stages of digestion - nosresources -...
TRANSCRIPT
The truth about toxinsBiology AS 91154 2.2
Hannah Bailey 2011
Hannah Bailey 2011
Hannah Bailey 2011
Contents Page
Context
Unit Overview -Key Biological Ideas-Specific learning outcomes-Achievement Objectives-Curriculum Links
Original Resources
-Assessment Items -The Nutritional journey of a Pineapple lump (D)-What’s waste (Mini web quest) (F)-Achievement Standard 2.2 the truth about toxins; is it the best thing for out body’s? (S)
-Student Centred Approaches -Jig saw “The four stages of Digestion”-Mix and Match “The digestive sort”- Concept map “Circulation”
-Evaluation forms -What’s waste (Mini web quest)-End of topic (Teacher and Student)
Personal Statement of scientific literacy
Hannah Bailey 2011
Context
This unit has been designed around the new achievement standard 2.2, Analyse biological validity of information presented to the public.
The topic of assessment is ‘The truth about detox; is it the best thing for our bodies?’. For students to complete this assessment topic, a sound understanding of digestion, circulation and excretion is required as these systems are interlinked in the removal of wastes from the human body.
Detox diets and products have become rather popular in recent times with products claiming to ‘cleans your body by removing built up toxins’. This unit aims to develop student’s ability to question information presented to the media with a specific section devoted to pseudoscience and analysing information.
The achievement objectives from this topic draw heavily from the nature of science strand and also the living world, life processes strand.This unit will generate interest with the female students however it is important to include male directed Detox products to generate interest with the male students. The unit also specifically channels human biology with all human examples.
TITLE The Truth about Toxins
Level 7 Key Biological Concepts1.0Digestive System
1.1 The principle feeding mode in animals is Holozoic1.2 Extracellular digestion relies on enzymes
2.0 Circulatory System2.1 An internal transport system is a requirement in most
multicellular organisms 2.2 Animal circulatory systems commonly include a heart, vessels,
and a circulatory fluid 2.3 Mammals such as humans have a closed double circulatory
system 3.0 Excretory Systems
3.1 The human excretory system functions to remove waste from the human body.3.2 Nitrogenous waste excreted by mammals is urea.
4.0 Analysis of the validity in Science 4.1 Biological Validity refers to scientifically accurate information that is used in an unbiased way to convey a biological idea.
Specific Learning Outcomes Digestive System
1.1.1Describe and explain the four stages involved in processing food in animals with holozoic nutrition: Ingestion, digestion, absorption, and egestion1.1.2 Explain the role of enzymes, e.g, lipase, protease, cabohydrase 1.1.3 Describe and explain the role of egestion as a final stage in the processing of ingested food in holozoic animals
Circulatory Systems 2.1.1 Describe the components and functions of a transport system in mammals2.1.2 Explain the production and functional role of tissue fluid 2.1.3 Explain the role of blood in the internal transport systems in animalsExcretory Systems
Excretory Systems 3.1.1 Identify the form of nitrogenous waste excreted by mammals 3.1.2 Describe the ultra structure of the vertebrate kidney including
the role of the nephron and the significance of nephron orientation in the kidney 3.1.3 Explain the processes involved in filtration of the blood and production of urine in the kidney nephron, including:
-Ultrafilration in the glomerulus- Secretion of unwanted ions and toxins -Reabsorption in the tubules and collecting duct
Analysis of the validity in Science 4.1.1 Recognise and describe biological features in information
presented to the public and identify the accuracy of the information presented
CURRICULUM LINKSValues: (Excellence, innovation, inquiry & curiosity, diversity, equity, community and participation, ecological sustainability, integrity, respect
Key Competencies: (Thinking, Using language symbols and text, Relating to others, Managing self, Participating and Contributing)
Science Learning Area Achievement ObjectivesNature of Science Strand (NOS) Understanding about scienceUnderstand that scientists have an obligation to connect their new
ideas to current and historical scientific knowledge and to present
Contextual Strand (Living World) (LW)Life processesExplore the diverse ways in which animals and plants carry out the
life processes
Hannah Bailey 2011
their findings for peer review and debate.Communicating in scienceUse accepted science knowledge, vocabulary, symbols, and
conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed.
Participating and contributingUse relevant information to develop a coherent understanding of
socio-scientific issues that concern them, to identify possible responses at both personal and societal levels.
Key Concepts
Achievement
ObjectivesStudents will
...
Specific Learning Outcomes
Students will be able to…
Possible teaching and learning approaches/learning experiencesStudents will be learning by participating
in….(Bold indicates an original resource)
AssessmentFormative unless otherwise stated
D=diagnostic, S=summativeStudents are
assessed by…
Resourcesand references
-Introduction to Unit -Diagnostic of previous knowledge
Lesson 1
-The Digestive System
LWLife
Processes
NOSCommunica
ting in science
LWLife
Processes
-Demonstrate previous understanding of the body systems involved in nutrition and waste removal
-Describe and explain the four stages involved in processing food in animals with holozoic nutrition: Ingestion, digestion, absorption, and egestion
-Explain the role of
-Introduction to AS 2.2 Analyse biological validity of information presented to the public -Validity in science (Around the room)- The nutritional journey of a pineapple lump activity
- Jig Saw ‘The four stages of Digestion”- Mix and Match activity ‘The digestive sort’ (Organs involved in digestion)- Digestive system colouring activity -How enzymes work (Animation and quiz )
D= Students are assessed by their ability to construct a concept map or brainstorm from the Nutritional Journey of Pineapple lump Activity D= Digestion Quiz is a short diagnostic tool to ensure students have grasped the key concepts of the digestion component of the unit
-Hand out AS 2.2 over view www.wicked.org.nz/e/ community /ncea/docs/bio2_2_int _sep11.doc
-Word Taboo Digestion-How enzymes work computer task:http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.html
NZ Pathfinder Year 12 Hannah Bailey 2011
Lesson 3-5
Circulatory Systems
Lessons
6-8
Excretory Systems
NOSCommunica
ting in science
LWLife
Processes
NOSCommunica
ting in science
LWLife
Processes
enzymes, e.g, lipase, protease, cabohydrase - Describe and explain the role of egestion as a final stage in the processing of ingested food in holozoic animals
-Describe the components and functions of a transport system in mammals
- Explain the production and functional role of tissue fluid
- Explain the role of blood in the internal transport systems in animals
-Identify the form of nitrogenous waste excreted by mammals -Describe the ultra structure of the vertebrate kidney including the role of the nephron and the significance of nephron orientation in the kidney -Explain the processes involved in
-Apples in my blood, How digestive enzymes work! (worksheet)-The not so pretty side of digestion (Work sheet on egestion)-Word Taboo “Digestion”-Digestion ‘I have who has’ -Digestion Quiz
-Power Point ‘Circulatory system’-Getting to know your heart (Exploring the human heart worksheet)-The public transport of blood-Blood not just a meal for Vampires (Functions of blood Role play) - Fluid in my backyard (the function of tissue fluid worksheet) -Circulation Concept map -Circulation ‘I Have who has”-Circulation Quiz
-Arguing reality stars what is waste (Mini web quest)-The nephron roller coaster (Function of the kidney worksheet)-The Urinary system mix and match-Kidney Dominoes -Online Quiz the urinary system
D= Circulation Quiz is a short diagnostic tool to ensure students have grasped the key concepts of the circulation component of the unit
D= Urinary system Quiz is a short diagnostic tool to ensure students have grasped the key concepts of the Excretory component of the unit
D= Arguing reality stars what is waste
Biology (PP 62-65)BIOZONE Level 7 (PP172-189)
NZ Pathfinder Year 12 Biology (PP 70-73)BIOZONE Level 7 (PP202-212)Patterns of Life (PP161-175)
NZ Pathfinder Year 12 Biology (PP 70-73)BIOZONE Level 7 (PP214-223)Patterns of Life (PP225-234)Online quiz the urinary system http://www.biologycorner.com/quiz/quiz_kidney.html
Hannah Bailey 2011
Lessons 9-11
Linking the systems
Lesson 12
Analysis of the Validity of Science
Lessons 13-22
NOSCommunica
ting in science
LWLife
Processes
NOSUnderstanding about scienceParticipating & contributingCommunicating in scienceLW
Life Processes
filtration of the blood and production of urine in the kidney nephron, including:
-Ultrafilration in the glomerulus
- Secretion of unwanted ions and toxins
-Reabsorption in the tubules and collecting duct
-Link the three learned systems into a meaningful map
-Recognise and describe biological features in information presented to the public and identify the accuracy of the information presented
-Rat dissection -Concept map Digestion, circulation, excretion
-Validity in science (Around the room)-Science True False cards -Pseudo science power point -Achievement Standard 2.2 (Internal) Analyse the validity of biological information presented to the public (Detoxification products)
S=Students are assessed by an internal assessment that requires them to assess the validity of biological information presented to the public on the topic of detoxification products. Students will write a report that analyses the biological validity of the information presented to the
-Rat dissection work book http://jrsowash.wikispaces.com/file/view/rat.student.pdf
BIOZONE (PP 7-39)
Hannah Bailey 2011
public on using detox products
Hannah Bailey 2011
“Science is only useful when it’s proven by loads of data and scientific” tests
Hannah Bailey 2011
Validity in Science ‘Around the room activity’
-Each statement is to be placed around the room -Students are given 10 dots to stick on each statement (Students may mark each dot so they can identify and compare their dots when the activity is completed at the end of the unit)-Students place their dots on the continuum regarding what they think of each statement-The activity is to be completed after they have learnt the unit material -Allows students to see how their beliefs/reasoning has changed since learning about a topic
“Toxins can build up in my body if I eat too much bad food”
Hannah Bailey 2011
“My skin can act as an important membrane and allows nutrients to be absorbed directly into cells”
Hannah Bailey 2011
“All scientific information is biased”
Hannah Bailey 2011
“Real Science involves lab tests”
Hannah Bailey 2011
“All science presented to the public is backed up by scientific tests”
“Science can only be supported or disproven”
Hannah Bailey 2011
“You need to have a science degree to practice real science”
Hannah Bailey 2011
“If I eat too much bad food, toxins could build up in my body and clog up my system”
Hannah Bailey 2011
“I need to ensure I cleanse my system occasionally to keep my body free of toxins”
Hannah Bailey 2011
“Toxins are harmful substances that naturally build up in my body and the amount of toxins can increase/decrease
depending on what food I’m eating or exercise I’m doing”
Hannah Bailey 2011
Hannah Bailey 2011
Hannah Bailey 2011
The Nutritional Journey of the Pineapple Lumps
This activity requires a bag of pineapple lumps (or any other candy).
Hand each student a pineapple lump and ask them to wait until they are given further instruction before consuming the candy.Ask each student to close their eyes and then eat the candy. While they are doing this they are to visualise what is happening to the pineapple lump. Ask the following questions
After the activity get students into groups of about 3 or 4 and hand out large pieces of paper so students can brainstorm, make concept maps or draw the processes involved in the journey of the Pineapple LumpAfter sufficient time (10-15 mins) ask students to co-construction a concept map or brainstorm on the board.
What is happening to the pineapple lump in your mouth?Where is it going?What is happening to it along the way?Where will it end up?
Assessment Information
This is a diagnostic assessment tool, for teacher use.The questioning is designed to illicit prior knowledge of students in the areas of digestion, circulation, and excretion; students may also bring in the area of gas exchange.Information can be gathered either by collection of individual/ group mind maps or by documenting whole class concept maps. For a more individual based assessment students could produce a piece of writing indicating the processes involved on the journey of the pineapple lump.The information gathered from this activity is to be used in planning towards future lessons in the topic and should indicate to the teacher what areas need more/ less time devoted to it.
Jig Saw ‘The four stages of Digestion’
To complete this activity student need to be in groups of four.Each student requires a print out of the Jig Saw template.
Hannah Bailey 2011
The information sheets need to be printed of on different coloured paper with enough copies for the number of students in the expert groups
Home GroupThis is the initial group of four. Each student numbers off one to
four; this indicates the expert group the student will join.Expert group (15-20 mins)
The information sheets need to be distributed around the room in four areas labelled 1-4. These are the expert group stations, the students move to these depending on their home group number. In this group students read through the information, discuss their ideas and summarise these on the corresponding puzzle piece on their paper.Home Group Once the students have completed the expert group activity students return to their ‘Home groups’ and share their expert group knowledge.
NOTE: It is important to make sure students are discussing their learning rather than handing around their papers to copy off.
STUDENT CENTERD LEARNING
This activity has very little teacher input (apart from providing materials and time keeping). Students are not only in charge of their own learning in this activity, but also that of their home group members in the means of gathering and reporting back information about a stage of digestion. In this task students are no longer passive learners but learning requires students to be active, responsible participants in their own learning.
This activity incorporates curriculum links in regards to key competencies: Thinking, using language, relating to others, managing self and participating and contributing. In regards to values: community and participation. In regards to achievement objectives, nature of science (communicating in science) and living world (Life processes)
This activity highlights the most important idea in science is that it is an area that requires team work and communication
Hannah Bailey 2011
Hannah Bailey 2011
1)INGESTION
Ingestion is the consumption of a substance by an organism. In animals, it normally is accomplished by taking in the substance through the mouth into the gastrointestinal tract, such as through eating or drinking. In single-celled organisms, ingestion can take place through taking the substance through the cell wall.
Besides nutritional items, other substances which may be ingested include medications, recreational drugs, and substances considered inedible such as foreign bodies or excrement. Ingestion is a common route taken by pathogenic organisms and poisons entering the body.
In humans once food is in our mouth we start to ‘Masticate’ which is the act of chewing our food. Our teeth and our tongue act to form the food into a bolus (this is a ground up ball of food).
The Bolus is also combined with saliva. This contains a digestive enzyme called salivary amylase which aids in Carbohydrate digestion. This is why we say that digestion begins in the mouth!
Hannah Bailey 2011
2)DIGESTION
When you eat a piece of bread, you don't wake up next day to discover it growing out of your arm! The food we eat has to be broken down into other substances that our bodies can use. This is called digestion. Without digestion, we could not absorb food into our bodies and use it.
Digestion happens in the digestive system, which begins at the mouth and ends at the anus.
Stages of digestion
Food is digested in the mouth, stomach and small intestine. Digested food is absorbed into the bloodstream in the small
intestine. Excess water is absorbed back into the body in the large intestine. Any undigested food passes out of the anus as faeces
Liver and pancreas
The liver and the pancreas play important part in digestion. The liver produces bile, which helps the digestion of fat. The pancreas produces chemicals called digestive enzymes.
Enzymes
Take care - enzymes are not living things. They are just special proteins that can break large molecules into small molecules. Different types of enzymes can break down different nutrients:
carbohydrase or amylase enzymes break down starch into sugar protease enzymes break down proteins into amino acids lipase enzymes break down fats into fatty acids and glycerol.
Carbohydrates
Carbohydrates are digested in the mouth, stomach and small intestine. Carbohydrase enzymes break down starch into sugars.
The saliva in your mouth contains amylase, which is another starch digesting enzyme. If you chew a piece of bread for long enough, the starch it contains is digested to sugar, and it begins to taste sweet.
Hannah Bailey 2011
ProteinsProteins are digested in the stomach and small intestine. Protease enzymes break down proteins into amino acids. Digestion of proteins in the stomach is helped by stomach acid, which is strong hydrochloric acid. This also kills harmful micro-organisms that may be in the food.
FatsLipase enzymes break down fat into fatty acids and glycerol. Digestion of fat in the small intestine is helped by bile, made in the liver. Bile breaks the fat into small droplets that are easier for the lipase enzymes to work on.
3) ABSORPTIONDigested food molecules are absorbed in the small intestine. This means that they pass through the wall of the small intestine and into our bloodstream. Once in the bloodstream, the digested food molecules are carried around the body to where they are needed.
Only small, soluble substances can pass across the wall of the small intestine. Large insoluble substances cannot pass through.
Absorption into bloodstream
Hannah Bailey 2011
The inside wall of the small intestine needs to be thin, with a really big surface area. This allows absorption to happen quickly and efficiently. If the small intestine had a thick wall and a small surface area, a lot of digested food might pass out of the body before it had a chance to be absorbed.
To get a big surface area, the inside wall of the small intestine is lined with tiny villi (one of them is called a villus). These stick out and give a big surface area. They also contain blood capillaries to carry away the absorbed food molecules.
4) EGESTION
Egestion is the discharge or expulsion of undigested material (food) from a cell in case of unicellular organisms, and from the digestive tract via the anus in case of multicellular organisms.
It should not be confused with excretion, which is getting rid of waste formed from the chemical reaction of the body, such as in urine, sweat.
Hannah Bailey 2011
Egestion:- Removal of undigested food or faeces from the gut. In most animals egestion takes place via the anus, although the invertebrate flatworms must use the mouth because their gut has no exit. Egestion refers solely to indigestible matter which is never absorbed into the cells - it should not be confused with excretion of the waste products of metabolism.
Excretion is the transfer of substances out of a living organism into its environment. At its simplest, for single-cell forms of life, this involves extrusion across the cell membrane of the unwanted or potentially toxic by-products of respiration and metabolism. This is also what is happening continually in the individual cells of the animal body, but from their immediate environment substances must move into the blood to be carried away to the site of their ultimate disposal. (More on this later)
Reading and work sheet activities
Each student requires a copy of the work sheet and can work in pairs with the reading sheet.
Most of the questions are straight forward and can be answered using the associated reading, targeting a range of abilities.
-Apples in my blood -The not so pretty side of digestion-Getting to know your heart-The public transport of blood
Hannah Bailey 2011
-Fluid in my back yard
Apples In My bloodWhat is an Enzyme?
Enzymes are proteins produced by all living organisms, and, like all proteins, they consist of amino acids. What makes these proteins different from other proteins is how they behave in the body. By definition, enzymes are catalysts that make many essential biochemical reactions ‘happen’ and are not used up or chemically altered in the process. As a catalyst, they help a chemical reaction take place quickly and efficiently. Some reactions would either happen very slowly or not occur at all without enzymes. So a little bit of enzyme can effect a big change.
The same variety of amino acids that occur in all living things make up enzymes. The amino acids connect in particular sequences to form protein chains. The amino acids in the chain often bond together creating folding patterns and twisting into certain shapes. The particular folding pattern of each enzyme gives it distinct characteristics and functions. When anything disrupts the specific folding pattern, the enzyme often loses its ability to function, becoming inactivated or destroyed.
How do enzymes work?
Each type of enzyme has a special function and works in a particular way. Enzymes are essential to every aspect of life and carry out all the daily biochemical functions. They are the basic elements that activate all functions in the body, facilitate reactions that build compounds from the body’s raw materials, transport elements throughout the body, break down substances, and
Hannah Bailey 2011
eliminate many unwanted chemicals in the body.
Enzymes are chemicals that facilitate other chemical reactions. Food itself is essentially just a mixture of chemicals that are broken down by enzymes. The released nutrients are the raw materials. Vitamins and other nutrients cannot work in the body by themselves. They require enzymes to transport them throughout the body and make use of them. Enzymes unlock the benefits of vitamins, minerals, proteins, and hormones and put them to work in the body. Enzymes are the workers and assist many biological, chemical, and metabolic reactions, but are not ‘alive’ themselves.
Sometimes particular enzymes need certain vitamins and minerals in order to function. Magnesium participates in over 300 enzyme reactions. These additional elements are called co-enzymes. A co-enzyme may give the enzyme the three-dimensional structure it needs to create the ‘active site’ necessary to perform its catalytic function. If a needed co-enzyme is not available, the enzyme will not function.
How does an apple get into my blood?
Digestive enzymes are enzymes that break down polymeric macromolecules into their smaller building blocks, in order to facilitate their absorption by the body. Digestive enzymes are found in the digestive tract of animals (including humans) where they aid in the digestion of food as well as inside the cells, especially in their lysosomes where they function to maintain cellular survival. Digestive enzymes are diverse and are found in the saliva secreted by the salivary glands, in the stomach secreted by cells lining the stomach, in the pancreatic juice secreted by pancreatic exocrine cells, and in the intestinal (small and large) secretions, or as part of the lining of the gastrointestinal tract.
Digestive enzymes are classified based on their target substrates:
proteases and peptidases split proteins into their monomers, the amino acids. lipases split fat into three fatty acids and a glycerol molecule. carbohydrases split carbohydrates such as starch and sugars into simple sugars such as
glucose, the simplest sugar on earth. nucleases split nucleic acids into nucleotides.
In the human digestive system, the main sites of digestion are the oral cavity, the stomach, and the small intestine. Digestive enzymes are secreted by different exocrine glands including:
Salivary glands Secretory cells in the stomach. Secretory cells in the pancreas. Secretory glands in the small intestine.
Raw foods contain varying quantities of the following four basic types of plant enzymes: protease for protein digestion, amylase for carbohydrate digestion, lipase for fat
Hannah Bailey 2011
digestion, and cellulose for fiber digestion. Every raw food contains exactly the right quantities and types of enzymes necessary to digest that particular food. For example, fruits high in carbohydrates - such as apples - contain high amounts of amylase. Fruits high in fat - such as avocadoes - contain high amounts of lipase.
Once the food has been broken down into smaller molecules, they can be absorbed into the blood stream.
Apples In My bloodWorksheet
Answer the following worksheet using the reading “Apples in my blood”1) Enzymes are made of _____________, these are long chains of _______ ________.
2) What is a catalyst?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3) How do enzymes function?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4) What would happen if a mutation occurred in a gene coding for an enzyme and this
mutation lead to the wrong amino acid being incorporated in the chain?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5) Label the diagram with the following :
Hannah Bailey 2011
ACTIVE SITESUBSTRATES ENZYME-SUBSTRATE COMPLEXPRODUCTS ENZYMESUBSTRAES BIND TO THE ENZYMESUBSTRATES CONVERTED TO PRODUCTS SUBSTRATE
6) What is the role of a digestive enzyme?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7) Where does chemical digestion begin?
________________________________________________________________________8) What digestive enzyme is required to digest the following?
_________________ _________________ _________________
9) Describe the digestive process of an Apple (Include the physical and chemical aspects)
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Hannah Bailey 2011
I have who has activities(Digestion and Circulation)
These are activities that have the vocabulary terms and definitions for the associated topics (Digestion, & circulation) . They are ideally used throughout the unit after the terms included have been covered. They are also good revision tools
Instructions
-You only need to make one class set of these as it is a whole class activity -Cards need to be printed, laminated and cut out (Card is also useful if you don’t have time to laminate).-Hand each student a card (Ensure the cards have been shuffled)-The beginning and end cards are labelled with pictures. (The start card is the picture in the ‘I Have position” and the end card has the picture in the “Who has” position) -The student who thinks they have the answer calls out ‘I have….’-The game continues until all the cards have been read ending on the picture card’.
Hannah Bailey 2011
Remember to keep a master copy of the cards in order so that you can ensure the right matches are made. The order is correct on the pages below
Hannah Bailey 2011
Hannah Bailey 2011
Quizzes
Hannah Bailey 2011
Digestion SortThis activity is designed for students to make up Homer Simpsons Digestive System and match up the organs with their name and function.Each group requires:
The Homer Simpson digestion template (Print out in A3)
printouts of the Digestive organs (Print out in A4)
Print out of Organ labels and Definitions (Print out in A4)
*You could also provide students with ‘post it’ notes in place of the organs and labels and get students to draw the differing organs and label them on the Homer template.From this activity students can make a set of notes in regards to digestion.
STUDENT CENTERD LEARNING
This activity requires students in teams to make up, label and describe the digestive system. It supports student communication and gets students to think about the organs involved with digestion. Students are required to apply their learned knowledge in this activity. This activity incorporates curriculum links in regards to key competencies: Thinking, using language, relating to others, managing self and participating and contributing. In regards to values: community and participation. In regards to achievement objectives, nature of science (communicating in science) and living world (Life processes)
Hannah Bailey 2011
Hannah Bailey 2011
DIGESTION
Hannah Bailey 2011
MouthThe Start of Digestion. The teeth and tongue work food into a bolus. Salivary glands secrets enzymes called salivary amylase that breaks the bigger molecules of starch to smaller sugars. Production of this enzyme is stimulated by the process of chewing
Oesophagus
A long Muscular tube connecting to the stomach. Food is moved down by waves of muscular contractions known as Peristalsis
StomachA muscular sac which churns the food into a soup via muscular contractions. Place for digestion of proteins and ionization of minerals. Enzyme pepsin is secreted for this purpose. Hydrochloric acid is secreted by the parietal cells. Pepsin and hydrochloric acid act on protein to break down into amino acids.
LiverThis organ plays a major role in metabolism and has a number of functions in the body, including glycogen storage, decomposition of red blood cells, plasma protein synthesis, hormone production, detoxification, and production of biochemicals necessary for digestion.
Gall Bladder
A small organ that aids mainly in fat digestion and concentrates bile produced by the liver. During storage Bile become more concentrated which aids in digestion of fats.
PancreasA gland which helps out the digestive system. It secretes fluid that contains digestive enzymes that pass to the small intestine. These enzymes help to further break down the carbohydrates, proteins, and lipids in the chyme.
Place where several enzymes which are secreted by pancreas, liver and
Hannah Bailey 2011
Small Intestine
the gallbladder meet. It is the main place of digestion in our body.
Salivary amylase breaks starch and glycerol into sugars Pepsin, the main gastric enzyme, breaks proteins into smaller peptide fragments
Gastric lipase acts on tributyrin for digestion of fat Elastases break protein elastin and nucleases break nuclec acids such as DNAase and RNAase.
Large IntestineAlso known as the colon. It is site of absorption of the water, electrolytes and vital products of digestion. Also the collection and storage of waste from the process of digestion.
Rectum Storage of waste from digestion
Anus Site of egestion where waste from digestion is expelled from the body
Hannah Bailey 2011
Role PlayThis activity brings theatre into biology. Students are to research a statement and act out the biological process.
Students also need to produce a ‘Fact sheet’ for other students to have as their own notes.
Blood! Not just a meal for Vampires
Blood has many functions of which the most important are:
Hannah Bailey 2011
1) To carry food and water from the digestive system and from storage deposits to the cells.
2) To carry oxygen from gills or lungs to the cells3) To carry away wastes such as carbon dioxide
and nitrogen-based wastes, so they can be removed from the body via the lungs and the kidneys.
4) To supply hormones to the target cells from the endocrine glands
5) To help maintain fluid balance6) To defend the body from invading micro-
organisms7) To prevent loss of blood volume and entry of
micro-organisms, by clotting8) To distribute heat evenly around the body and
help regulate this in warm-blooded animals. In groups of 3 choose ONE of the above functions of blood and come up with a role play to demonstrate the process. Include a ‘Fact sheet’ on the process no larger than A5 for each class member to have. The ‘fact sheet’ should outline the major processes involved and should accompany you presentation. You have the rest of this lesson to start your project. Presentations are no longer than 5 mins and will be presented at the beginning of next lesson.
Concept maps
This activity requires students to create a map from the list of words given. Students are required to link up words with
Hannah Bailey 2011
concepts. By the end of the activity, the students should be left with a map that links the processes in a meaningful way
Circulation
Linking the system
STUDENT CENTERD LEARNING
This activity requires students in groups to form a concept map. Students will apply their gained knowledge to create a concept map that will link the knowledge together. It supports student communication and is also a great way to get students to link processes together as they will in the “linking systems” concept map. Students are able to make sense of the concepts at their own level and ability. The use of group work in this task allows student to share their concepts and hence build on their original concepts through sharing. This activity incorporates curriculum links in regards to key competencies: Thinking, using language, relating to others, managing self and participating and contributing. In regards to values: community and participation. In regards to achievement objectives, nature of science (communicating in science) and living world (Life processes)
Hannah Bailey 2011
Hannah Bailey 2011
CONCEPT MAP
Create a concept map using the following words. Use ‘stick it’ notes to link the concepts together on a large piece of paper. Once students have completed in groups, get them to copy into their books etc.
Mini Web Quest
-This is a computer based task for students to complete in groups of 3-4.
-The students are to view the PowerPoint as a group and answer the questions presented to them.
-Students are restricted to the websites provided by the power point (This acts as a time saver as it directs students to valid websites)
-From this activity students are to develop a presentation which is a formative assessment (see marking schedule attached (blown up PP68-69))
Hannah Bailey 2011
Hannah Bailey 2011
Hannah Bailey 2011
Hannah Bailey 2011
Criteria INTERN ASSISTANT SUB EDITOR EDITOR
Organisation • Cluttered.• Not definite
sections.• Stuff all over the
place.
• Most information present
• Missing parts.• Hard to follow.
• All present but unclear.
• Must reread for clarity.
• Some evidence of refinement.
• Defined sections.• Clear headings.
• Flows nicely to assist the reader without help.
• Finished product.
Creativity • Bland, no variability
• No use of colour or diagrams
• Boring to look at, does not catch your attention
• Interest, motivation, effort
and
• Very little use of colour or pictures but
enough to engage and hold attention
• Some use of colour, diagrams,
etc.• Will engage but
will not stimulate
• Interesting, engaging, visually stimulating
• Aesthetically appealing use of colour, diagrams
and text• Interest, motivation, effort and time obviously
present
Science Content and
Literacy
• No analysis of science topic.
• No explanation.• No science
specific connection.
• No use of resources.
• Poor explanation• Inaccurate science
connection• Misinterprets the
science• Some use of
resources
• Some scientific explanations
made• Correct science
connection• Good use of
resources
• Concept fully and properly explained
• Insight present• Science specific
connection made• Content is accurate,
comprehensive and well supported
• Excellent use of resources
Works withpartners/smal
l
• ignores or is unkind to
group members
• interacts with group members with
encouragement, may
• interacts positively with group members
• interacts positively with group members, assisting
others to contribute to
Hannah Bailey 2011
groups duringassigned
tasks
• rarely listens to others’ideas
• does not contribute togroup work
• does not fulfil role
expectations• Perhaps leading
to group breakdown
occasionally be negative
• sometimes listens to others’ idea contributes
sporadically to groupwork
• fulfils role expectations and
shares in work withassistance
• usually listens to others’ ideas
• willingly performs own tasks to meet group goals
• fulfils role expectations,
helpinggroup accomplish
tasks
group work• listens actively to others’
ideas and gives feedback• enhances group product
through sharing and helpfulness to others
• exceeds role expectations, assisting
others to fulfil their roles in accomplishing tasks
Hannah Bailey 2011
Hannah Bailey 2011 52
2012
Internal Assessment Resource
Subject Reference: Biology 2.2
The Truth about Detox: Is it the best thing for our bodies?
Supports internal assessment for:Achievement Standard 91154Analyse the biological validity of information presented to the public Credits: 3
Date version published: October 2011
Hannah Bailey 2011 53
Ministry of Education For use in internal assessmentquality assurance status from 2012
Hannah Bailey 2011 54
Biology 2.2: Analyse the biological validity of information presented to the public
Resource reference: Biology 2.2A
Resource title: The truth about Detox – is it the best thing for our bodies?
Credits: 3
Teacher guidelines
The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by the Achievement Standard Biology 2.2. The Achievement Criteria and the Explanatory Notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.
Context/setting
This activity requires students to analyse the biological validity of information presented to the public on the use of products that detoxify our bodies. Students are required to identify and explain how or why the way in which accurate, inaccurate or biased biological information is presented to the public. A comprehensive analysis requires them to prioritise aspects in relation to their significance in using the products that claim detoxification , and evaluating the overall impact on the public.
Evidence is provided in response to a range of pieces of communication (‘articles’), selected across at least three different genres which may include: advertisements, documentary, newspaper articles, historical accounts, videos.
Students will need to have a base of knowledge about human digestive, circulatory and excretory systems . An understanding of the meanings of the terms listed in EN (explanatory note) 2 of the standard is essential. They will also need practice at reading and analysing biological information for its validity. Understanding the importance of referencing sources and the implication this has on analysing validity is recommended. Referencing and/or the provision of a reference list are not, however, used as the basis for making judgements against the Achievement Criteria.
Conditions
A wide range of articles will be provided by the teacher. Assessment may involve a portfolio of written evidence or a single assessment report.
The activity consists of two parts:
Part 1 - Collecting and processing information
Part 2 - Presentation
Students complete both parts individually. All processed material is to be submitted as evidence of the student’s processing. Authenticity will need to be assured by appropriate measures.
Hannah Bailey 2011 55
Checkpoints could be established over the duration of Part 1 where students conference with the teacher in order to check and clarify ideas.
Access to computers may be required.
Sufficient time will need to be given to ensure students have opportunities to select their three articles, analyse and process the information and prepare their reports.
It is suggested that students be provided with 4 class periods and some homework time over a 2 week period in which to complete Part 1. The presentation for Part 2 could be produced during class time over 3 or more days, although more time can be given if needed.
Resource requirements These resources have information that may be used for the assessment activity. You Tube items used to promote products claiming detox
The skinny on detox diets
http://www.youtube.com/watch?v=KmK0dDG47FY
Whole Body Detoxification Supplement - Detox Your Liver & Much More
http://www.youtube.com/watch?v=mxIiLsemVmk
True detoxification is not a colon cleanse or a liver detox
http://www.youtube.com/watch?v=80GqEcZZFVg
Articles advising on risks/benefits of Detoxification The Benefits of Detoxification from Energy Grid Magazine
http://www.energygrid.com/health/2007/07kb-detoxification.html
Detox Basics
http://www.anxiety-and-depression-solutions.com/articles/complementary_alternative_medicine/diet/detox_basics.php
Detox Shmeetox from Time magazine
http://www.time.com/time/magazine/article/0,9171,1877382,00.html
Websites and Articles that detail the advantages of detoxification Body Pure
http://www.bodypurenow.com/
Benefit from the detoxification power of charcoal http://www.naturalnews.com/031740_charcoal_detoxification.html
Understanding enzymes and Detoxification
http://www.naturalnews.com/029708_enzymes_detoxification.html
A dirty colon is often the cause of bad breath
http://www.naturalnews.com/027633_colon_bad_breath.htm
Additional information
Hannah Bailey 2011 56
This standard is derived from the Nature of Science achievement objectives of communicating in science. Collecting the students’ research material during Part 1 allows the teacher to check that information is relevant, as well as allowing references to be checked. Where manageable, one re-assessment opportunity could be provided for all students. Other possible formats for the presentation in Part 2 of all or some of the three reports are listed below. Teachers need to ensure that the format used allows students to complete a comprehensive analysis on the information in the article.
Web page
Power point presentation (including any supporting information)
Seminar
Video
Conditions of Assessment related to this Achievement Standard can be found at www.tki.org.nz/e/community/ncea/conditions-assessment.php
Hannah Bailey 2011 57
<<Insert your school name here>>2011
Internal Assessment Resource
Subject Reference: Biology 2.2
The truth about detox, is it the best thing for our bodies?
Supports internal assessment for:Achievement Standard 91154Analyse the biological validity of information presented to the publicCredits: 3
Achievement Achievement with Merit Achievement with Excellence
Analyse the biological validity of information to the public
Analyse in depth the biological validity of information presented to the public
Comprehensively analyse the biological validity of information presented to the public
Student Instructions
Introduction This assessment activity requires you to present reports that comprehensively analyse the biological validity of three different types of information (i.e. articles) presented to the use of products that detoxify our bodies. Detoxification products have become very popular in recent times and have been claiming to remove build up of toxins from your body along with another number of benefits.
Your teacher will give a wide range of information that has been presented to the public about detoxifying products for you to choose from. You will analyse this information and decide on what is accurate, inaccurate or biased using your biological knowledge.
Task
The activity consists of two parts.
In Part 1 you will select three different types of articles on the use of detox products from the range of resources your teacher has provided and use these to produce a folder with all of your processed material which is to be submitted as evidence of processing.
For Part 2 you will write a report that analyses the biological validity of the information presented to the public on using detox products for EACH of the three articles you chose in Part 1.
This is an individual assessment with resources provided by the teacher.
Hannah Bailey 2011 58
Part 1 - Collecting and processing information
You will have 3 class periods including homework to complete part 1. You will need to check in with the teacher each in class period to report on what stage you are at.
Part 2 - Presentation
The 4 lessons during the week starting _________ will be used to produce your presentation and the due date is _______
Part 1: Collecting and processing information Select three different types of articles on the use detoxification products from the range of resources your teacher has provided. You must select these across at least three different genres. For example: advertisements, documentary, newspaper articles, historical accounts, videos.
As you select and process your information think about these questions:
Are there two sides to the story – or more than two sides?
Is there a compromise that is reached when decisions are made?
What information is the public given – is it scientifically correct?
How do we know if the biological information is correct?
What are the consequences to the public of the use of good or bad science in an article?
Is some information more important than other information?
These questions are starting points only, to indicate the kind of evidence you will need to produce a report for each article in Part 2 below.
Produce a folder that includes the three articles you used, and any other resources related to these you may have used e.g. pamphlets, notes from a video, and photos. All of your processed material must be submitted as evidence of processing and include information that identifies the source. For example: author, year, title, publisher, place published; or URL and date accessed.
Part 2: Presentation
Write a report that analyses the biological validity of the information presented to the public on using detox products for EACH of the three articles you chose in Part 1. Your three individual reports must:
Identify and explain the biological features in the information as accurate, inaccurate or biased using biological knowledge. You can show how or why these biological features are inaccurate by making corrections to them.
Identify and explain the purpose of the information e.g. who produced it, and why or how vested interest is shown to the intended audience.
Explain why or how any inaccuracies and/or bias could impact on the public. Hannah Bailey 2011 59
Prioritise, with reasons, aspects of the information in the article in relation to their significance in people’s decision making in using detox products.
Evaluate the overall impact of the article on the public, based on bias and the balance of accurate and inaccurate features.
Hannah Bailey 2011
Each report will be assessed on your three analyses of the biological validity of the information in the articles presented to the public on using detox products, and not on its presentation.
To ensure all data/quotes/graphs/diagrams/maps, etc. that you used can be checked and authenticated, any references used as information sources should be acknowledged with them in the body of each report. A small amount of information or facts can be copied but it should be written in quote marks and have the reference beside it in the body of the presentation.
Include a reference list of sources used, recorded in a way that the source can be located.
60
Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Merit
Evidence/Judgements for Achievement with Excellence
Processed material submitted as evidence of the student’s processing. The student is able to analyse the biological validity of information presented to the public on using products that claim detoxification by processing information from articles selected across at least three different genres to:
recognise and describe biological features in the information
identify these as accurate, inaccurate or biased using biological knowledge. Recognising inaccuracies may be demonstrated by making
corrections to inaccurate biological features identify the purpose of the information (e.g. who
produced it and the intended audience).
Processed material submitted as evidence of the student’s processing. The student is able to analyse in depth the biological validity of information presented to the public on using products that claim detoxification by processing information from articles selected across at least three different genres to:
recognise and describe biological features in the information
identify these as accurate, inaccurate or biased using biological knowledge. Recognising inaccuracies may be demonstrated by making
corrections to inaccurate biological featuresidentify the purpose of the information (e.g.
who produced it and the intended audience).
AND for one article give reasons on why or how: each biological feature is accurate or
inaccurate, or contains bias inaccuracies and/or bias may have
consequences or impacts for the public vested interest is conveyed in the
information.
Processed material submitted as evidence of the student’s processing. The student is able to comprehensively analyse the biological validity of information presented to the public on using products that claim detoxification by processing information from articles selected across at least three different genres to:
recognise and describe biological features in the information
identify these as accurate, inaccurate or biased using biological knowledge. Recognising inaccuracies may be demonstrated by making
corrections to inaccurate biological features identify the purpose of the information (e.g.
who produced it and the intended audience).
AND for one article give reasons on why or how: each biological feature is accurate or
inaccurate, or contains bias inaccuracies and/or bias may have
consequences or impacts for the public vested interest is conveyed in the
information.
AND for one article: prioritise, with reasons, aspects of the
information in relation to their significance in the context
evaluate the overall impact of the article on the public, based on bias and the balance of accurate and inaccurate features.
Hannah Bailey 2011 61
Student Evaluation Sheet This feedback sheet is anonymous and will help in planning future courses. Your feedback is very important to us and we appreciate you effort in filling this form out.
This unit was interesting and useful to meThis unit challenged my scientific understandingI have gained skills that will help me in understanding scientific information The unit material and activities were interestingThe workload of this unit was balancedThe teacher showed interest in the topicThe teacher demonstrated sound topic knowledge The teacher presented information that was interestingThe teacher assisted me/ my group when we required
Teacher Evaluation Sheet
This unit was interesting to teachStudents seemed interested by the material and activities The Unit plan was easy to follow and resources were related to
Hannah Bailey 2011
List 2 or 3 things you found really interesting/ enjoyable about this unit:
List 2 or 3 things you disliked about this unit:
If we were to teach this topic in 2013 what would you keep the same and what would you change?
Strongly Agree Neutral Disagree Strongly agree disagree
62
learning intentionsThere was sufficient time allocated to teach this unit The SLO’s where realistic and achievableThe resources where easy to use and effective I enjoyed teaching this unit
SAFETY IN THE CLASSROOMThis unit has very few practical activities however safety issues do arise through activity in the classroom.
ACTIVITY ISSUE ACTION Working in a science lab
Various chemicals or biological waste may be on desks. Gas may be left on. Various objects may be left on the ground (e.g. bags)
Ensure students are not eating in the classroom and are aware about surrounding dangers/ hazards. Ensure all clutter is cleared from the ground (e.g. unused chairs are pushed under the table , bags are up the front etc)
Hannah Bailey 2011
List 2 or 3 things you found worked really well / were successful about the unit:
List 2 or 3 things you felt didn’t work/were not successful:
If you were to teach this topic in 2013 what would you keep the same and what would you change?
Strongly Agree Neutral Disagree Strongly agree disagree
63
Dissecting animals. This activity can bring up a number of issues. Firstly biological such as pathogens may be in the deceased animal. Another issue relates to the ethical treatment of animals. Thirdly students are also important to consider as this may distress or upset students as they are touching dead animals and this could be against religion or against their own beliefs. It is also important to recognize the use of dissecting tools in the classroom, these can harm students if used incorrectly
It is important students understand the dissection procedure and time should be allowed to go through the activity in a previous lesson. Students needs to respect the animals as they have dies in the name of science, so actions should be in place for students who disrespect the animals. High grade disinfecting agents need to be used in the clean-up of the dissection and students must wash their hand thoroughly with ding exiting hand soap. Animal waste and all associated paper or gloves must be incinerated and not disposed of in classroom bins.
REFERENCESAllan, R. (2010). BIOZONE Level 7 Biology. BIOZONE International Ltd Allan, R. (2010). BIOZONE Level 8Biology. BIOZONE International Ltd
Bayley, M. (1999). Patterns of life: The biology course for year 12. Addison Wesley Longman New Zealand Limited
Campbell, N., Reece, J. (2005). Biology (7th ed.). Pearson
Crofton, I. (2010) Science without the boring bits. Quercus Publishing Plc
Goldacre, B. (2009). Bad Science. Harper Collins publishers
Hartley, S., Linklater, W., Nelson, N., Philips, N., & Shima, J. (2008). BIOL228: Animal Diversity . McGraw-Hill Australia Pty Ltd
Loughran, J., Berry, A., Mulhall, P. (2006) Understanding and developing science teachers pedagogical content knowledge. Sense Publishers.
Prain, V. (2007). Learning the literacies of science. In G. Wenville, &V. Dawson, The art of teaching primary science(pp. 184 -201). Crows Nest, NSW, Australia: Allen and Unwin. ISBZ 9781741752892
Relph, D., Hook, G. (1999) New Zealand Pathfinder Series: Biology Year 12. New House Publishers LTD
Hannah Bailey 2011 64
Rennie, L. (2005). Science awareness and scientific literacy. Teacing Science, 51 (1), pp 10-14. ISSN 0045-0855
Hannah Bailey 2011 65