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Body Works Digestion and Respiration

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Title: Body Works Digestion and Respiration


1
Body WorksDigestion and Respiration
  • D. Patterson

2
Lesson 1
  • Outcome 1 Describe the interaction between food,
    energy and the 7 life processes.

3
Intro
  • Watch http//www.youtube.com/watch?vuM_CgOgJGG0

4
Tasks
  • Read the background information from activity 1.
  • Use this knowledge, your previous knowledge and
    the internet to answer questions 1-7

5
Activity 2
  • What does a food chain show?
  • What does a food web show?

6
The sun and decomposers
7
(No Transcript)
8
Tasks
  • From Activity 2, complete questions 1 and 2

9
Journal and Push Yourself
  • Outcome 1 Describe the interaction between food,
    energy and the 7 life processes
  • What is meant by respiration is an exothermic
    reaction?

10
Lesson 2
  • Outcome 2 List the 7 main food groups and
    include the sources and function of each.

11
Task
  • Look at the picture on the next slide and answer
    the following
  • What is the purpose of the picture?
  • What does it tell you?

12
(No Transcript)
13
Task
  • Research the food group from activity 3 that
    matches your number. (15 min)
  • Consolidate your findings with other members of
    the class with the same food group as you (5 min)
  • Be prepared to present your findings to the class

14
Journal and Push Yourself
  • Outcome 2 List the 7 main food groups and
    include the sources and function of each.
  • Is there such a thing as too many vitamins and
    minerals? What can this cause?
  • Homework Record what you eat and how much you
    eat over a 24 hour period

15
Lesson 3
  • Outcome 3 Define what RDI means and explain
    which foods help to keep within the RDI

16
Energy in food
  • The energy obtained from food is measured in
    kilojoules or calories.
  • Fat, carbohydrate and protein are the main
    sources of this energy
  • 1 gram of carbohydrate supplies 16 kJ of energy
  • 1 gram of protein supplies 17 kJ of energy
  • 1 gram of fat supplies 37 kJ of energy
  • Why is it recommended to eat carbohydrates for
    energy when fats have a higher energy content per
    gram?

17
Using energy
  • A 55kg person will use about 15kJ walking and 40
    kJ of energy running for 1 hour
  • 1 weet bix has

18
Task
  • Use calorieking.com to determine the amount of
    energy you get from your diet in a 24 hour period
  • Answer the following questions
  • Which food types had the most calories/kJ and
    which had the least?
  • What does RDI stand for?
  • What is your RDI and how does this change as you
    get older?

19
Fad Diets
  • Often popularised by the media, fad diets are
    eating plans with the goal of short term weight
    loss, without the concern of long term weight
    loss.

20
Task
  • Create a fishbone visual organiser that gives an
    overview of unhealthy eating due to fad diets

EFFECT Unhealthy Eating
21
Journal and Push Yourself
  • Outcome 3 Define what RDI means and explain
    which foods help to keep within the RDI
  • How many vitamins and nutrients do you need in a
    healthy diet?

22
Lesson 4
  • Outcome 4 Describe the modes of nutrition for
    plants and animals

23
Where do plants and animals get their energy?
24
Not always
  • http//www.youtube.com/watch?vO7eQKSf0LmYlistTL
    -EdSShWJiVk

25
Notes
  • Plants are usually autotrophic
  • auto means self
  • trophic means to nourish
  • But plants may also be saprophytic, parasitic,
    symbiotic or insectivorous

26
Task
  • Research each of the modes of nutrition to find a
    description and an example
  • Saprophytic
  • Parasitic
  • Symbiotic
  • Insectivorous

27
Task
  • Read through the passage in activity 5.
  • Answer questions at the end

28
Task
  • Make a poster which shows one of the modes of
    nutrition covered today. Make sure it shows
  • Title
  • Diagram showing species involved in mode of
    nutrition
  • Description of the mode of nutrition

29
Journal and Push Yourself
  • Outcome 4 Describe the modes of nutrition for
    plants and animals

30
Lesson 5
  • Outcome 5 Describe the key stages of the
    digestive cycle including labelling the relevant
    organs

31
Task
  • Digestion is the bodys mechanism of breaking
    down food to absorb into the blood stream
  • 1 minute paper. Prepare yourselves to answer the
    question in only 1 minute!
  • Question
  • What parts of the human body are used for
    digesting food?

32
Biodigital Human
  • Show biodigital human digestive system.

33
Task
  • Take a copy of the Construct-a-gut worksheet.
  • Cut and paste the correct arrangement of the
    organs of the digestive system.
  • Label the organs

34
Task
  • Research the function of each organ in the
    digestive cycle
  • Mouth, gall bladder, oesophagus, stomach, liver,
    small intestine, appendix, large intestine,
    salivary glands, rectum, pancreas, anus
  • Does it assist with mechanical or chemical
    digestion? What do these terms mean?
  • What is the order that food passes through the
    alimentary canal? Does it pass through all the
    organs of the digestive system?

35
Stages of digestion
  • Stage 1 The mouth
  • Mechanical breakdown of food occurs through
    chewing
  • Chemical breakdown of food occurs through enzymes
    found in saliva
  • Stage 2 The stomach
  • Hydochloric acid is used for further chemical
    breakdown of food into a liquified substance

36
Stages of digestion
  • Stage 3 The small intestines
  • Enzymes continue to chemically break down
    molecules of food. Enzymes come from the liver
    and pancreas
  • Nutrients get absorbed into the blood stream by
    finger like villi on the walls of the intestine.
    All of these villi increase the surface area to
    help absorption
  • Stage 4 The large intestines
  • Water gets reabsorbed which solidifies the
    remaining undigested food

37
Stages of digestion
  • Stage 5 The rectum and anus
  • Faeces pass through the final stage of the large
    intestines, and out through the anus. This is the
    waste product of digestion.

38
Task
  • Complete questions from Activity 10
  • (you may skip question 1 if you have already
    labelled the digestive system)

39
Outcome and Push Yourself
  • Outcome 5 Describe the key stages of the
    digestive cycle including labelling the relevant
    organs
  • How small are the small intestines, how large are
    the large intestines?

40
Lesson 6 part 1
  • Outcome 6 What is the role of enzymes and what
    conditions are required to make them work?

41
Enzymes - print out questions
  • Questions
  • What is in the stomach that makes it a cozy
    place to work in for the enzymes?
  • What are enzymes?
  • What are the common characteristics of enzymes?
  • Enzymes only act on ____________ of molecule
  • https//www.youtube.com/watch?vXTUm-75-PL4

42
Lock and Key model
43
Task
  • Answer questions from activity 12
  • Answers appeared in the video or may be found in
    the information in activity 12

44
Outcome and Push Yourself
  • Outcome 6 What is the role of enzymes and what
    conditions are required to make them work?
  • What are some other types of enzymes, what do
    they break down and where are they produced?

45
Lesson 6 part 2
  • Outcome 6 What is the role of enzymes and what
    conditions are required to make them work?

46
Teacher notes
  • This experiment takes the whole lesson.
  • Prepare as much as possible before lesson, get
    students working on setting up equipment and then
    talk about hypothesis/ results etc while waiting
    for outcome

47
Aim
  • What are the optimum conditions for enzymes, like
    rennin, to work?

48
Set up your experiment
  • Make up each of the experiments found in activity
    13
  • Make up one more with a few drops of HCl in.

49
Testing for optimum conditions for enzymes
  • Experiment 1 How does temperature affect rennin?

Test Tube A Boiled Rennin
Test Tube B Cold Conditions
Test Tube D Warm Conditions
50
Testing for optimum conditions for enzymes
  • Experiment 2 How does acidity affect rennin?

Test Tube C High pH
Test Tube D Unchanged pH
Test Tube E Low pH
This one is not in your book
51
While you wait
  • Write hypothesis
  • Fill in diagram of experiment
  • Once experiment is completed
  • Complete table of results
  • Answer questions at end of results

52
Outcome and Push Yourself
  • Outcome 6 What is the role of enzymes and what
    conditions are required to make them work?
  • What other enzymes are in the body, what do they
    break down and where are they produced?

53
Lesson 7
  • Outcome 7 Define decomposition and preservation
    of food and describe methods of preserving food

TEST Qs What are two methods that were
successful in preventing meat from going bad?
Many food preservation methods work because they
upset the operation of the enzymes in bacteria
that cause food to go rotten. Select one of the
methods in and explain how it stops the enzymes
in the bacteria from operating.
54
Watch
  • Watch video http//www.youtube.com/watch?vc0En-_B
    VbGc
  • What do the terms decomposition and
    preservation mean to you?

55
  • Food Decomposition and Preservation
  • Decomposition the decomposition of food refers
    to saprophytes (bacteria and fungi) feeding on
    food, often making it unhealthy for eating.
  • Preservation the preservation of food refers to
    techniques that can help to slow the
    decomposition process.

56
How do we preserve fruits, vegetables, meats and
other foods?
2 week later
57
Task
  • 1 minute challenge!
  • Write down as many methods of preserving foods as
    you can think of.
  • When instructed, share your answers with students
    on your table

58
Task
  • Activity 6 Decomposition and preservation of
    food
  • Set up title, aim and results table
  • Be sure to label your test tubes with group name
    and test tube number

59
Task
  • Research the required conditions for saprophytes
    to live and grow
  • Based on this knowledge, which test tubes do you
    think will be effective at preserving the meat
    and why?

60
Outcome and Push Yourself
  • Outcome 7 Define decomposition and preservation
    of food and describe methods of preserving food
  • Not all saprophytes are bad. In fact some save
    lives. What saprophytes do this?

61
Lesson 8
  • Outcome 8 Explain how diffusion and semi
    permeable membranes relate to the small intestines

Iodine turns a blue colour in the presence of
starch. Some iodine solution was sealed in a semi
permeable membrane and the membrane containing
iodine was placed in a container of starch. After
a few minutes the iodine in the membrane was
yellow and unchanged in appearance but the starch
solution had turned blue. Explain these
observations
62
Demonstration
HCl on cotton wool
NH4OH on cotton wool
WHILE WE WAIT.
63
Why do smells spread throughout a room?
64
Notes
  • Diffusion occurs when particles move from an area
    of high concentration to an area of lower
    concentration

65
Task
  • Activity 8 Semi-permeable membranes
  • Disect a dry sultana, a sultana soaked in water
    and a sultana soaked in honey
  • Write down your observations of the difference
    between each sultana.
  • What chemical has caused this difference?

66
Sugar Molecule
Water Molecule
Inside sultana
Outside Sultana
Sultana skin
67
Notes
  • A semi permeable membrane allows small particles
    through but not big ones.
  • This is like a sieve straining water from food
    when cooking

68
Discussion
  • What does diffusion and semi permeable membranes
    have to do with the small intestines?

69
The small intestines
  • The small intestine wall is covered in villi
    which act as the semi permeable membrane to allow
    digested food to flow into the blood stream by
    diffusion

70
Outcome and Push Yourself
  • Outcome 8 Explain how diffusion and semi
    permeable membranes relate to the small
    intestines
  • What causes food to move through the small
    intestines into the large intestines?

71
Lesson 9 Part 1
  • Final check of meat experiment
  • Outcome 9 Label and describe the role of the
    organs of the respiration system

Test Question Label the parts of the respiratory
system shown below diaphragm, right lung,
trachea, larynx, bronchiole, left bronchus,
alveoli. Smoking damages the cilia in the
respiratory system. Why would this cause the
smokers respiratory system to become
congested? Cilia move mucous containing
dust/bacteria upwards to be swallowed or
expelled. When cilia are damaged this results in
this material collecting in the passages causing
congestion.
72
Task
  • Write final observation of meat samples.
  • Rank your meat samples in order from most
    preserved to least preserved.

73
Task
  • Left side of room sits still.
  • Middle of room walks on the spot
  • Right side of room jogs on the spot
  • Hold your breath!

74
Task
  • Worksheet Respiration System
  • Read through and complete the worksheet questions
  • Try reading the questions through once first,
    then highlight important information as you read.

75
Lesson 9 Part 2
  • Outcome 9 Label and describe the role of the
    organs of the respiration system

Test Question Label the parts of the respiratory
system shown below diaphragm, right lung,
trachea, larynx, bronchiole, left bronchus,
alveoli. Smoking damages the cilia in the
respiratory system. Why would this cause the
smokers respiratory system to become
congested? Cilia move mucous containing
dust/bacteria upwards to be swallowed or
expelled. When cilia are damaged this results in
this material collecting in the passages causing
congestion.
76
Watch and take notes
  • Biodigital Human
  • Fill in parts of respiration system on the
    Respiration worksheet from previous lesson

77
Watch and take notes
  • Dissection of sheep lung and discussion of
    parts/functions

78
Task
  • Pick up a small piece of lung from the front and
    view the sample under a microscope. Describe the
    appearance.
  • USE GOOD HYGEINE!
  • If you placed a sample of lung and a sample of
    liver in a beaker of water, which would float and
    which would sink? Why?

79
Task
  • Worksheet from Activity 14

80
Lesson 9 Part 3
  • Outcome 9 Label and describe the role of the
    organs of the respiration system

Test Question Label the parts of the respiratory
system shown below diaphragm, right lung,
trachea, larynx, bronchiole, left bronchus,
alveoli. Smoking damages the cilia in the
respiratory system. Why would this cause the
smokers respiratory system to become
congested? Cilia move mucous containing
dust/bacteria upwards to be swallowed or
expelled. When cilia are damaged this results in
this material collecting in the passages causing
congestion.
81
Task
  • Find the purpose of
  • Trachea
  • Mucus in the trachea
  • Cilia in the trachea
  • Larynx
  • Bronchi
  • Alveoli covered in blood capillaries

82
Task
  • Watch Video on ClickView Transportation systems
    in animals
  • Complete question sheet

83
Lesson 10
  • Outcome 10 Describe how humans get air into and
    out of the lungs

84
Outcome and Push Yourself
  • Outcome 9 Label and describe the role of the
    organs of the respiration system

85
(No Transcript)
86
The Mechanics of Breathing
  • Place your hands at different points around (and
    under) your rib cage.
  • Breathe in and out slowly. What do you observe?

87
Model Apparatus
  • Draw a diagram of the model with empty balloons
  • Questions
  • 1) Draw another diagram showing what must change
    for air to fill the balloons.
  • 2) Write a paragraph describing what happens to
    air pressure and the volume of air as the rubber
    sheet is pulled

88
Video
  • ..\Resources\Breathing mechanism.mp4
  • Set up a table with the headings similarities
    and differences
  • Think, pair, share
  • How is the balloon apparatus similar to the
    respiration system? How is it different?

89
Flow Chart
  • Start with a simple diagram of the respiration
    system. Rearrange the steps below and then draw a
    series of diagrams which shows how we inhale then
    exhale.
  • Rib muscles contract to lift ribcage
  • Diaphragm relaxes upwards
  • Diaphragm contracts downwards
  • Air forced in (inspiration/ inhalation)
  • Less volume/ More pressure
  • More volume/ Less pressure
  • Rib muscles relax, rib cage drops
  • Air forced out (expiration/ exhalation)

90
Inhalation
Air in
  • Diaphragm contracts downwards
  • Rib muscles contract to lift ribcage
  • More volume/ Less pressure
  • Air forced in (inspiration/ inhalation)

91
Exhalation
Air out
  • Diaphragm relaxes upwards
  • Rib muscles relax, rib cage drops
  • Less volume/ More pressure
  • Air forced out (expiration/exhalation)

92
(No Transcript)
93
Outcome and Push Yourself
  • Outcome 10 Describe how humans get air into and
    out of the lungs
  • The Aboriginal didgeridoo requires a technique
    called circular breathing. How is this achieved?

94
Lesson 11
  • Outcome 11 Describe modern issues regarding ozone

95
(No Transcript)
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