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LIFE SCIENCE 12/13 Course A ESSENTIAL UNIT 8 (E08) (Human Body Systems II) (June 2011) Unit Statement: In this unit the student will discover how food becomes usable materials inside his body. The student will get an overview of the variety of nutrients needed by the body and their sources. The student will examine the various processes used by the body to breakdown foods and how the body absorbs needed nutrients and then excretes and eliminates waste. The student will also examine the breathing process. The student will also draw connections between human structure and function and that of other organisms they have already studied. Essential Outcomes: 1. The Student Will summarize the broad categories of essential nutrients and explain the major roles of each type according to its function. (3.1) 2. TSW explain the difference between water-soluble and fat-soluble vitamins and give examples of each type and their sources. (3.1) 3. TSW follow the path of digestion through the structures of the digestive system, and name and describe the function of each structure. (3.3, 3.4) 4. TSW explain the difference between chemical and mechanical digestion and where each occurs in the digestive tract. (3.3) 5. TSW explain the function of enzymes in chemical digestion. (3.3) 6. TSW identify the parts of the respiratory system and the function of each. (5.1) 7. TSW describe how the exchange of oxygen and carbon dioxide occur in the alveoli. (5.1) 8. TSW describe the breathing process explaining the relationship between change in air pressure and contraction and relaxation of diaphragm and rib muscles. (5.1) 9. TSW state the role of the excretory system and explain how it helps to maintain homeostasis in the body. (5.3) 10. TSW identify the structures of the excretory system and explain how they interact with the circulatory system to remove wastes from the blood stream. (5.3) 11. TSW apply the process of scientific inquiry by conducting a laboratory investigation created by the student and teacher-approved or provided by the teacher or text support materials. 34 QSI 12/13 LIFE SCI E08 Copyright © 1988-2011 Introduced & Practiced: 1. The Student Will relate healthy ways to maintain digestive, respiratory and excretory health. (5.3) 2. TSW describe one or more diseases causes by lack of a vitamin or mineral. (3.1) 3. TSW describe the effects of smoking on both smokers and non-smokers exposed to tobacco smoke. (5.2) 4. TSW explain the purpose of the food pyramid and use it to examine and adjust their weekly diet of food. (3.2) 5. TSW state the purpose of food labels and how to compare them for purchasing decisions. (3.2) 6. TSW compare the villi and alveoli in their role in increasing surface area of their respective organs. Key Terms: Nutrient Glucose Amino acid Enzyme Peristalsis Alveoli nephron SUGGESTED RESOURCES & RUBRIC FOUND ON FOLLOWING PAGES.............................. 35 QSI 12/13 LIFE SCI E08 Copyright © 1988-2011 Suggested Materials: Pearson Interactive Science: Human Body Systems, chapters 3 & 5 Ancillary materials are listed in the Course Outcome Statement Suggested Resources: 1. Purchase fresh animal lungs, stomach and/or kidneys in the local market or butcher shop for examination in the classroom. 2. Students complete questions and activities in spaces provided in the text. (TSW’s 1-11) 3. Students follow their diet for a week, then improve upon based on mypyramid.gov recommendations, track their diet for another week and compare energy levels and mood differences. 4. In-text section reviews and enrichment 5. 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.” 6. Students interested in further investigation may explore topics in special diets, energy drinks (p. 96), robotic pills (p.97), comparison of oxygen levels at different altitudes and its effects on the body (p. 164), asthma attacks and pollution levels p. 165 – for added interest, do a similar comparison with Beijing before, during and after the Olympics in 2008). 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 7. Visit mypyramid.gov and create a basic diet plan based on personal activity and physical characteristics. Suggested Assessment Tools and Strategies: 1. Create a visual display illustrating the nutrients and/or vitamins and minerals needed by the body, their function and their source. (TSW 1 and/or 2) 2. Create a weeklong menu that balances the need for the different nutrients and vitamins. For a bigger challenge, make the menu vegetarian or diabetic. (TSW 2) 3. Draw the entire digest tract on paper or poster board and illustrate the process of digesting a particular food item such as soup, a sandwich, or a stir fry. 4. Make a table showing the digestive organs, type of digestion and details of digestion (ex. Mouth, mechanical digestion, teeth cut, tear and grind.) 5. Compare the structure and purpose of alveoli and villi in an oral, written or visual format. 6. Choose from Lab Zone® hands-on inquiries (see list of related inquiries of varying length and difficulty in teacher’s edition, pT6-7 (TSW’s 1-11) 7. Students participate in class discussions of text material. (TSW’s 1-11) 8. ExamView® Computer Test Generator 9. 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................. 36 QSI 12/13 LIFE SCI E08 Copyright © 1988-2011 ESSENTIAL UNIT 8 (E08) (Human Body Systems II) Suggested Rubric The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level work in E08. TSW’s which do not lend themselves to ‘A’-level work do not have suggestions Statement TSW 1 nutrition TSW 2 Vitamins ‘A’-level Student can perform B-level work and explain what happens when the body is missing one or more vitamins. Student can trace the path of food through the digestive tract, naming those structures (including associated structures – liver, gallbladder and pancreas) and describing their functions. Student can distinguish between mechanical and chemical digestion and state where they occur in the digestive tract. Student can also state where carbohydrates, fats and proteins are chemically digested. Student can recognize that enzymes break chemical bonds in food so that they will be small enough to be absorbed by the small intestine. Student can identify the parts of the respiratory system and their functions. TSW 3 digestion TSW 4 Chemical vs. mechanical digestion TSW 5 enzymes TSW 6 Respiratory system TSW 7 Gas exchange in the lungs Student can perform B-level work and explain how villi and alveoli perform similar functions – increasing surface area for movement of materials. TSW 8 Breathing TSW 9 Excretory system TSW 10 Excretory system structures and interaction with circulatory system TSW 11 Scientific inquiry ‘B’-level Student can name carbohydrates, proteins, fats, water, vitamins and minerals as required nutrients and name their most important function in the body. Student can also distinguish between the types of carbohydrates and types of fats and explain why complex carbohydrates have an advantage over simple carbohydrates. Student can distinguish between fat and water soluble vitamins and give one example of each along with their sources and functions in the body. In addition to B-level work, student can describe the basic filtration process that occurs in the nephron (nephron or Bowman’s capsule and nephron tube or Loop of Henle.) Student can recognize that contraction of rib muscles and diaphragm cause a decrease in pressure of the chest cavity resulting in inhalation and relaxation of these muscles increases air pressure in the chest cavity resulting in exhalation. Student can recognize that the kidney’s main function is to filter blood removing waste and returning needed materials, then adjusting water concentration to maintain homeostasis. Student can name the structures of the excretory system and explain their basic purpose in filtering the blood of waste material at the nephron capsule. See laboratory report rubric for assessment. 37 QSI 12/13 LIFE SCI E08 Copyright © 1988-2011 Student can describe how gas is exchanged in the alveoli such that CO2 diffuses into the lungs and O2 diffuses into the blood and bonds to red blood cells.