the alveoli, which enlarge and fail to function effectively
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
4. _________ ___________ uncontrolled cell growth in lung tissue
5. ___________—bronchial tubes contract quickly, causing shortness of breath and wheezing
Section 4
The Excretory System
A. Functions of the ______________ system—to remove body wastes
1. ___________ __________—gets rid of cell wastes in the blood and controls blood volume
2. ___________ of the urinary system
a. The blood passes through filtering units of the kidneys called _____________.
b. Urine drains from kidneys to the bladder through tubes called ____________.
c. The ____________ passes urine out of the body.
B. Urinary _____________ and disorders
1. _______________ often occur in the bladder but then spread to the kidneys
2. Ureters and urethra can become ___________, interrupting urine flow and damaging kidneys
3. Kidney failure—If both kidneys fail, the person might need a _____________ machine to
filter blood.
Digestion, Respiration, and Excretion
37
Meeting Individual Needs
6. The alveoli are surrounded by _____________; oxygen and waste products are exchanged here.
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Name
Date
Class
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Assessment
38 Digestion, Respiration, and Excretion
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Name
Date
Class
Digestion, Respiration, and Excretion
Chapter
Review
Part A. Vocabulary Review
Directions: Unscramble the letters to form the correct word for each definition.
1. tuntrnie
substance in food that provides energy and raw materials
2. ryalxn
structure to which vocal cords are attached
3. erhcaat
tube with cartilage, mucous membranes, and cilia
4. hobirnc
branches of the trachea
5. iavello
clusters of thin-walled air sacs in the lungs
6. livil
fingerlike projections in the small intestine
7. etreurs
tubes that lead from each kidney to the bladder
8. sliranem
inorganic nutrients
9. snedyik
major organs of urinary system
11. yemzen
protein that speeds up chemical reactions
12. derdabl
organ that holds urine until it is excreted
13. nivimat
organic nutrient needed in small amounts
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
10. rohspnen filtering units of the kidneys
Directions: Complete the following lists.
14. List four diseases or disorders of the respiratory system.
a.
b.
c.
d.
15. List the five major excretory organs.
a.
b.
c.
d.
e.
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Name
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Class
Chapter Review (continued)
Part B. Concept Review
Directions: List the four organic nutrients and the two inorganic nutrients.
1. organic: ____________________
4. organic: _____________________
2. organic: ____________________
5. inorganic: ____________________
3. organic: ____________________
6. inorganic: ____________________
Directions: Study the diagram of the respiratory system below. Then label each of the numbered structures.
7.
8.
9.
13.
10.
11.
12.
Directions: Answer the following questions using complete sentences.
Assessment
15. Explain how homeostasis is maintained in the digestive system.
16. List three functions of the urinary system.
40 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
14. Name the five food groups, and explain the relationship between diet and health.
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Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Transparency
Activities
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Name
1
Date
Section Focus
Transparency Activity
Class
Pardon Me, but I
Digest
Transparency Activities
1. In general, why do animals need to eat?
2. Why do you think a snake can go so long without food?
46 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Cows eat quite often—a one-year-old steer may be given almost
forty pounds of feed each day. On the other hand, it’s not uncommon
for a large snake to go more than a month without food. These
animals have very different digestive processes to meet different
energy needs.
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Name
2
Date
Section Focus
Transparency Activity
Class
A World of Food
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Immediate worldwide communication has not only enhanced our
quality of life but also enriched our food choices. Colorful, tasty dishes
from all over the world can supply your body with the nutrients and
energy it needs.
1. Why is eating well-balanced meals important?
2. What foods might be added to the meals above to make them
well-balanced?
Digestion, Respiration, and Excretion
47
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Name
3
Date
Section Focus
Transparency Activity
Class
Strange Creature
from Above
Transparency Activities
1. What special equipment is required for scuba diving?
2. What do the bubbles in this picture indicate?
3. How do people and fish differ in the way they get oxygen?
48 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Scuba diving is an activity that requires special equipment that
allows you to breathe while underwater. The word scuba actually
stands for self-contained underwater breathing apparatus. This
equipment is needed because, unlike fish, people breathe oxygen
as a gas in air.
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Name
Date
4
Section Focus
Transparency Activity
Class
Liquid Wastes
1. How is perspiring helpful to the body?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Have you ever thought of your skin as an organ that rids your body
of waste? You probably perspire most heavily when you exercise.
Perspiration is a liquid waste given off by the body.
2. Why is it important to drink plenty of fluids before, during, and
after periods of intense physical activity?
3. What other body system is involved with the removal of liquid
wastes?
Digestion, Respiration, and Excretion
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Date
4
Teaching
Transparency Activity
Class
The Urinary System
Aorta
Kidney
Renal
artery
Ureter
Renal
vein
Bladder
Tubule
Artery
Collecting
duct
Vein
Capillary
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Urethra
Urine to
ureter
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Name
Teaching Transparency Activity
Date
Class
(continued)
1. What is the function of the kidneys?
2. Describe a nephron and how it works.
3. What is the waste fluid held in the bladder?
4. Which materials are filtered out of the blood in the kidneys?
5. What are the functions of the ureters and bladder?
7. How much water can an adult lose through urine in a day?
8. What controls the amount of urine produced each day?
Transparency Activities
52 Digestion, Respiration, and Excretion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. What is the function of the urethra?
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Assessment
Transparency Activity
Class
Digestion, Respiration,
and Excretion
Directions: Carefully review the table and answer the following questions.
Height (m)
Ages 19–34
Ages 35 +
1.52
44–58
49–62
1.54
46–60
50–65
1.57
47–62
52–67
1.6
48–64
54–69
1.62
?
55–71
1.65
51–68
57–73
1.67
53–70
59–76
1.7
55–72
61–78
1. Based on the information in the table, which of the following
should the ideal weight range be for somebody who is 1.62 m tall
and 27 years old?
A 53–66
B 49–62
C 50–66
D 48–71
2. These data were collected by studying many different people. If
everything remains the same, what would be a healthy weight for
someone who is 1.7 m tall and 50 years old?
F 55
G 59
H 72
J 80
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Ideal Body Weight (kg)—Range for Men and Women
3. A reasonable hypothesis using the table is that when we are
younger ___.
A our legs and arms weigh more
B we usually weigh more
C our weight never changes
D we usually weigh less
Nutrients and Digestion
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