Animals: Structure and Function Unit Plan
Overall Focus
- Groups of organs with specific structures and functions work together as systems,
which interact with other systems in the body.
- The development and uses of technology to maintain human health are based, in part,
on the changing needs of society
Assessment for grades
Unit Summative: How is your lifestyle affecting your body
systems?
K/U, Thinking, Application, and Communication are evaluated
Student Copy
Grade
Weight
Date
1
What you need to write a proper lab report
Unit Test (Open book for K/U Multiple Choice Section)
Thinking and Application are evaluated
Resources
Articles of interest
- Breakthrough in understanding hereditary emphysema
- Energy drinks with alcohol risky
- Grape ingredient resveratrol increases beneficial fat hormone
- Method for manufacturing patient specific platelets
- Researchers inch closer to unlocking potential of synthetic blood
- The tongue in your lung that fights asthma
- Weaponised eggs turns predator’s stomach
- Coffee in Vietnam
- How good cholesterol turns bad
- Tuberculosis: The second coming
- Vitamin D and type II diabetes
1
Main Topics
Intro to science
Digestive System
Circulatory System
 Medical Disorders
 Medical Diagnosis
 Tutorial Questions
Lab Investigations
Course Introduction
1. I BELIEVE THAT YOU CAN SUCCEED AT THE HIGHEST LEVEL,
THEREFORE I AM GOING TO TEACH YOU WITH THAT EXPECTATION.
2. View and discuss this video from the movie “Men in Black”.
3. View and discuss this video before beginning the course.
Ken Robinson says schools kill creativity
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
In this course we will work together to develop both the creative and analytical parts of your
minds.
1. What do you think of Ken Robinson’s perspective on education? Record some of your
thoughts below.
2. Now describe what you think science is. For instance, imagine that you had to explain to
your mother or father that you are taking science in school at the moment. What does that
mean? What do you expect to learn in science class?
3. Do you like science? Why or why not?
4. What is a fact? Give an example.
fact: A natural phenomenon repeatedly confirmed by observation.
4. Explain how you think science is conducted.
(University of California Museum of Paleontology, Berkeley. Retrieved from
http://undsci.berkeley.edu/article/0_0_0/howscienceworks_02)
Key Concepts and Skills
☐E3.2
Explain what happens to all of the nutritional parts of your food (eg. proteins, fats,
carbohydrates, fiber, water, minerals and vitamins) when it is digested. You must refer to all of
the organs, enzymes and substances involved in the digestive tract.
Resources
Note: Organs and Organ Systems (Password Protected) / YouTube video of this note
Note: Human Digestive System (Password Protected) / YouTube video of this note
 Diagram: Digestive System / Teacher Copy
 Distribution Access Video: Body Systems (In library) – Digestive System Section
ACTIVITY
7 Days in total
- 1.5 periods for introduction to science and course
intro
- 2 days for diagrams and activity
- 3 days for lab investigations
You will use a blank sheet of 8.5 x 11 to draw the digestive system and summarize on the diagram
the entire pathway of food as it moves from eating to egestion. You must use arrows to highlight
names of organs, areas that specific actions occurs, action of various enzymes and other susbstances
(eg. Bile, bicarbonate, and areas of possible disorders. It is recommended that you will trace all of
your words and structures in black marker and will then colour code all of the organs. You will use
this diagram as a study tool for the unit test and summative/exam at the end of the course. When
you have finished, take a digital photo for your own review notes. These photos can be posted on
the class Google Doc.
LAB
Considering that human saliva contains amylase, which sugar would be better to use if you were
creating an everlasting Gobstopper; sucrose or starch? Investigation Outline
Note: Minerals and Vitamins (Password Protected) / YouTube video of this note
LAB
How many Tums are too many?
Original LAB INVESTIGATION
Use a lab template to investigate and report on a question that relates to the human digestive system.
☐E3.1
- Define or explain the following terms: breathing, respiration, ventilation, hemoglobin
- Explain how oxygen moves from the atmosphere all the way into the interior of a single cell in
your body. Then explain how carbon dioxide that is released from a single cell in your body
makes its way into the atmosphere.
- Explain the same thing as above for a fish and an insect
Resources
 Distribution Access Video: Body Systems (In library) – Respiratory System Section
 Note: Respiratory Systems (Password Protected) / YouTube video of this note
Note: How Humans Breathe (Password Protected) / YouTube video of this note
Video: Intercostal muscles, diaphragm and pressure within the alveoli during respiration
 Diagram: Respiratory System / Teacher Copy
Video: Vocal Cords
 Diagram: Lobes of the Lung (The right lung is larger because the heart being inclined to the left)
ACTIVITY
You will use a blank sheet of 8.5 x 11 to draw the respiratory system. You will then trace the path of
oxygen and carbon dioxide throughout the entire system.
ACTIVITY
Look at the healthy and diseased pig lung kit and discuss the differences between each set of lungs.
LAB
Use the vernier spirometer to investigate the following questions.
Is there a correlation between body size and lung capacity? Is there a correlation between an
athlete’s lung capacity and a non-athlete’s lung capacity? What other correlations could you
investigate?
DOGFISH &/or PIG DISSECTION
Video: Dogfish Dissection
Identify the spiral valve, gills, heart(s), and liver of Dogfish
Identify all major digestive system structures of the Pig.
Original LAB INVESTIGATION
5 Days in total
- 2 days for diagram and activities
- 2 days for lab investigations
- 1 day for dissection
Use a lab template to investigate and report on a question that relates to the human respiratory
system.
☐E3.3
- What is blood made of and what functions does blood serve?
- Describe the pathway that a red blood cell takes from the right atrium all the way back to the
right atrium.
Resources
 Distribution Access Video: Body Systems (In library) – Circulatory System Section
Note: Human Blood (Password Protected) / YouTube video of this note
 Note: Human Circulatory System (Password Protected) / YouTube video of this note
Video: Pathway of Blood Through Heart Animation
 Diagram: Heart Diagram / Teacher Copy
5 Days in total
- 2 days for diagram and activity
- 2 days for lab investigations
Video: Leaky Valve - Mitral Valve Regurgitation
Video: How to take Blood Pressure
Diagram: Normal Blood Pressure Range
ACTIVITY
You will use a blank sheet of 8.5 x 11 to draw the circulatory system. You will then trace the path of
oxygen and carbon dioxide throughout the entire system.
LAB
Use stopwatches or other equipment to investigate the following questions.
Is there a correlation between body size and heart rate?
Is there a correlation between an athlete’s heart rate and a non-athletes heartrate?
What other correlations could you investigate?
Original LAB INVESTIGATION
Use a lab template to investigate and report on a question that relates to the human circulatory
system.
☐E3.4
Describe the causes, symptoms and treatments for the following disorders:
asthma, emphysema, ulcers, colitis, cardiac arrest, arteriosclerosis
Resources
 Video: Colonoscopy
 Video: How diabetes affects your blood sugar
3 Days in total
- 2 days for activities
- 1 day for investigation
ACTIVITY
Digestive System Disorders Diagnosis (Password Protected) / Answer Key
ACTIVITY
Circulatory System Disorders Diagnosis Activity (Password Protected)
 Video: Asthma
Video: Emphysema
Video: Arteriosclerosis
Video: Angioplasty (used for treatment of arteriosclerosis)
Video: Congestive Heart Failure
Video: Heart Attack vs Heart Failure
Original INVESTIGATION
You will now ask an original question related to digestive, respiratory, or circulatory disorders and
will present what you have learned to the class by posted your question and answer under the
Animals: Structure and Function section of the class wiki. You are encouraged to link or make
videos, use text, use images, use sound files, or any other form of communication that you choose.
☐E3.5
Explain how medical professionals diagnose treat digestive system tumours, lung tumours, and
aneurysms
Resources
Video: Colour Coded Surgery (TED Talks)
Video: MRI (Magnetic Resonance Imaging)
Video: CT scan overview (Computed Tomography – A series of x-rays stitched together by a
computer)
Video: Spinal cord tumor removal by laser
1 Day in total
- 2 day for videos
 Video: Throat cancer removal
 Video: Using iPhones for medical diagnosis
Original INVESTIGATION
You will now ask an original question related to medical diagnosis or treatments and will present
what you have learned to the class by posting your question and answer under the Animals:
Structure and Function section of the unit Google Doc. You are encouraged to link or make videos,
use text, use images, use sound files, or any other form of communication that you choose.
☐E2.1
Define or explain the following terms:
systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma,
and constipation
Unit Test Review
-
Each student will develop their own digestive, respiratory, or circulatory system medical
disorder case study. Students will then work to solve each other’s case studies as a skill and
knowledge review for the unit test.
Blank diagrams for the circulatory, digestive, and respiratory system will be provided
A Unit Summary Review sheet will be provided
Tutorial Questions
1. Why is the adam’s apple larger in men?
2. Which type of animal; carnivore, herbivore, or omnivore would you expect to have the longest
digestive tract? Explain your reasoning.
3. If someone gets lung cancer as a result of smoking, should public health care pay for his/her
treatment?
4. Why is blood normally taken from veins rather than arteries?
5. Does it make a difference which arm you use to measure blood pressure?
6. Name five disorders of the digestive system, the respiratory system, and the circulatory system
and provide an explanation of the causes, symptoms, and treatments of each.
LAB INVESTIGATIONS
Lab Title: Using Benedict’s Solution and Iodine to determine the longest lasting carbohydrate to use
in an everlasting gobstopper; sucrose or starch.
Purpose or Question: Does amylase digest starch or sucrose?
Dependent variable (what you are measuring) AND Independent variable (what you are
controlling):
Dependent variable: The colour change that occurs using Benedict’s Solution or Iodine Solution.
Independent variables: Amount of Benedict’s and Iodine solutions, amount of starch and sucrose,
the time that the digestion reaction is allowed to occur for, the temperature and amount of water that
is used to dissolve the starch and sucrose.
Observations
Table #1:
Substance
Starch + Water
(This CONTROL allows you to ensure that
starch alone does not contain glucose before a
reaction takes place)
Amylase + Water
(This CONTROL allows you to ensure that
amylase alone does not contain glucose before
a reaction takes place)
Sucrose + Water
(This CONTROL allows you to ensure that
sucrose alone does not contain glucose before
a reaction takes place)
Starch + Water + Amylase
(This is a TEST to determine if a change has
taken place as a result of amylase)
Sucrose + Water + Amylase
(This is a TEST to determine if a change has
taken place as a result of amylase)
Conclusion
Before
testing with
Iodine
After
testing
with Iodine
Before
testing with
Benedict’s
Solution
After testing
with
Benedict’s
Solution
Lab Title:
Purpose or Question: Does pH affect pepsin’s ability to digest the proteins in your food?
Dependent variable (what you are measuring) AND Independent variable (what you are
controlling):
Dependent variable:
Independent variables: The time that the reaction will occur for, the amount of the solution that is
used, the size of the egg cube, the temperature of the solution
Observations
Table #1:
Conclusion
Lab Title (Digestive System – Original Lab Investigation):
Purpose or Question:
Dependent variable (what you are measuring) AND Independent variable (what you are
controlling):
Dependent variable:
Independent variables:
Observations
Conclusion
Lab Title (Spirometer Investigation):
Purpose or Question:
Dependent variable (what you are measuring) AND Independent variable (what you are
controlling):
Dependent variable:
Independent variables:
Observations
Conclusion
Lab Title (Respiratory System – Original Lab Investigation):
Purpose or Question:
Dependent variable (what you are measuring) AND Independent variable (what you are
controlling):
Dependent variable:
Independent variables:
Observations
Discussion
Conclusion
Lab Title (Heart rate Investigation):
Purpose or Question:
Dependent variable (what you are measuring) AND Independent variable (what you are
controlling):
Dependent variable:
Independent variables:
Observations
Discussion
Conclusion
Lab Title (Circulatory System – Original Lab Investigation):
Purpose or Question:
Dependent variable (what you are measuring) AND Independent variable (what you are
controlling):
Dependent variable:
Independent variables:
Observations
Discussion
Conclusion