TE 408: Unit Plan Guide

Name: Wm. Eric Janshego Mentor Teacher: Mrs. Bara Partner: Ian Durkee School: Lansing Eastern High School

Part I: Information about the Lesson or Unit

Topic: Human Body System Type of Class
Choose the appropriate descriptors from the lists or substitute your own descriptions. Grade level(s): 9 High School Basic Type of school: Urban Tracking level: Untracked

Abstract:
The unit of the human body system is an extremely important and practical unit in Biology; however there must be some prior knowledge before the students are able to understand how the functions of the different body systems and how they work together. Students should have prior knowledge about the structure of cells and be able to explain what some of the functions of different cells are in the body. They will be broadening their ideas of cells into the ideas of organs then into organ systems which then can be lead into human body systems.

Part II: Clarifying Your Goals

Big Ideas:
Within the human body there are many systems which work together to maintain homeostasis. The nervous system helps to relay messages throughout the body. Many of these messages originate in sensory receptors located throughout the body and its external extremities. These messages are then transported along the nervous tissue toward the spinal cord and ultimately ending at the brain. While in the brain, these messages are transferred across synapses which can be interrupted or halted by narcotics and medical conditions. Along with the nervous system the skeletal system helps to provide support of the body and protection for vital organs. The skeletal system is composed of a solid network of living cells surrounded by a calcium salt. The joints located throughout the skeletal system provided the body with its ability to move, and are further classified by their movable distance. The skeletal system depends on the contractions of the muscular system in order to move the body. There are three types of muscles tissue inside of the body, skeletal, smooth and cardiac. The skeletal muscles are usually attached to the bones, and are responsible for moving the skeletal structure. The smooth muscles are located throughout the stomach and the rest of the digestive track and

aid in the processes of excretion. Finally the cardiac muscle is located in the heart, and works to pump blood throughout the body. These three previously mentioned systems can be compared to the modern gaming systems, where they messages are relayed from the controller to the television screen. The game system is protected by its hard outer shell, and the joy sticks are moved in order to control the virtual characters. The final systems are the circulatory and respiratory, which help to transport oxygen in and carbon dioxide out of the body. These two systems also help with controlling the acidity of the blood.

Examples:
1. Why/Theory: The nervous, muscular and skeletal systems, must work together in order for the body to function properly. The nervous system will send a message along the nervous tissue down the spinal cord and to the proper skeletal muscles. When the muscles interoperate this data contraction will result in the skeletal muscle. This contraction will then finally cause the movement of the skeletal system. How/Supporting patterns in data: The three body systems, nervous, muscular and skeletal, function similar to a modern video game system. The nervous system can be visualized as the cord connecting the controller to the gaming system, relaying the messages from the operator to the virtual character. The skeletal system is very similar to the gaming console; it provides the hard structure and support that keeps the important system material safe. Finally the muscle system can be viewed as the joystick, which must be pulled and bent in order to move the virtual character. What/Observations: This movement of the skeletal system can be seen by using a chicken wing. If you allow the students to pull on the tendons of a chickens foot, you will see that the muscles will contract moving the bone, resulting in movement. 2. Why/Theory: All of the body systems work together to help maintain homeostasis. They complete this process by digesting food, taking in oxygen and expelling carbon dioxide. When the body is unable to maintain homeostasis it may lead to death or a diseases, known as homeostatic imbalance. How/Supporting Patterns in data: The brain helps to interpret the signals that are sent from the rest of the body. This can involve interpreting many different signals including temperature, energy, and blood composition. When the brain receives one of these signals it will send out a message to the body on how to correct for this problem. This can range from telling you to cool down and take a break, or tell you that you need to eat. What/Observations, experiences, data: The process of homeostasis can be seen by preforming the jumping jacks test. First have your students record their respirations for fifteen seconds. Then for the next minute have your students do some jumping jacks, and again have them record their respirations. On the same piece of paper have the students record what they believe will happen to their respirations after about five minutes. When you reach the five minute point have your students once again record their respirations. From here you can talk about what happened and extrapolate this to the rest of the body systems.

3. Why/ Theory: Body systems must have a defense system when something changes in the external world. When homeostasis is threatened by external pressures our body must have a reaction to this which hopefully counteracts the pressures being put on it. How/Supporting Patterns in data: The way that body systems correct for external pressures is through the immune system. The immune system works to help fight off bacteria, diseases, and viruses, so that these external pressures do no harm the body. What/Observations, experiences, data: Many students have probably felt sick before, and they probably noticed, over time the body heals itself and they feel back to normal again. This is our immune system fighting off whatever may be attacking their bodies, and this is simple example of how our bodies respond to external pressures. Antibiotics and medicine is another way in which we attempt to fight off disease, and viruses.

Students Prior Knowledge:

A. Accurate examples or ideas you can build on At this point in our students educational career, they have most likely already heard about the circulatory system, and nervous system. They may not know very much about each of these systems, but they can understand how blood is transported throughout the body. They have also probably been outside in the cold or touched something hot, triggering their nervous system to respond. By having this as a starting point, we will be easily able to expand on this knowledge. From here we can explain how these pain messages are sent to the brain, and how the brain interprets these messages. Our students prior knowledge on the circulatory system, will help us to explain how it must work very closely with the respiratory system in order to exchange gasses. B. Common misconceptions 1. Students believe that the blood in their veins is blue. 2. Students believe that the stomach only holds food. http://departments.weber.edu/sciencecenter/biology%20misconceptions.htm

Objectives for Student Learning

Michigan Objectives 1. Describe a reason for a given conclusion using evidence from an investigation. 2. Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. 3. Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents. 4. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) Type
Inquiry How

Why

How

and describe ways that these systems interact with each other. 5. Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). 6. Explain how human organ systems help maintain human health. 7. Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). Synthesized Unit Objectives 1. Students will describe how the body systems act when external pressures are varied due to diseases. 2. Students will explain how the body systems (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) interact with each other in order to maintain homeostasis.
Why How

How Why/Inquiry

How

Inquiry/Why 3. Students will compare the Nervous, Skeletal, and Muscular systems to a non-living system (ex: video game system). (human joints to hinges, enzyme and substrate to interlocking puzzle pieces)

Part III: Assessment and Activities

Synthesized Unit Objectives Students will describe how the body systems act when external pressures are varied due to diseases.

Summative Assessment For this assessment the students will be researching their own individual immune disease. It will be their job to play the role of Dr. House and become an expert on their diseases. They will be required to research scholarly articles and find out how their disease affects the body systems. After researching these diseases and writing our papers, we will have all of the students discuss what they found. This will help them to see the final patterns between the immune disease, and how they spread. Located in Appendix: E Students will have a cumulative chapter ten exam, which will cover the main points on homeostasis. This exam will also test them on their understanding of the Human Body Systems and how the various systems interact. Location Appendix C

Formative Assessment Students will complete a worksheet helping them to see how the immune system works, and how the human body combats different kinds of diseases and other external pressures. The students will be allowed to use their books. This worksheet is located in Appendix F. This work sheet came for the students Biology Book by Miller and Leviene.

Major Activity (Inquiry or Application) Inquiry Students will take part in the Spread of Diseases Lab. This lab will require the students to move around the classroom carrying a test tube and pipette. As the experiment progresses the students will occasionally stop, and transfer a small amount of their solutions into the closest persons test tube. This experiment will help to show how diseases can be easily transmitted through a population. This will provided a great Segway into the understanding of the immune system, and how it can help us to combat diseases. Located in Appendix: D

Students will explain how the body systems (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) interact with each other in order to maintain homeostasis.

Students will write up their laboratory assignments, and explain what they saw/felt occurring. This will help them to understand how homeostasis works in the body. In their conclusions they will be asked how the body systems were reacting to the exercise.

Inquiry Students will complete a homeostasis lab. This will require the students to exercise for a total of 8 minutes during the class period. After every 2 minutes, the students will stop and record their vital signs. (Perspiration, Heart Rate, Breath Rate) After the 8th minute of exercising the students will stop, and relax in their chairs. They will take their final vital, at 9 minutes and 30 seconds. From here the students will graph their vital signs along a time graph. They will also answer some summary questions, to help the students better understand what has occurred. This lab is on Appendix B.

Students will compare the Nervous, Skeletal, and Muscular systems to a nonliving system (ex: video game system). (human joints to hinges, enzyme and substrate to interlocking puzzle pieces )

Students will create a 3D model that will help them to remember the relationships between the three body systems. (Rubric located in Appendix A)

Students will write up their lab from earlier in the day. The will uses what they have learned in the lab, to explain how hinges are similar to joints. They will go on to explain how and why they came to their conclusions. They will also be required to explain why other hinges would be incorrect. They will finish by explain what ligaments and connective tissues are required to move these joints.

Students will complete a joint lab that will help them to realize how joints are related to simple hinges. This will help them visualize how the different kinds of joints actually work in the body. They will see why certain joints and sockets can only move certain ways, for example our knee socket can only bend one way and extend so far, compared to our shoulder socket which has a much higher range of movement.

Appendix: A

For this project you will be working individual to create your own 3D interpretation of the Nervous, Muscular, and Skeletal System. In class we have compared these systems to the modern video game console. Now it is your turn to come up with a model that is easiest for you to remember. You will have the rest of today, and the next two class periods to create your model. Your projects will be due on the following Monday, where you will give a 2-3 minute presentation on why you choose your model. After everyone has presented we will take a classroom vote, and the top model will gain a free 10 bonus point on our chapter exam. /5 Creativity: Your model shows a new and original idea, and not one that has been discussed in class. /15 Presentation: Explain why you choose the model you did and how each piece represents the individual body systems. /10 Labels: All items of importance on the model are clearly labeled with labels that can be read at least 2 feet away. /10 Attractiveness: The model is exceptionally attractive in terms of design, layout and neatness.) 10/ Grammar: There are no grammatical/mechanical mistakes on the model.)

Who is YOUR vote for the Next Top MODEL? (Tear off and hand to teacher after presentations have been completed)

Appendix: B

Appendix C:

1. Name the three different types of muscular tissue. Describe where these muscles are located and their basic functions, 2. If you were to go for a 30 minute jog around the park, and then decided to stop for a drink of water on a bench. Explain to me, what your body would be going through to help you maintain Homeostasis both during the jog and while resting. a. Circulatory Systemb. Respiratory Systemc. Excretory System3. If you were diagnosed with the terminal disease Muscular Dystrophy, which weakens your muscles ability to move, what type of interior and exterior problems would you face. 4. Label the picture below:

1.____________________________________ 2.____________________________________

Appendix: D

CAUTION: Sodium hydroxide (NaOH) and phenolphthalein can irritate the eyes and skin. Alert students to avoid spilling. Introduction-From AIDS to the common cold, scientists and public health officials have struggled to understand and contain the spread of infectious diseases. Using common laboratory equipment, students will simulate the spread of a simple imaginary disease. This demonstration will help to explain how diseases can be spread through the general public, and can be traced back to an original host. Following the activity we will discuss the importance of the immune systems, and how it can prevent you from becoming sick. Spread of the FLU!!!

Materials:

test tube and dropper for each student distilled water 0.1 molar NaOH phenolphthalein solution, dissolved in alcohol and diluted in water (pH indicator)

1. Let students know they are going to model the transmission of a disease by exchanging some of their test tubes' contents with that of other students. Mention that one of the test tubes is "infected" with an imaginary infectious disease. (Prepare the test tubes prior to class: Fill one tube halfway with 0.1 molar NaOH; fill the rest of the tubes halfway with distilled water.) 2. Distribute prepared test tubes and droppers randomly to the class. Make a mental note of who receives the test tube containing NaOH. 3. Have students walk around the room with the test tubes. When you say "Stop!" each student should use a dropper to trade a drop of fluid with the person nearest them. Repeat until at least three trades have occurred. 4. Now it's time to test for the imaginary infection. Put a drop of phenolphthalein in each test tube. If the fluid turns pink, the test tube is "infected" with NaOH.

Appendix: E

For this paper you will be playing the role of Dr. House, a medical doctor, and researching one immune disease of your choice. It will be your job to become an expert on the diseases, and find as much information about your immune disease, as you can. For this paper you will be expected to cite 2 scholarly articles (Wikipedia will not be accepted) that will provide the background information on your disease. The paper will be a standard five paragraph essay, in MLA format, with a Works Cited page. You should address: where your disease originated, when your diseases was first classified, What are the symptoms of your disease, how your disease affects the body systems, how the immune system tries to fight the disease, and if possible what are the current medical treatments for your disease. /5 Grammar and MLA format /10Two scholarly articles, and proper in text citation /5 Where your disease originated? /5 Symptoms of your disease. /5 When was your disease first classified? /15 How your disease affects the body, and how it can be obtained? /10 How the immune system tries to fight the disease. /5 What are the current medical treatments for your disease.

/60 points

Appendix: F Biology 11: Immune System and Disease Worksheets Nonspecific Defenses: True or False
Name___________________ Class_______ Date_____ Write true if the statement is true or false if the statement is false. ______ 1. Pathogens are physically forced out of the respiratory tract when a person coughs. ______ 2. In a healthy human, the skins surface contains no bacteria. ______ 3. Pathogen is a technical term for germ. ______ 4. All immune system responses are specific; there are no nonspecific defenses. ______ 5. The common cold is caused by a bacterium. ______ 6. Strep throat is caused by a virus. ______ 7. Athletes foot is caused by a fungus. ______ 8. Tuberculosis is caused by a bacterium. ______ 9. Cold sores are caused by a fungus. ______ 10. Some mushrooms contain chemicals harmful to humans. ______ 11. Mucus made by the respiratory system is one kind of immune system defense. ______ 12. Cilia move pathogens into the bloodstream. ______ 13. The main function of red blood cells is to make antibodies. ______ 14. Histamines reduce inflammation. ______ 15. Some types of white blood cells secrete histamines.

Critical Reading Name___________________ Class_______ Date_____ Read this passage from the lesson and answer the following questions. First Line of Defense The immune system has three lines of defense. The first line of defense includes a variety of barriers against pathogens that keep most pathogens out of the body. Pathogens are diseasecausing agents, such as bacteria and viruses. Defenses in the first line are the same regardless of the type of pathogen. This is why they are called nonspecific defenses. Several types of pathogens that are common causes of human disease can be seen in the Figure below.

Mechanical Barriers Mechanical barriers physically block pathogens from entering the body. The skin is the most important mechanical barrier. In fact, it is the single most important defense of the body against pathogens. It forms a physical barrier between the body and the outside world. The outer layer of the skin is a tough, nearly water-proof coating that is very difficult for pathogens to penetrate. At body openings, such as the mouth and nose, the body has a different mechanical barrier. Instead of skin, mucous membranes line these and other organs that are exposed to the outside environment. They include the organs of the respiratory, gastrointestinal, and urinary tracts. Mucous membranes secrete mucus, a slimy substance that coats the membranes and traps pathogens. Mucous membranes also have cilia, which are tiny projections that have wavelike motions. The movements of cilia sweep mucus and trapped pathogens toward body openings to be removed from the body. Pathogens are removed from the respiratory tract when you sneeze or cough. In addition, tears wash pathogens from the eyes, and urine flushes pathogens out of the urinary tract. Chemical Barriers

Chemical barriers are proteins that destroy pathogens at the bodys surface. The skin and mucous membranes secrete proteins that kill many of the pathogens with which they come into contact. For example, enzymes called lysozymeswhich are found in sweat, mucus, tears, and saliva kill pathogens by breaking open their cell walls. Urine and vaginal secretions are too acidic for many pathogens, and semen contains zinc, which most pathogens cannot tolerate. Hydrochloric acid secreted by mucous membranes lining the stomach kills pathogens that enter the stomach in food or water. Biological Barriers Biological barriers involve living organisms that compete with pathogens. Human skin is covered by millions of bacteria. Millions more colonize the gastrointestinal, urinary, and genital tracts. Most of these bacteria are helpful or at least not harmful. They are important in defense because they help prevent harmful bacteria from becoming established in or on the body. They do this by competing with harmful bacterial for food and space. Helpful bacteria may also change pH or other factors and make conditions less suitable for harmful bacteria. Questions 1. Name and briefly describe the immune systems first line of defense. 2. How can the skin be considered part of the immune system? 3. What are mucous membranes? Where are they found? 4. Are all bacteria that live in the human body harmful? Why or why not? 5. What is the purpose of the cilia of the cells that line the respiratory lining?

Multiple Choice Name___________________ Class_______ Date_____ Circle the letter of the correct choice. 1. A component of the immune systems first line of defense is d. the spine. c. the skin. b. antibodies. a. cytokines

2. Lysozymes d. produce acid from protein. c. are antibodies that bind to red blood cells. b. are enzymes that break down bacterial cell walls. a. are enzymes that break down histamines. 3. Mucus is produced by d. none of the above c. by the respiratory tract, but not by the intestinal tract. b. by healthy tissues, including the respiratory tract and intestinal tract. a. only damaged respiratory passages.

4. The diagram below shows the process of

d. phagocytosis. c. pinocytosis. b. cilia action. a. skin cell production. 5. When bacteria enter the body through a cut in the skin d. the immune system shuts down. c. the third line of defense of the immune system is activated within seconds. b. the first line of defense of the immune system has succeeded. a. the second line of defense of the immune system is activated. 6. A chemical that is produced as a part of the inflammatory response is d. flagella. c. cilia. b. monoamine. a. histamine.

7. A type of human immune system cell that ingests pathogens by phagocytosis is d. neuron. c. macrophage. b. muscle cell. a. bacteria.