Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 14: Introduction to Morphology and Physiology, the Digestive System, and a Follow-up to Genetics

Chapter 40: An Introduction to Animal Structure and Function
Chapter 41: Animal Nutrition

College Board Performance Objectives:

• Explain how the organization of cells, tissues, and organs determine the structure and function of animal systems.
• Relate the structure and function of various organ systems.
• Describe how organ systems of animals interact.
• Explain how body size and shape affect interactions with the environment.
• Explain how homeostasis depends on feedback circuits.
• Describe the structure and function of the various organs in the digestive system.
• Explain the importance of compartmentalization in the digestive system.
• Explain how structural adaptations of the digestive system are often associated with diet.

College Board Lab Objectives:

• Explain the life cycle of diploid organisms useful in genetics studies.
• Investigate the independent assortment of two genes and determine whether the two genes are autosomal or sex-linked using a multi-generation experiment.
• Analyze the data from genetic crosses with chi-square analysis techniques.

Suggested Laboratory Experiments:

• Biology AP* Laboratory 7, Genetics of Organisms (A continuation of genetics and development. From first semester.)
• Lab Topic 8-Mendelian Genetics: Fast Plants and Lab Topic 9-Mendelian Genetics: Drosophila. This lab takes two weeks to fully complete, and requires periodic work times to count flies.

Resources:

• Chapter 40: An Introduction to Animal Structure and Function, pp. 778–791
• Chapter 41: Animal Nutrition, pp. 792–810
• Instructor's Guide, pp. 591–613
• Student Study Guide, pp. 299–313
• Test Bank, pp. 483–506
• Lab Manual, pp. 189–246
• CD-ROM: Chapters 40 and 41 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Genetics of Organisms Laboratory—1 day
  This lab needs to be started and other class days will be needed to gather data. Some of the previous class is needed to prepare for the lab. Students read and prepare for the lab prior to the lab.
• Chapter 40: An Introduction to Animal Structure and Function—2 days
  1. Place many golf balls (body cells) into a big container of water (interstitial fluid) that has pieces of plastic tubing (blood vessels and lymph vessels.).
  2. The following is an exercise in writing. Organisms increase the surface area of organs in order to increase the transport of material across the surfaces. Look through Chapters 40–46 and find as many cases as possible of increasing surface area. (See Figure 40–10)[Villi and microvilli on gut, capillaries, nephrons, alveoli in lungs or branches of gills, placenta are examples of answers].
  3. Tell the class you are going to have to leave the room for a minute, but you'll be right back. While you are gone the noise level in the room will gradually increase. When you return, explain that the rising noise level was a demonstration of positive feedback. As people begin to talk in the room, it gets harder to hear, so people talk louder still, and that makes it harder to hear. This exercise will help initiate a conversation about feedback.
  4. On page 789 is a description of feedback circuits and their parts: receptor, effector, set point, control center. Learn how to use those terms to explain regulation of body temperature. Then as other physiology chapters are considered, repeat this exercise for the regulatory mechanisms described. Other examples are insulin and sugar levels on p. 793, breathing rate on pp. 832–833, more on temperature on p. 482, negative feedback and the kidney on pp. 887–889, and several in chapter 45.
• Chapter 41: Animal Nutrition—2 days
  Students bring various foods to class. The labels are a great source of discussion about what the foods are made of and how they are digested.
• Block Scheduling
  Animal Structure and Function can be accomplished in one block, Animal Nutrition in one block, and the Genetics lab in one block.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 791 #1 and p. 810 #1–3
2. Science, Technology, and Society, p. 791 #1 and p. 810 #1–2
3. Have students collect articles about diseases that are related to these body systems. The discussion will center around the symptoms, the structural problems associated with the symptoms, and the remedies that are available.
4. Lab Topic 21, Vertebrate Anatomy I (pp. 555–571): The Skin and Digestive System, can be used as a demonstration in class. Use a digital camera or video camera to show the students the various parts of the dissection, and these images as illustrations and sources of discussion for class.

Troubleshooting Tips/Error Traps:

• The lab takes time and the students need to have practice sexing the flies. This lab must be on the first day of the week to ensure enough time to collect the data. It is best to start with the F₁ flies. Remember to remove the parents by the fifth day. Many companies sell the F₁ flies for this lab. The students need to collect data about the offspring for the next 7–10 days.
• There is much vocabulary in these chapters, but the process of how the system accomplishes its goals should be the focus. The focus of the digestive chapter is how macromolecules are broken down to monomers and how the monomers are absorbed. The structure of the intestine is an excellent example of how various tissues function together to form an organ. Figure 41.15 is a good diagram that shows how the various tissues are arranged and the caption explains the function of each tissue.