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Exploring Respiration and Circulation

Science and Technology concepTS™

Tab 2: Unit Overview and Goals i

CONTENTS

Exploring Respiration and Circulation Unit Overview ............. 2

Concept Storyline: Exploring Respiration and Circulation ...... 5

Suggested Pacing Guide: Exploring Respiration and Circulation .................................... 6

Exploring Respiration and Circulation Unit Goals ................... 7

CONTENTS

UNIT OVERVIEW AND GOALS

2 STC Unit: Exploring Respiration and Circulation

EXPLORING RESPIRATION AND CIRCULATION UNIT OVERVIEWAll students are interested in their bodies and how they work. Exploring Respiration and Circulation gives students an opportunity to express what they already know about their bodies and extend their understanding by performing a series of engaging hands-on activities.

Exploring Respiration and Circulation is divided into two parts: The Respiratory System and The Circulatory System. In the first half of the unit, students learn that breathing is the mechanical process of moving air into and out of the lungs, while cellular respiration is a metabolic activity that uses oxygen and releases energy and carbon dioxide. As the unit proceeds, students discover that the circulatory system transports oxygen to the body’s cells and carries away carbon dioxide. Students’ classroom investigations, coupled with readings about health and medicine, help them recognize the roles of these two body systems in maintaining wellness. A Concept Storyline for Exploring Respiration and Circulation appears on page 6.

This unit gives students opportunities to build on skills and concepts presented in previous lessons. As students progress through the unit, they take greater responsibility for their own learning, eventually planning and conducting their own procedures, devising their own data tables, and analyzing the results they obtain.

LESSON-BY-LESSON SUMMARY

PART 1 THE RESPIRATORY SYSTEMLesson 1 is a pre-assessment for the unit. Based on their current knowledge, students brainstorm a list of organs and organ systems in the body. Students then begin constructing a human body systems poster that they will revisit in subsequent lessons, revising it and adding new information. Near the end of the lesson, students construct definitions of “organ” and “body system.” Lesson 1 concludes with a

reading selection that introduces students to “The Adventures of Peppi and Bollo,” a serial reading selection featuring two miniature aliens sent to Earth by a group of scientists in another galaxy. In this serial reading selection, Peppi and Bollo lead students on a narrated tour of the body systems covered in this unit.

In Lessons 2 and 3, students discover how their bodies obtain a substance needed by living cells—oxygen. They explore the mechanisms of breathing and gas exchange, as well as the capacity of the lungs to hold large quantities of air.

The logical next step is to explore what happens to oxygen and digested nutrients when they reach the body cells. Thus, in Lesson 4, students explore cellular respiration, the process whereby oxygen reacts with nutrients to release energy for life activities. First, students explore combustion by observing a burning candle. This experience familiarizes them with the raw materials and end products of oxidation. Students then perform a series of short inquiries during which they examine the raw materials and waste products of cellular respiration. When these investigations are complete, students compare and contrast the processes of combustion and cellular respiration.

In Lesson 5, students explore the nature of calories by comparing the relative amounts of heat released by two different foods—marshmallows (representing carbohydrates) and sunflower seeds (representing proteins and fats). This inquiry vividly illustrates the energy potential in various foods. A reading selection at the end of Lesson 5 highlights the roles of calorie intake and exercise in a healthy lifestyle.

Lesson 6, the first of two formal assessments, has two parts. The first part is a performance assessment in which students are challenged to design and conduct an inquiry to detect a waste product of cellular respiration. In the second part of the assessment, students work individually to complete a series of selected-

Tab 2: Unit Overview and Goals 3

response items, many of which involve analyzing illustrations of processes or concepts introduced in Lessons 1 through 5. Students also update and revise their human body systems posters.

PART 2 THE CIRCULATORY SYSTEMPart 2 of Exploring Respiration and Circulation, The Circulatory System, deals with how nutrients, oxygen, and waste materials are transported throughout the body. Lesson 7 introduces the Exploring Respiration and Circulation Exploration Activity, which is titled Diseases and Health Careers. The Exploration Activity is a research project during which students work in pairs to gather information about a disease or health care career, organize their findings, and display them in poster form. When their work is complete, each pair shares its poster with the class in a brief oral presentation. Students are encouraged to use a variety of print, audiovisual, and online resources to research the topic they have selected for their Exploration Activity. A reading selection at the end of the Exploration Activity explores causes and treatments of human diseases.

Lessons 8 through 10 concern the heart and the circulatory system. These lessons focus on how oxygen and nutrients are transported to the body cells and how wastes are carried away for eventual elimination. In Lesson 8, students use a siphon pump to explore the double-pump action of the heart. Heart rate and the factors that affect it are investigated in Lesson 9. Narrowed arteries and the burden they place on the heart are examined in Lesson 10.

Following Lesson 10, students have two or three periods to present their Exploration Activity to the class. They can also use this time to review for their final assessment.

Lesson 11 is a comprehensive unit assessment. In the first part of this assessment, students design and carry out an inquiry that explores the effect of exercise on breathing rate. In the second part, they respond to a series of selected-response items and put the finishing touches on their human body systems posters.

GLOSSARY

A glossary is included at the back of the Student Guide. It expresses scientific terms and concepts in a more formal language than students may initially use when they talk about or reflect on the inquiries and their observations. Before you introduce students to and have them use the more formal scientific terms, allow them to develop explanations and express their understanding in their own words.

READING SELECTIONS

The STC Program™ incorporates two types of reading selections into each unit to enhance and extend the lesson material. The first type is embedded directly into the procedure of the lesson. Called “Building Your Understanding,” these reading selections provide background information or further explanation of concepts that are critical to a student’s understanding of the inquiry at hand. A second type, “Extending Your Knowledge,” appears at the end of the lessons, extending the concepts of the lesson to the real world, highlighting the application of the concepts in such contexts as science and technology careers, current events, and the history of science and technology. Each of these reading selections is followed by two open-ended questions designed to help students apply the information from the text and extend their thinking.

SCIENCE NOTEBOOKS

Students should have a science notebook in which to record their observations, data, conclusions, and answers to questions as well as their own ideas and thoughts as they progress through the inquiries in the unit. Students should come to view their notebook as a resource that they can use throughout the unit. Reviewing observations, data, and information will help them refine their understanding of key concepts and conceptual models. Teachers will find the science notebook to be a valuable assessment tool in tracking student progress in both content knowledge and inquiry skills.



USING THE ANNOTATED TEACHER’S EDITION FOR STC-SECONDARY

The Teacher’s Edition for STC–Secondary was developed to support the teacher in every aspect of the unit. Imagine having everything right at your fingertips, yet in an organized and intuitive design. In each lesson, you will find two types of content—pages that support the teacher, and pages that help the teacher support the students.

Teacher-only Content Pages: These pages have no student guide correlation, and appear at the beginning and end of each lesson. Here you will find overview and background information, planning and preparation, common misconceptions, homework and extension activities, and assessment guidelines. These pages guide teachers to obtain and prepare materials and highlight the concepts of the lesson.

Annotated Student Pages: These pages include inset full-color Student Guide pages right in the Teacher’s Edition. This way, you’ll always have the student instructions and reading selections right in front of you. The step numbers for each inquiry correspond one-to-one between the Student Guide step and the annotated wrap of the Teacher’s Edition. The notes in the wrap provide anticipated or best responses, guide teachers in informal assessment, and offer classroom management tips. It is important to remember that the Student Guide explains the procedure while the annotation in the Teacher’s Edition wrap-around supports what is presented there.

TEACHER’S TOOLS CD

The CD included with the kit includes PDF files of all the reproducible sheets needed to teach this unit. Blackline masters are grouped by lesson, so finding exactly what you need is fast and simple. If your unit uses chemicals, you’ll also find PDFs of all the MSDS to print and have on hand in your classroom or the main office. Additional items include English and Spanish versions of the safety contract and any images or diagrams that need to be printed for use with overhead projectors or document cameras.


GRADE-LEVEL CONCEPTSUNIT CONCEPTSUNIFYING THEME

SUBCONCEPT 1Body systems are made of organs that work together.

Lesson 1: Human Body Systems—A Pre-assessmentStudents assemble a poster showing the positions and names of several of the major organs of the body.

SUBCONCEPT 2Breathing is the mechanical process of moving air into and out of the lungs.

Lesson 2: Assessing Breathing ModelsStudents view the bell jar model of breathing. Students design and build a breathing model using a syringe, a balloon, and water.

Lesson 3: How Much Air Can You Exhale?Students determine several aspects of lung capacity.

SUBCONCEPT 3Cellular respiration is the process by which nutrients in food are broken down to release energy.

Lesson 4: Recipe for Energy—Cellular RespirationStudents learn that cellular respiration is a form of oxidation. Students discover the products of cellular respiration.

Lesson 5: Releasing Energy From FoodStudents explore the nature of calories by determining the relative amounts of energy in two different foods.

Lesson 6: The Respiratory System—An AssessmentStudents design and perform an inquiry to determine whether the gaseous waste product of cellular respiration can pass through a membrane.

SUBCONCEPT 4Diseases can affect different body systems in many ways.

Lesson 7: Exploration Activity: Diseases and Health Careers

Students research a disease or a health career.

SUBCONCEPT 5The human heart acts as a double pump, sending blood to the lungs to receive oxygen while simultaneously delivering oxygenated blood to the rest of the body.

Lesson 8: The Pumping HeartStudents assemble a working double-pump model of the heart.

SUBCONCEPT 6Pulse is an indication of heart rate. Blood pressure reveals how much resistance the heart must overcome to keep blood flowing through the vessels.

Lesson 9: Factors Affecting Heart RateStudents learn how to take a pulse. Students design an inquiry to test the effect of increased weight or exercise on heart rate.

Lesson 10: The Heart Meets ResistanceStudents discover that the diameter of a tube affects how hard a pump must work to circulate a liquid through it.

Lesson 11: Final Assessment— Exploring Respiration and Circulation

Students design an inquiry to determine the effect of exercise on breathing rate. Students also answer a series of selected-response items to demonstrate their knowledge of the concepts of the unit.

Concept Storyline: Exploring Respiration and Circulation

• The human body is made of different organs. Every organ belongs to one or more body systems.

• The respiratory system obtains oxygen for the body and releases carbon dioxide. • The circulatory system transports oxygen, along with nutrients, to the cells. The circulatory system also carries away carbon dioxide.

• During gas exchange in the lungs, oxygen is absorbed by the bloodstream and carbon dioxide is released. • In cellular respiration, oxygen and nutrients combine to release the energy needed for life activities. Carbon dioxide is a waste product of cellular respiration.


1 Getting Started

Inquiry 1.1

2 Inquiry 1.1 continued

Reflecting on What You’ve Done

Reading Selections

3 Getting Started

Inquiry 2.1Reading Selection


Reflecting on What You’ve Done Reading Selection

5 Getting Started

Inquiry 3.1



Reading Selections

7 Getting Started


8 Inquiry 4.2


Reading Selections

9 Getting Started

Reading Selection Inquiry 5.1



11 Getting Started

Part 1: The Performance Assessment

12 Part 2: The Written

Assessment

13 EXPLORATION

ACTIVITY Getting Started

Part 1: Introducing the Exploration Activity:

Planning Your Research

14 Assessment Results


15 Getting Started




Reading Selections

17 EXPLORATION

ACTIVITY Part 2: Conducting Your

Research

18 Getting Started

Reading Selection Inquiry 9.1



20 EXPLORATION

ACTIVITY Part 3: Presenting What

You’ve Learned (In-class work on

posters/presentations)

21 Getting Started

Inquiry 10.1 Reflecting on

What You’ve Done Reading Selections

22 EXPLORATION

ACTIVITY Part 3 continued

(Presentations)

23 EXPLORATION

ACTIVITY Part 3 continued

(Presentations)

24 Getting Started

Assessment Part 1: Designing and

Conducting Inquiry

25 Assessment Part 2:

Completing Selected-Response Items and Final Revision of Human Body

Systems Posters

26 Assessment Results


27 Open

28 Open

29 Open

30 Open

Lesson 6 Lesson 7

Lesson 9

Lesson 11Lesson 10

Lesson 8

Lesson 5Lesson 4

Lesson 2 Lesson 3Lesson 1

Suggested Pacing Guide: Exploring Respiration and CirculationPacing Guide is based on 40- to 50-minute class periods.



EXPLORING RESPIRATION AND CIRCULATION UNIT GOALS

The human body is made up of systems, which are made up of organs, which are made up of tissues, which are made up of cells.

Each organ belongs to one or more body systems.

Every human body system contributes to life and health.

Models have strengths and limitations in representing human body systems.

Breathing is the mechanical process of moving air into and out of the lungs.

The bloodstream releases waste carbon dioxide into the lungs while it picks up oxygen.

Even when a person forcibly exhales as much air as possible, the lungs will still contain some air, just as a wet sponge still contains water after being squeeed.

Residual volume is the amount of air left in the lungs after the most forceful exhalation a person can make.

Vital capacity is the total amount of air the lungs can hold, minus the residual volume.

Vital capacity can be determined by measuring the amount of air a person can exhale after a deep breath.

Total lung capacity is the sum of vital capacity and residual volume.

Many internal and external factors influence lung capacity.

Oxidation is the process during which a substance combines with oxygen.

Combustion is a form of oxidation that is accompanied by a rapid release of energy in the form of heat and light.

Cellular respiration is a form of oxidation in which nutrients are oxidized to release energy slowly.

Energy, carbon dioxide, and water are products of cellular respiration.

Carbon dioxide and a small quantity of heat are eliminated from the body during exhalation.

Exhaled air contains a higher percentage of carbon dioxide than inhaled air does.

A calorie is a unit of measure of heat energy.

One calorie is the amount of heat energy needed to raise the temperature of 1 gm of water 1˚C.

Food calories are a measure of how much heat a food produces when it is burned.

Different foods have different caloric, or energy, values measured in kilocalories (C).

A disease is characterized by specific symptoms, causes, treatments, and mechanisms for prevention.

Health careers include many different kinds of jobs, each with particular duties, educational requirements, salary ranges, and lifestyle implications.

Technology is used to diagnose and treat many diseases.

The human circulatory system consists of organs that work together to move blood throughout the body.

Humans have a closed circulatory system.

The human heart acts as two pumps, one sending blood to the lungs, and the other sending blood to the rest of the body.

In this unit, students investigate the respiratory system and the circulatory system. Their experiences introduce them to the following concepts, skills, and attitudes:

CONCEPTS



Using models to simulate the breathing process.

Performing activities to demonstrate how much air the lungs can hold.

Devising data tables.

Performing experiments to demonstrate combustion.

Using a model to demonstrate the waste products of cellular respiration.

Comparing the amounts of heat energy in different foods.

Recognizing the roles of food choice and exercise in maintaining good health.

Researching a disease or a health career.

Assembling and operating a model of the human heart.

Taking a pulse and determining heart rate.

Designing and performing an inquiry to test the effect of exercise or increased weight on heart rate.

Assembling and operating a model to demonstrate normal blood pressure and high blood pressure.

Communicating results through writing and with graphs.

Reflecting on experiences with body systems through writing and discussion.

Sharing the results of research with the class.

Designing and creating a poster to show research results.

Reading to obtain more information about the respiratory system and the circulatory system.

SKILLS

Developing an interest in investigating processes and structures in the respiratory system and the cardiovascular system.

Recognizing the importance of exercise and balanced nutrition in respiratory and cardiovascular health.

ATTITUDES

The valves of the heart prevent the backward flow of blood.

Pulse is the rhythmic expansion and recoil of arteries that is caused by the contractions of the heart.

A pulse is an indication of heart rate.

Heart rate is influenced by a variety of factors, including exercise and weight.

Blood pressure is a measure of the force exerted by the blood on the walls of the arteries.

When arteries are narrowed by plaque or hardened by age, the heart must work harder to pump blood through them.

STC Life Science Strand: Life on Earth i

PART 1 THE RESPIRATORY SYSTEM

Lesson 1 Human Body Systems—A Pre-assessment

Lesson at a Glance ..................................................................... 1-A

Priestley’s Mouse ........................................................................... 5

Inquiry 1.1 Human Body Mapping ..................................... 6

Spies: All Systems Go! .................................................................... 8

Lesson 2 Assessing Breathing Models


Excuse Me, Please! .................................................................12

Inquiry 2.1 Assessing the Syringe Model of Breathing ..... 17

Spies: The Journey Begins ............................................................. 20

Lesson 3 How Much Air Can You Exhale?

Lesson at a Glance .................................................................... 25-A

Inquiry 3.1 Measuring How Much Air You Can Exhale ..... 29

High-Altitude Homeostasis ........................................................... 33

Dr. Heimlich’s Lifesaving Maneuver .............................................. 35

Lesson 4 Recipe for Energy—Cellular Respiration


Oxidation—One Process, Two Forms ........................................... 38

Inquiry 4.1 Investigating Cellular Respiration ................ 41

Inquiry 4.2 Using a Model to Show Evidence of a

Waste Product of Cellular Respiration ........ 43

Across the Membrane: Diffusion Is Part of Breathing ................... 46

Polio: Machines and Medicine Control a Killer .............................. 48

Spies: Why So Many? ..................................................................... 52

CONTENTS

EXPLORING RESPIRATION AND CIRCULATION

ii STC Unit: Exploring Respiration and Circulation

Lesson 5 Releasing Energy From Food


Counting Calories: Bombs Away! .................................................. 58

Inquiry 5.1 Comparing the Energy Released by

Marshmallows and Sunflower Seeds .......... 60

Go for the Burn .............................................................................. 64

Lesson 6 The Respiratory System—An Assessment


Part 1: The Performance Assessment ..................................... 71

Part 2: The Written Assessment ............................................. 74

Welcome the Workouts ................................................................. 75

PART 2 THE CIRCULATORY SYSTEM

Lesson 7 Exploration Activity—Diseases and Health Careers


Part 1: Introducing the Exploration Activity:

Planning Your Research ...............................................81

Part 2: Conducting Your Research ......................................... 83

Part 3: Presenting What You’ve Learned ............................... 84-A

Disease: What’s Gotten Into You? ................................................. 85

Lesson 8 The Pumping Heart


Dr. William Harvey Closes the Loop ............................................... 93

Inquiry 8.1 Analyzing the Siphon-Pump Heart Model .... 94

Marcello Malpighi—Man with a Microscope ................................ 96

Scrubbing Nephrons ..................................................................... 98

Spies: Back in Circulation ............................................................... 102

STC Life Science Strand: Life on Earth iii

Lesson 9 Factors Affecting Heart Rate


The Beat Goes On .......................................................................... 111

Inquiry 9.1 Exploring Factors That Affect Heart Rate ..... 112

Blood: Life’s Liquid ........................................................................ 114

Lesson 10 The Heart Meets Resistance


Inquiry 10.1 Feeling the Pressure ...................................... 123

Blood Pressure: What Goes Up Should Come Down ..................... 126

Spies: Back Home .......................................................................... 129

Lesson 11 Final Assessment—Exploring Respiration and Circulation


Part 1: Designing and Conducting

an Inquiry ...................................................................... 135

Part 2: Completing Selected-Response Items

and Final Revision of Human Body

Systems Posters ............................................................ 136

Organ and Tissue Transplantation: A ’Round-the-Clock Need ....... 137

LESSONEXPLORATION ACTIVITY

GETTING STARTED PART 1 Introducing the Exploration Activity: Planning Your Research

OBJECTIVES Research a disease that has a major effect on the human body.

or—

Explore a health career that involves disease research, diagnosis, treatment, or prevention.

Select a disease to research.

or—

Choose a health career to research.

CONCEPTS A disease is characterized by specific symptoms, treatments, causes, and mechanisms for prevention.


A disease is characterized by specific symptoms, treatments, causes, and mechanisms for prevention.


OVERVIEW Students discuss questions related to the reading selection “Disease: What’s Gotten Into You?”

Students select a disease or a health career to research.

KEY TERMS Antibiotic

Bacteria

Pathogen

Virus

TIME 0.25 period 0.75 period

CORRELATION TO NATIONAL

SCIENCE STANDARDS

Content Standard A• Abilities necessary to do scientific inquiry• Understanding about scientific inquiry

Content Standard C• Structure and function in living systems

Content Standard F• Personal health




77-A STC Unit: Exploring Respiration and Circulation

LESSON AT A GLANCE

PART 2Conducting Your Research

PART 3Presenting What You’ve Learned READING SELECTION

Conduct research on a disease or a health career.

Use a variety of tools and resources including books, magazines, and the Internet to gather, interpret, and explain data.

Design and create a poster to display the results of research.

Create a bibliography of references.

Make an oral presentation to the class summarizing the research.

Disease: What’s Gotten Into You? Read about diseases caused by pathogenic bacteria and viruses.







Students answer questions about the reading selection and share their responses with the class during “Getting Started.”

Students conduct research to learn about a disease or a health career.

Students compile a bibliography of the resources they use.

Students design a poster and give presentations about what they have learned about either a disease or a health career.

“Disease: What’s Gotten Into You?” describes the body’s natural defenses against disease and explains how antibiotics can be used to combat many pathogenic bacteria.

Job outlook

Symptom

Antibody

Macrophage

Vaccination

1.0 period 3.0 periods (plus out-of-class research)









STC Life Science Strand: Life on Earth 77-B

EXPLORATION ACTIVITYLESSON

OVERVIEW

Now that students have completed their investigations of the respiratory system, it is an appropriate time to introduce them to the Exploration Activity for Exploring Respiration and Circulation. For the Exploration Activity, each pair of students will choose one disease or one health career to explore in detail. They will work individually to complete their research over the next few weeks. They will collaborate to organize their findings in poster format. Finally, on a date that you have chosen and announced in advance, the students will present their findings to the class.

BACKGROUND

The Exploration Activity allows students, working in pairs, to choose one of two major areas of focus—a disease or a health career—for an independent research project. When they complete their research, students will present their findings to the class.

The inquiries and readings in this unit primarily cover how a healthy human body works. Students who choose to research and explore disease will focus on a different area—on what happens when something goes wrong in the body. As students’ understanding of normal body functions increases, they should find the study of disease—its cause, cure, prevention, and related topics—more and more interesting. For students who are interested in health careers, the Exploration Activity will afford an opportunity to learn more about careers that involve research into the causes, cure, treatment, or prevention of disease, or the delivery of health care. Suggested topics for both areas of research appear in the Student Guide.

One purpose of the Exploration Activity is to give thematic cohesion to the unit. Instead of focusing on just one human body system, the Exploration Activity gives students an opportunity to integrate information on various systems. Another purpose of the Exploration Activity is to enhance students’ research skills and their ability to work collaboratively. The activity gives them experience in organizing their work and meeting long-term deadlines. It also challenges their creativity and gives them an opportunity to develop their oral and written presentation skills. Finally, the Exploration Activity complements the Exploring Respiration and Circulation unit by focusing on certain National Science Education Standards that are not covered in depth during the students’ inquiries and reading.

The Exploration Activity offers an excellent opportunity for you to coordinate with teachers in other subject areas and reinforce students’ learning. For example, if one pair of students decides to research the bubonic plague, a world studies teacher could have students trace the spread of the plague throughout Europe. An English teacher could ask students to imagine they are living in a village where the plague has spread and to write a letter describing the experience to relatives in another country.

77-C STC Unit: Exploring Respiration and Circulation

READING SELECTION

A reading selection titled “Disease: What’s Gotten Into You?” introduces students to disease-causing bacteria and viruses. Students will learn that the human body has natural defenses that combat these foreign invaders. They will also discover how modern medicine relies on antibiotics to fight many pathogenic bacteria.

Encourage students to use the Internet for their research. If such resources are available at your school, schedule at least one day in the computer lab or media center. Before you visit the computer lab, you may want to give your school media specialist some background information on this unit and the Exploration Activity, and ask him or her to provide special assistance to students.

In addition to enhancing students’ research and presentation skills, the Exploration Activity provides an excellent opportunity to help students learn to plan their work, manage their time efficiently, and work toward a long-term goal. When making this assignment, emphasize the importance of the final deadline as well as the intermediate deadlines specified on the Exploration Activity Timeline (Student Sheet 7.1a). Monitor students’ progress closely.

To prevent any inadvertent conflicts with school events or holidays, make sure that you consult your school’s master schedule before assigning deadlines for each stage of the work. You may want to schedule the presentations just before Lesson 11, which is the final assessment. This will give students as much time as possible to work on their presentations. It will also give them a few extra days to review for the assessment. (You should allow students one period to practice their oral presentations and, depending on the size of the class, one or two periods to make their presentations.)

To help ensure that students follow the timeline, it may be helpful to elicit the support of parents. You may consider sending home a letter that explains the Exploration Activity.

STC Life Science Strand: Life on Earth 77-D

LESSONlesson


INTRODUCTION

Diseases have had a strong impact on human history. For example, a disease called the bubonic plague killed millions of people in the Middle Ages.

Because of scientific advances, some diseases that used to cause widespread suffering and death have been nearly wiped out. The severity of other diseases has been greatly reduced. In your parents’ lifetime, for example, a vaccine has eliminated smallpox from the world. Tuberculosis, a serious lung disease, can often be cured. When public health measures are in

place, the spread of this disease can be controlled. New diseases are always emerging, however. For example, acquired

immune deficiency syndrome (AIDS) was unknown until the last quarter of the 20th century.

What are diseases? What causes them? How are they spread? How do they affect the human body? How are they diagnosed, treated, prevented, and cured? What role do health professionals—doctors, nurses, researchers, technicians, health educators, and others—have in keeping people healthy and disease-free?

The Exploration Activity that begins in this lesson will help you and your classmates answer questions such as these. You and your partner will choose one disease or health career to research in detail. Over the next few weeks, you will work on your research and organize your findings. Finally, you’ll share your findings with the class in a poster presentation.

The InTerneT wIll be a helpful resource for your exploraTIon acTIvITy research.PHOTO: © Terry G. McCrea/Smithsonian Institution

EXPLORATION ACTIVITY—DISEASES AND HEALTH CAREERS

PREPARATION

1. Insert due dates on Student Sheet 7.1a: Exploration Activity Timeline.

This will give you time to review the posters and return them to students a few days before they make their presentations.

This will give you time to This will give you time to This will give you time to This will give you time to

NOTE You may want to require that the posters be completed at least

two weeks before students are scheduled to begin their oral presentations.

5. If you have not already done so, schedule time in the school’s computer lab or media center to acquaint students with tools to research the disease or career they have selected.

6. Title one sheet of newsprint “Health Careers” and the other “What I Need to Know About a Health Career.”

2. Read the Assessment section on page 84-B. Assign point values that best fit with your grading scheme in the “Points Possible” column on Student Sheet 7.1b.

3. Once you have filled in the essential information, make a copy of Student Sheet 7.1a: Exploration Activity Timeline and Student Sheet 7.1b: Exploration Activity Scoring Rubrics for each student. Post a copy of each of the rubrics in the classroom.

4. Make enough copies of Student Sheet 7.1b so you can assess each pair.

7. Tell students in advance that each pair will need to obtain one sheet of poster paper for the visual aid.

8. Decide on and obtain an example of a suitable format for students’ bibliographies. Make photocopies and distribute one to each student pair.


STC Life Science Strand: Life on Earth 79

MATERIALS FOR LESSON 7For you 1 copy of Student Sheet 7.1a:

Exploration Activity Timeline 1 copy of Student Sheet 7.1b:

Exploration Activity Scoring Rubrics

For you and your partner 1 sheet of poster paper 1 roll of transparent tape (or

glue) 1 pair of scissors

Use a variety of tools and techniques to gather, interpret, and explain your data.

Research a disease that has a major effect on the human body, or— Explore a health career that involves disease research, diagnosis, treatment, or prevention.

OBJECTIVES FOR THIS LESSON

Design and create a poster to display the results of your research.

Make an oral presentation to the class summarizing your research.

MATERIALS FOR LESSON 7For the teacher

Copies of Student Sheet 7.1b: Exploration Activity Scoring Rubrics*

2 sheets of newsprint*

For each student 1 copy of Student

Sheet 7.1a: Exploration Activity Timeline*

1 copy of Student Sheet 7.1b: Exploration Activity Scoring Rubrics*

For each pair of students 1 sheet of poster

paper, approximately 24 × 28 in*

1 roll of transparent tape (or glue)*

1 pair of scissors* *Needed but not supplied

NOTE Lesson 8 requires some advance preparation. Refer to page 84-B for

further information.


LESSON lesson xx

GETTING STARTED

1

With the class, discuss the answers to the questions following the reading selection titled “Disease: What’s Gotten Into You?” on pages 85–89.

2

With your group, discuss the following questions. Record your answers in your science notebook.

A. How many health careers can you think of? List them.

B. What do you think someone should know about a health career before deciding to enter it?

3

Share your responses with the class.

MonITorIng paTIenT vITal sIgns Is essenTIal for dIagnosIng dIsease.PHOTO: U.S. Navy photo by Mass Communication Specialist Seaman Apprentice Joshua Adam Nuzzo


exPloRATIon ACTIVITY—DIseAses AnD HeAlTH CAReeRslesson 7

GETTING STARTED

1. Use the questions that follow “Disease: What’s Gotten Into You?” as a guide for a discussion of diseases and their causes. After students have answered the questions, discuss their answers:

• The skin and mucus can prevent microorganisms from entering the bloodstream. Enzymes and gastric juices can destroy certain pathogens. Other harmful microorganisms might be ingested by macrophages or destroyed by antibodies, which are produced by white blood cells.

• If you do not take all the antibiotic tablets that the doctor has prescribed for a bacterial infection, some of the stronger bacteria may survive. These bacteria can reproduce, and their subsequent generations are stronger than the bacteria that did not survive. Eventually, the antibiotic may not be powerful enough to kill the bacteria.

Elicit from students other causes of disease besides germs. Their responses may include heredity, parasites (for example, tapeworms), poor diet, and lifestyle factors, such as use of tobacco or illicit drugs.

2. Have students brainstorm about health careers.

3. Ask students to share their responses with the class. List their responses on the newsprint.

NOTE Make sure that students have their Student Guides closed while they

make their lists of health careers.


STC Physical Science Strand: Energy in our World 81

PART 1INTRODUCING THE EXPLORATION ACTIVITY: PLANNING YOUR RESEARCHPROCEDURE

1

Listen and follow along on Student Sheet 7.1a: Exploration Activity Timeline and Student Sheet 7.1b: Exploration Activity Scoring Rubrics as your teacher introduces the Exploration Activity. With your partner, you will research a disease or health career, organize your materials, and create a poster. Then you will summarize your findings in a 2-minute oral presentation to the class. Your teacher will give you the deadline for completing your poster. Your teacher will also set other deadlines for completing the preliminary stages of your work. These deadlines appear in the left-hand column (labeled “Date Due”) on Student Sheet 7.1a.

2

You and your partner may select the topic for your research.

A. If you decide to research a disease, consider the following topics:

•Addison’s disease

•AIDS

•Alzheimer’s disease

•Anthrax

•Arthritis

•Asthma

•Attention deficit disorder

•Cancer

•Chicken pox

•Chronic bronchitis

•Chronic fatigue syndrome

•Cirrhosis of the liver

•Colitis

•Congenital heart disease

•Crohn’s disease

•Degenerative joint disease

•Diabetes

•Emphysema

•Endocarditis

•Epilepsy

•German measles

•Glaucoma

•Hepatitis

•Hodgkin’s disease

•Huntington’s disease

•Hydrophobia (rabies)

•Hypoglycemia

•Infectious mononucleosis

•Influenza

•Jaundice

•Leukemia

•Lou Gehrig’s disease

•Lupus

•Lyme disease

•Malaria

•Meningitis

•Multiple sclerosis

•Mumps

•Myocarditis

•Osgood-Schlatter disease

•Parkinson’s disease

•Peptic ulcer

•Pneumonia

•Psoriasis

•Rheumatic heart disease

•Sleep apnea

•Smallpox

•Strep throat

•Stroke

•Tetanus (lockjaw)

•Tuberculosis

•Typhoid fever

•Whooping cough

•Yellow fever

STC Physical Science Strand: Energy in our World 81 STC Life Science Strand: Life on Earth 81

NOTE It may be easier to find information about diseases than about health careers.

PART 1 INTRODUCING THE EXPLORATION ACTIVITY: PLANNING YOUR RESEARCH

PROCEDURE

1. Distribute a copy of Student Sheets 7.1a and 7.1b to each student. Have students refer to the sheets as you review the procedure in the Student Guide with them. Briefly introduce the concept of the Exploration Activity by mentioning several of the points made in the “Overview” and “Background” of this lesson.

2. Tell students that they will work in pairs for the Exploration Activity. Each pair of students will choose either a disease or a health career as a topic for research. Refer them to the lists of possible topics that appear in Step 2 of the Procedure. Explain that students may also suggest ideas of their own; however, if the disease or career they wish to research is not on the list, they must get your approval.


LESSONExploration Activity Part 1 continued

B. If you decide to research a health career, consider the following ideas:

•Allopathic physician

•Anesthesiologist

•Audiologist

•Biomedical engineer

•Chiropractor

•Clinical laboratory technician

•Dental assistant

•Dental laboratory technician

•Dentist

•Dialysis technician

•Dietitian

•Electrocardiograph technician

•Emergency medical technician

•Environmental health specialist

•Epidemiologist

•Health care administrator

•Health educator

•Industrial hygienist

•Licensed practical nurse

•Nurse practitioner

•Occupational therapist

•Operating room technician

•Ophthalmologist

•Optician

•Osteopathic physician

•Pediatrician

•Pharmacist

•Physical therapist

•Podiatrist

•Prosthetist

•Psychiatrist

•Psychologist

•Radiation therapist

•Registered nurse

•Research scientist

•Respiratory therapist

•Speech pathologist

•X-ray technician

3

Once you and your partner have picked your topic, follow the directions in the first block on Student Sheet 7.1a: Exploration Activity Timeline to record your idea. Write it down on a sheet of paper and give it to your teacher.

4

You and your partner will have to divide the responsibilities and do your research individually. Once you have both completed your research, you will work together to organize your material. Be sure to complete Step 2 on the timeline.



3. After partners have chosen a topic, ask them to turn in a one-sentence description of the disease or health career that they have selected to research.

4. Students should develop a research plan, as indicated in Step 2 of Student Sheet 7.1a: Exploration Activity Timeline.


PART 2CONDUCTING YOUR RESEARCHPROCEDURE

1

Your poster should include information on each of the following areas for the topic you have chosen to research (A, Disease; B, Health Careers):

A. Disease

•Cause of the disease. If caused by a pathogen, include an illustration of the pathogen.

• Scientists who discovered the cause of the disease. Who? When? Where? How?

• Symptoms of the disease.

• Effects of the disease. What short- and long-term effects can this disease have on the body? (Be sure to relate what you have learned about the affected body systems.)

• Prevention. Can the disease be prevented? If so, how? What scientists have made contributions to preventing this disease?

• Treatment and cure. If no cure has been found, how close are scientists to developing one? What scientists have made contributions to the search for a cure?

• Technology implications. How have advances in technology affected the way this disease is diagnosed and treated?

• Self-treatment. Can a person with the disease control it by changing some of his or her daily habits?

B. Health Career

•Job title. Include a photo or an illustration of a person who has this job title.

•Job description. Describe in detail the duties of a person in this career.

•Educational requirements.

•Salary. What is the salary range? What is the potential for advancement?

• Job outlook. Describe the need for this career in the future.

• Lifestyle implications. How does this career affect one’s personal life? (For example, how many hours a day does the person work? Does the person have to work nights? Does the job involve contact with people, or does the person usually work alone?)

•Technology. How has technology influenced this career over time? (For example, what forms of technology have led to improvements in diagnosing problems or treating patients?)


PART 2 CONDUCTING YOUR RESEARCH

PROCEDURE

1. Review with students the types of information they should include in their presentations and their posters. Explain that they may refer to this section of the lesson for guidance as they prepare their presentations. Emphasize the importance of meeting deadlines.


LESSON

2

Use a variety of references to create your poster. Sources of information might include your school media center, the Internet, public libraries, personal interviews, CD-ROMs, DVDs, magazines, newspapers, encyclopedias, books, and videotapes. Your final product must include references from the following:

• At least two Internet or CD-ROM/DVD sources

• At least two print sources

If you are researching a career, consider doing an interview with someone working in the career you have chosen. If possible, take along a camera to take a photo of the person you interview.

3

List your references in a bibliography. Prepare the bibliography on a separate sheet of paper and turn it in with your poster. Your teacher will give you information on how to format your references.

PART 3PRESENTING WHAT YOU’VE LEARNEDPROCEDURE

1

Organize your poster so that the required information described in Part 2, Step 1A or 1B of the Procedure is clearly visible. Make your poster as creative and interesting as you can.

2

Plan your oral presentation. It should contain highlights from your poster. Be sure to practice your presentation beforehand.

A. If you researched a disease, include the name of the disease; its cause, treatment, prevention, and cure (when applicable); and the scientists recognized for their work with the disease.

B. If you researched a health career, include the name of the career, its educational requirements, and a brief description of the duties of a person in this career.

3

After all groups have given presentations, your teacher will display all the posters and give you time to look at them.

Exploration Activity Part 2 continued



2. Encourage students to use a variety of resources. Remember to schedule at least one class period in the school media center, library, or computer lab for research.

3. Inform students of the suitable bibliographic format for their references. Distribute copies of the sample you obtained. Stress the importance of keeping careful and accurate references.

Tell students that they will share their posters with the class in a two-minute presentation. Information that must be included in the oral presentation appears in Part 3, Step 2, of the procedure in the Student Guide. After the presentations, you may wish to display all of the posters as described in Part 3, Step 3.


PART 3 PRESENTING WHAT YOU’VE LEARNED

PROCEDURE

1. Remind students that they will share their posters with the class in a two-minute presentation. The information that must be included in the presentation appears in Part 2, Step 1, of the procedure in the Student Guide.

2. Give students time to plan their presentations. Consider allowing a class period for partners to collaborate and practice their presentations.

3. Be sure to display all the posters after the presentations have been given, and allow students time to observe each other’s work.

TEACHER’S NOTES

STC Life Science Strand: Life on Earth 84-A

EXPLORATION ACTIVITYLESSON

EXTENSIONS

Science/Health1. Ask students to explore the major groups of illicit drugs and their effects on the body.

Health2. Have students consult references such as the Centers for Disease Control and Prevention (CDC) and the World Health Organization (WHO) to find out about the main causes of morbidity (sickness) and mortality in the United States and worldwide.

ASSESSMENT

1. Suggested scoring rubrics appear on Student Sheet 7.1b. Two rubrics are provided—one for students who research diseases (Table 1) and another for students who research health careers (Table 2). The “Points Possible” columns have been left blank so that you can insert point values that best fit with your grading scheme. Students should have copies of the scoring rubrics so they can evaluate their posters before they turn them in.

2. Use the scoring rubrics on Student Sheet 7.1b to assess each pair of students as they give their presentations.

3. The major part of the grade for the Exploration Activity should be based on the quality of the science content of the students’ work.

PREPARATION FOR LESSON 8

Obtain three clear, 2-liter soda bottles with screw-on tops. Fill two bottles with water; pour water into the third bottle until it is two-thirds full. Add red food coloring to all three bottles. Screw on the tops. This will simulate blood and will be used as a means of introducing students to the circulatory system.

NOTE Because time management is a valuable skill, you may want to assign

points for the punctual completion of stages 1, 2, 4, and 5 on the timeline.

84-B STC Unit: Exploring Respiration and Circulation

READING SELECTION exTenDIng YouR knowleDge

hy do you get sick? Sometimes, sickness is caused by something not working right inside your body. For example, diabetes is caused by your body not being able

to break down sugars effectively. Sickle-cell anemia is caused by your red blood cells being deformed and unable to carry oxygen. And Cushing’s syndrome is caused by the glands on your kidneys producing too much of a certain chemical.

But most of the time when you’re sick, it’s because you’ve been invaded by germs! Germs are tiny living invaders that colonize your body and cause you harm. They are also known as “pathogens” (the Greek word for “suffering” is pathos). The two most common kinds of pathogens, bacteria and viruses, cause many diseases.

However, not all bacteria are pathogens, and pathogens don’t always cause disease. That may sound strange—if something can cause disease, why wouldn’t it? The answer is that under normal circumstances, when you’re healthy and your immune system is working well, many pathogens are harmless to you. In fact, your gut is full of bacteria that help you digest your food, and your skin is alive with bacteria that normally do no harm. They’re just no match for your immune system. But, if your immune system is weak, bacteria can multiply out of control, and that can be very bad news.

can you fInd The sIckle-shaped red blood cells In ThIs phoTograph? The dIsTIncTIve shape InTerferes wITh The cell’s abIlITy To carry oxygen. PHOTO: Sergei Nekhai, Ph.D., and Kim Bak, M.S.

Disease:Disease:what’s gotten

into you?

what’s gotten

into you?



LESSON


BACTERIA: 1, 2, 4, 8, 16, 32, 64, 128, 256 … Bacteria are single-celled organisms so small that you can’t see individual cells without a microscope. In warm, moist environments where there’s plenty of food—like in your body, for instance—they reproduce readily.

Bacteria are specialists. Some prefer to live in your digestive system. They may cause abdominal cramps, diarrhea, or vomiting. When your doctor says you have strep throat, he or she usually means that a colony of streptococcus bacteria are living in your throat.

But how did they get there? It turns out that bacteria are very good at getting everywhere on the planet—into tiny crevasses deep in the ocean floor, into glaciers, into the atmosphere, and into you. Bacteria can get into your body when you breathe. You eat bacteria along with your food. They get in through cuts and scrapes on your skin. Bacteria can damage cells directly, or they can produce substances called toxins, which are poisons.

Bacterial infections need to be treated right away. Bacteria reproduce by splitting in two, and they can divide about every 20 minutes. That’s not so bad at first, but one bacterium becomes

256 bacteria in about 2.5 to 3 hours, and within another 6 hours, those 256 bacteria produce 67 million more. Left untreated, a bacterial infection can quickly rage out of control and kill an infected person. So if you have a wound that’s becoming red, hot, puffy, and sore, be sure to tell a teacher or parent right away.

sTrepTococcus bacTerIa are spherIcal. They ofTen occur In chaIns and reseMble a pearl necklace. PHOTO: Tina Carvalho, University of Hawaii at Manoa

These salMonella bacTerIa (shown In red) are InvadIng huMan cells. They can cause dIarrhea, fever, and abdoMInal craMps. PHOTO: Rocky Mountain Laboratories, NIAID, NIH

These rod-shaped legIonella pneuMophIla bacTerIa cause whaT Is known as legIonnaIre’s dIsease, a Type of pneuMonIa. IT goT ITs naMe afTer There was an ouTbreak durIng a MeeTIng of The aMerIcan legIon. PHOTO: Centers for Disease Control and Prevention/Margaret Williams, Ph.D., Claressa Lucas, Ph.D., Tatiana Travis, B.S., and Janice Haney Carr




exTenDIng YouR knowleDge

VIRUSES: TINY PACkETS OF TROUBLE Viruses are even smaller than bacteria. They’re strands of RNA or DNA—genetic material—inside a protein capsule. But viruses aren’t cells; they don’t have a cell’s machinery for making more copies of themselves. To reproduce, they must hijack living cells.

Some viruses land on a cell, melt through the cell’s membrane, and release their genetic material. Others stay on the cell’s surface, lower a needle-like appendage through the membrane, and inject their DNA or RNA into the cell.

Once the genetic material is inside the cell, the cell adopts it and follows its instructions: build viruses. The cell builds viruses until it bursts and releases many viruses into the surrounding space. These new viruses attack other cells, and the process repeats.

Like bacteria, viruses can get into your body through the air you breathe or the food you eat. Some viruses spread through bodily contact.

Many viral diseases are as mild as the common cold. Others can cripple or kill. Hepatitis, rabies, polio, and AIDS are all caused by viruses.

MeThIcIllIn-resIsTanT sTaphylococcus aureus (Mrsa) Is a spherIcal bacTerIuM responsIble for dangerous InfecTIons ThaT are dIffIculT To TreaT. PHOTO: Centers for Disease Control and Prevention/Janice Carr and Jeff Hageman

These vIrus parTIcles are froM The hepaTITIs b vIrus, whIch causes lIver daMage. PHOTO: Centers for Disease Control and Prevention/Dr. Erskine Palmer

sarah sTewarT was The fIrsT scIenTIsT To show ThaT vIruses cause cancer In Many specIes. PHOTO: National Cancer Institute

These cells are InfecTed wITh a Type of herpes vIrus, an InfecTIous dIsease ThaT causes sores on The body. PHOTO: Zaki Salahuddin/Laboratory of Tumor Cell Biology



LESSON

a Macrophage In a huMan lung. Macrophages can clear The lungs of dusT, pollen, and bacTerIa; however, soMe polluTanTs can desTroy Macrophages. ThIs can lead To pulMonary dIsease. PHOTO: Ivan Correia/Whitehead Institute for Biomedical Research


PREVENTION: PROTECTING YOUR TERRITORY FROM GERMSWashing your hands before dinner, covering a cut with a bandage, and covering your mouth when you sneeze are all simple things that can help protect you and the people around you from infection. In fact, these are some of the easiest ways to avoid spreading germs.

Your body has built-in protection, too. Your skin keeps out or destroys most of the bacteria that land on it. The mucus in your mouth and nose can trap invaders and destroy them with enzymes. The gastric juice in your stomach also kills germs.

When a germ slips past this defense, your immune system goes to work. Special cells recognize it as a foreign invader. These cells release

chemicals that bring other cell defenders to work. Among the white blood cells that respond to the invader are macrophages. “Macrophage” literally means “big eater,” and that’s just what these cells do—they grab invading germs and digest them. Then they rally other white blood cells to battle.

ThIs pIcTure shows an elecTron MIcrograph of a whITe blood cell covered wITh huMan IMMunodefIcIency vIrus (hIv), whIch causes acquIred IMMune defIcIency syndroMe (aIds). The vIruses are buddIng froM a hosT whITe blood cell. when They do ThIs, They daMage The cell MeMbrane. The cell dIes and The body’s IMMune sysTeM Is weakened.PHOTO: Cecil H. Fox/National Cancer Institute

dr. edward Jenner vaccInaTes a young boy agaInsT sMallpox. PHOTO: Courtesy of the National Library of Medicine




exTenDIng YouR knowleDge

Because frequent use of antibiotics speeds the development of resistant bacteria, some doctors today will not prescribe an antibiotic to control a mild infection.

You can help, too. If your doctor tells you to take your medicine for a week, but you feel better after 3 days, keep taking it anyway. That way, the antibiotic will kill as many of the bacteria as possible. A dead bacterium can’t mutate and become resistant. n

penIcIllIn, The fIrsT “wonder drug,” Is exTracTed froM penIcIllIuM Mold, such as ThIs. PHOTO: Keith Weller, Agricultural Research Service/U.S. Department of Agriculture

1. What are some ways your body is equipped to deal with disease-causing microorganisms?

2. Explain why it is important to take all the antibiotic tablets your doctor prescribed for you, even if you already feel better.

1.

DIsCussIon QuesTIons

When the infection is gone, your body saves a chemical memory of the pathogen in molecules called antibodies. These antibodies float around in your body fluids. The next time that pathogen gets into your body, the antibodies that match it bump up against it and stick. This allows macrophages to recognize the invader. They swallow the pathogen, and send out a signal alerting the body that it’s under attack.

There is a way to get our bodies to make antibodies without getting sick first. It’s called vaccination, or getting shots. Vaccines contain dead or partly-killed pathogens that are too weak to make you sick. Your immune system can still make antibodies for that germ, and gets ready to fight it.

Vaccines won’t protect you forever, and they’re not risk-free. Rarely, a vaccine can make you sick with the disease later in life. Even so, they’re highly effective.

TREATMENT: BATTLING THE BAD GUYSIn 1928, a Scottish doctor named Alexander Fleming discovered that a mold growing in a bacterial colony killed the bacteria. He had discovered the first medical antibiotic: penicillin.

People hailed it as a wonder drug. Since then, scientists have developed dozens more antibiotics. They’ve been enormously successful. The number of people killed by bacteria these days is a fraction of what it used to be before antibiotics were discovered. But, antibiotics have also created a problem that has caused doctors to become more cautious about prescribing them. In every crop of bacteria, there are a few that, for one reason or another, aren’t killed by the antibiotics. We say they’re “resistant” to antibiotics. When these resistant bacteria reproduce, they pass on their resistance to the next generation. While we continue to kill the non-resistant bacteria with antibiotics, the resistant bacteria survive and keep reproducing. Eventually, most of the bacteria that are left are the resistant ones. The antibiotics just don’t work.



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