Grade: 10th
Science
SCI.III.2.5
Strand III:
Using Scientific Knowledge in Life Science
Standard 2:
Organization of Living Things - All students will use
classification systems to describe groups of living things,
investigate and explain how living things obtain and use
energy; and analyze how parts of living things are adapted to
carry out specific functions.
Benchmark 5: Describe technology used in the prevention, diagnosis, and
treatment of diseases and explain its function in terms of
human body processes.
Constructing and Reflecting:
SCI.I.1.4 – Gather and synthesize information from books and other sources of information
SCI.I.1.5 – Discuss topics in groups by making clear presentations, restating or summarizing what others have
said, asking for clarification or elaboration, taking alternative perspectives, and defending a position.
SCI.II.1.3 – Show how common themes of science, mathematics and technology apply in real world contexts.
SCI.II.1.5 – Explain the social and economic advantages and risks of new technology.
Vocabulary
Context
Available technologies:
• Sanitation
• Adequate food and water supplies
• Inoculation
• Antibodies
• Medicines
• Organ transplants
• Vaccination
• Immune system
• Antibiotics
• Sterilization
• Early detection
• Chemotherapy
• Radiation
•
Surgery
Common contexts for these technologies:
Health Maintenance and Disease Prevention:
• Exercise
• Controlled diets
Health monitoring activities:
• Cholesterol checks
• Blood pressure checks
• Tests for cancer
• Blood sugar level testing
• Diagnostic blood tests
• Annual health exams
Resources
Knowledge and Skills
Students will:
• Identify the types of technology used to
maintain health in individuals and in a
community.
Coloma Resources:
www.bdol.glenco.com
Glenco Biology Text – CH 39
Lab on Diseases pg 1042-1043
AIDS pamphlets and video
• Assess how technology is used to improve
the health of individuals.
• Analyze the body’s response to medical
interventions such as: organ transplants,
medicines, and inoculations.
Other Resources:
• SCoPE Unit – Organisms; Health and Disease
•
http://cpmcnet.columbia.edu/texts/gcps/
“Health maintenance”
•
http://www.looksmart.com/eus1/eus65300/eus
65303/eus77824/eus541028/eus54861/eus549
28/eus70180/r?l& “Health maintenance”
•
Michigan Teacher Network : SC.III.2.HS.5
•
•
•
•
•
•
Local doctors and nurses
Health Department officials
Local hospitals, clinics and labs
Research facilities
Pharmaceutical Companies
Science Olympiad Lessons (such as Disease
Detectives)
• www.soinc.org
Other Resources:(continued from column at right)
Videoconferences Available
• In The News – Epidemiology from Hook’s
For more information, see
Discovery and Learning Center
www.remc11.k12.mi.us/dl or call Janine Lim 471• Transmission Tracker from the Louisville Science
7725x101 or email jlim@remc11.k12.mi.us
Center
III.2.HS.5
• Live ... from the Heart Open heart surgery from
the Museum of Science and Industry
REMC Materials:
• III.2.HS.5 Describe technology used in the
prevention, diagnosis, and treatment of
diseases and explain its function in terms of
human body processes.
Vernier probes available: EKG Sensor, Heart
Rate Monitor, Respiration Monitor Belt
•
•
•
•
•
Genetic Counseling: What You Should Know About
Your Family History from COSI Columbus
Surgical Suite via Videoconference: Open Heart
Surgery from COSI Columbus
Surgical Suite via Videoconference: Knee
Replacement Surgery from COSI Columbus
Secret Agents: The world of infectious diseases
from HealthSpace Cleveland
Disease Detectives: Outbreak Investigation from
HealthSpace Cleveland
Instruction
•
Research what is meant by good health,
using the library and/or the web. Based on
this information the students will develop
health maintenance and disease prevention
activities which use technology. The
students will explain how these activities and
technologies can be used in their daily lives.
Corresponds to standard I.1.4
¾ e.g. exercise program- heart monitor,
exercise equipment
¾ controlled diets – cholesterol
screening, food supplements
¾ good life choices – sun screen,
genetically Altered food
¾ medical evaluations – blood pressure
screening, glucose monitor
Students will present their findings to the
class. As a class, students will rank/order
these activities from the most important to
the least important.
Each student will write a plan to maintain
a healthy lifestyle that includes activities
and technologies that he or she will use.
•
Disease Detectives lessons from Science
Olympiad
Assessment
Optional Assessment
•
You are a physician’s assistant. Identify the
condition of a patient who needs to change an
unhealthy lifestyle. Make a list of at least 3
healthy behaviors and their benefits to be given
to the patient. Also, include any technology
used by the patient or practitioner.
Criteria
Apprent. Basic
Meets
Exceeds
Completeness of list
Identifies
condition
and zero
to one
healthy
behaviors
with
appropriate
technology.
Identifies
condition
and two
healthy
behaviors
with
appropriate
technology.
Identifies
condition
and three
healthy
behaviors
with
appropriate
technology.
Identifies
condition
and four or
more
healthy
behaviors
with
appropriate
technology.
Completeness of
dialogue
Conversation is
incomplete
and/or not
believable.
Conversation has
main ideas
but no
details. It
is not quite
believable.
Conversation has
main ideas
and some
details. It
is believable.
Conversation has
main
ideas,
many
details,
and is very
believable.
Teacher Notes:
Focus Question: What activities and technologies support a healthy lifestyle?
Investigate and explain how living things obtain and use energy.
The relationship between life and energy is complex. While the generalization that living things need
energy to survive is satisfactory at one level of understanding, it fails to convey the crucial role
energy plays in all aspects of life, from the molecular to the population level. At the elementary level
students can compare and contrast food, energy and environmental needs of selected organisms,
such as beans, corn or aquarium life.
In the middle and high school, the focus is more specific on the concept that plants make and store
food. Scientists speak of the flow of energy through the environment. Almost all life on the earth is
sustained by energy from the sun. This energy is transformed and moved from location to location,
but doesn't disappear. Plants capture the sun's energy and use it to produce energy rich organic
molecules that we call food. The food molecules then serve as energy sources for plants and
ultimately animals.
In animals, organic food molecules are chemically broken down and carried through the circulatory
system to cells, cytoplasm, and eventually to mitochondria. This is, most often the site of final energy
release through the process known as cellular respiration.
The chemical process of photosynthesis occurs at the cellular level and is capable of converting light
energy into molecular energy. Animals are dependent on plants for this first important step in the flow
of energy. In plants, light energy is captured by chloroplasts or chlorophyll and is converted to
chemical energy through the making of organic food molecules when water and carbon dioxide are
chemically combined to make sugar and oxygen. These sugars (organic compounds) formed in
photosynthesis are used for the plant's metabolic processes and maybe ultimately be used as food
for animals. The chemical process of respiration is also cellular. Cellular respiration releases stored
molecular energy so the energy can be used for other life processes. Both plants and animals
respire.
The acquisition and use of energy by living things is a very abstract idea for students at all levels.
Students tend to develop a vague and very broad definition of energy that is inconsistent with the
scientific definition. This imprecise definition interferes with the acquisitions of the biological
understanding of energy and its importance in a living system.