Life Style Diseases (5weeks)

Principles
Future High Expectation Students will look at how choices they may make now can affect their furture and choose to avoid the poor choices.

Key Competencies
Managing Participating and Contributing Thinking Students will manage their own time and hopefully their choices, particpate fully in experiements and class dicussions and think critacally about the affects diet, exercise and smoking have on peoples health.

Values
Excellene Innovation, Enquiry and Curiosity Diversity Respect Equity Community and Participation Care for the environment Integrity Students should always strive for all of the above.

Big Idea/Question: Choices made about lifestyle impact on our health. Specific Learning Outcomes:
1. Explain the functions necessary to maintain life. 2. Describe the systems which perform the necessary life functions of circulation, respiration and digestion. 3. Describe the organs in the digestive, resiration and circulatory systems and their functions. 4. Describe the relationships between the digestive, resiration and circulatory systems. 5. Compare the human body systems to other organisms body systems. 6. Label each system (respiration, cirulation and digestive) accordinlgy and accurately. 7. Illustrate the lifestyle chocies that can affect each system (digestive, cirulatory and resiratory) and cause diseases. 8. Understand the affects lifestyle chocies have on our bodies. 9. Dicuss certain diseases that are caused by a lifestyle choices. 10. Illustrate what can be done to prevent some lifestyle diseases in the human body.

Essential Questions:
How do smoking, exercise, diet and poor exercise affect me? Are certain diseases caused by lifestyle choices we make? Is the body made up of interconnected organ systems? Basis of life starts at cells. Any other questions that ensure critical thinking is occurring and being done like:
Open-ended questions that are thought provoking and interpretive. Essential Questions are at the core of your content and often leads to, or requires further investigation. Can be used to guide inquiry learning Developed by teacher Can be used as session Learning Intentions Have no obvious right answer Raise more questions Address concepts that are key to the discipline

Curious Questions: Throughout the unit get the students to come up

with Curious questions. These are not necessarily open-ended questions because many of the questions posed in science can have definitive answers/conclusions.

Students will be able to:

Students will be able to:

1. Explain the functions necessary to (Specific skills) maintain life. Basic skills decoding, computation 2. Describe the systems which perform Communication skills listening, speaking, writing.

the necessary life functions of circulation, respiration and digestion. 3. Describe the organs in the digestive, resiration and circulatory systems and their functions. 4. Describe the relationships between the digestive, resiration and circulatory systems. 5. Compare the human body systems to other organisms body systems. 6. Label each system (respiration, cirulation and digestive) accordinlgy and accurately. 7. Illustrate the lifestyle chocies that can affect each system (digestive, cirulatory and resiratory) and cause diseases. 8. Understand the affects lifestyle chocies have on our bodies. 9. Dicuss certain diseases that are caused by a lifestyle choices. 10. Illustrate what can be done to prevent some lifestyle diseases in the human body.

Thinking skills compare, infer, analyze, interpret Research, inquiry, investigation skills Study skills, note-taking, skimming-scanning Intra/interpersonal skills group skills, presenting. Practical skills. Assessment summative and formative assessment.

Achievement Criteria:
One formative assessment: Inquiry project. Students will: -Complete a poster or PowerPoint on one body system and a lifestyle disease related to the system and then present it to the class at a passing level (Achieved or higher in reference to the assessment marking schedule, they will be graded accordingly). Two summative assessments a mix-in-match activity and a pre-test. Students will: -Undertake in a pre-test and mix-in-match activity after the first learning material is taught in which they will obtain a passing grade of achieved or high according to the marking schedule.

(Any other Specific content knowledge) e.g.

Vocabulary (section below) Terminology Definitions Key factual information Critical details

Assessment Methods (your gathering methods):

-Appraising the way students complete the prescribed tasks; listening to their discussions and evaluating their discussion outcomes; listening to their verbal descriptions and their class/group participation and comparing this data with the achievement criteria. - Data gathering methods will be a relative task at the start, middle and end of unit through the assessments, when marking and grading there assessments.

Nature of Science Students will:

Achievement Aims Living World Students will: Life processes Understand the processes of life and appreciate the diversity of living things. Plant earth and Beyond Students will: Physical World: Students will:

Understanding about science Learn about science as a knowledge system: the features of scientific knowledge and the processes by which it is developed; and learn about the ways in which the work of scientists interacts with society. Investigating in science Carry out science investigations using a variety of approaches: classifying and identifying, pattern seeking, exploring, investigating models, fair testing, making things, or developing systems.

Communicating in science Develop knowledge of the vocabulary, numeric and symbol systems, and conventions of science and use this knowledge to communicate about their own and others ideas. Participating and contributing Bring a scientific perspective to decisions and actions as appropriate.

Material World: Students will:

Achievement Objectives (Level 5)

Nature of Science: Level 5. Students will: Understanding about science Understand that scientists investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument. Investigating in science Develop and carry out more complex investigations, including using models. Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables. Begin to evaluate the suitability of the investigative methods chosen. Communicating in science Use a wider range of science vocabulary, symbols, and conventions. Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy). Participating and contributing Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate. Living World: Level 5. Students will: Life processes Identify the key structural features and functions involved in the life processes of plants and animals. Describe the organisation of life at the cellular level. Living World: Level 6. Students will: Life processes Relate key structural features and functions to the life processes of plants, animals, and micro-organisms and investigate environmental factors that affect these processes. Physical World. Level 5. Material World: Level 5. Planet Earth and Beyond: Level 5. Students will:

Students will:

Students will:

Learning Intentions/Success Criteria

(1)Recognise the need for body organs. (2)Define gas exchange. (3) List the functions of the parts of the human lung. (4) Label a diagram of the respiratpry system. (5) Describe the process of breathing. (6) Explain why we need oxygen. (7) Label a diagram of a mammalian heart. (8) Describe the functions of the parts of the heart. (9) Show the circulation of blood through the heart. (10) List the factors that control the rate of heart beat. (11) List and label the components of blood. (12) State the functions of blood. (13) Label a simple circulatory system. (14) Explain the structure and function of blood vessels. (15) Label a diagram of the digestive system. (16) Define digestion and desrcibe the process of digestion. (17) Explain how smoking affects the different parts of the lungs (cilia, muscus layer, alveoli). (18) Explain the short and long term affects of the chemicals in cigarrettes. (19) Explain how poor diet can cause coronary heart disease. (20) Explain how poor diet can lead to obesity and eating disorders. (21) Explain the effect obseity and eating disorders have on our body. (22) Explain UV rays and sunburn. (23) Desribe how the sun can cause skin cancer. Split-Screen Lessons Some of our lessons can have a split-screen approach i.e. teaching content at the same time as developing capacities and dispositions in the key competencies (see above).

Scientific Vocabulary
Cartilage, broncholies, alveloi, diaphram, circulatory, plasma, haemogloblin, lrynx, fribrinogen, haemophillia, values, atrium, ventrilcie, aorta, artery, trachea, vien, capillaries, adrenlain, spetum, plasma, plalets, blood, bronchi, respiration, lungs, oxygenated, deoxgyenated, exhale, inhale, cilia, mucus, stomach, intesine, liver, retum, colon, bile, duct, pacreas, villi, absorption, digestion, ingestion, enzymes, acid, slavia, anorexia, bulemia, cardiovasular, obesity.

Science Background Information:

Know all the human body from the cells to tissues to organs to organ systems. Know the human body organs, the organs involved in each one and what there functions are. Know the disease related to each human body system and the various lifestyle choices can have on our health and how to keep us healthy and prevent the various diseases. Be able to tell them how to present and create a power point or poster to the class and how to research.

Teaching & Learning Strategy (Activities)

(How will we hook the students? Organise the sequence of learning. Plan for variety!!)

Resources
Prior knowledge test

Week 1 (4 lessons)

1. 2. 3. 4. 5.

Human Body and Disease mind-map using prior knowledge. What are cells and do specific parts of the cells do different things? What is the difference between animal and plant cells? Explain the sun and UV rays and its relation to skin cancer. Determine why we need specific organs to do specific functions.

Parts and functions of cells. Melanoma UV beads Specialised cells/organs.

Week 2 (4 lessons) 6. Distinguish between gas exchange and respiration what is the purpose for each. (Cells need oxygen to make energy respiration equation). 7. Have students draw and label parts of the respiratory system and do a chart of the parts and their functions. 8. Trace the air passage. 9. Explain the function of mucus and cilia. 10. Explain how the body actually inhales and exhales what muscles etc are involved. Do the demonstration with the bell jar as a model of the lungs and a real lung. 11. Do the experiment on respiration rates (what factors affect breathing rates). 12. Homework model lung. Week 3 (4 lessons) 13. Explain the purposes of blood outlined above. 14. Practice or homework sheet I see Red 15. Explain what a pulse is do heart rate experiment (what factors affect heart rate). 16. Draw and label the parts of the heart. 17. List each parts fucntion. 18. Trace the flow of blood and link to respiration (double pump). 19. Homework worksheets on the heart. 20. Do a heart dissection. 21. Review double pump aspect of the heart. 22. Circulation shets are good homework and practice.

New Millennium science 2 pg 14-15 Resp, and circ 1. Mucus and Cilia. Breathing 1 and breathing 2 Demonstration on real and model lung. Experiment on reps. Blood Circ. And heart rate exp. I see red sheet Label Heart Words from the heart 1 and 2 Click view body systems Blood and circ one and two Circulation one and two and three Blood and circ 2 Heart Disection

23. Explain the difference between arteries, veins and cappilaries. 24. Review factors which affect breathing and heart rates. Week 4 (4 lessons) 25. Explain digestion and outline the digestive systems. 26. Go through the organs of the digestion system (indivudally) 27. Describe enzymes and there use in in digestion. 28. Explain the stomach and intensine in detail. Week 5 (4 lesssons) 29. Brainstorm risk and benefit factors of life style choices and how they affect our health. 30. Focus in exercise and how it beenfits the body. 31. Focus on smoking do pretest 32. Do the smoking experiment.

Digestion intestine and stomach prac. mix-in-match Diseases sheet Video confessions of a simple surgeon Pre-test (three sheets one test)

33. Go through the respiratory disease sheet. 34. Focus on diet and how food choices affect health (fatty foods) do the case study, have students write down all they eat for the next 24 hours, use the sheet to analyse the amount of Kj (measure of energy) they eat and then do the food test sheet to determine types of food. 35. Do obsesity and eating disorders. 36. Do cancer (melanoma website to match cancer) http://www.youtube.com/watch?v=_4jgUexMezM&feature=youtub e.be30. Week 6 37. Relate back to choices made having an impact on our health. 38. Start lifestyle disease inquiry project one week to research and present. Unit Outline: Week 1

Smoking sheets Smoking exp smoking. Case study on food kj calculation sheet food test exp. Obesity, eating disorder and cancer Final assessment

Week 2 Week 3 Week 4

Introduction to the topic Human Life Styles and Disease, prior knowledge gathering using a mind map activty. Start at the basics: CellsTissueOrgansSystems. Relating to cells is skins cancer, do the UV experiment with sun beads. (Homework: Specilised Cells Worksheet and Assessment: mix-in-match activity). Respiratory System Week: Go through the respiratory system using the prescribed text-book and actvites. These include the demonstration using the real lung and the model lungs. (Homework 2: Model Lung Worksheet). Circulatory System: Going through the heart and ciculatory system and related disease. Do presrcobed activites inlcuing the heart dissection. (Homework sheets: Labeling heart and cicrulation and I see red). Digestive System: Explain digestion and go through the organs involved in digestion and the process and disease related to it. Do activites realated, including the intesine and stomach practicals. (Homework: Digestive system labelling). Lifestyle chocies and diseases relating to the three systems: Brainstorm ideas first and then go into specfics like eating disoreders, obesity, lung cancer, smoking, diet, melanoma etc. Do pre-test and smoking experiment. Formative Assessment Week: Inquiry project task, one week to research and present. Formative Assessment Task: Mix-in-match activites and pre-test at the beginning of week 5. Summative Assessment Task: Project task and presentation. Prior-knowledge is gained from the mind map lesson at the beginning of the topic. Self-assessment (teacher) is done at the end of each lesson and at the end of the unit. Self-assessment (student) is done at the end of the unit. Peer-assessment each student will assess another peers project in their class and mark accordingly. Teacher Assessment and Unit Assessment: Student Evaultion at the end of the unit will be done, as well as, at least one obseervation by another collegue during the unit.

Week 5

Week 6 Assessment :

Homework activities for this unit: There are homework worksheets for each week and they are due in the a week after e.g. labeling the heart. As well as doing a case study on food and the assessment task can be done as homework if required. Reflection on Unit:
Planning and preparation? Catering to individual students needs? Challenging all students? Use of class time? Overall delivery? Success of unit based on assessment and anecdotal observations? Areas for future improvement (what would have worked better)?

Assessment Tasks:
(What is the culminating activity that will represent the Understandings students have gained from the unit?) Self assessment? Peer assessment? Teacher assessment?

References: Websites: You-tube BBC www.youtube.com http://www.youtube.com/watch?v=_4jgUex MezM&feature=youtube.be30. http://www.bbc.co.uk/learningzone/clips/h ow-do-we-breathe/10646.html http://www.bbc.co.uk/bitesize/ http://www.bbc.co.uk/bitesize/ks2/science https://accounts.google.com www.pressiepresentation.com http://www.ehow.com/info_7913138_scienc e-projects-effects-cigarettesmoke.html#ixzz2ASQhQegb

Google.docs Pressie Ehow

Books: Scipad Workbook Year 10

Jason Rendle (2011) Year 10 scipad workbook for New Zealand Science students. Thames High School Science Teacher 2012 Mercury Bay Area School 2012-10-28

People: Mary Sorby Paul Scott

Student Evaluation of Teaching

Name of Teacher:________________________________ Date: ____________________________ Purpose: This form is to be used to review the effectiveness of a teachers work and unit. Direction: For each of the aspects listed below mark the column which best expresses your view. This is anonymous but you may wish to put your name. Please be honest in your response. Your thoughtful co-operation is appreciated. Yes No 1. Organisation
With this teacher, I know what Im supposed to be doing in this unit. This teacher is regularly on time to class.

Always

Usually

Sometimes

2. Feedback
This teacher marked my work promptly. This teacher tells me about my progress in this unit.

3. Communication
This teacher explains things simply and clearly in this unit.

4. Responsiveness
This teacher shows a genuine concern for students.

5. What aspects of the teachers work/unit did you like?

6. What suggestions do you have for improvement of this unit and teaching?

Teacher Evaluation of Teaching Name of Teacher:________________________________ Date: ____________________________ Purpose: This form is to be used to review the effectiveness of a teachers work and unit. Direction: For each of the aspects listed below mark the column which best expresses your view. This is anonymous but you may wish to put your name. Please be honest in your response. Your thoughtful co-operation is appreciated. Yes 1. Organisation
With this teacher, I saw the students knew what they were supposed to be doing in this unit. This teacher is regularly on time to class.

No

Always

Usually

Sometimes

2. Feedback
The teacher marked the students work promptly. This teacher told the students about the students progress in this unit.

3. Communication
The teacher explained things simply and clearly in this unit.

4. Responsiveness
This teacher showed a genuine concern for students.

5. What aspects of the teachers work/unit did you like?

6. What suggestions do you have for improvement of this unit and teaching?

_____________________________________________________________________________

Self Assessment After Each Lesson and Overall:

Reflection Evaluation of student learning (How well the students met the achievement criteria/success criteria with examples/data/evidence to support and justify your judgments) Strengths and Weakness of Lesson Plan (Comment on the appropriateness of the level, achievement criteria, sequence, and pace and timing of lesson: variety of activities; resources; modifications required etc)

Evaluation of your Teaching (Comment on your ability to scaffold students learning, your science knowledge, effectiveness of your various teaching skills & strategies, your behavior management, areas you need to work on etc) Planning and preparation? Catering to individual students needs? Challenging all students? Use of class time? Overall delivery? Success of lesson based on unit and assessment and anecdotal observations? Area for future improvement (what would of worked better)?

Was I able to: Was I able to finish the lesson in time? Was I able to get the kids engaged and thinking right from the beginning of the lesson? Was I able to encourage student-teacher interaction as well as peer-peer interaction and get students thinking about what they were learning and get the results I wanted in the end? Was I able to bring together different knowledge bases to create activities and achieve my educational and professional goals? Teacher assessment/evaluation done by class and self.

Exit ticket idea: Student Evalaution of a lesson/unit and reflection on there learning.