UNIT 3: HOMEOSTASIS AND IMMUNITYLiving Environment, Mrs. Salmon

TOPICS TO BE COVERED

Levels of Organization Characteristics of Life/Life Processes Body Systems Dissection of an Animal Specimen (Pig or

Frog) Positive and Negative Feedback Homeostasis Disease Pathogens Immune Response AIDS Education

LESSON 1 – LEVELS OF ORGANIZATION SWBAT: Explain how life can be studied at

different levels by describing the relationship of the levels of organization through a graphic organizer.

Standard:4-1.2 Homework

Give dissection letter to your parent/guardian(s). After break, I will give them to you. Finish Mitosis Project!

Initial Activity: Use the glossary in your review book to define the following terms. Cell: Tissue: Organ: Organ System: Organism:

LEVELS OF ORGANIZATION We can study living things at different levels,

whereas smaller levels are found within larger levels.

Group Activity: Based on the definitions of terms you determined in the

Initial Activity, show the relationship between the smaller levels and larger levels using a graphic organizer. Create this graphic organizer first in your notes before copying to computer paper

Example: A tissue is a collection of cells that carry out the same

function (or job). Therefore the level of cells is smaller than the level of tissues.

Cell

Tissue

The diagram below represents levels of organization in living things.

Which term would best represent X?A. HumanB. TissueC. StomachD. Organelle

LESSON 2 – CHARACTERISTICS OF LIFE SWBAT: Describe some characteristics of living

things using one sentence summaries. Standards: 4-1.2Word of the Day

Metabolism Initial Activity: Use the glossary in the red review

book to define the following terms. Sexual reproduction: Asexual reproduction: Metabolism: Stimulus: Homeostasis: Evolution:

CHARACTERISTICS OF LIFE All living things have certain common

characteristics.

HOW living things can carry out these characteristics may differ from organism to organism.

Metabolism- different in plants (photosynthesis) than animals (cellular respiration only). Also includes nutrition and excretion.

The Characteristics of Life are….

HOW CAN WE REMEMBER THESE CHARACTERISTICS?

Let’s make a mnemonic! Metabolism

Obtain nutrients, Digestion, Cellular Respiration, Excrete

Reproduce (make more of their kind) Stimuli (ability to respond to stimuli) Cell Homeostasis (internal balance) Evolve (change over time) Genetic (DNA, RNA) Growth

MRS CHEGG

Work Activity:Read pgs 1-3 in green review book to summarize the eight common characteristics of life into 1 sentence summaries each.

Answer questions 1-10 in green review book on pg 3

If you have extra time, please finish up your mitosis lab. Last day to do so!

LESSON 4 – BODY SYSTEMS SWBAT Define the function of the human body

systems and how they interact with each other to maintain homeostasis.

Standards: 4-1.2 Homework

QUIZ on Friday – Body Systems (What is the major function(s) of each body system?)

DO NOW: Define the following vocabulary terms using the

glossary in your red review book: Digestion Respiration Circulation Excretion Immunity

MAJOR ORGAN SYSTEMS

Muscular System Skeletal System Circulatory System Respiratory System Nervous System Digestive System Excretory System Endocrine System Reproductive System

Heart

Heart

Spinal Cord

A – Liver B – Stomach C - Spleen

A

BC

Kidney

ORGAN SYSTEMS

Group Activity: Your group will be assigned 1-2 organ system(s)

to research. Use the textbook and review book to define the major function(s) of the body system as well as major organs of that organ system.

We will jigsaw after small group work, so it is imperative that all group members act as recorders today!!!

LESSON 3 – LIFE PROCESSES IN UNICELLULAR ORGANISMS

SWBAT Explain how unicellular organisms carry out life processes by comparing how these processes are carried out by multi-cellular organisms.

Standards: 4-1.2

Word(s) of the day: Prokaryote, Eukaryote, Unicellular, Multi-cellular

Initial Activity List all the characteristics of Living things,

Hint: MRS CHEGG Define the following terms using the glossary

in the review book. Unicellular and Multicellular, Flagellum, Cilia

Psuedopod, Copy the following table into your notebook:

MULTICELLULAR ORGANISMS

What organ system(s) found in your body would muti-cellular organisms (such as ourselves) use to carry out these life functions listed on the chart?

UNICELLULAR ORGANISMS

What organelle(s) or cell part(s) would a unicellular organism use to carry out these life functions listed in the chart?

Let’s watch the video on single celled organisms, such as ameoba, euglena and paramecium to see how they live, then fill out our chart.

When done with chart, do the following…. Green Review Book: Read pages 8-12. Complete

questions 36-45.

HOME WORK- Due 1/4/11SINGLE CELLED ORGANISM CREATIVE WRITING PEICE

Write a one page creative writing piece from the perspectiveof a single celled organism. Describe the componentsand processes that enable you to live. You should Include the following:

-Where you live-How you move-What you “eat”-How you make your energy-How you reproduce

To receive a grade higher than an 80, you shouldAlso include a self-portrait. You should draw and label criticalcomponents of your “body” that you discuss in your creative piece.

LESSON 5 – DISSECTION OVERVIEW

Learning Objective: Discuss safety procedures and techniques necessary to carry out

Standards: See Laboratory Checklist Homework

Review Book: Read pages 158-159. Complete questions 31-34.

DO NOW: Copy the following terms into your notebook: Anatomy Dorsal Ventral Anterior Posterior

ANATOMICAL TERMS

Anterior – head Posterior – end of

body/tail Dorsal - belly (front) Ventral – spinal

column (back)

DORSAL OR VENTRAL?ANTERIOR OR POSTERIOR?

DISSECTION TOOLS

A- Scalpel B - Scissors D - Tweezers H - Blunt End Probe Dissecting Pins (not

pictured) Dissecting Pan (not

pictured)

PREVIEW OF FROG ANATOMY (CARTOON)

LESSON 6 – FROG DISSECTION

Learning Objective: Complete a dissection of a bullfrog to expose and study the internal anatomy of an animal.

Standards: (See Laboratory Checklist) Homework: Finish laboratory analysis

questions.

DO NOW: Read laboratory introduction. Review parts of the frog and organs that you must identify.

LESSON 7 – FEEDBACK MECHANISMS Learning Objective: Describe how organisms

respond to stimuli to maintain homeostasis. Standards: Homework: Read Review Book pages 25-27.

Complete questions 42-53.

DO NOW: Define the following terms using the glossary in your review book: Dynamic Equilibrium Negative Feedback Positive Feedback Insulin Guard Cells

NEGATIVE FEEDBACK MECHANISM

NEGATIVE FEEDBACK EXAMPLE – BODY TEMPERATURE

DYNAMIC EQUILIBRIUM

Our bodies are constantly responding and adjusting to external and internal stimuli, causes small changes in our body temperature, blood sugar level, etc. We refer to these small changes as dynamic equilibrium. It is because of these small changes that we maintain homeostasis (balance).

GROUP ACTIVITY

Using the template worksheet, complete the charts to show the negative feedback mechanisms for Blood Sugar Level and Guard Cell in Plants.

POSITIVE FEEDBACK - CHILDBIRTH

Positive Feedback

LESSON 8 - PATHOGENS

Learning Objective: Discuss types of organisms that can disrupt homeostasis and cause disease.

Standards: Homework: Research one example of a pathogen

discussed in class today and write a 5-sentence summary about the disease caused by that pathogen.

DO NOW: Define the following terms using the glossary in the review book: Disease Pathogen Microbe Infection

BACTERIA

Staphylococcus aureus

Syphilis

Streptococcus

VIRUS

Influenza

HIV

FUNGI

Athlete’s Foot

Ringworm

PARASITE/PROTOZOAN

Tapeworm Malaria

GROUP ACTIVITY

Write a brief (1-2 sentence max) description about the pathogen assigned to your table. Write this description on your easel. Use the textbook and review book to help you! Table 1 – Bacteria Table 2 – Virus Table 3 – Fungi Table 4 – Protozoan Table 5 – Parasite

TREATMENT

How do we treat these diseases? Bacteria – Antibiotics Virus – Vaccine Fungi – Antifungi medication Protozoan – Antiprotozoan medication Parasite – Antiparasite medication

LESSON 9 - DISEASE

Learning Objective: Discuss causes that result in failure of homeostasis.

Standards: Homework: Take-home Quiz

DO NOW: Define the following terms using the glossary in the review book:

CAUSES OF DISEASES

Inherited Disorders Exposure to Toxins (Poisons) Poor Nutrition Organ Malfunction High-Risk Behaviors Pathogens (previously discussed)

GROUP ACTIVITY

Characterize this cause of disease in 1-2 sentences. Give at least one example of a disease that could result from this cause. Table 1 – Inherited Disorder Table 2 - Exposure to Toxins Table 3 - Poor Nutrition Table 4 - Organ Malfunction Table 5 - High Risk Behavior

EXAMPLES OF DISEASES Inherited Disorders

Cystic Fibrosis Sickle-Cell Anemia Down’s Syndrome

Exposure to Toxins (Poisons) Alcohol Nicotine Lead

Poor Nutrition Anemia Scurvy (Vitamin C deficiency)

Organ Malfunction Kidney Failure Heart Attack Diabetes

High-Risk Behaviors Lung Cancer Skin Cancer AIDS Heart Attack

Pathogens (previously discussed)

LESSON 10 – IMMUNE RESPONSE Learning Objective: Describe how the

immune system responds to pathogens so as to fight disease.

Standards: Homework: Read pages 29-31. Complete

question 35-69.

DO NOW: Define the following terms using the glossary in the review book: Antigen Antibody Allergy HIV

THE IMMUNE RESPONSE

*Antigen = ID card

Cytotoxic T Cells = Killer T Cells

WHAT IS THE DIFFERENCE BETWEEN ANTIBIOTICS AND ANTIBODIES?

IMMUNE SYSTEM DISORDERS

Allergies – the immune system responds to harmless substances (i.e. food, pollen, dust, lotions, etc)

HIV – Attacks Helper T-Cells and weakens immune response.

VACCINES - MOVIE

SPREAD OF DISEASE SIMULATION LAB