Unit Overview

7.3 Metabolic Reactions

How practise things inside our bodies piece of work together to make usa feel the manner nosotros exercise?

Unit Summary

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This unit on metabolic reactions in the human body starts out with students exploring a existent case study of a center-school daughter named M'Kenna, who reported some alarming symptoms to her dr.. Her symptoms included an disability to concentrate, headaches, stomach issues when she eats, and a lack of energy for everyday activities and sports that she used to play regularly. She also reported noticeable weight loss over the past few months, in spite of consuming what appeared to exist a salubrious diet. Her case sparks questions and ideas for investigations around trying to figure out which pathways and processes in Grand'Kenna'southward body might be operation differently than a healthy organization and why.

Students investigate information specific to M'Kenna's case in the form of doctor'due south notes, endoscopy images and reports, growth charts, and micrographs. They also describe from their results from laboratory experiments on the chemical changes involving the processing of food and from digital interactives to explore how food is transported, transformed, stored, and used across different body systems in all people. Through this work of figuring out what is causing M'Kenna's symptoms, the class discovers what happens to the food we consume after it enters our bodies and how Thou'Kenna's dissimilar symptoms are connected.

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Unit Examples

Simulations

Additional Unit of measurement Information

Building Toward the Following Standards and Practices

Performance Expectations

This unit builds toward the following NGSS Performance Expectations (PEs):

  • MS-LS1-3: Utilize statement supported by show for how the torso is a organization of interacting subsystems equanimous of groups of cells.
  • MS-LS1-v: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • MS-LS1-7: Develop a model to describe how nutrient is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this affair moves through an organism.
  • MS-PS1-ane: Develop models to describe the atomic limerick of simple molecules and extended structures. *
  • MS-PS1-2: Analyze and translate data on the properties of substances earlier and after the substances interact to determine if a chemical reaction has occurred. *

* This unit reinforces these NGSS Human foot that students should have previously developed. In the OpenSciEd Telescopic and Sequence, these are showtime congenital in Unit of measurement 7.1. In this new context of metabolic reactions, students will engage in the analysis and interpretation of various forms of information on how molecules change or exercise not change as they move through digestion. Chemical reactions starting in our mouths and stomachs and standing throughout the remainder of the digestive organisation drive this change, breaking down large food molecules into smaller ones. Some molecules, like fiber, stay the same throughout digestion and, therefore, do not undergo chemic reactions.

Disciplinary Core Ideas

The current version of the unit of measurement expands students' understanding of metabolic reactions, which include these Class six-eight DCI elements:

LS1.A Construction and Function

  • In multicellular organisms, the body is a arrangement of multiple interacting subsystems. These subsystems are groups of cells that piece of work together to form tissues and organs that are specialized for detail body functions.

LS1.B Growth and Development of Organisms

  • The growth of an animal is controlled by genetic factors, * nutrient intake, and interactions with other organisms, and each species has a typical developed size range.

LS1.C Arrangement for Thing and Energy Menstruation in Organisms

  • Within private organisms, food moves through a serial of chemical reactions in which it is broken down and rearranged to grade new molecules, to support growth, or to release energy.

PS3.D Free energy in Processes and Everyday Life

  • Cellular respiration in plants and * animals involves chemical reactions with oxygen that release stored free energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.

*At that place is a slash through the pieces of the DCIs that are not developed in this unit. In the OpenSciEd Scope and Sequence, students will develop an understanding of genetic factors in the OpenSciEd Unit of measurement 8.5, how plants do chemic reactions to obtain and store energy in the subsequent OpenSciEd Unit 7.4, and interactions with other organisms in the ecosystem dynamics in OpenSciEd Unit 7.5.

In addition, this unit introduces the concept of food as fuel and lays the background for future units in which students figure out that both food and other sources of fuels are sources of matter and sources of free energy, drawing connections between chemical reactions that transfer and convert free energy in living and nonliving systems. This connects to the idea identified on folio 196 of Framework for K–12 Scientific discipline Education (National Inquiry Council, 2012): "Past middle school, a more precise idea of energy—for case, the understanding that food or fuel undergoes a chemical reaction with oxygen that releases stored free energy—can sally."

You can view the placement of this OpenSciEd Unit of measurement 7.3 and associated units within the OpenSciEd Middle School Telescopic and Sequence.

Focal Science & Engineering Practices

  • Developing & Using Models
  • Analyzing & Interpreting Information
  • Engaging in Statement from Bear witness

Focal Crosscutting Concepts

  • Systems & System Models
  • Structure & Function

Unit Data

What are prerequisite math concepts necessary for the unit?

In Lesson 8 students utilize a NetLogo simulation to discover the relationship betwixt the charge per unit of nutrient absorption and the height of villi that line the small intestine. Prerequisite math concepts that may exist helpful include:

  • CCSS.MATH.CONTENT.six.NS.C.8: Solve real-world and mathematical problems past graphing points in all iv quadrants of the coordinate plane.
  • CCSS.MATH.CONTENT.vi.RP.A.two: Understand the concept of a unit of measurement rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
  • CCSS.MATH.CONTENT.vii.SP.C.six: Approximate the probability of a chance consequence by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
  • CCSS.MATH.CONTENT.7.SP.C.viii.C : Blueprint and employ a simulation to generate frequencies for chemical compound events.

Students analyze and interpret M'Kenna'south height and weight growth charts in Lesson x. Prerequisite math concepts that may be helpful include:

  • CCSS.MATH.CONTENT.half dozen.SP.B.5.C: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), equally well as describing whatever overall pattern and any striking deviations from the overall blueprint with reference to the context in which the information were gathered.

In add-on, within the domain of Measurement and Data in the Common Cadre Mathematics Standards, students volition be drawing on what they have learned beyond a number of standards nether the category of Represent and Interpret data for Grades 1-five when they are generating and interpreting the tables and graphs of their data nerveless from the simulation and during analysis of several food molecule graphs in many lessons across the unit.

What modifications will I need to brand if this unit of measurement is taught out of sequence?

This is the third unit in 7th class in the OpenSciEd Telescopic and Sequence. Given this placement, several modifications would need to exist made if teaching this unit earlier in the middle school curriculum. These include:

  • Introducing the students to the concept of a Driving Question Lath and a shared set up of classroom norms. This would not be necessary if taught later on other OpenSciEd units.
  • Supplemental didactics of the nature of matter, then that students see matter as fabricated of particles.
  • Supplemental didactics of the foundations for chemical reactions in Human foot MS-PS1-1 Develop models to describe the atomic composition of uncomplicated molecules and extended structures and MS-PS1-2 Analyze and translate information on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred . This unit is designed to come directly later 2 units involved in the foundations of chemical reactions and explicitly builds on those understandings. It is disquisitional to note that students need the idea of chemical reactions and the idea that matter can be rearranged through these reactions yielding resultant materials with unlike properties to develop the explanations in this unit.

Supplemental educational activity of PE south MS-LS1-1 Deport an investigation to provide bear witness that living things are made of cells; either one prison cell or many different numbers and types of cells and MS-LS1-ii Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. This unit does non introduce cells to students. It uses that prerequisite knowledge to build agreement that the organisation of the body goes from cells, to tissues, to organs, to subsystems to multiple subsystems working together in one body arrangement.

Unit of measurement Acknowledgements

Unit Evolution Team

  • Tara McGill, Unit Lead, Northwestern University
  • Michael Novak, Field Test Unit of measurement Lead, Northwestern Academy
  • Kate Cook-Whitt, Writer, Maine Mathematics and Science Alliance
  • Kathryn Fattalah, Author, The Nora Project
  • Emily Harris, Author, BSCS Science Learning
  • Lindsey Mohan, Author, BSCS Science Learning
  • Jamie Noll, Writer, Northwestern University
  • Barbara Taylor, Author, Charles A. Dana Eye at University of Texas Austin
  • Heather Galbreath, Pilot Teacher, Lombard Heart School
  • Michael Clinchot, Teacher Counselor, John D. O'Bryant Schoolhouse of Mathematics and Scientific discipline
  • Nicole Vick, Reviewer, Abingdon-Avon Loftier School
  • Betty Stennett, Reviewer, BSCS Science Learning
  • Katie Van Horne, Assessment Specialist
  • Kelsey Edwards, Project Coordinator, Northwestern University
  • Barbara Hug, Unit Advisory Chair, University of Illinois at Urbana-Champaign

Production Team

BSCS Scientific discipline Learning

  • Natalie Giarratano, Copyeditor, Independent Contractor
  • Stacey Luce, Editorial Production Lead
  • Valerie Maltese, Marketing Specialist & Project Coordinator
  • Alyssa Markle, Project Coordinator
  • Chris Moraine, Multimedia Graphic Designer

Additional Acknowledgements

This unit was adjusted from A Medical Mystery, originally developed by BSCS Science Learning in partnership with Oregon Public Dissemination. Used with permission. A Medical Mystery was developed as part of the project, Three-dimensional teaching and learning: Rebuilding and researching an online centre school scientific discipline curriculum (3DMSS) supported by the National Science Foundation under grant number 1502571. Whatever opinions, findings, and conclusions or recommendations expressed in this cloth are those of the authors and practice not necessarily reflect the views of the National Science Foundation.

Unit External Evaluation

Achieve's Science Peer Review Panel

An integral component of OpenSciEd'southward development process is external validation of alignment to the Side by side Generation Scientific discipline Standards past NextGenScience'south Science Peer Review Panel using the EQuIP Rubric for Science. We are proud that this unit of measurement has been identified as a quality example of a science unit. You tin can notice additional information most the EQuIP rubric and the peer review procedure at the nextgenscience.org website.