Curriculum Framework

Human Body Systems Unit 3 Lesson 2

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Describe the mechanical and chemical digestion of macromolecules present in food.
T2- Recognize that the structure of cells, tissues, and organs are related to their function in the body.
T3 Describe how the systems of the body work together to maintain homeostasis and overall good health.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Enzymes are proteins and act as catalysts which speed up
Q1 How does the body obtain and use energy from food?
chemical reactions in the human body.
Q2 Why does an enzyme only catalyze a specific chemical reaction
U2 - The digestive system consists of the gastrointestinal tract
under specific conditions?
and the accessory digestive organs which function together to
Q3 How can a scientist determine the ideal conditions for a specific
chemically and mechanically digest food, absorb water and
enzyme-catalyzed reaction?
nutrients, and remove wastes.
Q4 How is the air you breathe and the food you eat used in the
U3 - Metabolism, the sum of all the chemical reactions that occur
production of ATP?
within the body, is required to maintain homeostasis.
Q5 What are the consequences of a lack of a specific
U4 - When a process in the body requires energy, ATP is broken
macromolecule or nutrient in the diet?
down to liberate energy stored in its chemical bonds.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Recognize that enzymes are designed to be highly specific,
S1 - Model the interaction between enzymes and their
and the structure of the enzymes active site determines the
corresponding substrates. U1
substrate it acts upon. U1, U2
S2 - Outline what happens to a bite of food as it travels down the
K2 - Recognize that factors such as temperature, pH, and
digestive tract. U1, U2
enzyme and substrate concentration affect the rate of an
S3 - Design a laboratory experiment investigating the impact that
enzyme-catalyzed reaction. U1, U2
environmental changes can have on enzyme function and analyze
K3 - List specific enzymes that digest carbohydrates, fats, and
the results. U1, U2, U3
proteins at sites along the digestive tract. U1, U2
K4 - Describe the structure and function of the organs in the
S4 - Analyze energy inputs and outputs in the body to assess
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Curriculum Framework HBS Unit 3 - Lesson 3.2 Page 1
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digestive system. U1, U2

K5 - Explain how energy is stored in ATP. U2, U3, U4

overall health. U3

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Evidence (stage 2)

Students will demonstrate

knowledge and skills by
Modeling the action of enzymes
and co-enzymes. (A3.2.1)
Students will

1. Research enzymes and coenzymes and their role in

chemical reactions.
2. Build a model to
demonstate the action of
enzyme and co-enzyme
binding.

Assessments for
Learning

1. The instructor will

review the enzyme
models and provide
feedback.
2. All conclusion
questions will be
reviewed.

1. The teacher will

Investigating the anatomy and
review the digestive
physiology of the digestive system.
(P3.2.2)
system models, flow

Students will

charts, and graphic

organizers and give
feedback.

1. Research the anatomy and

physiology of the digestive
system.
2. All conclusion
2. Build a model of the
questions will be
digestive system and place it
reviewed.
in the the Maniken.
3. Develop a flow chart that
details the absorption of food
within the digestive system.

Assessments of
Learning
1. Students will
present and
explain their
enzyme and
co-enzyme
bonding
model.

Learning Plan (stage 3)

Activities (A), Projects (P),

and Problems (B)

Knowledge and Skills

A.3.2.1 (optional)
P 3.2.2
P 3.2.3 (optional)
P 3.2.4
A 3.2.5
A 3.2.6

K1, S1
K3, K4, S2
K3, K4, S2
K1, K2, S3
S4
K5

2. All
conclusion
questions
will be
answered.
1. Students will
use the
Student
Resource
Sheet to
build their
model.
2. They will
complete
and
digestive
system flow
charts with
the class.

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Curriculum Framework HBS Unit 3 - Lesson 3.2 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

3. Students will
label the
digestive
system on
the graphic
organizer.
4. All
conclusion
questions
will be
answered.
1. The teacher will
Using the principles of materials
examine the models
engineering to build a model of the
digestive system. (P3.2.3,
and digestive flow
Optional)
charts and provide

Students will

1. Design and build an

accurately scaled model of
the digestive system.
2. Create a flow chart detailing
the digestion of food.

Investigating the action of

catalase. (P3.2.4)
Students will

1. Conduct an experiment to
examine the action of
catalase.
2. Design an experiment
investigating the action of
catalase under different

feedback.

2. All conclusion
questions will be
reviewed.

1. Student progress
and understanding
will be monitored
throughout the
experiment.
2. Their research
plans, results, and
reports will be

1. Students will
build their
models and
flow charts.

2. All
conclusion
questions
will be
answered.
1. Students will
record and
discuss their
results.
2. They will
design and
conduct their
experiment.

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Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

conditions (pH, temperature,

etc).

reviewed and
feedback will be
given.
3. All conclusion
questions will be
reviewed.

Learning about impact of

metabolism on a persons health.
(A3.2.5)
Students will

1. Analyze case studies of

patients with different
metabolic conditions.
2. Calculate the patients body
mass index (BMI) and basal
metabolic rate (BMR).
3. Research the careers of
registered dietician and a
nutrition counselor

Examining how cells utilize

energy. (A3.2.6)
Students will

1. Research the structure and

function of ATP.
2. Model the process of cellular

1. The instructor will

review the students
Client Report
handouts and give
feedback.
2. All conclusion
questions will be
reviewed.

3. They will
submit a
laboratory
report.
4. All
conclusion
questions
will be
answered.
1. Students
will
complete
the Client
Report
handouts
and explain
their results
to the class.
2. All
conclusion
questions
will be
answered.

1. The teacher will

review the activity
questions and give
feedback.
2. All conclusion

1. Students will
answer the
activity
questions
and discuss
their results.

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Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

respiration.

questions will be
reviewed.

2. They will use

puzzles to
model
ATP/ADP
recycling.
3. All
conclusion
questions
will be
answered.

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Curriculum Framework HBS Unit 3 - Lesson 3.2 Page 6
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD