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Lesson Plans
Biology 5th Edition ©1999
by Campbell, Reece, Mitchell
Week 15: Circulatory, Respiratory, and Immune Systems
Chapter 42: Circulatory and Gas Exchange
Chapter 43: The Body's Defenses
College Board Performance Objectives:
- Explain the importance of compartmentalization in the digestive system.
- Explain how structural adaptations of the digestive system are often associated with diet.
- Describe the structure and function of the various organs in the circulatory, respiratory, and immune systems.
- Describe how transport systems functionally connect the organs of exchange with body cells.
- Explain how vertebrate phylogeny is reflected in adaptations of the cardiovascular system.
- Explain how gas exchange supplies oxygen for cellular respiration and disposes of carbon dioxide.
- Explain how antigens react with specific lymphocytes to induce immune response and immunological memory.
- Explain how helper T lymphocytes function in both humoral and cell-mediate immunity.
College Board Lab Objectives:
See Week 14
Suggested Laboratory Experiments:
Conclude Lab 7 and calculate Chi Square Analysis
Resources:
- Chapter 42: Circulatory and Gas Exchange, pp. 811–839
- Chapter 43: The Body's Defenses, pp. 840–864
- Instructor's Guide, pp. 615–652
- Student Study Guide, pp. 314–337
- Test Bank, pp. 507–536
- Lab Manual, pp. 581–602
- CD-ROM: Chapters 42 and 43 include narrated presentations, activities, and links to the Internet.
Pacing Guide:
- Chapter 42: Circulatory and Gas Exchange—1.5 days
Attempt to make models of veins and arteries with common household and lab supplies. This activity allows for discussion about structure and function of the vessels. - Chapter 43: The Body's Defenses—2 days
Place many balloons around the room. They will represent the antigens. Have students model themselves as an antibody. Have the students place their arms out above their heads so that their bodies take the shape of a Y-shaped antibody. Together their task is to capture the antigens. This activity allows the students to think about the function of antibodies. - AP* Lab 7 Genetics of Organisms conclusion—1.5 days
The students need to have time to count the flies and to learn how to calculate Chi Square. - Block Scheduling
Circulatory and Gas Exchange can be accomplished in one block, Body's Defenses in one block, and AP* Lab 7 conclusion in one block.
Key Words:
- open circulatory system, p. 812
- hemolymph, p. 812
- sinuses, p. 812
- closed circulatory system, p. 812
- cardiovascular system, p. 812
- atrium, p. 812
- ventricles, p. 812
- arteries, p. 812
- arterioles, p. 812
- capillaries, p. 813
- capillary beds, p. 813
- venules, p. 813
- veins, p. 813
- pulmocutaneous circuit, p. 813
- systemic circuit, p. 814
- double circulation, p. 814
- pulmonary circuit, p. 814
- atrioventricular valve, p. 815
- semilunar valves, p. 815
- pulse, p. 815
- heart rate, p. 815
- cardiac cycle, p. 816
- systole, p. 816
- diastole, p.
- cardiac output, p. 816
- stroke volume, p. 816
- sinoatrial node, p. 816
- pacemaker, p. 816
- atrioventricular node, p. 816
- electrocardiogram, p. 816
- endothelium, p. 817
- blood pressure, p. 818
- peripheral resistance, p. 819
- lymphatic system, p. 820
- lymph, p. 820
- lymph nodes, p. 820
- plasma, p. 822
- red blood cells, p. 823
- erythrocytes, p. 823
- hemoglobin, p. 823
- white blood cells, p. 823
- leukocites, p. 823
- platelets, p. 823
- pluripotent stem cells, p. 823
- erythropoietin, p. 824
- fibrinogin, p. 824
- fibrin, p. 824
- hemophilia, p. 824
- thrombus, p. 824
- cardio vascular disease, p. 824
- heart attack, p. 824
- stroke, p. 824
- atherosclerosis, p. 824
- arteriosclerosis, p. 825
- hypertension, p. 826
- low-density lipoproteins, p. 826
- high-density lipoproteins, p. 826
- gas exchange, p. 826
- respiratory medium, p. 826
- respiratory surface, p. 826
- ventilation, p. 827
- gills, p. 827
- counter-current exchange, p. 828
- lungs, p. 830
- larynx, p. 830
- vocal chords, p. 830
- trachea, p. 830
- bronchi, p. 830
- bronchioles, p. 830
- alveoli, p. 830
- breathing, p. 830
- positive pressure breathing, p. 830
- negative pressure breathing, p. 830
- diaphragm, p. 831
- tidal volume, p. 832
- vital capacity, p. 832
- residual volume, p. 832
- parabronchi, p. 832
- breathing control centers, p. 833
- partial pressure, p. 833
- respiratory pigments, p. 834
- hemocyanin, p. 834
- dissociation curve, p. 834
- myoglobin, p. 836
- lysozymes, p. 841
- phagocytosis, p. 841
- neutrophils, p. 841
- macrophages, p. 842
- eosinophils, p. 843
- natural killer, p. 843
- inflammatory response, p. 843
- histamines, p. 843
- basophiles, p. 843
- mast cells, p. 843
- prostaglandins, p. 843
- chemokines, p. 843
- pyrogens, p. 844
- complement system, p. 844
- interferons, p. 844
- B lymphocytes, p. 844
- T lymphocytes, p. 844
- antigen, p. 844
- antibodies, p. 844
- antigen receptors, p. 844
- T cell receptors, p. 844
- effector cells, p. 845
- memory cells, p. 845
- clonal selection, p. 845
- primary immune response, p. 845
- plasma cells, p. 845
- secondary immune response, p. 846
- programmed cell death, p. 846
- major histocompatibility complex, p. 847
- class I MHC, p. 847
- class II MHC, p. 847
- antigen presentation, p. 847
- cytotoxic T cells, p. 847
- helper T cells, p. 847
- humoral immunity, p. 848
- cell-mediated immunity, p. 849
- antigen-presenting cells, p. 849
- CD4, p. 849
- cytokines, p. 849
- interleukin-2, p. 849
- suppressor T cell, p. 849
- CD8, p. 850
- target cell, p. 850
- perforin, p. 850
- tumor antigen, p. 851
- T-dependent antigens, p. 851
- T-independent antigens, p. 851
- immunoglobulins, p. 853
- heavy chains, p. 853
- light chains, p. 853
- monoclonal antibodies, p. 853
- neutralization, p. 853
- opsonization, p. 853
- agglutination, p. 853
- complement fixation, p. 853
- membrane attack complex, p. 854
- immune adherence, p. 854
- active immunity, p. 855
- immunization, p. 855
- vaccination, p. 855
- passive immunity, p. 857
- ABO blood groups, p. 857
- Rh factor, p. 857
- graft versus host reaction, p. 858
- anaphylactic shock, p. 858
- acquired immune deficiency syndrome, p. 859
- opportunistic diseases, p. 859
- human immunodeficiency virus, p. 859
- HIV-positive, p. 860
Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.
- Challenge Questions, p. 839 #1 and p. 863 #1–4
- Science, Technology, and Society, p. 839 #1 and p. 864 #1–2
- Have students collect articles about diseases that are related to these body systems. Heart disease and HIV are usually diseases that they want to discuss. The discussion will center around the symptoms, the structural problems associated with the symptoms, and the remedies that are available.
- Lab Topic 22, Vertebrate Anatomy II (pp. 581–601): The Circulatory and Respiratory Systems, 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:
- Allowing the students to relate to the concepts is important. They usually like to think about studying body systems, but they often do not put enough effort into understanding the concepts and learning enough vocabulary. The activities make it appear that they are playing games with goals, and they relate the goals of the activities to the body systems. It is important that the student do not get lost in the vocabulary. The focus is the process by which the system achieves its goals.
- Extending the study of genetics into the second semester may seem awkward, but it allows the students to revisit the concepts. It makes it easier to review for the AP* exam when the concepts are in second semester. Also, there are few AP* labs associated with body systems, and extending genetics into this section helps to balance the lab load across the course. It is not possible to schedule all labs with the class concepts.