Biology Partnership
(A Teacher Quality Grant)
Human Systems
Nancy Dow
Jill Hansen
Tammy Stundon
Gulf Coast State College
Panhandle Area Educational Consortium
5230 West Highway 98
753 West Boulevard
Panama City, Florida 32401
Chipley, Florida 32428
850-769-1551
877-873-7232
www.gulfcoast.edu
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
BENCHMARK SC.912.L.14.26
•
•
Reporting Category
Standard
•
Benchmark
•
Benchmark
Clarification
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.
•
Content Limits
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.
•
•
•
Stimulus Attribute
Response Attributes
Prior Knowledge
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
Item Specs
BENCHMARK SC.912.L.14.36
•
Reporting Category
Organisms, Populations, and Ecosystems
•
Standard
Standard 14 Organization and Development of Living Organisms
•
Benchmark
SC.912.L.14.36 Describe the factors affecting blood flow through
the cardiovascular system.
•
•
Benchmark
Clarification
•
Content Limits
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
•
•
•
Stimulus Attributes
Response Attributes
Prior Knowledge
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.
Students will identify factors that affect blood flow and/or describe
how these factors affect blood flow through the cardiovascular
system.
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
endothelium
smooth muscle
valve
connective tissue
ARTERY
VEIN
CAPILLARIES
arteriole
venule
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.
BENCHMARK SC.912.L.14.52
•
Reporting Category
Organisms, Populations, and Ecosystems
•
Standard
Standard 14 Organization and Development of Living Organisms
•
Benchmark
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.)
•
Also Assesses
SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and
pathogenic agents to health from the perspectives of both individual and public
health.
HE.912.C.1.4 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.
•
•
Benchmark
Clarifications
•
Content Limits
Items assessing the significance of genetic factors, environmental factors, and
pathogenic agents to health are limited to a conceptual understanding.
•
•
•
Stimulus Attribute
Response Attributes
Prior Knowledge
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.
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.
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)
Line of Defense
• 1st Line: barriers
– Broad, external defense
• “Walls and Moats”
• skin & mucus membranes
• 2nd Line: Nonspecific patrol
– Broad, internal defense
• “Patrolling soldiers”
• phagocytes eating WBC’s
• 3rd 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
2nd 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)
3rd 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 bone marrow)
• produce antibodies that combine with antigens and target
particular pathogens
• Produce memory B cells
–T lymphocyte cells (mature in thymus 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
Antigens in a vaccine
1
trigger an immune response,
immune response
and memory B cells are
memory B cells
made.
– causes memory
memory B cell is
cells to be produced
2 Astimulated
when the real
pathogen binds to it.
– allows immune
system to respond
quickly to infection
The B cell quickly activates
3
and makes antibodies that
– has such a fast
fight the pathogens before
you get sick.
response, a person
will not 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
Standard 16 Heredity and Reproduction
•
Benchmark
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.
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.
•
Stimulus Attribute
Illustrations or diagrams may be used.
•
Response Attributes
None specified
•
Prior Knowledge
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
placenta
amniotic sac
– placenta connects mother umbilical
cord
and embryo.
uterus
– umbilical cord connects
amniotic sac
embryo to placenta.
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 14th when we will cover the
topics of Evolution and
Classification.