Body Works Digestion and Respiration

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Body WorksDigestion and Respiration

• D. Patterson

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Lesson 1

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

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Intro

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

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Tasks

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

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Activity 2

• What does a food chain show?
• What does a food web show?

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The sun and decomposers
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Tasks

• From Activity 2, complete questions 1 and 2

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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?

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Lesson 2

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

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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?

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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

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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

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Lesson 3

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

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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?

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Using energy

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

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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?

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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.

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Task

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

EFFECT Unhealthy Eating
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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?

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Lesson 4

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

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Where do plants and animals get their energy?
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Not always

• http//www.youtube.com/watch?vO7eQKSf0LmYlistTL
  -EdSShWJiVk

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Notes

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

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Task

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

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Task

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

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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

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Journal and Push Yourself

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

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Lesson 5

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

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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?

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Biodigital Human

• Show biodigital human digestive system.

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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

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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?

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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

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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

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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.

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Task

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

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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?

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Lesson 6 part 1

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

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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

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Lock and Key model
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Task

• Answer questions from activity 12
• Answers appeared in the video or may be found in
  the information in activity 12

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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?

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Lesson 6 part 2

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

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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

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Aim

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

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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.

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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
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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
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While you wait

• Write hypothesis
• Fill in diagram of experiment
• Once experiment is completed
• Complete table of results
• Answer questions at end of results

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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?

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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.
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Watch

• Watch video http//www.youtube.com/watch?vc0En-_B
  VbGc
• What do the terms decomposition and
  preservation mean to you?

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• 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.

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How do we preserve fruits, vegetables, meats and
other foods?
2 week later
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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

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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

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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?

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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?

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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
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Demonstration
HCl on cotton wool
NH4OH on cotton wool
WHILE WE WAIT.
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Why do smells spread throughout a room?
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Notes

• Diffusion occurs when particles move from an area
  of high concentration to an area of lower
  concentration

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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?

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Sugar Molecule
Water Molecule
Inside sultana
Outside Sultana
Sultana skin
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Notes

• A semi permeable membrane allows small particles
  through but not big ones.
• This is like a sieve straining water from food
  when cooking

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Discussion

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

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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

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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?

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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.
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Task

• Write final observation of meat samples.
• Rank your meat samples in order from most
  preserved to least preserved.

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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!

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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.

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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.
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Watch and take notes

• Biodigital Human
• Fill in parts of respiration system on the
  Respiration worksheet from previous lesson

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Watch and take notes

• Dissection of sheep lung and discussion of
  parts/functions

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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?

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Task

• Worksheet from Activity 14

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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.
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Task

• Find the purpose of
• Trachea
• Mucus in the trachea
• Cilia in the trachea
• Larynx
• Bronchi
• Alveoli covered in blood capillaries

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Task

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

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Lesson 10

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

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Outcome and Push Yourself

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

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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?

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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

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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?

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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)

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Inhalation
Air in

• Diaphragm contracts downwards
• Rib muscles contract to lift ribcage
• More volume/ Less pressure

• Air forced in (inspiration/ inhalation)

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Exhalation
Air out

• Diaphragm relaxes upwards
• Rib muscles relax, rib cage drops
• Less volume/ More pressure

• Air forced out (expiration/exhalation)

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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?

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Lesson 11

• Outcome 11 Describe modern issues regarding ozone

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