UNIT 2: HOMEOSTASIS AND IMMUNITY
Living Environment, Ms. Fazio
TOPICS TO BE COVERED
Levels of Organization
 Characteristics of Life/Life Processes
 Body Systems
 Dissection of an Animal Specimen (Bullfrog)
 Positive and Negative Feedback
 Homeostasis
 Disease
 Pathogens
 Immune Response
 AIDS Education
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LESSON 1 – LEVELS OF ORGANIZATION
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Learning Objective: Explain how life can be studied at
different levels by describing the relationship of the
levels of organization through a graphic organizer.
Standard:4-1.2
Homework
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Give dissection letter to your parent/guardian(s).
Science in the News – Due tomorrow!
DO NOW: Use the glossary in your review book to
define the following terms.
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Cell:
Tissue:
Organ:
Organ System:
Organism:
LEVELS OF ORGANIZATION
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We can study living things at different levels,
whereas smaller levels are found within larger levels.
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Group Activity:
Based on the definitions of terms you determined in the
DO NOW, show the relationship between the smaller
levels and larger levels using a graphic organizer. Create
this graphic organizer first in your notes before copying to
your easels.
 Example:
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A tissue is a collection of cells that carry out the same function
(or job). Therefore the level of cells is smaller than the level of
tissues.
Tissue
Cell

The diagram below represents levels of organization
in living things.
Which term would best represent X?
A. Human
B. Tissue
C. Stomach
D. Organelle
LESSON 2 – CHARACTERISTICS
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LIFE
Learning Objective: Describe some characteristics of
living things using one sentence summaries.
Standards: 4-1.2
Homework
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OF
Review Book: Read pages 1-3. Complete questions 1-10. Due
Tuesday.
DO NOW: Use the glossary in your review book to
define the following terms.
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Sexual reproduction:
Asexual reproduction:
Metabolism:
Stimulus:
Homeostasis:
Evolution:
CHARACTERISTICS OF LIFE
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All living things have certain common
characteristics. HOW living things can carry out
these characteristics may differ from organism to
organism.
Group Activity:

Use Chapter 1-3 to summarize the eight common
characteristics of life into 1 sentence summaries
each.
HOW CAN WE REMEMBER THESE
CHARACTERISTICS?
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Let’s make a mnemonic!
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Cell
Reproduce
Genetic
Growth
Metabolism
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Obtain nutrients, Digestion, Cellular Respiration, Excrete
Homeostasis
Respond to stimuli
Evolve
LESSON 3 – BODY SYSTEMS
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Learning Objective: Define the function of the human
body systems and how they interact with each other
to maintain homeostasis.
Standards: 4-1.2
Homework


QUIZ on Friday – Body Systems (What is the major
function(s) of each body system?)
DO NOW:

Define the following vocabulary terms using the glossary in
your review book:
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Digestion
Respiration
Circulation
Excretion
Immunity
MAJOR ORGAN SYSTEMS
Muscular System
 Skeletal System
 Circulatory System
 Respiratory System
 Nervous System
 Digestive System
 Excretory System
 Endocrine System
 Reproductive System

Heart
Heart
Spinal Cord
A – Liver B – Stomach C - Spleen
A
B
C
Kidney
ORGAN SYSTEMS
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Group Activity:
Your group will be assigned 1-2 organ system(s) to
research. Use the textbook and review book to define
the major function(s) of the body system as well as
major organs of that organ system.
 We will jigsaw after small group work, so it is
imperative that all group members act as recorders
today!!!

LESSON 4 – LIFE PROCESSES IN
UNICELLULAR ORGANISMS
Learning Objective: Explain how unicellular
organisms carry out life processes by comparing
how these processes are carried out by
multicellular organisms.
 Standards: 4-1.2
 Homework
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Review Book: Read pages 8-12. Complete questions
36-45.
DO NOW

Define the following terms using the glossary in
the review book.
Unicellular
 Multicellular


Copy the following table into your notebook:
Life Function
Gas Exchange
Transport of nutrients
Digestion
Excretion
Respond to Stimuli/Control
Multicellular Organism
Unicellular Organism
MULTICELLULAR ORGANISMS

What organ system(s) would muticellular
organisms use to carry out these life functions?
UNICELLULAR ORGANISM
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What cell organelle(s) or cell part(s) would a
unicellular organisms use to carry out these left
functions?
LESSON 5 – DISSECTION OVERVIEW
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Learning Objective: Discuss safety procedures and
techniques necessary to carry out
Standards: See Laboratory Checklist
Homework
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Review Book: Read pages 158-159. Complete questions 31-34.
DO NOW: Copy the following terms into your notebook:
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Anatomy
Dorsal
Ventral
Anterior
Posterior
ANATOMICAL TERMS
Anterior – head
 Posterior – end of
body/tail
 Dorsal - belly (front)
 Ventral – spinal
column (back)
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DORSAL OR VENTRAL?
ANTERIOR OR POSTERIOR?
DISSECTION TOOLS
A- Scalpel
 B - Scissors
 D - Tweezers
 H - Blunt End Probe
 Dissecting Pins (not
pictured)
 Dissecting Pan (not
pictured)

PREVIEW OF FROG ANATOMY (CARTOON)
LESSON 6 – FROG DISSECTION
Learning Objective: Complete a dissection of a
bullfrog to expose and study the internal
anatomy of an animal.
 Standards: (See Laboratory Checklist)
 Homework: Finish laboratory analysis questions.

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DO NOW: Read laboratory introduction. Review
parts of the frog and organs that you must
identify.
LESSON 7 – FEEDBACK MECHANISMS
Learning Objective: Describe how organisms
respond to stimuli to maintain homeostasis.
 Standards:
 Homework: Read Review Book pages 25-27.
Complete questions 42-53.
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DO NOW: Define the following terms using the
glossary in your review book:
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Dynamic Equilibrium
Negative Feedback
Positive Feedback
Insulin
Guard Cells
NEGATIVE FEEDBACK MECHANISM
Stimulus
Negative
Feedback
Reaction
Response
NEGATIVE FEEDBACK EXAMPLE – BODY
TEMPERATURE
Stimulus: Brain
senses a drop in
blood temperature.
Negative
Feedback: Warmer
blood triggers brain
to turn-off
shivering.
Reaction: Nerve
message sent to
muscles to start
shivering.
Response: Heat is
generated that
warms the body
and blood.
DYNAMIC EQUILIBRIUM

Our bodies are constantly responding and
adjusting to external and internal stimuli, causes
small changes in our body temperature, blood
sugar level, etc. We refer to these small changes
as dynamic equilibrium. It is because of these
small changes that we maintain homeostasis
(balance).
GROUP ACTIVITY

Using the template worksheet, complete the
charts to show the negative feedback
mechanisms for Blood Sugar Level and Guard
Cell in Plants.
POSITIVE FEEDBACK - CHILDBIRTH
Stimulus: A
contraction
pushes the
baby’s head
against the base
of the uterus.
Positive Feedback
Reaction:
Pressure on the
base of the
uterus causes
stronger
contractions.
Response: Baby
is born and the
feedback cycle
ends.
LESSON 8 - PATHOGENS
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Learning Objective: Discuss types of organisms that
can disrupt homeostasis and cause disease.
Standards:
Homework: Research one example of a pathogen
discussed in class today and write a 5-sentence
summary about the disease caused by that pathogen.
DO NOW: Define the following terms using the
glossary in the review book:
Disease
 Pathogen
 Microbe
 Infection
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BACTERIA
Syphilis
Staphylococcus aureus
Streptococcus
VIRUS
Influenza
HIV
FUNGI
Ringworm
Athlete’s Foot
PARASITE/PROTOZOAN
Tapeworm
Malaria
GROUP ACTIVITY
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Write a brief (1-2 sentence max) description
about the pathogen assigned to your table. Write
this description on your easel. Use the textbook
and review book to help you!
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Table 1 – Bacteria
Table 2 – Virus
Table 3 – Fungi
Table 4 – Protozoan
Table 5 – Parasite
TREATMENT
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How do we treat these diseases?
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Bacteria – Antibiotics
Virus – Vaccine
Fungi – Antifungi medication
Protozoan – Antiprotozoan medication
Parasite – Antiparasite medication
LESSON 9 - DISEASE
Learning Objective: Discuss causes that result in
failure of homeostasis.
 Standards:
 Homework: Take-home Quiz
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DO NOW: Define the following terms using the
glossary in the review book:
CAUSES OF DISEASES
Inherited Disorders
 Exposure to Toxins (Poisons)
 Poor Nutrition
 Organ Malfunction
 High-Risk Behaviors
 Pathogens (previously discussed)
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GROUP ACTIVITY
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Characterize this cause of disease in 1-2
sentences. Give at least one example of a disease
that could result from this cause.
Table 1 – Inherited Disorder
 Table 2 - Exposure to Toxins
 Table 3 - Poor Nutrition
 Table 4 - Organ Malfunction
 Table 5 - High Risk Behavior
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EXAMPLES OF DISEASES
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Inherited Disorders
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Exposure to Toxins (Poisons)
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Kidney Failure
Heart Attack
Diabetes
High-Risk Behaviors
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Anemia
Scurvy (Vitamin C deficiency)
Organ Malfunction
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Alcohol
Nicotine
Lead
Poor Nutrition
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Cystic Fibrosis
Sickle-Cell Anemia
Down’s Syndrome
Lung Cancer
Skin Cancer
AIDS
Heart Attack
Pathogens (previously discussed)
LESSON 10 – IMMUNE RESPONSE
Learning Objective: Describe how the immune
system responds to pathogens so as to fight
disease.
 Standards:
 Homework: Read pages 29-31. Complete question
35-69.
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DO NOW: Define the following terms using the
glossary in the review book:
Antigen
 Antibody
 Allergy
 HIV

THE IMMUNE RESPONSE
*Antigen = ID card
Cytotoxic T Cells =
Killer T Cells
WHAT IS THE DIFFERENCE BETWEEN
ANTIBIOTICS AND ANTIBODIES?
IMMUNE SYSTEM DISORDERS
Allergies – the immune system responds to
harmless substances (i.e. food, pollen, dust,
lotions, etc)
 HIV – Attacks Helper T-Cells and weakens
immune response.

VACCINES - MOVIE
SPREAD OF DISEASE SIMULATION