GCSEmodule1

GCSE Science B (Modular)

Module 1 - The Human Body - Action and
Control

Module 1 - The human body - action and control
The content of this module may be conveniently divided into 5 areas of study.

1. The Digestive System.
2. The Blood.
3. The Nervous System.
4. The Kidney.
5. The Skin.
Module 1 - The human body - action and control.
Scheme Of Lessons
Lesson Title Comments
1 The Digestive system
2 Enzymes/denaturation
3 Enzymes/denaturation
4 Temperature and pH enzymes
5 Enzyme theory
6 Villi and peristalsis
7 A model of digestion
8 Red blood cells
9 White blood cells and platelets
10 The nervous system Some of this is higher tier
11 The structure of the eye Some of this is higher tier
12 How the eye works Some of this is higher tier
13 Homeostasis
14 The skin Some of this is higher tier
15 Excretion of water and urea
16 The kidney
17 Nephrons
18 Defence against infection
19 Fleming's bad luck
20 Drugs

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 1 Digestive system.

National curriculum statements

2a the process of digestion, including the function of organs and the role of enzymes, stomach acid and biles.
Specification

describe the functions of the parts of the digestive system:
- Salivary glands
- Oesophagus (gullet)
- Stomach
- Gall bladder
- Pancreas
- Small intestine
- Large intestine

Key words: digestive system: Salivary glands, Oesophagus (gullet), Stomach, Gall bladder, Pancreas, Small intestine, Large intestine

Lesson Content.

Brainstorm parts of gut. Use bodyworks CD.
Revise the names and positions of parts of the digestive system.
Guide students through the functions of each part. Body model and magnetic man. They make their own notes.
Label worksheets on gut (differentiated FT and HT).
LIVING WORLD p118 table
LIVING WORLD p116
SCIENCE TO GCSE p26-7

Homework/extension work.
Having eaten a roast dinner, explain what happens to it as it travels through the digestive system.
Nelson Modular Science book 1: p7-8.

Notes/resources.

Model(s) of human body, wall chart(s), felt human body outline and Velcro-backed organ shapes, jigsaw models.
Magnetic man, sheet showing digestive system. W/S 10/1/1.
A3 sheets with basic outline of digestive system for low ability groups.
Video 146 digestive system (HT only). Video 187 teeth and digestion (low ability) 10mins.
SAW HLTW.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 2 Enzymes/denaturation.

National curriculum statements
2a the process of digestion, including the function of organs and the role of enzymes, stomach acid and biles.
Specification

describe the functions of enzymes (carbohydrase, protease, lipase) and bile in digestion.

Key words: enzyme, bile, carbohydrase, digestion

Lesson content.

Define enzyme and explain what denatured means.

Explain that different enzymes catalyse the digestion of different foods, forming small and soluble molecules that can be absorbed in the blood. Discuss the process of digestion to build up the understanding that:

starch carbohydrases glucose

Give examples and locations in body.

Class practical to show that denatured enzymes do not digest.

Use poppit beads or cardboard shapes to
illustrate these processes. Explain that enzymes in the small intestine need alkaline conditions.

LIVING WORLD p90-3.

Homework/extension work.
Nelson Modular Science book 1: p7 and p9.

Notes/resources.
Poppit beads
Cardboard shapes to represent glucose, etc.

A possible Sc1 task is to study the effect of the enzyme catalase when different sized potato pieces are placed in solutions of hydrogen peroxide. For details please see " Managing the Assessment of Sc1" (Jan 2000) pages 37 - 39

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 3 Enzymes/denaturation.

National curriculum statements
2a the process of digestion, including the function of organs and the role of enzymes, stomach acid and biles.
Specification

describe the functions of enzymes (carbohydrase, protease, lipase) and bile in digestion.

Key words: protease, lipase, enzymes

Lesson content.

Define enzyme and explain what denatured means.

Give examples and locations in body.

Use poppit beads or cardboard shapes to illustrate these processes. Explain that enzymes in the small intestine need alkaline conditions. Bile provides this and emulsifies fats, giving a larger surface area for the action of lipase

Use oil/water/washing up liquid to illustrate process.

LIVING WORLD p90-3.

Describe diagrammatically how proteins and fats are broken down. Cartoon strip to show enzyme function (for lower ability).

Homework/extension work.
Nelson Modular Science book 1: p7 and p9.

Notes/resources.
Poppit beads
Cardboard shapes to represent glucose, etc.

A possible Sc1 task is to study the effect of the enzyme catalase when different sized potato pieces are placed in solutions of hydrogen peroxide. For details please see " Managing the Assessment of Sc1" (Jan 2000) pages 37 - 39
Video 128 enzymes

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 4 Effects of temperature/pH on Enzymes.

National curriculum statements

2a the process of digestion, including the function of organs and the role of enzymes, stomach acid and biles.
Specification

describe the functions of enzymes (carbohydrase) and bile in digestion

Key words: enzymes, temperature, pH, carbohydrase.

Lesson content.

Demo starch and diastase 1) at room temp, 2) when boiled, 3) a control to show effects of being denatured.
Groups of students to carry out experiments, with controls, at 40*C, to show the effect of:
- amylase on the breakdown of starch
Each group to report results to the whole class so that a complete table of results can be compiled.
Further experiments, varying the temperature or the pH, may be carried out as suitable for the tier and as time allows.

Homework/extension work.
Complete a table of enzymes showing for each its function, where it acts and extra notes.

Notes/resources.
Commercial amylase boiled and cooled, 1% Starch solution, Iodine solution, Exposed photographic film, Dilute HCl, Water bath, Dilute NaOH
Safety
Eye Protection

Care not to spill reagents on skin.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 5 Enzyme theory

National curriculum statements

2a the process of digestion, including the function of organs and the role of enzymes, stomach acid and biles.
Specification

describe the functions of enzymes (protease, lipase) and bile in digestion

Key words: protease, lipase, enzymes, digestion.

Lesson content.

Go through lock and key theory of enzyme function.
Watch video 128 enzymes

Homework/extension work.
Make salad dressing from oil/vinegar. Explain what happens and why.

Notes/resources.
Commercial amylase and protease (some of each to be boiled and cooled), 1% Starch solution, Iodine solution, Benedict's solution, Exposed photographic film, Dilute HCl, Water bath, Dilute NaOH
Safety
Eye Protection

Care not to spill reagents on skin.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 6 Villi and peristalsis

National curriculum statements

2a the process of digestion, including the function of organs and the role of enzymes, stomach acid and biles.
Specification

describe how the structure of villi helps the efficient absorption of the soluble products of digestion.

Key words: villi, absorption, digestion.

Lesson content.
Discuss where most absorption of digested food takes place. Develop the understanding that villi are tiny finger-like projections from the lining of the small intestine.
Describe the structure of each villus with a thin wall and many capillaries.
Explain that the large total surface area of villi maximises the absorption of the soluble products of digestion into the blood in the capillaries.
Villi slides and microscopes/ video camera and microscope.
Villi worksheets
Video feeding.
Discuss peristalsis. Put marble through some tubing.

Homework/extension work.
Explain how bile and the villi increase the efficiency of absorption.

Notes/resources.
Large diagram/wall chart showing the structure of small intestine wall. Slides of T.S ileum showing villi under HP magnification using a microscope and lamp.
Villi worksheets W/S 10/1/6.
Video feeding.
Marble and rubber tubing.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 7 A model of digestion.

National curriculum statements

2a the process of digestion, including the function of organs and the role of enzymes, stomach acid and biles.
Specification

describe how the structure of villi helps the efficient absorption of the soluble products of digestion.

Key words: villi, soluble, digestion.
Lesson content.
A possible practical :
Put 1% starch solution into Visking tubing and then put the filled tubing into a test tube of water
Repeat this procedure using 1% starch solution mixed with amylase. Repeat this procedure using 1% starch solution mixed with boiled amylase. Place test tubes in water bath and every minute remove small samples from the test tubes and test them for the presence of starch and simple sugars. This can be done as a demonstration or by selected pupils, which would allow time for groups of pupils to carry out experiments, with controls, to show effects of :

Either: amylase
or: boiled and cooled amylase
or: no amylase on the breakdown of starch in

Either: acidic or: alkaline or: neutral conditions. Each group to report results to the whole class and an overall table of results to be compiled. (Similar experiments with protease or lipase could be done instead or additionally).
Clinistix can be used for lower ability groups.
LIVING WORLD p119-121.
Homework/extension work.

Notes/resources.
Students need to be familiar with the iodine test for starch and with Benedict's test for simple sugars. The iodine solution can be placed in a spotting tile or drops can be evenly spaced on an ordinary white ceramic tile. The results show that starch cannot pass through Visking tubing, that amylase digests starch into simple sugars that can pass through the Visking tubing and that boiling amylase prevents it from working. This practical can be done without the Visking tubing.
However, using the tubing allows students to appreciate the role of diffusion in the absorption of small molecules produced by digestion.
Commercial amylase (some to be boiled and cooled); starch solution; iodine solution; water bath at body temperature; dilute HCl; dilute NaOH; 'clinistix'/Benedict's solution. Other enzymes and reagents as appropriate.
Eye protection if heating Benedict's solution.
Safety
Eye protection if heating Benedict's solution

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 8 Red blood cells.

National curriculum statements

2b the structure of the human circulatory system, including the composition and functions of blood.
2c that there is an exchange of substances between capillaries and tissues

Specification
recall that blood is a mixture of plasma, white blood cells, red blood cells and platelets
describe the function of blood in transport
- Plasma carries hormones and small soluble molecules such as glucose, amino acids and carbon dioxide
- Red blood cells carry oxygen

Key words: plasma, white blood cells, red blood cells, platelets.

Lesson content.

Discuss the important roles of plasma, which is mainly water, in carrying dissolved nutrients, carbon dioxide, urea, hormones and plasma proteins; it also carries red and white blood cells and platelets.

Explain that red blood cells carry oxygen efficiently because:
- they contain haemoglobin which, in the lungs, combines with oxygen to form oxyhaemoglobin; when cells need oxygen, the oxygen is released:
haemoglobin + oxygen * oxyhaemoglobin
- they have no nucleus, giving a biconcave disc shape with a relatively large surface area to maximize oxygen uptake.

Students examine prepared blood smears and draw red blood cells. Also draw white blood cells. Tell them these will be considered next lesson.

LIVING WORLD p134-135
SCIENCE TO GCSE p30-31

Blood videos.

Homework/extension work.

Summarise the transporting functions of blood in the form of a table.
Nelson Modular Science book 1: p11.

Notes/resources
Microscopes, prepared slides of blood smears, video and microscope; photographs/wall charts of blood smears. Blood videos.
Safety.
Be aware of students phobias to blood
Do not use fresh blood smears.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 9 White blood cells and platelets.

National curriculum statements

2b the structure of the human circulatory system, including the composition and functions of blood.
Specifications.
describe the function of blood in defence against infection
- White blood cells ingest bacteria and produce antibodies
- White blood cells, their function and relationship to their structure
- Platelets bring about fibrin formation and the formation of a scab over a wound

Key words: white blood cells, platelets, fibrin, bacteria, antibodies.

Lesson content.
Explain that:
- phagocytes are white blood cells which can change shape to ingest bacteria and digest them;
- lymphocytes produce antibodies which destroy bacteria;
- white blood cells increase in number when bacteria infect the body.

Refer back to diagrams of wbc's drawn last lesson.

Guide students through a series of diagrams to show the ingestion of a bacterium by a phagocyte

Discuss the need to seal wounds in the skin, while healing occurs, to prevent blood loss and to keep out infection.

Explain that when platelets (fragments of cells) are exposed to air, they cause soluble plasma proteins to become threads of fibrin. These form a mesh, or net, over the wound, which traps red blood cells, and they then dry to form a scab.
LIVING WORLD p136-139.

Homework/extension work.
Cartoon to show how white blood cells work.
Nelson Modular Science book 1: p12.

Notes/resources.

Use the net from a bag of oranges to demonstrate the mesh of fibrin.
ICT opportunity: pupils could word process functions of blood in defence against infection.

Safety
Do not use fresh blood slides.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 10 The nervous system

National curriculum statements

2g the pathway taken by impulses in response to a variety of stimuli
2h how the reflex arc makes rapid response to a stimulus possible.
Specification

describe how the structure of a neurone relates to its function
describe the path of electrical impulses in a simple reflex arc

Key words: neurone, reflex arc

Lesson content
Pupils eat a sweet and discuss what is happening.
Describe neurones (nerve cells) as cells which have extensions of their cytoplasm called nerve fibres; a nerve consists of many nerve fibres.
Students examine fibres in T.S. nerve. Liken to separate wires within an electric cable.

Explain that the sense organs are linked to the brain and spinal cord (CNS) by nerves; nerves also link the CNS to effectors (other organs which respond to stimuli, e.g. muscles).
Electrical impulses travel along neurones to transmit information to and from the CNS.
Guide a class discussion to build up the details of the reflex arc involved when a hand is quickly removed from a hot object.
Consolidate the ideas of
(stimulus) - receptor - sensory neurone - CNS - motor neurone - effector - (response).
Explain that there are synapses between neurones where impulses cross by a chemical transmitter.
LIVING WORLD p168-9.
SCIENCE TO GCSE p38-9
Video senses.
W/S 10/1/10. W/S 10/1/10a.
Reacting to changes / nerves and relexes worksheets W/S 10/1/10b a reaction timer.
Homework/extension work.
Use a flow chart to explain an example of a reflex action.
Nelson Modular Science book 1: p14-16
Notes/Resources
Microscopes, prepared slides. Large diagram/wall chart, An electric cable to use as a demonstration.
Polos. Video senses.
Safety
Do not prepare fresh slides. Risk of CJD.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 11 The structure of the eye

National curriculum statements

2i how the eye functions in response to light
Specification

describe the role of the iris and pupil, retina and optic nerve in the iris reflex
explain the role of the cornea, ciliary body, suspensory ligaments and lens in forming sharp images of near and distant objects on the retina

Key words: cornea, ciliary body, suspensory ligaments, lens,
iris, pupil, retina, optic nerve

Lesson content
Use a model of the eye to revise its structure. Use bodyworks.
Discuss the protective role of the iris reflex, which prevents too much light entering the eye and damaging the retina.
Increased light reaches retina; light sensitive cells in the retina send impulses along a neurone to the brain; brain sends impulses along another neurone to the iris muscles; the size of the pupil decreases; and the reverse reaction to decreased light ensures that enough light enters for vision.
Students work in pairs to observe the iris reflex. The observer draws diagrams to show the size of a partner's students in the general laboratory light, when a small torch is shone into the face, and when the face is shielded by a suitable shade.

Cut and stick worksheet for lower ability.
LIVING WORLD p176-181
SCIENCE TO GCSE p184-5.
Video looking and listening.

Homework/extension work.
Nelson Modular Science book 1: p17

Notes/resources
Eye model, wall charts diagrams, some useful CD-ROMs include:
Bodyworks (The Learning Company)
3D Body Adventure (Random House)
Ultimate Human Body (Dorling Kindersley)
Cut and stick eye worksheet for lower ability. W/S 10/1/11.
Video looking and listening.

It is possible here to use a partially filled balloon with thick elastic bands taped on to show how the change occurs.
Different lenses, lamps and a screen.
Safety
Do not dissect eye due to CJD risk. Use eye model.
Do not use bright light.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 12 How the eye works.

National curriculum statements

2i how the eye functions in response to light

Specification

Key words: iris, pupil, retina, optic nerve, ciliary body, suspensory ligaments, lens

Lesson content

Use a large diagram to describe how light rays reaching the eye are refracted by the cornea and then further refracted by the lens to focus on the retina.
The suspensory ligaments attach the lens to the muscular ciliary body which can change the shape of the lens to form sharp images of near and distant objects.
Students can use different lenses to see which one produces the clearest image from a near object and which from a far object.

Bottle of fluorocine, lamp and lenses.

LIVING WORLD p176-181
SCIENCE TO GCSE p184-5.

Homework/extension work.
Explain what happens to the iris and pupil, in the dark and light.

Notes/resources

Eye model, wall charts diagrams, some useful CD-ROMs include:
Bodyworks (The Learning Company)
3D Body Adventure (Random House)
Ultimate Human Body (Dorling Kindersley)
Bottle of fluorocine, lamp and lenses.

It is possible here to use a partially filled balloon with thick elastic bands taped on to show how the change occurs.

Different lenses, lamps and a screen.

Safety
Do not dissect eye due to CJD risk.

Do not use bright light.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 13 Homeostasis

National curriculum statements

2l the importance of maintaining a constant internal environment
2o how humans maintain a constant body temperature
2p the defence mechanisms of the body, including the role of the skin, blood and mucous membranes of the respiratory tract.
Specification

understand that homeostasis is the maintenance of a constant internal environment
recall that body water content and body temperature are both examples of homeostasis
explain the function of the skin in the control of body temperature
- sweat glands release sweat that contains water and salts
- evaporation of water in sweat removes heat from the skin
- understand that shivering involves the movement of muscles which releases heat

Key words: homeostasis, body temperature, sweat glands, shivering.

Lesson content
Discuss the meaning of homeostasis, giving temperature and water as examples.
Discuss the facts that:
most body processes involve chemical reactions which take place in solution in water, thus a constant water level is needed; a constant temperature is needed for the efficient working of many body processes which involve enzymes.
Cobalt chloride on head, alcohol squirt on hand.
Keeping cool, keeping warm video.
Explain that when sweat reaches the skin's surface, water evaporates and cools the skin. When body temperature rises, more sweat is produced and vice versa.
Students feel the cooling effect of a drop alcohol as it evaporates from the back of the hand.
An alternative practical:
students sellotape anhydrous cobalt chloride paper to the forehead to compare the time taken to become pink at rest and during exercise, such as running on the spot, or use the same technique to compare distribution of sweat glands on forehead and forearm
Encourage students to understand why we shiver if body temperature falls.
Homework/extension work.
Find out how cats and dogs keep cool
Table showing the functions of the different structures in skin.
'Why the fat Icelander' worksheet. W/S 10/1/13.

Notes/resources
ICT opportunity - use of spreadsheets to record changes in temperature as a result of evaporation
Cobalt chloride paper, alcohol.
This could be tackled practically by wrapping cotton wool around two thermometer bulbs, dipping one in ethanol and blowing air across them. Comparisons of temperature changes can be made as the ethanol evaporates
'Why the fat Icelander' worksheet. W/S 10/1/13.
Keeping cool, keeping warm video.
Alcohol, dropping pipettes
Anhydrous cobalt chloride paper, sellotape, Sensitive weighing scales, absorbent cotton wool and antiperspirants.
Caution when using mercury thermometers. Check on medical problems before pupils exercise.
sellotape may cause an allergic skin reaction

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 14 The skin

National curriculum statements

2p the defence mechanisms of the body, including the role of the skin, blood and mucous membranes of the respiratory tract.
Specification

recall that the skin contains capillary loops which affect blood flow in the skin
explain the process of vasoconstriction and vasodilation in relation to the control of body temperature
understand how vasodilation increases heat loss by radiation and convection
understand the importance of temperature in relation to enzyme activity

Key words: skin, capillary loops, vasoconstriction, vasodilation, radiation, convection

Lesson content
Revise blood supply in the skin including capillary loops and capillaries supplying sweat glands.
Explain that when body temperature rises, skin vessels dilate so that more blood flows in them and more heat can be lost by radiation. When body temperature falls, skin vessels constrict and less heat is lost. Revise knowledge of radiation and convection.
Explain that the optimum temperature for enzymes in the human body is 37*C.
Video 'skin deep'.
Homework/extension work.
Make list of the ways in which mammals control their body temperature.
Nelson Modular Science book 1: p28-31.

Notes/resources
Large diagram or wall chart of skin structure.
Video 'skin deep'.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 15 Excretion of water and urea.

National curriculum statements

2n how the kidneys regulate the water content of the body,
2m how the waste products body functions are removed by lungs and kidney
Specification

recall that urea is made in the liver from excess amino acids

Key words: urea, amino acids, liver

Lesson content

Discuss how water is gained in the form of food and drink and it is lost in exhaled air as water vapour, in urine, sweat and faeces.

Drinking urine experiment.
Do calculations showing water in and out.

Discuss the fact that excess amino acids, the product of protein digestion, cannot be stored in the body. They are converted to urea in the liver; urea is excreted by the kidneys.

LIVING WORLD p158-9.
SCIENCE TO GCSE p40-1.
Video homeostasis.

Homework/extension work.
Nelson Modular Science book 1: p24-5.

Notes/resources.

Video homeostasis.
Drinking urine experiment.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 16 The kidney

National curriculum statements

2n how the kidneys regulate the water content of the body,
2m how the waste products body functions are removed by lungs and kidney
Specification Objectives

describe the structure and function of the urinary system, to include the renal artery, renal vein, kidney, ureter, bladder and urethra.

Key words: the renal artery, renal vein, kidney, ureter, bladder and urethra.

Lesson Content

Use model of kidney or kidney dissection to explain that blood coming to the kidney (in the renal artery) is filtered; the filtrate is adjusted to maintain constant water level in the body; the adjusted filtrate, now urine, leaves the kidney along a tube (the ureter) to be stored in the bladder; the filtered blood leaves the kidney (in the renal vein); urine is released at intervals via the urethra.
Cut and stick kidney worksheet for lower ability groups.
Blood stream II

Homework/extension work.
Learn definitions and spellings related to kidneys ready for a test.

Notes / Resources
Model, wall charts, diagrams, OHTs, animal kidney and dissecting kit.
Some useful CD-ROMs include:
Bodyworks (The Learning Company), 3D Body Adventure (Random House), Ultimate Human Body (Dorling Kindersley)

Cut and stick kidney worksheet for lower ability groups. W/S 10/1/16. W/S 10/1/16c water and life. 10/1/16D the urinary system.
Blood stream II

Safety Precautions
Only use kidneys fit for human consumption from a supermarket or butcher.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 17 Nephrons higher tier only

National curriculum statements

2m how the waste products body functions are removed by lungs and kidney,
2n how the kidneys regulate the water content of the body
Specification
describe the structure and functions of the following parts of the nephron: glomerulus and Bowman's capsule, first and second coiled tube, capillary network and collecting tubule, to include ultra filtration and reabsorption

describe how the hormone ADH controls the water content of the blood

Key words: nephron, glomerulus, bowman's capsule, coiled tube, ultrfiltration, reabsorption.

Lesson content
Using large diagrams, show the various parts of the nephron (a functional unit of the kidney). Use a large diagram or model to describe the structure of a nephron, including the details of its associated blood capillaries. Explain the process of filtration under pressure (of water, salts, urea, glucose but no protein) from the glomerulus into the Bowman's capsule. Describe the process of reabsorption (all glucose, some salts and water, no urea) into the blood capillaries. Encourage students to make a table comparing blood, glomerular filtrate and urine. Explain that ADH promotes the reabsorption of water. If the water content of the blood is low, more ADH is produced so that reabsorption of water is increased; the reverse happens if the water content of the blood is high. This affects the volume and concentration of urine produced
LIVING WORLD p162-7
SCIENCE TO GCSE p32-3
Nephron worksheet. 10/1/17.
Body works CD

Homework/extension work.
Nelson Modular Science book 1: p26-7.

Notes/resources
Nephron worksheet. 10/1/17.
Body works CD

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 18 Defence against infection.

National curriculum statements

2p the defence mechanisms of the body, including the role of the skin, blood and mucous membranes of the respiratory tract.
Specification
describe the function of the skin in defence against infection, to include the outer layer of dead cells, the physical barrier to the environment and the role of the oil glands
describe the function of the skin in the nervous system
recall that touch receptors and temperature receptors carry nerve impulses to the brain along sensory nerves.

Key words: defence, skin, physical barrier, oil glands, nerve impulses, touch receptors

Lesson content

Discuss the need to protect body organs from damaging contact with the environment and to keep out bacteria
Use large diagrams or wall charts to make clear all the components of skin, including blood capillaries and sweat glands. Discuss, the skin's roles as a sense organ and in temperature regulation.
Students examine slides of skin and make annotated diagrams

Revise the work on neurones. Students work in pairs to test the sensitivity of skin on forearm, cheek and fingertips by finding out how close together two points of pressure can be distinguished (rather than felt as one) on each area.
Use sheet showing cross section through skin.
LIVING WORLD p160-1
Homework/extension work.
Magic maggots Nelson Modular Science book 1: p33-4.

Notes/resources
Model of skin, large diagrams or wall charts.
Skin diagram
Hairpins, rulers, blindfolds

Safety
Use only moderate pressure; do not puncture the skin.
Module 1: lesson 19 Fleming's luck

Lesson content
Ideas and evidence lesson.
Read through sheet.
Extended speaking exercise.
Pupils could discuss in groups and then report back to the rest of the class.
Answer Q's in handout.
Summarise points that pupils could be assessed on.

Homework/extension work.
Notes/resources
Ideas and evidence handout.

Overview: Digestive system Blood Nervous system Kidney skin

Module 1: lesson 20 Drugs (this could take two lessons)

National curriculum statements

2q the effects of solvents, alcohol, tobacco, and other drugs on body function
Specification
describe the main effects of - solvents on lungs and neurones - alcohol on reaction times, liver and brain - tobacco on respiratory and circulatory systems
understand how the use of drugs may - affect activities such as driving - produce abnormal behaviour - create the risk of viral infections (hepatitis, HIV)
recall the effects on the body of - stimulants such as caffeine - sedatives such as barbiturates - pain killers such as paracetamol
describe the uses of paracetamol and the dangers of overdose
describe the uses of heroin in pain relief for terminally ill patients, and the dangers of addiction

Key words: solvents, drug, stimulant, depressant, paracetemol, heroin.

Lesson content
A class discussion on the effects of:
- tobacco, including increased risk of circulatory disease, emphysema and lung cancer;
- alcohol, including slower reaction times and the implication for driving, blurred vision, slurred speech and loss of inhibitions (short term); cirrhosis of liver and brain damage (long term);
- solvents, including similar effects to alcohol use plus danger of sudden death from asphyxiation;
- sharing needles which transmit viral infection

Explain the stimulant effect of amphetamines and the sedative effect of barbiturates in terms of increased/decreased heart rate and breathing rate leading to increased energy/sleep that can become hyperactivity/coma.
Write down the drugs they can think of on board. Go through explaining what they do in terme of stimulant/depressant.
Discuss the powerful analgesic effect of morphine, a form of heroin, and the highly addictive nature of heroin.
Evaluate the use of caffeine (in e.g. coffee and cola drinks) and paracetamol.
Final piece of work/hmwk can be a poster/leaflet highlighting the different types of drugs and their effects.
LIVING WORLD p172-3
SCIENCE TO GCSE p44-5.
Video suckers.
Nelson Modular Science book 1: p20-1.

Homework/extension work.
Design a poster warning people about the dangers of drinking and driving.
A list of signs parents could look for in a suspected drug user.
Revise for test next lesson. Nelson Modular Science book 1: exam paper p35-6. Glossary p37-8.
Notes/resources

Wall charts, leaflets, computer or printed data, relevant media extracts. Internet and help lines provide useful information. (Integrate this work with material covered in PSE lessons).
Health education leaflets from local GP or clinic.
Be aware of incidents in a pupil background that may cause them distress.
The double lesson will be required if all the information is be gathered and processed to an appropriate standard.
ICT opportunity - word processing, Data analysing, Use of internet. It is possible to use the ICT approach for individual skill area assessments for Sc1, using information gathered from the Internet.
Education for citizenship- the use and abuse of stats in health issues - use of drugs can affect driving, cause abnormal behaviour, create risk of viral infections.
Poster kit. Video suckers.

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