Body WorksDigestion and Respiration

D. Patterson

Lesson 1

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

Intro

• Watch http://www.youtube.com/watch?v=uM_CgOgJGG0

Tasks

• Read the background information from activity 1.

• Use this knowledge, your previous knowledge and the internet to answer questions 1-7

Activity 2

• What does a food chain show?

• What does a food web show?

The sun and decomposers

Tasks

• From Activity 2, complete questions 1 and 2

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”?

Lesson 2

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

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?

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

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

Lesson 3

Outcome 3: Define what RDI means and explain which foods

help to keep within the RDI

Energy in food

• The energy obtained from food is measured in kilojoules or calories.

• Fat, carbohydrate and protein are the main sources of this energyo 1 gram of carbohydrate supplies 16 kJ of energyo 1 gram of protein supplies 17 kJ of energyo 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?

Using energy

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

• 1 weet bix has

Task• Use calorieking.com to determine the amount of

energy you get from your diet in a 24 hour period

• Answer the following questions:1. Which food types had the most calories/kJ and

which had the least?

2. What does RDI stand for?

3. What is your RDI and how does this change as you get older?

“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.

Task• Create a fishbone visual organiser that

gives an overview of unhealthy eating due to fad diets

EFFECT:

Unhealthy Eating

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?

Lesson 4

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

Where do plants and animals get their energy?

Not always

• http://www.youtube.com/watch?v=O7eQKSf0LmY&list=TL-EdSShWJiVk

Notes

• Plants are usually autotrophic– “auto” means self– “trophic” means to nourish

• But plants may also be saprophytic, parasitic, symbiotic or insectivorous

Task

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

Task

• Read through the passage in activity 5.

• Answer questions at the end

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

Journal and Push Yourself

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

Lesson 5

Outcome 5: Describe the key stages of the digestive cycle

including labelling the relevant organs

Task

• Digestion is the body’s 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?

Biodigital Human

• Show biodigital human digestive system.

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

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?

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

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

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.

Task

• Complete questions from Activity 10

(you may skip question 1 if you have already labelled the digestive system)

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?

Lesson 6 part 1

Outcome 6: What is the role of enzymes and what conditions are

required to make them work?

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?v=XTUm-75-PL4

Lock and Key model

Task

• Answer questions from activity 12

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

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?

Lesson 6 part 2

Outcome 6: What is the role of enzymes and what conditions are

required to make them work?

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

Aim

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

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.

Testing for optimum conditions for enzymes

• Experiment 1: How does temperature affect rennin?

Test Tube ABoiled Rennin

Test Tube BCold Conditions

Test Tube DWarm Conditions

Testing for optimum conditions for enzymes

• Experiment 2: How does acidity affect rennin?

Test Tube CHigh pH

Test Tube DUnchanged pH

Test Tube ELow pH

This one is not in your book

While you wait

• Write hypothesis

• Fill in diagram of experiment

• Once experiment is completed:– Complete table of results– Answer questions at end of results

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?

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.

Watch

• Watch video http://www.youtube.com/watch?v=c0En-_BVbGc

• What do the terms “decomposition” and “preservation” mean to you?

• 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.

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

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

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

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?

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?

Lesson 8

Outcome 8: Explain how diffusion and semi permeable membranes

relate to the small intestines

Demonstration

HCl on cotton wool

NH4OH on cotton wool

WHILE WE WAIT….

Why do smells spread throughout a room?

Notes

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

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?

Sultana skinInside sultana Outside Sultana

Sugar Molecule

Water Molecule

Notes

• A semi permeable membrane allows small particles through but not big ones.

• This is like a sieve straining water from food when cooking

Discussion

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

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

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?

Lesson 9 Part 1

Final check of meat experiment

Outcome 9: Label and describe the role of the organs of the

respiration system

Task

• Write final observation of meat samples.

• Rank your meat samples in order from most preserved to least preserved.

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!

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.

Lesson 9 Part 2

Outcome 9: Label and describe the role of the organs of the

respiration system

Watch and take notes

• Biodigital Human

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

Watch and take notes

• Dissection of sheep lung and discussion of parts/functions

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?

Task

• Worksheet from Activity 14

Lesson 9 Part 3

Outcome 9: Label and describe the role of the organs of the

respiration system

Task

• Find the purpose of:1. Trachea

2. Mucus in the trachea

3. Cilia in the trachea

4. Larynx

5. Bronchi

6. Alveoli covered in blood capillaries

Task

• Watch Video on ClickView “Transportation systems in animals”

• Complete question sheet

Lesson 10

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

lungs

Outcome and Push Yourself

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

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?

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

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?

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)

Inhalation

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

–Air forced in (inspiration/ inhalation)

Air in

Exhalation

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

–Air forced out (expiration/exhalation)

Air out

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?

Lesson 11

Outcome 11: Describe modern issues regarding ozone