The truth about toxins
Biology AS 91154 2.2
Hannah Bailey 2011
Hannah Bailey 2011
Contents Page
Context
Unit Overview
-Key Biological Ideas
-Specific learning outcomes
-Achievement Objectives
-Curriculum Links
Original Resources
-Assessment Items
-The Nutritional journey of a Pineapple lump (D)
-What’s waste (Mini web quest) (F)
-Achievement Standard 2.2 the truth about toxins; is it
the best thing for out body’s? (S)
-Student Centred Approaches
-Jig saw “The four stages of Digestion”
-Mix and Match “The digestive sort”
- Concept map “Circulation”
-Evaluation forms
-What’s waste (Mini web quest)
-End of topic (Teacher and Student)
Personal Statement of scientific literacy
Hannah Bailey 2011
Context
This unit has been designed around the new achievement standard 2.2, Analyse
biological validity of information presented to the public.
The topic of assessment is ‘The truth about detox; is it the best thing for our
bodies?’. For students to complete this assessment topic, a sound
understanding of digestion, circulation and excretion is required as these
systems are interlinked in the removal of wastes from the human body.
Detox diets and products have become rather popular in recent times with
products claiming to ‘cleans your body by removing built up toxins’. This unit
aims to develop student’s ability to question information presented to the
media with a specific section devoted to pseudoscience and analysing
information.
The achievement objectives from this topic draw heavily from the nature of
science strand and also the living world, life processes strand.
This unit will generate interest with the female students however it is
important to include male directed Detox products to generate interest with
the male students. The unit also specifically channels human biology with all
human examples.
Hannah Bailey 2011
TITLE
Level 7
Key Biological Concepts
The Truth about Toxins
Specific Learning Outcomes
1.0Digestive System
1.1 The principle feeding mode in animals is Holozoic
1.2 Extracellular digestion relies on enzymes
2.0 Circulatory System
2.1 An internal transport system is a requirement in most multicellular
organisms
2.2 Animal circulatory systems commonly include a heart, vessels, and a
circulatory fluid
2.3 Mammals such as humans have a closed double circulatory system
3.0 Excretory Systems
3.1 The human excretory system functions to remove waste from the
human body.
3.2 Nitrogenous waste excreted by mammals is urea.
4.0 Analysis of the validity in Science
4.1 Biological Validity refers to scientifically accurate information that is
used in an unbiased way to convey a biological idea.
Values: (Excellence, innovation, inquiry & curiosity, diversity,
equity, community and participation, ecological sustainability,
integrity, respect
Digestive System
1.1.1Describe and explain the four stages involved in processing food in
animals with holozoic nutrition: Ingestion, digestion, absorption, and
egestion
1.1.2 Explain the role of enzymes, e.g, lipase, protease, cabohydrase
1.1.3 Describe and explain the role of egestion as a final stage in the
processing of ingested food in holozoic animals
Circulatory Systems
2.1.1 Describe the components and functions of a transport system in
mammals
2.1.2 Explain the production and functional role of tissue fluid
2.1.3 Explain the role of blood in the internal transport systems in animals
Excretory Systems
Excretory Systems
3.1.1 Identify the form of nitrogenous waste excreted by mammals
3.1.2 Describe the ultra structure of the vertebrate kidney including the
role of the nephron and the significance of nephron orientation in the
kidney
3.1.3 Explain the processes involved in filtration of the blood and
production of urine in the kidney nephron, including:
-Ultrafilration in the glomerulus
- Secretion of unwanted ions and toxins
-Reabsorption in the tubules and collecting duct
Analysis of the validity in Science
4.1.1 Recognise and describe biological features in information presented
to the public and identify the accuracy of the information presented
CURRICULUM LINKS
Key Competencies: (Thinking, Using language symbols and text, Relating to others,
Managing self, Participating and Contributing)
Science Learning Area Achievement Objectives
Hannah Bailey 2011
Nature of Science Strand (NOS)
Contextual Strand (Living World) (LW)
Understanding about science
Life processes
Understand that scientists have an obligation to connect their new ideas
to current and historical scientific knowledge and to present their
findings for peer review and debate.
Explore the diverse ways in which animals and plants carry out the life
processes
Communicating in science
Use accepted science knowledge, vocabulary, symbols, and conventions
when evaluating accounts of the natural world and consider the wider
implications of the methods of communication and/or representation
employed.
Participating and contributing
Use relevant information to develop a coherent understanding of socioscientific issues that concern them, to identify possible responses at
both personal and societal levels.
Key Concepts
Achievement
Objectives
Specific Learning
Outcomes
Possible teaching and learning
approaches/learning experiences
Students will
...
Students will be able
to…
Students will be learning by participating in….
-Introduction LW
to Unit
Life
-Diagnostic
Processes
of previous
knowledge
Lesson 1
-Demonstrate previous
understanding of the
body systems involved
in nutrition and waste
removal
(Bold indicates an original resource)
-Introduction to AS 2.2 Analyse biological
validity of information presented to the
public
-Validity in science (Around the room)
- The nutritional journey of a pineapple
lump activity
Assessment
Formative unless
otherwise stated
D=diagnostic,
S=summative
Students are
assessed by…
D= Students are
assessed by their
ability to construct
a concept map or
brainstorm from
the Nutritional
Journey of
Pineapple lump
Resources
and references
-Hand out AS 2.2 over
view
www.wicked.org.nz/e/community/
ncea/docs/bio2_2_int_sep11.doc
Hannah Bailey 2011
-Describe and explain
-The
Digestive
System
NOS
Communicati
ng in science
LW
Life
Processes
the four stages
involved in processing
food in animals with
holozoic nutrition:
Ingestion, digestion,
absorption, and
egestion
-Explain the role of
enzymes, e.g, lipase,
protease, cabohydrase
- Describe and explain
the role of egestion as
a final stage in the
processing of ingested
food in holozoic
animals
Lesson 3-5
Circulatory
Systems
Lessons
6-8
NOS
Communicati
ng in science
LW
Life
Processes
-Describe
the
components and
functions of a
transport system in
mammals
- Explain the
production and
functional role of
tissue fluid
- Explain the role of
blood in the internal
transport systems in
- Jig Saw ‘The four stages of Digestion”
- Mix and Match activity ‘The digestive
sort’ (Organs involved in digestion)
- Digestive system colouring activity
-How enzymes work (Animation and quiz )
-Apples in my blood, How digestive
enzymes work! (worksheet)
-The not so pretty side of digestion
(Work sheet on egestion)
-Word Taboo “Digestion”
-Digestion ‘I have who has’
-Digestion Quiz
-Power Point ‘Circulatory system’
-Getting to know your heart (Exploring
the human heart worksheet)
-The public transport of blood
-Blood not just a meal for Vampires
(Functions of blood Role play)
- Fluid in my backyard (the function of
tissue fluid worksheet)
-Circulation Concept map
-Circulation ‘I Have who has”
-Circulation Quiz
Activity
D= Digestion Quiz
is a short
diagnostic tool to
ensure students
have grasped the
key concepts of the
digestion
component of the
unit
D= Circulation Quiz
is a short
diagnostic tool to
ensure students
have grasped the
key concepts of the
circulation
component of the
unit
-Word Taboo Digestion
-How enzymes work
computer task:
http://highered.mcgrawhill.com/sites/0072495855/student
_view0/chapter2/animation__how_e
nzymes_work.html
NZ Pathfinder Year 12
Biology (PP 62-65)
BIOZONE Level 7 (PP172189)
NZ Pathfinder Year 12
Biology (PP 70-73)
BIOZONE Level 7 (PP202212)
Patterns of Life (PP161175)
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animals
Excretory
Systems
NOS
Communicati
ng in science
LW
Life
Processes
Lessons 9-11
Linking the
systems
NOS
Communicati
ng in science
LW
Life
Processes
-Identify
the form of
nitrogenous waste
excreted by mammals
-Describe the ultra
structure of the
vertebrate kidney
including the role of
the nephron and the
significance of nephron
orientation in the
kidney
-Explain the processes
involved in filtration of
the blood and
production of urine in
the kidney nephron,
including:
-Ultrafilration
in the glomerulus
- Secretion of
unwanted ions and
toxins
-Reabsorption
in the tubules and
collecting duct
-Link the three
learned systems into
a meaningful map
-Arguing reality stars what is waste
(Mini web quest)
-The nephron roller coaster (Function of
the kidney worksheet)
-The Urinary system mix and match
-Kidney Dominoes
-Online Quiz the urinary system
-Rat dissection
-Concept map Digestion, circulation,
excretion
D= Urinary system
Quiz is a short
diagnostic tool to
ensure students
have grasped the
key concepts of the
Excretory
component of the
unit
D= Arguing reality
stars what is waste
NZ Pathfinder Year 12
Biology (PP 70-73)
BIOZONE Level 7 (PP214223)
Patterns of Life (PP225234)
Online quiz the urinary
system
http://www.biologycorner.
com/quiz/quiz_kidney.html
-Rat dissection work book
http://jrsowash.wikispace
s.com/file/view/rat.studen
t.pdf
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Lesson 12
Analysis of
the Validity
of Science
NOS
Understandi
ng about
science
Lessons
13-22
Participating
&
contributing
Communicati
ng in science
LW
Life
Processes
-Recognise and
describe biological
features in
information
presented to the
public and identify
the accuracy of the
information
presented
-Validity in science (Around the room)
-Science True False cards
-Pseudo science power point
-Achievement Standard 2.2 (Internal)
Analyse the validity of biological
information presented to the public
(Detoxification products)
S=Students are
assessed by an
internal assessment
that requires them
to assess the
validity of
biological
information
presented to the
public on the topic
of detoxification
products. Students
will write a report
that analyses the
biological validity
of the information
presented to the
public on using
detox products
BIOZONE (PP 7-39)
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Validity in Science
‘Around the room activity’
-Each statement is to be placed around the room
-Students are given 10 dots to stick on each statement (Students may mark each dot so they can identify and
compare their dots when the activity is completed at the end of the unit)
-Students place their dots on the continuum regarding what they think of each statement
-The activity is to be completed after they have learnt the unit material
-Allows students to see how their beliefs/reasoning has changed since learning about a topic
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“Science is only useful when it’s proven by loads of data and
scientific” tests
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“Toxins can build up in my body if I eat too much bad food”
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“My skin can act as an important membrane and allows nutrients to be
absorbed directly into cells”
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“All scientific information is biased”
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“Real Science involves lab tests”
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“All science presented to the public is backed up by scientific tests”
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“Science can only be supported or disproven”
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“You need to have a science degree to practice real science”
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“If I eat too much bad food, toxins could build up in my body and clog
up my system”
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“I need to ensure I cleanse my system occasionally to keep my body
free of toxins”
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“Toxins are harmful substances that naturally build up in my body and
the amount of toxins can increase/decrease depending on what food
I’m eating or exercise I’m doing”
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The Nutritional Journey of the
Pineapple Lumps
This activity requires a bag of pineapple lumps (or any
other candy).
Hand each student a pineapple lump and ask them to
wait until they are given further instruction before
consuming the candy.
Ask each student to close their eyes and then eat the
candy. While they are doing this they are to visualise
what is happening to the pineapple lump. Ask the
following questions
What is happening to the pineapple lump in your mouth?
Where is it going?
What is happening to it along the way?
Where will it end up?
After the activity get students into groups of about 3
or 4 and hand out large pieces of paper so students
can brainstorm, make concept maps or draw the
processes involved in the journey of the Pineapple
Lump
After sufficient time (10-15 mins) ask students to coconstruction a concept map or brainstorm on the
board.
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Assessment Information
This is a diagnostic assessment tool, for teacher use.
The questioning is designed to illicit prior knowledge of students in
the areas of digestion, circulation, and excretion; students may also
bring in the area of gas exchange.
Information can be gathered either by collection of individual/
group mind maps or by documenting whole class concept maps.
For a more individual based assessment students could produce a
piece of writing indicating the processes involved on the journey of
the pineapple lump.
The information gathered from this activity is to be used in planning
towards future lessons in the topic and should indicate to the
teacher what areas need more/ less time devoted to it.
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Jig Saw
‘The four stages of Digestion’
To complete this activity student need to be in groups of four.
Each student requires a print out of the Jig Saw template.
The information sheets need to be printed of on different coloured paper with
enough copies for the number of students in the expert groups
Home Group
This is the initial group of four. Each student numbers off one to four;
this indicates the expert group the student will join.
Expert group (15-20 mins)
The information sheets need to be distributed around the room in four
areas labelled 1-4. These are the expert group stations, the students move to
these depending on their home group number. In this group students read
through the information, discuss their ideas and summarise these on the
corresponding puzzle piece on their paper.
Home Group
Once the students have completed the expert group activity students
return to their ‘Home groups’ and share their expert group knowledge.
NOTE: It is important to make sure students are discussing their learning
rather than handing around their papers to copy off.
STUDENT CENTERD LEARNING
This activity has very little teacher input (apart from providing materials and
time keeping). Students are not only in charge of their own learning in this
activity, but also that of their home group members in the means of gathering
and reporting back information about a stage of digestion. In this task
students are no longer passive learners but learning requires students to be
active, responsible participants in their own learning.
This activity incorporates curriculum links in regards to key competencies:
Thinking, using language, relating to others, managing self and participating and
contributing. In regards to values: community and participation. In regards to
achievement objectives, nature of science (communicating in science) and living
world (Life processes)
This activity highlights the most important idea in science is that it is an area
that requires team work and communication
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1) INGESTION
Ingestion is the consumption of a substance
by an organism. In animals, it normally is
accomplished by taking in the substance
through the mouth into the gastrointestinal
tract, such as through eating or drinking. In
single-celled organisms, ingestion can take
place through taking the substance through
the cell wall.
Besides nutritional items, other substances
which may be ingested include medications,
recreational drugs, and substances considered inedible such as
foreign bodies or excrement. Ingestion is a common route taken by
pathogenic organisms and poisons entering the body.
In humans once food is in our mouth we start to ‘Masticate’ which is
the act of chewing our food. Our teeth and our tongue act to form
the food into a bolus (this is a ground up ball of food).
The Bolus is also combined with saliva. This contains a digestive
enzyme called salivary amylase which aids in Carbohydrate digestion.
This is why we say that digestion begins in the mouth!
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2) DIGESTION
When you eat a piece of bread, you don't wake up next day to discover it
growing out of your arm! The food we eat has to be broken down into other
substances that our bodies can use. This is called digestion. Without digestion,
we could not absorb food into our bodies and use it.
Digestion happens in the digestive system, which begins at the mouth and ends
at the anus.
Stages of digestion




Food is digested in the mouth, stomach and small intestine.
Digested food is absorbed into the bloodstream in the small intestine.
Excess water is absorbed back into the body in the large intestine.
Any undigested food passes out of the anus as faeces
Liver and pancreas
The liver and the pancreas play important part in digestion. The liver produces
bile, which helps the digestion of fat. The pancreas produces chemicals called
digestive enzymes.
Enzymes
Take care - enzymes are not living things. They are just special proteins that
can break large molecules into small molecules. Different types of enzymes can
break down different nutrients:



carbohydrase or amylase enzymes break down starch into sugar
protease enzymes break down proteins into amino acids
lipase enzymes break down fats into fatty acids and glycerol.
Carbohydrates
Carbohydrates are digested in the mouth, stomach and small intestine.
Carbohydrase enzymes break down starch into sugars.
The saliva in your mouth contains amylase, which is another starch digesting
enzyme. If you chew a piece of bread for long enough, the starch it contains is
digested to sugar, and it begins to taste sweet.
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Proteins
Proteins are digested in the stomach and small intestine. Protease enzymes
break down proteins into amino acids. Digestion of proteins in the stomach is
helped by stomach acid, which is strong hydrochloric acid. This also kills
harmful micro-organisms that may be in the food.
Fats
Lipase enzymes break down fat into fatty acids and glycerol. Digestion of fat in
the small intestine is helped by bile, made in the liver. Bile breaks the fat into
small droplets that are easier for the lipase enzymes to work on.
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3)ABSORPTION
Digested food molecules are absorbed in the small intestine. This means that
they pass through the wall of the small intestine and into our bloodstream. Once
in the bloodstream, the digested food molecules are carried around the body to
where they are needed.
Only small, soluble substances can pass across the wall of the small intestine.
Large insoluble substances cannot pass through.
Absorption into bloodstream
The inside wall of the small intestine needs to be thin, with a really big surface
area. This allows absorption to happen quickly and efficiently. If the small
intestine had a thick wall and a small surface area, a lot of digested food might
pass out of the body before it had a chance to be absorbed.
To get a big surface area, the inside wall of the small intestine is lined with tiny
villi (one of them is called a villus). These stick out and give a big surface area.
They also contain blood capillaries to carry away the absorbed food molecules.
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4)EGESTION
Egestion is the discharge or expulsion of undigested material (food)
from a cell in case of unicellular organisms, and from the digestive
tract via the anus in case of multicellular
organisms.
It should not be confused with excretion,
which is getting rid of waste formed from
the chemical reaction of the body, such as in
urine, sweat.
Egestion:Removal of undigested food or
faeces from the gut. In most animals egestion takes
place via the anus, although the invertebrate
flatworms must use the mouth because their gut has
no exit. Egestion refers solely to indigestible matter
which is never absorbed into the cells - it should not
be confused with excretion of the waste products of
metabolism.
Excretion is the transfer of substances out of a living organism into
its environment. At its simplest, for single-cell forms of life, this
involves extrusion across the cell membrane of the unwanted or
potentially toxic by-products of respiration and metabolism. This is
also what is happening continually in the individual cells of the animal
body, but from their immediate environment substances must move
into the blood to be carried away to the site of their ultimate
disposal. (More on this later)
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Reading and work sheet activities
Each student requires a copy of the work sheet and can work in pairs
with the reading sheet.
Most of the questions are straight forward and can be answered
using the associated reading, targeting a range of abilities.
-Apples in my blood
-The not so pretty side of digestion
-Getting to know your heart
-The public transport of blood
-Fluid in my back yard
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Apples In My blood
What is an Enzyme?
Enzymes are proteins produced by all living organisms,
and, like all proteins, they consist of amino acids. What
makes these proteins different from other proteins is
how they behave in the body. By definition, enzymes
are catalysts that make many essential biochemical
reactions ‘happen’ and are not used up or chemically
altered in the process. As a catalyst, they help a
chemical reaction take place quickly and efficiently.
Some reactions would either happen very slowly or not occur at all without enzymes. So a
little bit of enzyme can effect a big change.
The same variety of amino acids that occur in all living things make up enzymes. The amino
acids connect in particular sequences to form protein chains. The amino acids in the chain
often bond together creating folding patterns and twisting into certain shapes. The particular
folding pattern of each enzyme gives it distinct characteristics and functions. When anything
disrupts the specific folding pattern, the enzyme often loses its ability to function, becoming
inactivated or destroyed.
How do enzymes work?
Each type of enzyme has a special function and works in a particular way. Enzymes are
essential to every aspect of life and carry out all
the daily biochemical functions. They are the
basic elements that activate all functions in the
body, facilitate reactions that build compounds
from the body’s raw materials, transport
elements throughout the body, break down
substances, and eliminate many unwanted
chemicals in the body.
Enzymes are chemicals that facilitate other
chemical reactions. Food itself is essentially just
a mixture of chemicals that are broken down by
enzymes. The released nutrients are the raw
materials. Vitamins and other nutrients cannot
work in the body by themselves. They require
enzymes to transport them throughout the body
and make use of them. Enzymes unlock the
benefits of vitamins, minerals, proteins, and hormones and put them to work in the body.
Enzymes are the workers and assist many biological, chemical, and metabolic reactions, but
are not ‘alive’ themselves.
Sometimes particular enzymes need certain vitamins and minerals in order to function.
Magnesium participates in over 300 enzyme reactions. These additional elements are called
co-enzymes. A co-enzyme may give the enzyme the three-dimensional structure it needs to
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create the ‘active site’ necessary to perform its catalytic function. If a needed co-enzyme is
not available, the enzyme will not function.
How does an apple get into my blood?
Digestive enzymes are enzymes that break down polymeric
macromolecules into their smaller building blocks, in order to
facilitate their absorption by the body. Digestive enzymes are
found in the digestive tract of animals (including humans)
where they aid in the digestion of food as well as inside the
cells, especially in their lysosomes where they function to
maintain cellular survival. Digestive enzymes are diverse and
are found in the saliva secreted by the salivary glands, in the
stomach secreted by cells lining the stomach, in the pancreatic
juice secreted by pancreatic exocrine cells, and in the
intestinal (small and large) secretions, or as part of the lining
of the gastrointestinal tract.
Digestive enzymes are classified based on their target substrates:




proteases and peptidases split proteins into their monomers, the amino acids.
lipases split fat into three fatty acids and a glycerol molecule.
carbohydrases split carbohydrates such as starch and sugars into simple sugars such as
glucose, the simplest sugar on earth.
nucleases split nucleic acids into nucleotides.
In the human digestive system, the main sites of digestion are the oral cavity, the stomach,
and the small intestine. Digestive enzymes are secreted by different exocrine glands
including:




Salivary glands
Secretory cells in the stomach.
Secretory cells in the pancreas.
Secretory glands in the small intestine.
Raw foods contain varying quantities of the following four basic types of plant enzymes:
protease for protein digestion, amylase for carbohydrate digestion, lipase for fat
digestion, and cellulose for fiber digestion. Every raw food contains exactly the right
quantities and types of enzymes necessary to digest that particular food. For example,
fruits high in carbohydrates - such as apples - contain high amounts of amylase. Fruits
high in fat - such as avocadoes - contain high amounts of lipase.
Once the food has been broken down into smaller molecules, they can be absorbed into the
blood stream.
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Apples In My blood
Worksheet
Answer the following worksheet using the reading “Apples in my blood”
1) Enzymes are made of _____________, these are long chains of _______ ________.
2) What is a catalyst?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3) How do enzymes function?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4) What would happen if a mutation occurred in a gene coding for an enzyme and this
mutation lead to the wrong amino acid being incorporated in the chain?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5) Label the diagram with the
following :
ACTIVE SITE
SUBSTRATES
ENZYME-SUBSTRATE
COMPLEX
PRODUCTS
ENZYME
SUBSTRAES BIND TO THE
ENZYME
SUBSTRATES CONVERTED
TO PRODUCTS
SUBSTRATE
6) What is the role of a digestive enzyme?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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7) Where does chemical digestion begin?
________________________________________________________________________
8) What digestive enzyme is required to digest the following?
_________________
_________________
_________________
9) Describe the digestive process of an Apple (Include the physical and chemical aspects)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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I have who has activities
(Digestion and Circulation)
These are activities that have the vocabulary terms and definitions for the
associated topics (Digestion, & circulation) . They are ideally used throughout
the unit after the terms included have been covered. They are also good
revision tools
Instructions
-You only need to make one class set of these as it is a whole class activity
-Cards need to be printed, laminated and cut out (Card is also useful if you don’t
have time to laminate).
-Hand each student a card (Ensure the cards have been shuffled)
-The beginning and end cards are labelled with pictures. (The start card is the
picture in the ‘I Have position” and the end card has the picture in the “Who
has” position)
-The student who thinks they have the answer calls out ‘I have….’
-The game continues until all the cards have been read ending on the picture
card’.
Remember to keep a master copy of the cards in order so that you can ensure
the right matches are made. The order is correct on the pages below
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Quizzes
Digestion Sort
This activity is designed for students to make up Homer Simpsons Digestive
System and match up the organs with their name and function.
Each group requires:
The Homer Simpson digestion template (Print out in A3)
printouts of the Digestive organs (Print out in A4)
Print out of Organ labels and Definitions (Print out in A4)
*You could also provide students with ‘post it’ notes in place of the organs and
labels and get students to draw the differing organs and label them on the
Homer template.
From this activity students can make a set of notes in regards to digestion.
STUDENT CENTERD LEARNING
This activity requires students in teams to make up, label and describe the
digestive system. It supports student communication and gets students to think
about the organs involved with digestion. Students are required to apply their
learned knowledge in this activity.
This activity incorporates curriculum links in regards to key competencies:
Thinking, using language, relating to others, managing self and participating and
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contributing. In regards to values: community and participation. In regards to
achievement objectives, nature of science (communicating in science) and living
world (Life processes)
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DIGESTION
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Mouth
Oesophagus
Stomach
Liver
Gall Bladder
Pancreas
The Start of Digestion. The teeth and
tongue work food into a bolus. Salivary
glands secrets enzymes called salivary
amylase that breaks the bigger
molecules of starch to smaller sugars.
Production of this enzyme is
stimulated by the process of chewing
A long Muscular tube connecting to the
stomach. Food is moved down by waves
of muscular contractions known as
Peristalsis
A muscular sac which churns the food
into a soup via muscular contractions.
Place for digestion of proteins and
ionization of minerals. Enzyme pepsin is
secreted for this purpose.
Hydrochloric acid is secreted by the
parietal cells. Pepsin and hydrochloric
acid act on protein to break down into
amino acids.
This organ plays a major role in
metabolism and has a number of
functions in the body, including
glycogen storage, decomposition of red
blood cells, plasma protein synthesis,
hormone production, detoxification,
and production of biochemicals
necessary for digestion.
A small organ that aids mainly in fat
digestion and concentrates bile
produced by the liver. During storage
Bile become more concentrated which
aids in digestion of fats.
A gland which helps out the digestive
system. It secretes fluid that contains
digestive enzymes that pass to the
small intestine. These enzymes help to
further break down the
carbohydrates, proteins, and lipids in
the chyme.
Hannah Bailey 2011
Small Intestine
Large Intestine
Rectum
Anus
Place where several enzymes which are
secreted by pancreas, liver and the
gallbladder meet. It is the main place
of digestion in our body.
Salivary amylase breaks starch
and glycerol into sugars
Pepsin, the main gastric enzyme,
breaks proteins into smaller
peptide fragments
Gastric lipase acts on tributyrin for
digestion of fat Elastases break
protein elastin and nucleases break
nuclec acids such as DNAase and
RNAase.
Also known as the colon. It is site of
absorption of the water, electrolytes
and vital products of digestion. Also
the collection and storage of waste
from the process of digestion.
Storage of waste from digestion
Site of egestion where waste from
digestion is expelled from the body
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Role Play
This activity brings theatre into biology. Students are to research a
statement and act out the biological process.
Students also need to produce a ‘Fact sheet’ for other students to
have as their own notes.
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Blood!
Not just a meal for Vampires
Blood has many functions of which the most important are:
1) To carry food and water from the digestive system
and from storage deposits to the cells.
2) To carry oxygen from gills or lungs to the cells
3) To carry away wastes such as carbon dioxide and
nitrogen-based wastes, so they can be removed from
the body via the lungs and the kidneys.
4) To supply hormones to the target cells from the
endocrine glands
5) To help maintain fluid balance
6) To defend the body from invading micro-organisms
7) To prevent loss of blood volume and entry of microorganisms, by clotting
8) To distribute heat evenly around the body and help
regulate this in warm-blooded animals.
In groups of 3 choose ONE of the above functions of blood and come up with a
role play to demonstrate the process. Include a ‘Fact sheet’ on the process no
larger than A5 for each class member to have. The ‘fact sheet’ should outline
the major processes involved and should accompany you presentation.
You have the rest of this lesson to start your project. Presentations are no
longer than 5 mins and will be presented at the beginning of next lesson.
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Concept maps
This activity requires students to create a map from the list of
words given. Students are required to link up words with concepts.
By the end of the activity, the students should be left with a map
that links the processes in a meaningful way
Circulation
Linking the system
STUDENT CENTERD LEARNING
This activity requires students in groups to form a concept map. Students will
apply their gained knowledge to create a concept map that will link the
knowledge together. It supports student communication and is also a great way
to get students to link processes together as they will in the “linking systems”
concept map. Students are able to make sense of the concepts at their own
level and ability. The use of group work in this task allows student to share
their concepts and hence build on their original concepts through sharing.
This activity incorporates curriculum links in regards to key competencies:
Thinking, using language, relating to others, managing self and participating and
contributing. In regards to values: community and participation. In regards to
achievement objectives, nature of science (communicating in science) and living
world (Life processes)
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CONCEPT MAP
Create a concept map using the following words. Use ‘stick it’ notes to link the concepts together on a large piece of paper. Once students
have completed in groups, get them to copy into their books etc.
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Mini Web Quest
-This is a computer based task for students to complete in groups of
3-4.
-The students are to view the PowerPoint as a group and answer the
questions presented to them.
-Students are restricted to the websites provided by the power
point (This acts as a time saver as it directs students to valid
websites)
-From this activity students are to develop a presentation which is a
formative assessment (see marking schedule attached (blown up
PP68-69))
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Criteria
INTERN
•
Organisation
•
•
Creativity
Science
Content and
Literacy
SUB EDITOR
Most information
present
• Missing parts.
• Hard to follow.
•
Cluttered.
Not definite
sections.
Stuff all over the
place.
•
•
•
Bland, no
variability
• No use of colour
or diagrams
• Boring to look at,
does not catch
your attention
• Interest,
motivation, effort
and
•
ASSISTANT
No analysis of
science topic.
• No explanation.
• No science
specific
connection.
• No use of
resources.
Very little use of
colour or pictures but
enough to engage
and hold attention
• Poor explanation
• Inaccurate science
connection
• Misinterprets the
science
• Some use of
resources
All present but
unclear.
• Must reread for
clarity.
• Some evidence of
refinement.
•
Some use of
colour, diagrams,
etc.
• Will engage but
will not stimulate
•
Some scientific
explanations
made
• Correct science
connection
• Good use of
resources
EDITOR
•
Defined sections.
• Clear headings.
Flows nicely to assist the
reader without help.
• Finished product.
•
•
Interesting, engaging,
visually stimulating
• Aesthetically appealing
use of colour, diagrams
and text
• Interest, motivation,
effort and time obviously
present
•
Concept fully and
properly explained
• Insight present
• Science specific
connection made
• Content is accurate,
comprehensive and well
supported
• Excellent use of resources
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Works with
partners/small
groups during
assigned
tasks
•
ignores or is
unkind to
group members
• rarely listens to
others’
ideas
• does not
contribute to
group work
• does not fulfil
role
expectations
• Perhaps leading
to group
breakdown
•
interacts with group
members with
encouragement, may
occasionally be
negative
• sometimes listens to
others’ idea
contributes
sporadically to group
work
• fulfils role
expectations and
shares in work with
assistance
• interacts
positively with
group members
• usually listens to
others’ ideas
• willingly
performs own
tasks to meet
group goals
• fulfils role
expectations,
helping
group accomplish
tasks
•
interacts positively with
group members, assisting
others to contribute to
group work
• listens actively to others’
ideas and gives feedback
• enhances group product
through sharing and
helpfulness to others
• exceeds role expectations,
assisting
others to fulfil their roles
in accomplishing tasks
Hannah Bailey 2011
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2012
Internal Assessment Resource
Subject Reference: Biology 2.2
The Truth about Detox: Is it the best thing for
our bodies?
Supports internal assessment for:
Achievement Standard 91154
Analyse the biological validity of information presented to the
public
Credits: 3
Date version published:
Hannah Bailey 2011
October 2011
56
Ministry of Education
quality assurance status
Hannah Bailey 2011
For use in internal assessment
from 2012
57
Biology 2.2: Analyse the biological validity of information presented to the public
Resource reference: Biology 2.2A
Resource title: The truth about Detox – is it the best thing for our bodies?
Credits: 3
Teacher guidelines
The following guidelines are designed to ensure that teachers can carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by the Achievement
Standard Biology 2.2. The Achievement Criteria and the Explanatory Notes contain
information, definitions, and requirements that are crucial when interpreting the standard and
assessing students against it.
Context/setting
This activity requires students to analyse the biological validity of information presented to the
public on the use of products that detoxify our bodies. Students are required to identify and
explain how or why the way in which accurate, inaccurate or biased biological information is
presented to the public. A comprehensive analysis requires them to prioritise aspects in
relation to their significance in using the products that claim detoxification , and evaluating the
overall impact on the public.
Evidence is provided in response to a range of pieces of communication (‘articles’), selected
across at least three different genres which may include: advertisements, documentary,
newspaper articles, historical accounts, videos.
Students will need to have a base of knowledge about human digestive, circulatory and
excretory systems . An understanding of the meanings of the terms listed in EN (explanatory
note) 2 of the standard is essential. They will also need practice at reading and analysing
biological information for its validity. Understanding the importance of referencing sources and
the implication this has on analysing validity is recommended. Referencing and/or the
provision of a reference list are not, however, used as the basis for making judgements
against the Achievement Criteria.
Conditions
A wide range of articles will be provided by the teacher. Assessment may involve a portfolio of
written evidence or a single assessment report.
The activity consists of two parts:
Part 1 - Collecting and processing information
Part 2 - Presentation
Students complete both parts individually. All processed material is to be submitted as
evidence of the student’s processing. Authenticity will need to be assured by appropriate
measures.
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58
Checkpoints could be established over the duration of Part 1 where students conference with
the teacher in order to check and clarify ideas.
Access to computers may be required.
Sufficient time will need to be given to ensure students have opportunities to select their three
articles, analyse and process the information and prepare their reports.
It is suggested that students be provided with 4 class periods and some homework time over
a 2 week period in which to complete Part 1. The presentation for Part 2 could be produced
during class time over 3 or more days, although more time can be given if needed.
Resource requirements
These resources have information that may be used for the assessment activity.
You Tube items used to promote products claiming detox
The skinny on detox diets
http://www.youtube.com/watch?v=KmK0dDG47FY
Whole Body Detoxification Supplement - Detox Your Liver & Much More
http://www.youtube.com/watch?v=mxIiLsemVmk
True detoxification is not a colon cleanse or a liver detox
http://www.youtube.com/watch?v=80GqEcZZFVg
Articles advising on risks/benefits of Detoxification
The Benefits of Detoxification from Energy Grid Magazine
http://www.energygrid.com/health/2007/07kb-detoxification.html
Detox Basics
http://www.anxiety-and-depressionsolutions.com/articles/complementary_alternative_medicine/diet/detox_basics.php
Detox Shmeetox from Time magazine
http://www.time.com/time/magazine/article/0,9171,1877382,00.html
Websites and Articles that detail the advantages of detoxification
Body Pure
http://www.bodypurenow.com/
Benefit from the detoxification power of charcoal
http://www.naturalnews.com/031740_charcoal_detoxification.html
Understanding enzymes and Detoxification
http://www.naturalnews.com/029708_enzymes_detoxification.html
A dirty colon is often the cause of bad breath
http://www.naturalnews.com/027633_colon_bad_breath.htm
Additional information
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59
This standard is derived from the Nature of Science achievement objectives of
communicating in science.
Collecting the students’ research material during Part 1 allows the teacher to check that
information is relevant, as well as allowing references to be checked.
Where manageable, one re-assessment opportunity could be provided for all students.
Other possible formats for the presentation in Part 2 of all or some of the three reports are
listed below. Teachers need to ensure that the format used allows students to complete a
comprehensive analysis on the information in the article.
Web page
Power point presentation (including any supporting information)
Seminar
Video
Conditions of Assessment related to this Achievement Standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php
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60
<<Insert your school name here>>
2011
Internal Assessment Resource
Subject Reference: Biology 2.2
The truth about detox, is it the best thing for our bodies?
Supports internal assessment for:
Achievement Standard 91154
Analyse the biological validity of information presented to the public
Credits: 3
Achievement
Analyse the biological
validity of information to
the public
Achievement with Merit
Achievement with Excellence
Analyse in depth the
biological validity of
information presented to
the public
Comprehensively analyse the
biological validity of information
presented to the public
Student Instructions
Introduction
This assessment activity requires you to present reports that comprehensively analyse the
biological validity of three different types of information (i.e. articles) presented to the use of
products that detoxify our bodies. Detoxification products have become very popular in
recent times and have been claiming to remove build up of toxins from your body along with
another number of benefits.
Your teacher will give a wide range of information that has been presented to the public
about detoxifying products for you to choose from. You will analyse this information and
decide on what is accurate, inaccurate or biased using your biological knowledge.
Task
The activity consists of two parts.
In Part 1 you will select three different types of articles on the use of detox products from the
range of resources your teacher has provided and use these to produce a folder with all of
your processed material which is to be submitted as evidence of processing.
For Part 2 you will write a report that analyses the biological validity of the information
presented to the public on using detox products for EACH of the three articles you chose in
Part 1.
This is an individual assessment with resources provided by the teacher.
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61
Part 1 - Collecting and processing information
You will have 3 class periods including homework to complete part 1. You will
need to check in with the teacher each in class period to report on what stage you
are at.
Part 2 - Presentation
The 4 lessons during the week starting _________ will be used to produce your
presentation and the due date is _______
Part 1: Collecting and processing information
Select three different types of articles on the use detoxification products from the range of
resources your teacher has provided.
You must select these across at least three different genres. For example: advertisements,
documentary, newspaper articles, historical accounts, videos.
As you select and process your information think about these questions:
Are there two sides to the story – or more than two sides?
Is there a compromise that is reached when decisions are made?
What information is the public given – is it scientifically correct?
How do we know if the biological information is correct?
What are the consequences to the public of the use of good or bad science in an article?
Is some information more important than other information?
These questions are starting points only, to indicate the kind of evidence you will need to
produce a report for each article in Part 2 below.
Produce a folder that includes the three articles you used, and any other resources related to
these you may have used e.g. pamphlets, notes from a video, and photos. All of your
processed material must be submitted as evidence of processing and include information that
identifies the source. For example: author, year, title, publisher, place published; or URL and
date accessed.
Part 2: Presentation
Write a report that analyses the biological validity of the information presented to the public
on using detox products for EACH of the three articles you chose in Part 1. Your three
individual reports must:
Identify and explain the biological features in the information as accurate, inaccurate or
biased using biological knowledge. You can show how or why these biological features are
inaccurate by making corrections to them.
Identify and explain the purpose of the information e.g. who produced it, and why or how
vested interest is shown to the intended audience.
Explain why or how any inaccuracies and/or bias could impact on the public.
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Prioritise, with reasons, aspects of the information in the article in relation to their significance
in people’s decision making in using detox products.
Evaluate the overall impact of the article on the public, based on bias and the balance of
accurate and inaccurate features.
Each report will be assessed on your three analyses of the biological validity of the
information in the articles presented to the public on using detox products, and not on its
presentation.
To ensure all data/quotes/graphs/diagrams/maps, etc. that you used can be checked
and authenticated, any references used as information sources should be
acknowledged with them in the body of each report. A small amount of information or
facts can be copied but it should be written in quote marks and have the reference
beside it in the body of the presentation.
Include a reference list of sources used, recorded in a way that the source can be
located.
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63
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
Processed material submitted as evidence of the student’s
processing.
The student is able to analyse the biological validity of
information presented to the public on using products that claim
detoxification by processing information from articles selected
across at least three different genres to:
recognise and describe biological features in the
information
identify these as accurate, inaccurate or biased using
biological knowledge. Recognising inaccuracies may be
demonstrated by making
corrections to inaccurate biological features
identify the purpose of the information (e.g. who
produced it and the intended audience).
Processed material submitted as evidence of the
student’s processing.
The student is able to analyse in depth the
biological validity of information presented to the
public on using products that claim detoxification by
processing information from articles selected across
at least three different genres to:
recognise and describe biological features
in the information
identify these as accurate, inaccurate or
biased using biological knowledge. Recognising
inaccuracies may be demonstrated by making
corrections to inaccurate biological features
identify the purpose of the information (e.g.
who produced it and the intended audience).
Processed material submitted as evidence of the
student’s processing.
The student is able to comprehensively analyse
the biological validity of information presented to the
public on using products that claim detoxification by
processing information from articles selected across
at least three different genres to:
recognise and describe biological features
in the information
identify these as accurate, inaccurate or
biased using biological knowledge. Recognising
inaccuracies may be demonstrated by making
corrections to inaccurate biological features
identify the purpose of the information (e.g.
who produced it and the intended audience).
AND for one article give reasons on why or how:
each biological feature is accurate or
inaccurate, or contains bias
inaccuracies and/or bias may have
consequences or impacts for the public
vested interest is conveyed in the
information.
AND for one article give reasons on why or how:
each biological feature is accurate or
inaccurate, or contains bias
inaccuracies and/or bias may have
consequences or impacts for the public
vested interest is conveyed in the
information.
AND for one article:
prioritise, with reasons, aspects of the
information in relation to their significance in the
context
evaluate the overall impact of the article on
the public, based on bias and the balance of
accurate and inaccurate features.
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64
Student Evaluation Sheet
This feedback sheet is anonymous and will help in planning future courses. Your feedback is
very important to us and we appreciate you effort in filling this form out.
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
This unit was interesting and useful to me
This unit challenged my scientific understanding
I have gained skills that will help me in understanding scientific
information
The unit material and activities were interesting
The workload of this unit was balanced
The teacher showed interest in the topic
The teacher demonstrated sound topic knowledge
The teacher presented information that was interesting
The teacher assisted me/ my group when we required
List 2 or 3 things you found really interesting/ enjoyable about this unit:
List 2 or 3 things you disliked about this unit:
If we were to teach this topic in 2013 what would you keep the same and what would you
change?
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65
Teacher Evaluation Sheet
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
This unit was interesting to teach
Students seemed interested by the material and activities
The Unit plan was easy to follow and resources were related to
learning intentions
There was sufficient time allocated to teach this unit
The SLO’s where realistic and achievable
The resources where easy to use and effective
I enjoyed teaching this unit
List 2 or 3 things you found worked really well / were successful about the unit:
List 2 or 3 things you felt didn’t work/were not successful:
If you were to teach this topic in 2013 what would you keep the same and what would you
change?
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66
SAFETY IN THE CLASSROOM
This unit has very few practical activities however safety issues do arise through
activity in the classroom.
ACTIVITY
Working in a
science lab
Dissecting animals.
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ISSUE
Various chemicals or
biological waste may be on
desks. Gas may be left on.
Various objects may be left
on the ground (e.g. bags)
ACTION
This activity can bring up a
number of issues. Firstly
biological such as pathogens
may be in the deceased
animal. Another issue
relates to the ethical
treatment of animals.
Thirdly students are also
important to consider as
this may distress or upset
students as they are
touching dead animals and
this could be against religion
or against their own beliefs.
It is also important to
recognize the use of
dissecting tools in the
classroom, these can harm
students if used incorrectly
It is important students
understand the dissection
procedure and time should
be allowed to go through the
activity in a previous lesson.
Students needs to respect
the animals as they have
dies in the name of science,
so actions should be in place
for students who disrespect
the animals. High grade
disinfecting agents need to
be used in the clean-up of
the dissection and students
must wash their hand
thoroughly with ding exiting
hand soap. Animal waste
and all associated paper or
gloves must be incinerated
and not disposed of in
classroom bins.
Ensure students are not
eating in the classroom and
are aware about surrounding
dangers/ hazards. Ensure all
clutter is cleared from the
ground (e.g. unused chairs
are pushed under the table ,
bags are up the front etc)
67
REFERENCES
Allan, R. (2010). BIOZONE Level 7 Biology. BIOZONE International Ltd
Allan, R. (2010). BIOZONE Level 8Biology. BIOZONE International Ltd
Bayley, M. (1999). Patterns of life: The biology course for year 12. Addison Wesley
Longman New Zealand Limited
Campbell, N., Reece, J. (2005). Biology (7th ed.). Pearson
Crofton, I. (2010) Science without the boring bits. Quercus Publishing Plc
Goldacre, B. (2009). Bad Science. Harper Collins publishers
Hartley, S., Linklater, W., Nelson, N., Philips, N., & Shima, J. (2008). BIOL228: Animal
Diversity . McGraw-Hill Australia Pty Ltd
Loughran, J., Berry, A., Mulhall, P. (2006) Understanding and developing science
teachers pedagogical content knowledge. Sense Publishers.
Prain, V. (2007). Learning the literacies of science. In G. Wenville, &V. Dawson, The art
of teaching primary science(pp. 184 -201). Crows Nest, NSW, Australia: Allen and
Unwin. ISBZ 9781741752892
Relph, D., Hook, G. (1999) New Zealand Pathfinder Series: Biology Year 12. New House
Publishers LTD
Rennie, L. (2005). Science awareness and scientific literacy. Teacing Science, 51 (1), pp
10-14. ISSN 0045-0855
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