Biology 30

Unit 4 Animal Systems

Unit Overview

A comparative look at transport, control, and reproductive systems in the Animal Kingdom, concentrating on the human body, is the focus of this unit. The role of the blood circulatory system is the most important element considered under the heading of transport systems. Control over the actions and functions of organisms exerted by the nervous system and the endocrine system are important aspects of the section on control systems. Finally, there is a comparison of asexual and sexual reproduction, and a detailed consideration of human reproduction and reproduction technologies.

Teachers should review with Health and Home Economics teachers what has been covered at the Middle and Secondary Levels.

Concept Development

The Conceptual Development section will be updated to reflect changes to K-10 Science curricula.
See Figure 13.

Note: A pre-assessment to determine the entry level of the students may be appropriate.

Key Concepts

Active transport, blood circulation system, immune system, nervous systems, biofeedback

Webbing Highlights

• Use ecological ideas (20-2) to illustrate the co-ordinated activities of the human body.
• Relate the development of organisms to the diversity of life (Unit 20-3).
• Link to cell structure as in the neuron and endocrine cells (30-2).
• Review cell processes in the body as they relate to a functioning human body.

Science-Technology-Society-Environment (S T S E) Focus

• new reproductive technologies.
• ways to sustain and maintain life where artificial means have to be applied.
• diets and healthy living.
• methods of delivering medical care.

Correlate the above with other areas of study; eg. health, social studies, home economics. genome project

Factors of Scientific Literacy Which Should be Emphasized

• A3 ...... holistic
• A4 ...... replicable
• A5 ...... empirical
• A9 ...... human/culture related
• B10 ..... cause-effect
• B14 ..... cycle
• B15 ..... model
• B16 ..... system
• B26 ..... evolution
• B28 ..... equilibrium
• B29 ..... gradient
• B33 ..... entropy
• C9 ....... inferring
• C12 ..... interpreting data
• C13 ..... formulating models
• C21 ..... synthesizing
• D7 ....... variable positions
• D8 ....... limitations of science and technology
• D11 ..... science, technology, and other realms
• E13 ...... using quantitative relationships
• E4 ....... using audio visual aids
• E7 ....... manipulative ability
• F1 ....... longing to know and understand
• F6 ....... consideration of consequence
• F8 ....... consideration of premises
• G3 ....... continuous learner
• G5 ....... avocation
• G6 ....... response preference
• G7 ....... vacation
• G8 ....... explanation preference
• G9 ....... valuing contributors

Common Essential Learnings Foundational Objectives

1. Describe how nutrients and oxygen are moved to the body cells.
   

   1.1 Review the principles of diffusion and active transport.
   1.2 Contrast passive transport systems, as in the cnidaria, with active transport systems, such as the human blood circulation system.
   1.3 Compare open circulation systems, as in the grasshopper, with the closed systems of vertebrates .
   1.4 Compare the efficiencies of hearts with one, two, three, and four chambers.
   1.5 Describe the blood circulation pattern and vessels in the mammalian systems.

2. Explain the functioning of the human circulation system.
   

   2.1 Describe the functions of the heart, lungs, kidneys, and liver in the circulation system .
   2.2 Describe the ABO and Rh typing systems for human blood.
   2.3 Consider the role of the blood in the immune system and the effect of the human immunodeficiency virus on the T4 cells of the blood.
   2.4 Research the use of artificial hearts, heart transplants, the and circulation machines used during open-heart surgery .
   2.5 Discuss respiration by relating the activity to the physical structure like the lungs and blood and the cells fed by the blood.

3. Describe the functions and functioning of nervous systems.
   

   3.1 Describe the structure of a neuron.
   3.2 Explain how neurons transmit impulses within and between themselves.
   3.3 Compare the complexity of nervous systems in the planaria, earthworm, and human.
   3.4 Contrast the functions of the central nervous system and the peripheral nervous system in humans.
   3.5 Compare the structure of the brains of reptiles and humans.

4. Explain how the human endocrine system influences body development and maintenance.
   

   4.1 Describe the general structure of hormones.
   4.2 Describe the influence of the pituitary gland on body processes and on other glands.
   4.3 Discuss the relationship between insulin and the body's control of blood sugar levels in the two forms of diabetes.
   4.4 Outline the functions of hormones produced by several other glands.

5. Compare reproductive strategies among animal phyla.
   

   5.1 Contrast the advantages and disadvantages of asexual reproduction with those of sexual reproduction.
   5.2 Compare external fertilization with internal fertilization.
   5.3 Describe fertilization in the earthworm.
   5.4 Compare the amniotic egg of reptiles and birds with the structures which form in the uterus of a pregnant mammal.
   5.5 Describe the production of semen in humans.
   5.6 Describe the human female reproductive cycle from ovulation to either menstruation or implantation.
   5.7 Trace the major developmental events from implantation of a fertilized egg to the birth of a human baby.
   5.8 Identify the biofeedback mechanisms which are important in the regulation of the female reproductive cycle.
   5.9 Describe how the use of the hormones found in birth control pills alters the reproductive cycle.
   5.10 Discuss the relationship between the diet and health of the mother and the development of the fetus.
   5.11 Investigate some technologies related to reproduction, such as in vitro fertilization, use of fertility drugs, birth control, amniocentesis, genetic screening of prospective parents, sperm banks, etc.

• Use Student Evaluation: A Teacher Handbook.
• Consult key resource supports.
• Review pages in this guide

Suggested Activities and Inquiries

Note: Many activities have been identified in the key resources Information Bulletin.

1. The role playing exercise.

   The students should develop an awareness of at least 4 body systems and their functions, see the interrelationships that exist among the systems, and work on group co-operation skills.

   Objectives: 1.5, 2.1, 3.4, 4.1, COM, IL
   Factors: B16, B28, C9, C12, F6, G6
   Assessment: Major Project and Report;
   Short-Answer Quiz/Test

   Instructional Strategies

   a) The teacher will assign the body systems, as few or as many as they think are valuable to the situation, such as circulatory, nervous, and endocrine systems.

   Note: The overall plan should be to have students work in small groups to gather information in step b and then to work together as a complete organism in step c under the direction of the teacher.

   b) small group work

   • Set out a list of the major functions of the assigned system. Remember that key identifying words are very useful to create an understanding.
     
   • Try to establish where the system may be found in the body and the parts closely associated during daily activities.
     
   • List some of the unique structural features of the system and where possible provide some examples of sizes of the features.

   c) large group work

   • The students should assign one member from each smaller group to a spokesperson role so that there is someone who will respond when appropriate.

   Example procedure

   The teacher presents a question such as: what is the involvement of the systems studied to the action of lifting an arm from your side to a spot above your head?

   The smaller groups will consider their contributions individually and then communicate this to their spokesperson who will in turn meet with the spokesperson from the other groups. They will then formulate an answer to be communicated to the teacher.

   Evaluation Strategies

   • Provide 5 marks for each part of b for a total of 15 marks.
   • The following should be done once the students have practised answering several questions. As a memory exercise have the students try to explain the roles of the various systems and where possible indicate something unique about each system in terms of the structures.

   Assign 5 marks for each system role and 2 marks for mentioning at least 2 unique structural features.

2. Dissect and study one vertebrate, preferably a fetal pig. Note: if dissections are morally or philosophically objectionable, arrange for an alternate assignment; for example, computer simulated or video dissections and a report .

3. Study the kinds of changes in the human body as an individual ages.

4. What are some of the new techniques in reproductive technology? A second part of this could be -- should they be included on medical care plans?

5. Do a study of a current technology such as an artificial heart or kidney and describe how it works. Alternately, build models.

6. Try to describe how a dog or cat might behave in the world if it had the capacities of a human brain.

7. Construct a series of record jackets, T-shirt pictures, etc. that would clearly illustrate open and closed circulatory systems or possibly do one on the evolutionary development of the brain.

8. Have students design and build various structures of the body and then using their models describe: how that structure functions; what it looks like; what chemical structures are found in the body of the structure; and, how it might interconnect with its adjacent structures?

9. Have students make models of at least 4 kinds of body structures that have changed over time, illustrate what those changes are, and discuss what advantages or disadvantages have occurred as a result of the changes; e.g., heart.

10. Try Activity 11 page 100 for this unit.

11. Investigate the "Animal Rights" controversy.

12. If acceptable, use carcasses and organs from trapped animals to study anatomy.

13. Snare rabbits as a class project. Perform dissections. Do research on tanning or using all of the animal. If possible, enlist the aid of an Elder.

14. Explore the meaning of this Cheyenne statement: "It takes more than the semen of conception to raise a child." (from American Indian Ecology, a grade 10 science resource.) What are the roles of males and females in conception and in raising a child?

15. Contrast traditional methods of birth control with modern methods. What are the future methods being considered?

16. Research the development of artificial organs: e.g., hearts, kidneys, pancreas, etc.