learning objectives - the john warner school€¦ · web viewlearning objectives learning...

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that the internal conditions of

the body need to be controlled

that waste products have to be removed from the body

how carbon dioxide and urea are removed

that the water and ion balance and the temperature and blood sugar levels must be maintained at a steady level.

Most students should be able to: define the term ‘homeostasis’ and

list the internal conditions of the body that are controlled

explain why carbon dioxide and urea need to be removed from the body

describe how carbon dioxide is removed from the body via the lungs

describe the role of the kidneys in removing urea and controlling the water and ion content of the body.

Some students should also be able to: explain the complexity of

homeostasis.

Waste products that have to be removed from the body include:– carbon dioxide, produced by respiration and removed via the lungs when we breathe out– urea, produced in the liver by the breakdown of amino acids and removed by the kidneys in the urine, which is temporarily stored in the bladder. [B3.3.1 a)]If the water or ion content of the body is wrong, too much water may move into or out of the cells and damage them. Water and ions enter the body when we eat and drink. [B3.3.1 b)]Controlled Assessment: B4.3 Collect primary and secondary data. [B4.3.2 b) c) f)]; B4.4 Select and process primary and secondary data. [B4.4.1 a) b)]

Chapter map: Keeping internal conditions constant

Lesson structure Support, Extend and Practical notes

StartersKeeping warm or staying cool – Show the Student Book photos of obviously different climatic conditions. Ask: ‘What will the people’s core temperature be like?’ Students should predict, respond and discuss. (5 minutes)What’s in a word? – Write the word ‘homeostasis’ in large letters on the board and ask students if they can find any clues in the word which indicate its meaning. Support students by prompting (perhaps to distinguish ‘homeo’ from ‘homo’ and getting ‘stasis’ to link to ‘static’). Extend students by encouraging them to find some clues and be able to come up with similar words and a definition of homeostasis. Discuss all the internal conditions that need to be maintained the same. (10 minutes)Main

Show the students some hydrogencarbonate indicator. It should be cherry red when it is in equilibrium with the air. If a little dilute acid is added it turns yellow, if alkali is added it will go purple. Get a volunteer to blow into a tube of indicator through a straw. Ask: ‘What does this show about the effect of CO2 on the indicator and therefore the pH of CO2 in solution?’ Use this for students to speculate on the effect of the accumulation of CO2 in the cells of the body.

Carry out an analysis of inspired and expired air. This is best done as a demonstration before the whole class. The sample of air is drawn into a capillary tube (called a J-tube, it consists of a syringe attached to a capillary tube bent into a square J-shape) and its volume a is recorded. Potassium hydroxide solution is then drawn into the tube to absorb the carbon dioxide. The volume will decrease. The new volume b is noted. The potassium hydroxide solution is almost all expelled. A reagent that absorbs oxygen (pyrogallol) is then drawn into the tube, causing the volume to decrease, and the new volume c noted. Safety: CLEAPSS Hazcard 12 Pyrogallol – harmful. Recipe card 64. CLEAPSS Hazcard 91 Potassium hydroxide – corrosive. Wear eye protection (chemical splashproof). The percentage of CO2 in the air is given by the expression:

The percentage of O2 in the air is given by the expression:

A sample of expired air can be obtained by immersing a boiling tube in a trough of water, raising it to a vertical position keeping the open end under water and then exhaling into it through a bent straw or capillary tube. The analysis of this sample of exhaled air can then be tested as above and the percentages compared. You could get a volunteer (student) to give you a sample of expired air.

The samples need to be jiggled around in the J-tube so that the absorption of the gases takes place. Three samples should be measured and a mean taken. The samples need to be at room temperature before their volume is measured. (This relates to: ‘How Science Works’: repeatability, accuracy and precision of data.)

PlenariesUrea or urine? – Ask students to compose a sentence using both words in order to emphasise the difference and the connection between the two words. (5 minutes)

SupportGive students a blank diagram with a body outline on it in the centre and four arrows coming from appropriate places. Get them to put the labels ‘Urine’, ‘Faeces’, ‘Sweat’ and ‘CO2 in breath’ in the correct places.Extend Ask students to hold their breath for 30 seconds (risk assessment for individuals). They can feel the desire to breathe building, due to the CO2 building up. Ask: ‘Does the feeling go when you breathe in? Why is this? Where might the sensors be that tell you that you have too much CO2 in you? How can you tell?’ This can link to the first activity in the Main part of the lesson.

New AQA GCSE Science © Nelson Thornes Ltd 2011

Course Subject Topic PagesBiology Biology B3 3.1 Controlling internal conditions Pages 246-247

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that urine, containing urea,

excess mineral ions and water, is removed from the body by the kidneys

that sugar, mineral ions and water needed by the body are reabsorbed into the blood as it passes through the kidneys.

Most students should be able to: describe how the kidneys produce urine describe that the kidneys remove urea

and regulate the water content of the body.

Some students should also be able to: explain the role of the kidney in

homeostasis explain in detail that sugar and

dissolved ions may be actively absorbed against a concentration gradient in the kidney tubules.

A healthy kidney produces urine by:– first filtering the blood– reabsorbing all the sugar– reabsorbing the dissolved ions needed by the body– reabsorbing as much water as the body needs– releasing urea, excess ions and water as urine. [B3.3.1 c)]Controlled Assessment: B4.5 Analyse and interpret primary and secondary data. [B4.5.3 a)]; [B4.5.4 a) b)]

Lesson structure Support, Extend and Practical notesStartersDo you know where your kidneys are? – Ask students to place their hands on their bodies to indicate where they think their kidneys are. Inspect to see who can get it right. Discuss the protection they have and link with why boxers wear wide belts. (5 minutes)‘Kidney trouble’ – Show a clip from The Simpsons (‘Kidney Trouble’, 1008 AABFO4, Series 10) where Homer doesn’t let Abe get out of the car to urinate and his kidneys explode! Discuss the anatomy behind this. Create and project a blank (unlabelled) diagram of the human urino-genital system and ask students to label the parts. Support students by providing a list of labels. Extend students by asking them to suggest a function for each of the parts they label. (10 minutes)Main Look at some statistics of the volume of blood filtered each day, the re-absorption

of glucose and amino acids and the way in which the kidney controls the water and ion content of the blood.

You could carry out a kidney dissection (see ‘Practical support’). Encourage the students to use their sense of smell during the dissection. The

function of the kidneys in the production of urine will be deeply embedded by association!

You could also look at the effect of drinking on urine production. This investigation can either be presented to the students as collected data, or they could carry it out themselves at home. The idea is to find out what effect drinking a large volume of water has on the volume and colour of the urine.

The person carrying out the investigation should empty their bladder as completely as possible. After 15 minutes, they should urinate again into a measuring cylinder, record the volume produced and retain a small sample in a sealed specimen tube. A litre of water should then be drunk. After 15 minutes, the person should urinate, record the volume produced and retain a further sample in a specimen tube. The volume of urine produced at 15-minute intervals should be recorded and a sample taken for as long as possible. Wash hands and equipment at home.

No extra liquid should be drunk during the experiment. The volume of urine produced can be plotted against time and the colour recorded at the different intervals.

A slight variation of the above could be to suggest to the students that they design an experiment to investigate the effect of drinking a large quantity of water on the production of urine. They could then be given some figures to plot and colours to comment on. (This relates to: ‘How Science Works’: relationships between variables.) Ask: ‘How could the samples be tested to see if glucose or amino acids were present?’

PlenariesRate of flow – To observe what the flow rate through the kidneys looks like, set a flow rate of 1200 cm3 per minute (20 cm3 per second) through a hose from a container by adjusting a clamp. (5 minutes)Why do peanuts make you thirsty? – Get the students to write a note for the back of a packet of peanuts explaining why they can make you thirsty. They should aim for exactly 20 words; or if they are using computers – give them a text box of fixed size that they must fill. Support students by giving them some words to be included in the note. Extend students by suggesting they include some more detailed scientific information – perhaps with regard to the benefits of keeping body fluids constant. (10 minutes)

SupportMake a model kidney out of chicken wire. Pass coloured beads into it – blue ones for water, yellow ones for urea, white ones for mineral ions and small sweets for glucose. Include some big red and white balls that cannot get out as blood cells. Arrange a collecting bowl underneath and get students to put the beads and sweets that escape into two tubes, a red one labelled ‘back into the blood’, the other labelled ‘to the bladder and out’ with a picture of a toilet on it.Extend Get students to look at kidney structure in more detail, examining prepared slides and trying to identify the parts of the nephron, such as glomeruli, loop of Henle and the cells of the tubules.Practical supportKidney dissectionEquipment and materials requiredObtain some fresh lamb’s or pig’s kidneys with the fat and vessels attached. (These usually need to be ordered especially from the butcher.)DetailsDirect students to work in pairs or small groups. You could provide a worksheet or talk them through the observations and dissection. It is worth looking at the outside to see the blood vessels and to point out that the fat surrounding the kidney is all the protection they have. Using a scalpel, the kidney should be sliced horizontally, so that the cortex, medulla and the ureters can be seen. Students should identify the renal artery, the renal vein, the ureter and the collecting area (pelvis) for the urine. The cortex and the medulla can be distinguished by their difference in colour. Ask: ‘Why is the outer part (the cortex) darker red than the inner part (the medulla)?’Safety: Take care with sharp scalpels. Wash hands after the experiment.


Course Subject Topic PagesBiology Biology B3 3.2 The human kidney Pages 248-249

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that kidney failure can be

treated by dialysis that dialysis removes the urea

from the blood that dialysis restores the

concentrations of dissolved substances in the blood to normal levels.

Most students should be able to: describe how dialysis is used to treat

kidney failure explain why dialysis needs to be

carried out at regular intervals describe what happens during kidney

dialysis list some of the advantages and

disadvantages of kidney dialysis.Some students should also be able to: give a detailed explanation of kidney

dialysis in terms of diffusion and concentration gradients

evaluate the pros and cons of dialysis treatment.

People who suffer from kidney failure may be treated either by using a kidney dialysis machine or by having a healthy kidney transplanted. [B3.3.1 d)]Treatment by dialysis restores the concentrations of dissolved substances in the blood to normal levels and has to be carried out at regular intervals. [B3.3.1 e)]In a dialysis machine a person’s blood flows between partially permeable membranes. The dialysis fluid contains the same concentration of useful substances as the blood. This ensures that glucose and useful mineral ions are not lost. Urea passes out from the blood into the dialysis fluid. [B3.3.1 f)]

Practical: Modelling kidney dialysis

Lesson structure Support, Extend and Practical notesStartersWhy do we have kidneys? Get the students to write down their own existing ideas on what kidneys do. Discuss as a class and draw together the collective findings. (5 minutes)Dialysis – what we know so far – Create and show a PowerPoint review of dialysis. Students could complete a set of questions following viewing and discussion. Support students by allowing them to complete the answers to the questions during the review. Extend students by making the questions more searching. (10 minutes)Main Show a short video or project pictures of a kidney patient undergoing dialysis.

Discuss what is happening. Search the internet for ‘Video kidney dialysis’. If students have not done any practical work using dialysis tubing, then it

could be helpful to set up a demonstration or allow them to carry out some simple experiments to show that small molecules, such as glucose, pass through the tubing while larger molecules do not. Experiments such as the model gut (see B3 1.7 ‘Exchange in the gut’) or the use of tubing to show water uptake and loss in cells could be used.

Use an animation to show dialysis and kidney machines. There is some good information on the School Science and Nephron Information Centre websites which includes images, animations and questions.

You could create student worksheets to focus on the issues and provide the students with the facts. This is a good opportunity to point out the differences between dialysis and the normal functioning of the kidney.

A brief talk from a nurse experienced in dialysis, or from a person who undergoes regular dialysis, followed by a question and answer session, could be of benefit.

There are links here with the question of transplants and also some careers information. You could combine a talk on dialysis with some discussion of transplants (see next spread).

PlenariesVirtual dialysis – If not used as a Starter or in the main part of the lesson, show the virtual dialysis clip from the Nephron Information Centre (www.nephron.com). (5 minutes) Leaflet on dialysis – In groups, students can produce a leaflet for kidney patients explaining what dialysis is and how it works. Use word processing or desktop publishing software, if available. Support students by asking them to design a poster and provide them with sentences to include. Extend students by asking them to include helpful, annotated diagrams. (10 minutes)

SupportUse a loop of cellulose acetate tubing filled with a mixture of red particles that will not pass through (fine sand to represent red blood cells), and some yellow dye such as fluorescein (representing waste products) that will pass through. Observe the fluorescein exiting the tube and relate this to the process in the kidney. Extend Following a scavenger hunt through a series of linked websites (on a school intranet, through Word document links or using software such as Quia) to complete a table summarising the differences and similarities between haemo-dialysis and peritoneal dialysis.


Course Subject Topic PagesBiology Biology B3 3.3 Dialysis – an artificial

kidneyPages 250-251

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that a kidney transplant

involves the replacement of a diseased kidney by a healthy one from a donor

that precautions need to be taken to prevent the rejection of the transplanted kidney by the immune system

that there are advantages and disadvantages of kidney transplants.

Most students should be able to: replaced by a healthy one

explain the problems of rejection by the immune system

list the ways in which rejection is prevented

list the advantages and disadvantages of having a kidney transplant.

Some students should also be able to: evaluate in detail the

advantages and disadvantages of treating kidney failure by dialysis or kidney transplant

explain the issues of rejection and the advantages of close tissue matches for success.

In kidney transplants, a diseased kidney is replaced with a healthy one from a donor. However, the donor kidney may be rejected by the immune system unless precautions are taken. [B3.3.1 g)]Antigens are proteins on the surface of cells. The recipient’s antibodies may attack the antigens on the donor organ as they do not recognise them as part of the recipient’s body. [B3.3.1 h)]To prevent rejection of the transplanted kidney:– a donor kidney with a ‘tissue-type’ similar to that of the recipient is used– the recipient is treated with drugs that suppress the immune system. [B3.3.1 i)]Evaluate the advantages and disadvantages of treating kidney failure by dialysis or kidney transplant.Controlled Assessment: B4.5 Analyse and interpret primary and secondary data. [B4.5.1a) b)], [B4.5.4 b) c)]

Viewpoint: Are you registered?WebQuest: Kidney transplantsExtension: Transplant versus dialysisBump up your grade: Transplant versus dialysis

Lesson structure Support, Extend and Practical notesStartersThe importance of kidneys – Discuss how you would feel if you had to go into surgery to have a defective kidney removed and the wrong kidney was removed by accident (state that this has actually happened in the past). Talk over the importance of kidneys and what could go wrong. Support students by providing prompts and suggestions. Extension level students should be able to give full explanations of the problems. (5 minutes)‘Kidney trouble’ – Show a clip from The Simpson’s, ‘Kidney trouble’ (1008 AABF04 Series 10), where Homer first runs away from giving Grandpa a kidney transplant then is conned into doing so but plans to get one off Bart. (10 minutes)Main Pictures and more detailed information are available on kidney transplants from

websites. The Nephron Information Centre has information that could be helpful. You could create a worksheet for students to keep a tally of pros and cons as the

presentation proceeds. Show a video of a kidney transplant operation. (Search the internet for ‘Video

kidney transplant’.) Draw up a table of the pros and cons of kidney transplants. Expand this to

compare transplants with dialysis. Using information from the internet about the relative costs of the two

procedures, students could work out the difference in cost to the NHS of a patient on dialysis for 20 years and a patient who has two kidney transplants in 20 years. (This relates to: ‘How Science Works’: the ethical and social issues of using science and technology, and making decisions.)

PlenariesA bit of me once belonged to someone else – Discuss how it would feel to have an organ donated to you from someone else. Ask: ‘Would it matter which organ it was?’ Watch excerpts or give a plot summary and discuss the 1946 film The Beast with Five Fingers, directed by Robert Florey. For a real life situation, discuss Chris Hallam, the first person to have an arm transplant. He eventually asked for it to be removed. BBC News website has the story and pictures. (5 minutes)Kidney ‘Snakes and Ladders’ – Draw up a series of statements for a ‘Snakes and Ladders’ game of kidney problems. Include the benefits and difficulties associated with both transplants and dialysis. Discuss in class and make a game for homework. Support students by giving them statements so they can decide which ones are Snakes and which are Ladders. Extend students by evaluating the benefits and difficulties and by deciding how long each Snake and Ladder should be. (10 minutes)

SupportGet students to complete a concept map of the pros and cons of transplants and dialysis. Use prompts if needed, such as initial letters, colour coding of key words and the places they go on the map.Extend Get students to draw up arguments for and against the use of xenotransplants. If necessary, do a preliminary trawl of the internet for information on xenotransplants (transplants between species).


Course Subject Topic PagesBiology Biology B3 3.4 Kidney transplants Pages 252-253

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that the internal temperature

of the body is monitored and controlled by the thermoregulatory centre in the brain

that this centre receives information from the blood and from temperature receptors in the skin

that if the core temperature fluctuates, responses are made so that the body is kept at optimum temperature.

Most students should be able to: describe how the body

monitors body temperature

describe the responses made by the body if the core temperature is too high

describe the responses made by the body if the core temperature drops too low.

Some students should also be able to: explain how the blood

vessels supplying the capillaries in the skin control body temperature. [HT only]

Sweating helps to cool the body. More water is lost when it is hot, and more water has to be taken as drink or in food to balance this loss. [B3.3.2 a)]Body temperature is monitored and controlled by the thermoregulatory centre in the brain. This centre has receptors sensitive to the temperature of the blood flowing through the brain. [B3.3.2 b)]Also temperature receptors in the skin send impulses to the thermoregulatory centre, giving information about skin temperature. [B3.3.2 c)]If the core body temperature is too high:– blood vessels supplying the skin capillaries dilate so that more blood flows through the capillaries and more heat is lost– sweat glands release more sweat which cools the body as it evaporates. [HT only] [B3.3.2 d)]If the core body temperature is too low:– blood vessels supplying the skin capillaries constrict to reduce the flow of blood through the capillaries– muscles may ‘shiver’ – their contraction needs respiration, which releases some energy to warm the body. [HT only] [B3.3.2 e)]Controlled Assessment: B4.3 Collect primary and secondary data. [4.3.2 c) d) f)]; B4.4 Select and process primary and secondary data. [4.4.1 a) b)], [4.4.2 a) b) c)]

Bump up your grade: Body temperatureHow science works: Sweat–beater: fake or real?Video: Body temperature

Lesson structure Support, Extend and Practical notesStartersSame temperature? – Using forehead thermometers, get the students to take their own temperatures. Collect up results and find a mean for the group. Ask: ‘Why are they all about the same? How much variation is there?’ How much of this is due to variation in students’ temperature and how much is due to variation in the resolution of the thermometers? How could you tell the difference? (This relates to ‘How Science Works’: consider the reliability of data.) (5 minutes)Can you tell the temperature? – Have several containers of water at different temperatures. Students are to guess the temperatures. Support students by giving them cards with the temperatures on and ask them to place the cards in front of the correct containers. Extend students by giving them one actual temperature and letting them try to guess the rest. Ask: ‘How easy is it? How accurate can you be?’ Discuss why you need to be aware of whether you are hot or cold. It could be dangerous to become too hot or too cold. (10 minutes)Main Consider the difference between core and skin temperature. Students can work in

groups or these experiments could be done as a class demonstration (see ‘Practical support’).

To cover aspects of ‘How Science Works’, the information gathered and the best way to present it can be discussed by the students. Ask: ‘What conclusions can be drawn? Does it tell us about the thermoreceptors in the skin? Could we use this information to devise a method of measuring the heat loss from the human body?’

Describe the changes that can take place in the diameter of the blood vessels supplying the skin capillaries and relate these changes to changes in the core body temperature. Also explain evaporation of water through sweating, which leads to cooling, followed by shivering. Shivering then leads to warming, as the action of the muscles releases heat energy. These are needed for the Higher Tier examination. Foundation Tier students should understand that the skin looks red when we are hot due to increased blood flow to the skin but do not need to know about the dilation and constriction of blood vessels supplying the capillaries.

Plenaries‘Quick quiz – Ask questions on the contents of the lesson. Support students by asking straightforward questions. Extend students by giving them more complex questions and expecting them to provide more relevant detail in their answers. (5 minutes)Thermostat principles – Show students a heater connected into a circuit with a bimetallic strip, or other thermostatic device, arranged so that when it drops to a given temperature, the heater switches on. When the temperature rises, the heater switches off. Run through several cycles and ask the students to draw parallels with the human body. (10 minutes)

SupportRemind the students of ‘Goldilocks and the three bears’, especially regarding porridge temperature. Produce a sheet with two boxes on one side with ‘Too hot’ in one and ‘Too cold’ in the other. Have another saying ‘Just right!’ and have the instruction ‘Do nothing!’ Opposite these, describe activities (e.g. put on more clothes, stamp feet and blow on hands) and physical responses (e.g. goose bumps, sweating). Students should link the boxes with lines.Extend Get students to consider cold-blooded animals that cannot control their body temperatures. They can write out and illustrate a ‘User’s guide for an ectothermic body’, giving warnings and suggestions.Practical supportBody temperatureEquipment and materials requiredThermometers, temperature probes, masking tape, duvet filling, data loggers, cold water, bowls.DetailsAsk for volunteers (risk assessment needed) to sit with one hand in very cold water. Monitor the core temperature and skin temperature of the other hand of the volunteer using temperature sensors and data loggers. Ask: ‘What happens?’ A modification or extension of this can be done comparing energy loss from an insulated and non-insulated hand. Attach a temperature probe to each hand of a volunteer with masking tape, checking that the skin temperatures on both hands are identical. Insulate one hand fully with duvet filling, taping it and ensuring that it is of an even thickness all round. Allow time for equilibration, then record the skin temperatures of each hand and the core temperature. Change the environmental conditions (cooler temperatures, air movements) and repeat the temperature measurements.Safety: If clinical thermometers are used, it is advisable to use separate thermometers for each student. Disinfect after use.


Course Subject Topic PagesBiology Biology B3 3.5 Controlling body

temperaturePages 254-255

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that there are different

issues associated with the treatment of kidney failure

that people can die from the effects of too much heat [HT only]

that loss of heat from the body can cause hypothermia. [HT only]

Most students should be able to: evaluate the different issues

associated with the treatment of kidney failure

describe the effects of too much heat on the body [HT only]

describe the signs of hypothermia. [HT only]

Some students should also be able to: explain the effects of heat stroke

and hypothermia. [HT only]

If the core body temperature is too high: – blood vessels supplying the skin capillaries dilate so that more blood flows through the capillaries and more heat is lost– sweat glands release more sweat which cools the body as it evaporates. [HT only] [B3.3.2 d)]If the core body temperature is too low:– blood vessels supplying the skin capillaries constrict to reduce the flow of blood through the capillaries– muscles may ‘shiver’ – their contraction needs respiration, which releases some energy to warm the body. [HT only] [B3.3.2 e)]Evaluate the advantages and disadvantages of treating kidney failure by dialysis or kidney transplant. [B3.3]

Lesson structure Support, Extend and Practical notes

StartersVisualisation – Show the students a projected image or sheet of paper with 30 800 dots on it. Explain that each one represents a pound. Produce a pound coin to emphasise this.Explain that this is the cost each year of providing dialysis for one person. Show another projected image or sheet of paper with 6920 dots on it. Explain that each one represents a patient who needs a kidney transplant but has not got one in the last year. Get students to try to imagine a pile of coins that would represent 30 800 times 6920 (£213 136 000). Show the students a sheet with a million dots on it as a reference (construction advice available via various internet pages). Explain that this cost can be hugely reduced by transplants. Discuss. (5 minutes)Dogs die in hot cars – Show the students a bumper sticker to this effect. Ask the students to think of why this is the case and to write their thoughts down. Ask the students why the dogs would not die if they were out in the open i.e. which natural mechanisms would protect them from overheating. Again ask them to write their thoughts down. Read out examples. Support students by providing guidance. Extend students by getting them to produce more coherent and well-argued ideas. (10 minutes)Main There are several suggestions for activities associated with organ donation in the ‘Further teaching

suggestions’ on B3 3.4 ‘Kidney transplants’. As suggested in the Student Book, students could write a paragraph explaining their own point of view and

then design a poster, leaflet or webpage supporting kidney donation and asking for people to sign up as donors. Choose a target audience and make the appeal relevant to that age group.

Higher Tier only: Go on to deal with hypothermia. This could be tackled by considering warnings to New Year’s Eve revellers!

Show some stills or video of a New Year’s Eve party. Draw out that many people will have been drinking and will not want to drive home. The weather at that time of year can be very cold indeed. Wearing inappropriate clothing might compound this. Ask the students to produce a leaflet to be handed out prior to New Year’s Eve in order to warn people of the dangers of getting hypothermia, its causes and symptoms.

Then deal with issues of the body overheating. Take the skin temperature of a volunteer. Ask them to do some vigorous exercise (preferably out of sight of the rest of the group to avoid distraction. Avoid excessive exercise). While they are away exercising, go over causes of heat stroke and the processes involved. Take the student’s temperature when they come back in. Talk over the dangers associated with dancing vigorously while not drinking enough water.

Get the students to draw out a simple flow chart showing the relationship between temperature and homeostatic feedback activity to regulate the temperature and keep it constant. Get them to add arrows off to ‘hypothermia’ and to ‘heat stroke’, which result if the feedback actions are not taken or are not sufficiently effective. Get the students to attach numerical values to their flowchart. Peer assess the outcomes.

You can also relate the issues to climate change. As suggested in the Student Book, students could write articles for a life-style magazine on the topics listed. Variations could include writing for different groups, such as parents or older people, with advice on how to cope.

PlenariesSplat the temp – Write a number of temperatures on a board. Include the key temperatures discussed in the text. Choose two students and give each one a different coloured fly swat. Ask a question to which one of the temperature values is the answer. The students have to splat their fly swat on top of the correct number and hold it there. The first one there wins. Support students by reducing the number of options and adjusting the question difficulty. Extend students by giving more difficult questions and more cryptic clues. (5 minutes)Kidney Interactives – Use an interactive Java script tool, such as those provided by Quia at www.quia.com. Create a series of interactive exercises based on the keywords associated with the ‘kidneys’ section of this unit. It should be possible to make a set of flashcards, a word search, a pair’s game and a memory game all within a couple of minutes. If laptops or a computer room are available, these can be used to make this an individual plenary. If not, the exercises can be projected and completed as a class. (10 minutes)

SupportProvide the students with a simple worksheet to fill in for the temperature homeostatic mechanisms with the keywords and numerical values given at the base of the page.Extend Ask students to investigate the critical temperature ranges of a number of different organisms, particularly those that live in climatic conditions that pose challenges.


Course Subject Topic PagesBiology Biology B3 3.6 Treatment and

temperature issuesPages 256-257

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that the pancreas monitors

and controls the level of glucose in the blood

how the pancreas functions to control the blood glucose concentration

that diabetes is caused by a lack of insulin from the pancreas.

Most students should be able to: state that the pancreas monitors

and controls blood glucose concentration

describe the symptoms and causes of diabetes

describe how diabetes can be treated.

Some students should also be able to: explain how the blood glucose

concentration is monitored and controlled

explain the causes of diabetes and how it is treated.

The blood glucose concentration of the body is monitored and controlled by the pancreas. The pancreas produces the hormone insulin, which allows the glucose to move from the blood into the cells. [B3.3.3 a)]A second hormone, glucagon, is produced in the pancreas when blood glucose levels fall. This causes glycogen to be converted into glucose and be released into the blood. [HT only] [B3.3.3 b)]Type 1 diabetes is a disease in which a person’s blood glucose concentration may rise to a high level because the pancreas does not produce enough of the hormone insulin. [B3.3.3 c)]Type 1 diabetes may be controlled by careful attention to diet, exercise, and by injecting insulin. [B3.3.3 d)]Controlled Assessment: B4.3 Collect primary and secondary data. [B4.3.2 c) d) e)]

Simulation: Control of blood sugar levels

Lesson structure Support, Extend and Practical notesStartersBlood glucose levels – Discuss the sweet-eating habits of younger brothers and sisters. Ask: ‘Who eats the most at one go? Does eating a lot of sweets have an effect on their behaviour?’ Talk about the blood glucose levels, the effect of increasing these dramatically and speculate as to how the body copes. (5 minutes)How is diabetes diagnosed? – Discuss the symptoms of the disease and why they occur. Ask: ‘What simple test could indicate that someone is suffering from diabetes? What is a glucose tolerance test and how can it be interpreted?’ Students to analyse blood glucose graphs for non-diabetic people and for those with diabetes. Support students by prompting. Extend students by getting them to analyse the blood glucose graphs unaided. (10 minutes)Main Show an animation on the control of the blood glucose levels by the pancreas – search

the internet for ‘abpi for Schools’. This could include diagrams/photos of pancreas tissue showing the islets of Langerhans, alpha cells and beta cells. A feedback diagram can be built up showing how the control is achieved. Create worksheets for students and allow time to complete these during the lesson. Foundation Tier students only need reference to insulin: Higher Tier students also need to understand the action of glucagon.

There is plenty of information about diabetes available from the doctor, from textbooks and on the internet (e.g. www.diabetes.org.uk). Students could be given the opportunity to follow up an aspect of the condition. For example, students could investigate:– the causes of diabetes, including Type 1 and Type 2– what happens if a diabetic has insufficient glucose in the blood, i.e. is

hypoglycaemic– the treatment of diabetes, from the use of insulin from animals to the present-day

use of genetically-engineered insulin– the possibility of islet cell transplantation techniques– the importance of diet for a diabetic– the role of the diabetic nurse in your local GP practice. For each of these

suggestions, students could compile a report to be presented to the class. They could be given homework time for research and writing their reports.

Demonstrate Clinistix testing – test fake urine as suggested in B2 3.6 ‘High tech enzymes (Tinkle test)’. Compare this with the way in which blood is tested now. Students could be given ‘mystery’ samples of fake urine to test. It could be appropriate to point out that before the invention of Clinistix, urine samples were tested with Benedict’s solution. Compare a Clinistix reading with a Benedict’s test on the same sample. (This relates to: ‘How Science Works’: aspects of sensitivity/resolution and accuracy of testing.)

PlenariesWhy diabetes mellitus? – Discuss the origins of the word ‘mellitus’, with its link to honey. Tell students that many years ago doctors would taste their patient’s urine to check it for sweetness. Some students may have heard of the other condition known as ‘diabetes insipidus’, where copious quantities of urine are produced and the patient is always thirsty. (5 minutes)Spelling bee – Ask for volunteers to spell key words from this topic. Once a student has spelt a word correctly, they can choose another student to give a definition. Support students by giving them simple key words. Extend students by giving them more complex terms, imposing a time limit and asking them for a definition of each word. This could reinforce the differences between ‘glucose’, ‘glucagon’ and ‘glycogen’, which are frequently muddled by students. (10 minutes)

SupportGive students a large, clear and not too complex word search for the key words. The students should be provided with the definitions to the words and then cross them off as they find them.Extend Ask students to produce a series of Word documents showing the feedback mechanism involving insulin and glucagon, glycogen and glucose, blood glucose levels too high, too low and normal. Link these together with hyperlinks so that they form the appropriate loops.


Course Subject Topic PagesBiology Biology B1 3.7 Controlling blood

glucosePages 258-259

Learning objectives Learning outcomes Specification link-up Kerboodle Students should learn: that the treatment of diabetes

has developed over the years that there are difficulties

associated with the development of new treatments for diabetes.

Most students should be able to: describe the work of Banting and Best

in the discovery of insulin understand that human insulin can be

produced from genetically-engineered bacteria

list some of the ways in which diabetes may be cured and discuss them.

Some students should also be able to: evaluate in detail the different

methods available for the treatment and cure of diabetes.

Evaluate modern methods of treating diabetes. [B3.3]

Interactive activity: HomeostasisRevision podcast: Keeping internal conditions constantOn your marks: Keeping internal conditions constantTest yourself: Keeping internal conditions constantExamination-style questions: Keeping internal conditions constantAnswers to examination-style questions: Keeping internal conditions constantTeacher notes: Keeping internal conditions constant

Lesson structure Support, Extend and Practical notesStartersCard game – Students should be given cards that show a stage in the processing of sugar by the body. They are to play the cards one time and should explain the relevance of the word to the concepts covered so far under the topic of homeostasis. Look for key important points where misunderstanding could lead to life-threatening consequences. (5 minutes)Diabetes – what we know so far… Students should break into groups of about three and each group be given an A3 sheet of paper. Given a short time limit, (according to class but less than five minutes should be OK – use an internet countdown timer) they are to write out the word ‘Diabetes’ in the centre of the sheet and annotate the rest as their knowledge allows. Peer assess by getting groups to swap over sheets on conclusion. Support students by providing clues and prompts. Extend students by encouraging them to provide more sophisticated answers. (10 minutes)Main Prepare an exposition/PowerPoint presentation on the work of Banting and

Best on the discovery of insulin. Introduce the work of Frederick Sanger on discovering the chemical structure of insulin.

Discuss the production of insulin from genetically-modified bacteria. If suitable, outline the steps that need to be taken to introduce the genes into the bacteria. Discuss the benefits of this type of insulin over that which was previously used by diabetics.

Get the students to produce a summary of the treatment that is available for these type 2 diabetic patients. Link it with the health benefits that will arise from an increase in general activity and exercise levels. Allow them to illustrate this and develop it for presentation in any way which will be stimulating for a target audience of their peers.

Review pancreas transplants and the use of stem cells in the treatment and cure of Type 1 diabetes. Make careful reference to the complex moral and ethical implications of the uses of stem cells from embryos. Ensure that the students realise the ethical benefits of using stem cells from adults.

PlenariesHow do we know it works? – Get students to imagine that they were in charge of the development of anti-diabetes treatments for the UK. They have a limited budget and have to decide which treatments they will fund. Which criteria would they select and why? Read out suitable student answers. (5 minutes)Dog death letters – Get students to write posthumous ‘thank you’ letters to the dogs that involuntarily gave their lives in the study of the disease. Thank them and explain to them the importance of their sacrifice and the medical advances for the human race that the study they were involved in led to. Support students by giving them suggestions of words and phrases to use. Extend students by encouraging them to use their empathy and imagination. (10 minutes)

SupportProvide students with a tick-list understanding sheet regarding the two types of diabetes studied. Give the students some clues to help them to complete the sheet.Extend Get students to write a letter to God, commenting on the problem of diabetes and suggesting alternative mechanisms or improvements to the system of blood sugar regulation that would overcome the current problems faced by sufferers.


Course Subject Topic PagesBiology Biology B3 3.8 Treating diabetes Pages 260-261

learning objectives - the john warner school€¦ · web viewlearning objectives learning...

Documents