1. Body Works Digestion and Respiration
D. Patterson

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

3. Intro
Watch

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

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?

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

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
Saprophytic lives off dead organic matter (like a mushroom, but is classified as a plant)
Parasitic live off a host with no benefit to the host
Symbiotic live together for mutual benefet (lichen is made of algae and fungi- algae make food, fungi holds onto surface)
Insectivorous eat insects

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 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?

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 Stage 2: The stomach
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
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

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?v=c0En-_BVbGc
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. Inside sultana Outside Sultana Sultana skin 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. Final check of meat experiment
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 smoker’s 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 smoker’s 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 smoker’s 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. Outcome 10: Describe how humans get air into and out of the lungs
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

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)

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. Outcome 11: Describe modern issues regarding ozone
Lesson 11
Outcome 11: Describe modern issues regarding ozone