Biology Partnership (A Teacher Quality Grant

)

Human Systems

Nancy Dow Jill Hansen Tammy Stundon Gulf Coast State College 5230 West Highway 98 Panama City, Florida 32401 850-769-1551 www.gulfcoast.edu

Panhandle Area Educational Consortium 753 West Boulevard Chipley, Florida 32428 877-873-7232

Pre-test

Breaks Explanation of Q & A boards Asking questions Our approach to the standards & to this lesson

Florida Next Generation Sunshine State Standards

• SC.912.L.14.26 Identify the major parts of the brain on diagrams or models. (LOW) •

Low Complexity 10%-20%

Low complexity benchmarks rely heavily on the recall and recognition of previously learned concepts and principles. These benchmarks typically specify what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up with an original method or solution. Skills related to low complexity benchmarks include the following.

• Identify a common example or recognize a concept • Retrieve information from a chart, table, diagram, or graph • Recognize a standard scientific representation of a simple phenomenon • Calculate or complete a familiar single-step procedure or equation using a reference sheet

Item Specs

• • • • • • • •

Reporting Category Standard Benchmark Benchmark Clarification Content Limits Stimulus Attribute Response Attributes Prior Knowledge BENCHMARK SC.912.L.14.26

Organisms, Populations, and Ecosystems Standard 14 Organization and Development of Living Organisms SC.912.L.14.26 Identify the major parts of the brain on diagrams or models.

Students will identify the major parts of the brain on diagrams.

Items are limited to the cerebrum, cerebellum, pons, medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital lobe, and temporal lobe.

Items will not assess the function of the major parts of the brain.

Items will include diagrams of the brain.

None specified Items may require the student to apply knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.6.L.14.5.

Bell ringer

Pinky and the Brain!

Brain stem includes mid brain, pons, and the medulla oblongata

Parietal Lobe Frontal Lobe Temporal Lobe Occipital Lobe

Id parts of the brain

Id parts of the Brain

• Handout (copies of label the brain) to label with web quest • Sheep Brain • Swimmer Cap activity

Follow up

• Q/A Board • Problem solving issues in class • Additional activities – Sheep Brain Dissection – Perception and the Brain- optical illusions

Florida Next Generation Sunshine State Standards

• SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. (MODERATE) • • • • • • •

Moderate Complexity 60%-80%

Benchmarks in the moderate complexity category involve more flexible thinking and choice among alternatives. These benchmarks require a student response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skills and knowledge from various domains. Skills related to moderate complexity benchmarks include the following.

Apply or infer relationships among facts, terms, properties, or variables Describe examples and non examples of scientific processes or concepts Predict or determine the logical next step or outcome Compare or contrast structures or functions of different organisms or systems Choose the appropriate formula or equation to solve a problem and then solve it Apply and use concepts from a standard scientific model or theory

• • • • •

Reporting Category Standard Benchmark Benchmark Clarification

•

Content Limits

• • •

Stimulus Attributes Response Attributes Prior Knowledge

Item Specs

BENCHMARK SC.912.L.14.36

Organisms, Populations, and Ecosystems Standard 14 Organization and Development of Living Organisms SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system.

Students will identify factors that affect blood flow and/or describe how these factors affect blood flow through the cardiovascular system.

Items may address factors such as blood pressure, blood volume, resistance, disease (atherosclerosis), and exercise.

Compare the blood vessels – tissues, thickness, blood flow rates, resistance None specified None specified Items may require the student to apply knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.6.L.14.5.

Cardiovascular Flow • The Heart • Blood flow: o Artery & Vein composition o Heart – flow of blood o Blood pressure vs. osmotic pressure o Skeletal muscle contraction

ARTERY endothelium smooth muscle connective tissue CAPILLARIES arteriole venule VEIN valve

Arteries, veins, and capillaries transport blood to all parts of the body.

• Arteries carry blood away from the heart.

– blood under great pressure – thicker, more muscular walls • Veins carry blood back to the heart – blood under less pressure – thinner walls, larger diameter – valves prevent backflow • Capillaries move blood between veins, arteries, and cells. – One layer, one cell thick

• Blood pressure is a measure of the force of blood pushing against artery walls. – systolic pressure: left ventricle contracts – diastolic pressure: left ventricle relaxes • High blood pressure can precede a heart attack or stroke.

How the heart pumps What makes the blood move through the heart? * cardiac muscle * difference in thickness of wall * valves • Blood flow animation • Besides the composition of the blood vessels, the heart, and blood pressure, what else can affect the heart rate? External factors?

Atherosclerosis

• a condition in which an artery wall thickens as a result of the accumulation of fatty materials such as cholesterol. • This is linked to high fat diets and lack of exercise.

Lab - Effect of exercise on Heart Rate

Lab - What drugs affect the heart rate of

Daphnia

?

Follow up

• Q/A board • Problem solving issues in class • Additional activities – – – Interactive Tutorial on Internal Heart Anatomy Heart Dissection on You Tube How to Measure BP and What It All Means

Florida Next Generation Sunshine State Standards

• SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (MODERATE) • HE.912.C.1.8 Analyze strategies for prevention, detection and treatment of communicable and chronic diseases.

• • • • • •

Reporting Category Standard Benchmark Also Assesses Benchmark Clarifications

•

Content Limits

• • •

Stimulus Attribute Response Attributes Prior Knowledge BENCHMARK SC.912.L.14.52

Organisms, Populations, and Ecosystems Standard 14 Organization and Development of Living Organisms SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (Also assesses SC.912.L.14.6, HE.912.C.1.4, and HE.912.C.1.8.)

SC.912.L.14.6

pathogenic agents to health from the perspectives of both individual and public health.

HE.912.C.1.4

Explain the significance of genetic factors, environmental factors, and Analyze how heredity and family history can impact personal health.

HE.912.C.1.8

Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.

Students will identify and/or explain the basic functions of the human immune system, including specific and nonspecific immune responses.

Students will describe how the human immune system responds to vaccines and/or antibiotics.

Students will explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspective of both individual and public health.

Items assessing the significance of genetic factors, environmental factors, and pathogenic agents to health are limited to a conceptual understanding.

Scenarios are limited to those commonly included in a biology course.

None specified Items may require the student to apply scientific knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge of SC.6.L.14.6, SC.6.E.7.8, SC.8.N.4.1, and SC.8.N.4.2.

Immune

Bell ringer Osmosis Jones Vaccine Clip • Immune System is a body system that fights infection & prevents illnesses • Immunity: – the ability of the body to defend itself against infectious agents, foreign cells, and abnormal body cells (ex. cancer)

• 1 st • 2 nd

Line of Defense

Line: barriers – Broad,

external

defense • “Walls and Moats” • skin & mucus membranes Line: Nonspecific patrol – Broad,

internal

defense • “Patrolling soldiers” • phagocytes eating WBC’s • 3 rd – Line: Immune System

Specific

, acquired immunity • Elite trained units • lymphocyte WBCs & antibodies – B & T cells

1st line: Physical Barriers

•Non-specific defense •External barriers •skin –physically blocks pathogens • mucus membranes- traps particles in nose and throat •excretions •sweat •tears •mucus •stomach acids •saliva (“lick your wounds”)

Lining of trachea: ciliated cells & mucus secreting cells

2

nd

Line of Defense Non-specific

Inflammatory reaction

–Four outward signs (redness, heat, swelling, & pain) –

Histamine

is released which cause capillaries to become enlarged –and more permeable –(causes redness, –swelling, pain)

White Blood cells

Non-specific (macrophage)

3

rd

Line of Defense - Specific Defense

• Pathogens, cancer cells, or foreign cells have protein markers on surface (

antigens)

that activate the immune system because foreign to body Types of White Blood Cells - all made in the bone marrow - All called in after the non-specific WBCs –

B lymphocyte cells

(mature in

b

one marrow) • produce

antibodies

particular pathogens that combine with

antigens

and target • Produce

memory B cells

–

T lymphocyte cells

(mature in

t

hymus gland) • directly destroy infected cells • produce

cytotoxic T cells

,

helper T cells

, and

memory T cells

Immunity

• Active – Body creates an immune response after being exposed to a pathogen or a vaccine –

Memory cells

are produced so this immunity lasts (sometimes even a lifetime) • Passive – Antibodies in breast milk or shots of antibodies provide a temporary immune response

Different pathogen cause common infectious diseases

•Antibiotics kill pathogens inside the body •antibiotics cause pathogens to burst •target on specific bacterium or fungus •not effective against viruses • antibiotic resistance issues Antibiotics have killed the bottom cell by weakening its cell wall and causing it to burst. (colored TEM; magnification 55,000X

• Antibiotic resistance can cause medicines to become ineffective.

– Some bacteria in a population have genes that make them immune to antibiotics.

– These bacteria spread the gene, making the antibiotics useless.

A bacterium carries genes for antibiotic resistance on a plasmid.

A copy of the plasmid is transferred through conjugation.

Resistance is quickly spread through many bacteria.

Vaccines artificially produce acquired immunity.

• Vaccines also control pathogens and disease.

– given to prevent illness – contain the antigen of a weakened pathogen

• Vaccination provides acquired immunity.

– stimulates a specific immune response – causes memory cells to be produced

memory B cells

– allows immune system to respond quickly to infection – has such a fast response, a person will not get sick 1 Antigens in a vaccine trigger an immune response, and memory B cells are made.

2 A memory B cell is stimulated when the real pathogen binds to it.

3 The B cell quickly activates and makes antibodies that fight the pathogens before you get sick.

Allergies

• Our body releases histamine which makes vessels leaky • Histamine causes the mucus membranes of the nose and eyes to release fluid as a defense against pathogens – This produces cold-like symptoms • With

anaphylatic shock

, the capillaries become so permeable that blood pressure drops

Immunity from Disease Activity We’ve got a problem!

Then…… • HIV lab • Glow germs

Follow up

• Problem solving issues in class • Additional activities: – Malaria interactive game – Id agents of disease research activity – Antibodies Virtual Lab /

Human reproductive system fetal development

SC.912.L.16.13

Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. (MODERATE)

• • • • •

BENCHMARK SC.912.L.16.13

Reporting Category

Organisms, Populations, and Ecosystems

Standard Benchmark

Standard 16 Heredity and Reproduction SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.

Benchmark Clarifications

Students will identify and/or describe the basic anatomy and physiology of the human reproductive system.

Students will describe the process of human development from the zygotic stage to the end of the third trimester and birth.

Content Limits

Items referring to the male human reproductive system are limited to the seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum, penis, and testes.

Items referring to the female human reproductive system are limited to the ovaries, oviduct (fallopian tube), uterus, cervix, and vagina.

Items assessing the function of the placenta, umbilical cord, amniotic sac, and amniotic fluid are limited to how these structures relate to the development of the fetus.

Items will not assess physiological or hormonal changes of the mother during pregnancy.

Items assessing the production of hormones in the context of the physiology of the human reproductive system are limited to a conceptual understanding of the production of hormones.

•

Content limits cont.

• • •

Stimulus Attribute Response Attributes Prior Knowledge

Items will not assess hormonal control during pregnancy.

Items may refer to the early stages of development (implantation, morula, blastocyst, gastrulation, neurulation) but will not assess the definition of these terms.

Items referring to changes in each trimester are limited to normal human development.

Items will not assess specific knowledge of malformations in the human fetus, miscarriages, maternal preexisting conditions, genetic conditions, or the impact of exposure to environmental conditions.

Items will not assess the utilization of technology to assist in or prevent fertilization or monitor development of the fetus.

Items will not address or assess the menstrual cycle.

Illustrations or diagrams may be used.

None specified Items may require the student to apply scientific knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge of SC.6.L.14.5.

Male Reproductive System

Scrotum contains: • Testes – The seminiferous tubules produce sperm and testosterone – Require a low temperature – Sperm live up to 72 hrs. in a female • Epididymis folds of tissue (700 ft long) – Lies on top of the testes – Sperm mature here with aid from helper sperm (mask the 23 chromosome sperm from immune system)

• Vas deferens – Connects the external scrotum to the internal pathway.

– Curves around the bladder, stores sperm, empties into the urethra – Sperm travel through this during ejaculation • Urethra – glands including the prostate gland produce a fluid that combines with the sperm to produce semen, enters here – semen flows through the urethra along with sperm during ejaculation (out the penis)

Female Reproductive system

(oviduct)

Female Reproductive System

• Ovaries - pair, internal – Mature and release one egg/month – Matures in the follicles within the ovaries – Born with all the eggs a female will ever have – 2 million at birth; 200-400 thousand at puberty; 400 will mature and be released – Once the egg has been released by the follicles, the follicles will release hormones for child development if fertilization takes place

Female Reproduction

• Oviducts or Fallopian tubes – Feathery like projections – After ovulation (releasing of the egg) occurs, the egg enters one of the oviducts – This is where fertilization occurs as the egg only lives 6-24 hrs.

– The egg can’t move so it relies on cilia that lines the duct to cause a current along with muscle contraction (cramps at ovulation) – Fertilized egg  zygote  embryo

• Uterus – Embryo will embed itself in lining of uterus • This causes a hormone to be released (+ pregnancy test result) – Embryo will develop into a fetus – Uterus: 5 cm wide but expands to 30 cm – Thick walled muscular organ above the bladder • Cervix – This opening connects the vagina to the uterus – Opening is usually 1 cm wide, but during birth, expands to 10 cm • Vagina – Birth canal, site of sexual intercourse, site of menstruation – acidic for immunity reasons

Fetal Development The fertilized egg implants into the uterus and is nourished by the placenta and umbilical cord.

• The zygote becomes a blastocyst and implants in the uterus.

blastocyst uterine wall Implantation of blastocyst

• The blastocyst becomes an embryo.

• Embryonic membranes protect and nourish the embryo.

– amniotic sac cushions embryo.

– amniotic fluid in the amniotic sac

placenta

– placenta connects mother and embryo.

– umbilical cord connects embryo to placenta.

umbilical cord uterus amniotic sac

FETAL DEVELOPMENT Instruction on how to make a foldable Insert info as we go through the content

• Construct a six-page flip-chart • Label the exposed tabs as – First trimester – Second trimester – Third trimester – Problems That can occur and when – Affects of drugs (have a list of drugs you want them to research) ** or place the last two topics first as there is less room on the foldable to write information. • Indicate the important changes that occur in each stage as we cover it in class • Research problems that can occur if the developing fetus is exposed to drugs such as alcohol or tobacco.

A zygote develops into a fully formed fetus in about 38 weeks.

• Human pregnancies are divided into trimesters. – 1st trimester: body plan and early development – Most genetic issues occur here

– 2nd trimester: fetus more active, developed

Second Trimester

– 3rd trimester: all organs fully formed • After about 38 weeks, fetus is ready to be born.

Third Trimester

Fetal development

• Interactive Developmental Time Line • Activity - Human fetal growth

Follow-up

• Q/A Board • Problem solving issues in class • • Additional activities: Fetal Development sonograms by weeks

EOC Study Guide

{SC.912.L.14.52} Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

– 1. Give an example of specific and non specific responses.

– 2. How do vaccines prevent disease?

– 3. How do antibiotics prevent disease?

{SC.912.L.14.26} Identify the major parts of the brain on diagrams or models.

– Draw a brain and label the major parts: Cerebellum, Cerebrum, frontal, parietal, temporal, occipital, Pons, stem {SC.912.L.14.36} Describe the factors affecting blood flow through the cardiovascular system.

– 1. Describe plaque and the relation to cholesterol and heart attacks – 2. Describe high blood pressure/ low blood pressure – 3. Describe normal events (i.e. exercise, relaxation) that effect blood flow • – 4. Compare and Contrast arteries, veins and capillaries {SC.912.L.16.13} Describe the basic anatomy and physiology of the human reproductive system. – 1. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy (i.e. fertilization, embryo formation, tube formation, organ system formation, heart beat, movement. – Define embryo

Post Test

Thank you! We’ll see you again on April 14 th when we will cover the topics of Evolution and Classification.