B Fit And Healthy Unit Guide - Physicslocker
A-C-Unit Guides.qxd22-Jun-044:20 PMPage 66Print current page (1 page)BFit and healthyUnit guideMWWhere this unit fits inPrior learningp?tuThis unit builds on:unit 7A Cells, unit 7B Reproduction, unit 8A Food and digestion, unit 8B Respiration, unit 8C Microbesand disease and unit 9A Inheritance and selection.This unit provides opportunities to revisit and revise work on nutrition and human respiration and thefunction of the circulatory system. With some pupils, teachers may wish to concentrate on some of thenew topics, extending activities, and with others to spend more time on revision of previous work.Careful planning of the work in this unit alongside the school’s drugs policy and the PSHE programme willbe required, particularly when pupils are introduced to the effects of smoking, alcohol and drugs, etc.To make good progress, pupils startingthis unit need to: be able to describe a balanced diet andknow this is required for healthygrowth be able to name the gases exchangedin the alveoli of the lungs know that the developing foetusobtains materials from the mother’sblood supply through the placenta be able to name some inheritedcharacteristics. ET ETTY PCGKThe concepts in this unit are:interaction of the respiratory, digestive and circulatory systems. Functions of the skeleton. How diet,exercise, smoking and drugs affect health.This unit relates to:unit 20 Twentieth-century medicine in the history scheme of work and to unit 9A(i) Selecting materials(food) on special diets in the design and technology scheme of work.Framework yearly teaching objectives – Cells Use a word and/or symbol equation to describe respiration and explain similarities with burning of fuels. Explain that multi-celled organisms survive well only if all their parts work well together; use this to explain how smoking, alcohol, some drugsand exercise affect parts of the human body.Expectations from the QCA Scheme of WorkAt the end of this unit most pupils will some pupils will not have made some pupils will have progressedso much progress and will further and will in terms of scientific enquiry NC Programme of Study Sc1 2b, d, e, f, k, m select and make effective use of secondary sources ofinformation about health, indicating how strongly evidencesupports or does not support a conclusion plan how to carry out appropriately an investigation usinghuman subjects. select information from secondarysources about health use data obtained to draw aconclusion investigate a question usinghuman subjects safely andappropriately. synthesise information about healthand identify limitations in the dataassembled explain some methods adopted to carryout an investigation on human subjectssafely and appropriately.in terms of life processes and living things NC Programme of Study Sc2 1c, 2a, d, e, i, m; Sc3 2h describe how the body uses the energy in food, representingrespiration by a word equation describe some effects of diet, smoking, alcohol and other drugsand of exercise on some organ systems explain how different body systems work together in a healthyindividual. describe some effects of diet, describe how cells in the respiratorysmoking, alcohol and other drugssystem are adapted for their purposeand of exercise on the body and onand how they may be damaged bya developing foetus.smoking and other forms of airpollution represent respiration by a symbolequation.Suggested lesson allocation (see individual lesson planning guides)Direct routeB1Are you fit?B2Breathing andsmokingB3Drugs and alcoholB4Injury timeB5Extra injury timeB6Working together– Think abouthow scientistswork togetherBooster 1Focus on cells –From cells toorgansExtra lessons (not in Pupil book)B3 Drugs andalcoholExtra lesson forActivity B3a.Review and assessprogress(distributedappropriately)Additional informationThe issue of weight and fitness of pupils and family members will need to be handled sensitively.Health and safety (see activity notes to inform risk assessment)Risk assessments are required for fitness-related activities and investigations into the effect of caffeine on reaction time. Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.Sheet 1 of 1
A-C-Unit Guides.qxd22-Jun-044:20 PMPage 76Print current page (1 page)Are you fit?B1MWp?tuLesson planningguideLearning objectivesiThere are different kinds of fitness for different individuals.iiFitness affects different organ systems of the human body in different ways.Scientific enquiryiii Consider key factors to be taken into account when collecting evidence.iv Use a range of equipment and materials appropriately and take action to control risk to themselves and others. UGSuggested alternative starter activities (5–10 minutes)Introduce the unitShare learning objectivesProblem solvingCapture interest (1)Capture interest (2)Unit map for Fit andhealthy. Describe different kinds offitness. Explain how fitness affectsdifferent organs. Consider key factors to betaken into account whencollecting evidence. (Sc1)Pupils do a true/false quiz.Pupils look at the trainingrequirements of variousathletes and identify thepurpose of each activity intraining.Pupils recap diet, nutrientsand deficiencies fromYear 8.Suggested alternative main activitiesActivityLearningobjectivessee aboveDescriptionApprox.timingTextbook B1i and iiTeacher-led explanation and questioning OR Pupils work individually,in pairs or in small groups through the in-text questions and thenonto the end-of-spread questions if time allows.Activity B1a Practicali, iii and ivActivity B1b Practicaliii and ivTarget groupCHES20 minR/GGRSHow fit? Pupils carry out the Harvard Fitness Test.30 min Lung capacity Pupils determine the vital capacity of their lungs.20 min Suggested alternative plenary activities (5–10 minutes)Review learningSharing responsesGroup feedbackWord gameLooking aheadPupils do a fitness quiz.Pupils share ideas fromActivities B1a and B1b anddebate which of theactivities best measurefitness.Pupils work in groups tolook at advertising forleisure centres to see whatthey offer.Pupils do a wordsearch forwords relating to fitness.Pupils brainstorm thedifferent things that canaffect fitness.Learning outcomesMost pupils will .Some pupils, making less progresswill .Some pupils, making more progresswill . know how to measure fitness. know that fitness can be measured. be able to compare different ways ofmeasuring fitness.Key wordsfitness, respiratory system, circulatory system, red blood cellsOut-of-lesson learningHomework B1Textbook B1 end-of-spread questions Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.Sheet 1 of 1
A-C-Unit Guides.qxd22-Jun-044:20 PMPage 86Print current page (1 page)Breathing and smokingB2MWp?tu UGLesson planningguideLearning objectivesiThe lungs, ribs and diaphragm are essential for breathing.iiReducing the chest volume expels air from the lungs.iii Smoking is implicated in a range of illnesses.iv Collect evidence about the effect of smoking and how it causes disease.Scientific enquiryvUse and evaluate data from secondary sources. (Framework YTO Sc1 8d)Suggested alternative starter activities (5–10 minutes)Recap last lessonShare learning objectives BrainstormingCapture interest (1)Capture interest (2)Pupils list all theactivities that they havedone since the last lessonthat could have improvedtheir fitness. Describe how different partsof the body are used forbreathing. Recognise how smokingaffects the body. Use secondary sources.(Sc1)Demo of smoking machineexperiment.Pupils work in groups tocollect data on which familymembers smoke, how manyeach day, and their age andsex. Pupils may need to beinformed of this activityduring the previous lesson.Pupils look at video clips ofTV adverts on stoppingsmoking and discuss whichare the best and why.Catalyst InteractivePresentations 3Suggested alternative main activitiesLearningobjectivessee aboveDescriptionTextbook B2i, ii and iiiTeacher-led explanation and questioning OR Pupils work individually,in pairs or in small groups through the in-text questions and thenonto the end-of-spread questions if time allows.Activity B2aPracticali and iiActivity B2bPaperActivityApprox.timingTarget groupCHES20 minR/GGRSLungs Demonstration lung dissection and then pupils make a modellung.30 min iii, iv and vWhy smoke? Pupils produce a leaflet or presentation, to persuadeteenagers not to start smoking.20 min Activity B2cDiscussioniv and vFor and against smoking Pupils compare data sources for subjectbias and objectivity and determine how reliable the data source is.20 min Activity B2dCatalyst InteractivePresentations 3i and iiSupport ICT simulation to see the movements in the chest cavityassociated with breathing.10 min Suggested alternative plenary activities (5–10 minutes)Review learningSharing responsesGroup feedbackReview the problems caused Collate results andIn groups, pupils shareby smoking and giving up.conclusions from the Starter what they have found outCapture interest (2).from Activity B2a.Word gameLooking aheadPupils do atrue/false quiz.Pupils write a definition of whatthey think a drug is and then feedback ideas to the whole class.Learning outcomesMost pupils will .Some pupils, making less progresswill .Some pupils, making more progresswill . be able to use secondary sources ofinformation. be able to describe some effects of smokingon the body’s organ systems. know about secondary sources of information. be able to describe some of the effects ofsmoking on the body. compare secondary sources of information. be able to describe the damage caused bysmoking on the body’s organ systems.Key wordsred only: haemoglobin, ciliated epithelial cellOut-of-lesson learningHomework B2Textbook B2 end-of-spread questionsActivity B2bActivity B2c Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.Sheet 1 of 1
A-C-Unit Guides.qxd22-Jun-044:20 PMPage 96Print current page (1 page)Drugs and alcoholB3MWp?tuLesson planningguideLearning objectivesiDrugs and alcohol can affect behaviour.iiExcessive use of alcohol can cause liver damage and affect health.Scientific enquiryiii Make sufficient observations to reduce error and obtain reliable evidence. (Framework YTO Sc1 9d)iv Use observations and measurements to draw conclusions. UGSuggested alternative starter activities (5–10 minutes)Recap last lessonShare learning objectivesBrainstormingCapture interest (1)Capture interest (2)Pupils discuss whether the lastlesson changed their opinion onsmoking and are reminded thatother drugs are also sociallyacceptable. Describe how drugs affect thebody. Analyse data and drawconclusions. (Sc1)Pupils brainstormdifferent kinds of drugsthey know of.Show pupils video clipsof adverts for alcohol.Catalyst InteractivePresentations 3Show video clips ofadverts against drinkdriving and the use ofillegal drugs.Catalyst InteractivePresentations 3Suggested alternative main activitiesActivityLearningDescriptionobjectivessee aboveApprox. Target grouptimingC H ESTextbook B3i and iiTeacher-led explanation and questioning OR Pupils work individually, inpairs or in small groups through the in-text questions and then onto theend-of-spread questions if time allows.20 minR/GGSActivity B3aPracticali, iii and ivInvestigating reaction time Pupils investigate how reaction time isaffected by drinking coffee or coke.50 min Activity B3bPaperi and iiBecoming a statistic Pupils carry out data analysis on real smoking anddrink-driving data.20 min Activity B3cPaperi and iiWhy drink? Pupils read and discuss information to make them aware ofthe effects of alcohol on the body.20 min Support ICT simulation to explore the effect of alcohol on reaction time.10 minActivity B3dCatalyst InteractivePresentations 3R Suggested alternative plenary activities (5–10 minutes)Review learningSharing responsesGroup feedbackWord gameLooking aheadPupils share their views ondrinking laws andreclassification of cannabis.Pupils share theirconclusions fromActivity B3a.Pupils discuss their opinions Pupils match the drug toand answers from Activities the symptom.B3b and B3c.Pupils brainstorm risks ofinjury in sport and how toavoid them.Learning outcomesMost pupils will .Some pupils, making less progresswill .Some pupils, making more progresswill . be able to describe some effects of drugs on thebody’s organ systems. be able to describe some of the effects of drugson the body. be able to describe the damage causedby drugs on the body’s organ systems.Key wordsdrugs, side effect, addictive, units of alcohol,red only: withdrawal symptoms, depressants, stimulants,hallucinogensOut-of-lesson learningHomework B3Textbook B3 end-of-spread questionsActivity B3bActivity B3c Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.Sheet 1 of 1
A-C-Unit Guides.qxd22-Jun-044:20 PMPage 106Print current page (1 page)Injury timeB4MWp?tuLesson planningguideLearning objectivesiHow simple joints function.iiHow cartilage or ligaments can be damaged.Scientific enquiryiii Use a range of equipment and materials appropriately to make a model elbow. UGSuggested alternative starter activities (5–10 minutes)Recap last lessonShare learningobjectivesProblem solvingBrainstormingCapture interestPupils discuss whether thelast lesson changed theiropinion on drugs andalcohol. Describe how joints workand how to make aworking model. Be able to use a range ofequipment and materialsappropriately. (Sc1)Pupils use a sheet of paperto make the strongestpossible structure.Pupils brainstorm why wehave a skeleton andexperience what it would belike without finger joints.Show X-rays of brokenbones.Catalyst InteractivePresentations 3Suggested alternative main activitiesActivityLearningobjectivessee aboveDescriptionApprox.timingTextbook B4i and iiTeacher-led explanation and questioning OR Pupils work individually,in pairs or in small groups through the in-text questions and thenonto the end-of-spread questions if time allows.Activity B4a Practicali and iiiActivity B4b PracticaliTarget groupCHES20 minR/GGRSModel elbow joint Pupils make a model elbow hinge joint.40 min Disappearing bone Pupils set up an experiment to decalcify achicken bone.10 min Suggested alternative plenary activities (5–10 minutes)Review learningSharing responsesPupils label parts of a joint. Pupils share theirpredictions fromActivity B4b.Group feedbackWord gameLooking aheadPupils demonstrate themodel joints fromActivity B4a.Pupils play ‘Tip of mytongue’.Pupils brainstorm simpleways of helping people inthe home who havearthritis.Learning outcomesMost pupils will .Some pupils, making less progresswill .Some pupils, making more progresswill . understand how joints work. know how joints work. be able to explain how joints work.Key wordsskeleton, joint, tendon, cartilage, fluid, ligament, sprain,red only: synovial fluid, synovial membraneOut-of-lesson learningHomework B4Textbook B4 end-of-spread questions Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.Sheet 1 of 1
A-C-Unit Guides.qxd22-Jun-044:20 PMPage 116Print current page (1 page)Extra injury timeB5MWp?tu UGLesson planningguideLearning objectivesiHow muscles and tendons make joints work.iiWhy fitness is important.Suggested alternative starter activities (5–10 minutes)Recap last lessonShare learningactivitiesBrainstorming (1)Brainstorming (2)Capture interestPupils look at the result ofdecalcification inActivity B4b. Describe how musclesmake joints move. Evaluate a working modelof a joint.Pupils brainstorm theproperties required bymuscles.Pupils brainstorm what they Pupils guess the number ofthink muscle is.bones in the human body.Suggested alternative main activitiesActivityLearningobjectivessee aboveDescriptionApprox.timingTextbook B5i and iiTeacher-led explanation and questioning OR Pupils work individually,in pairs or in small groups through the in-text questions and thenonto the end-of-spread questions if time allows.Activity B5a PaperiEvaluating a model elbow Pupils use the model elbow joint from the 30 minlast lesson to produce a diagram of a fully working joint withtendons and ligaments. Activity B5b Paperi and iiA fitness programme Pupils design two fitness programmes – onefor themselves and one for their parents. 20 min20 minTarget groupCHESR/GGRSSuggested alternative plenary activities (5–10 minutes)Review learningSharing responsesGroup feedbackWord gameLooking backPupils do a crosswordabout how joints work.Pupils share responseson the two fitnessprogrammes fromActivity B5b.Groups share their ideas on thefunctions of tendons andligaments from Activity B5a.Pupils play ‘Name thattissue’.Pupils revise and consolidateknowledge from the unit.Learning outcomesMost pupils will .Some pupils, making less progresswill .Some pupils, making more progresswill . understand how joints work. know how joints work. be able to explain how joints work.Key wordscontract, relax, strain, stamina, suppleness, cardiovascular, respiratoryOut-of-lesson learningHomework B5Textbook B5 end-of-spread questions Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.Sheet 1 of 1
A-C-Unit Guides.qxd22-Jun-044:20 PMPage 126Print current page (1 page)Working together – Think abouthow scientists work togetherB6MWp?tu UGLesson planningguideLearning objectivesiKnow and describe how different scientists work together to develop new ideas.The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from theconcrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, tonegotiate a method to commit to paper and express their ideas verbally to the rest of the class.Scientific enquiryiiUse data to draw conclusions.Suggested alternative starter activities (5–10 minutes)Bridging to the unitSetting the contextConcrete preparation (1)Concrete preparation (2)Pupils look at a door hinge andcompare it to the joint they madein Activity B4a.Pupils brainstorm different parts ofthe body that have joints.Pupils examine their shoulder jointand determine if the joint made inActivity B4a is adequate.Pupils design and build a new balland socket joint.Suggested main activityActivityTextbook B6Learningobjectivessee aboveDescriptionApprox.timingi and iiTeacher-led explanation and questioning OR Pupils work individually,in pairs or in small groups through the in-text questions and thenonto the end-of-spread questions if time allows.30 minTarget groupCHESR/GGRSSuggested alternative plenary activities (5–10 minutes)Group feedbackBridging to other topicsPupils share their ideas about the best ways of making a ball and socketjoint.Pupils brainstorm ideas about the ethics of using human subjects inexperiments.Learning outcomesMost pupils will .Some pupils, making less progresswill .Some pupils, making more progresswill . understand how different joints work. know how different joints work. be able to explain how different joints workand how wear and tear affects them.Key wordsNoneOut-of-lesson learningTextbook B6 end-of-spread questions Harcourt Education Ltd 2004 Catalyst 3This worksheet may have been altered from the original on the CD-ROM.Sheet 1 of 1
Unitmaps.qxd18-Jun-0411:36 AMPage 26Print current page (1 page)BFit and healthyUnit mapMp?tu UGBones and jointsWhat is fitness?FitnessBreathing and smokingDrugs and alcoholCopy the unit map and use these words to help you complete it.You may add words of your own ttesciliated epithelialcell Rcirculatory systemcocainedigestive systemecstasyenergyexercisehaemoglobin Rheartheroinillegalinjuryjointsligament
Catalyst Interactive Presentations 3 Capture interest (2) Show video clips of adverts against drink-driving and the use of illegal drugs. Catalyst Interactive Presentations 3 Suggested alternative main activities Activity Textbook B3 Activity B3a Practical Activity B3b Paper Activity B3c Paper Activity B3d Catalyst Interactive Presentations 3 .
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Interference Fit: The hole is smaller than the shaft and high force or heat is required to assemble / disassemble. From the above fits, interference fit is chosen for analytical and experimental work. An interference fit is also known as a press fit or friction fit is a fastening between two parts which is achieved by
If at any time during the fit test the subject can taste or smell the QLFT test agent, or the QNFT device indicates loss of fit, the fit test is stopped and considered a failed fit test. This demonstrates that the facepiece has not sealed properly to the wearer's face. To try to achieve an acceptable fit, the following can be considered.
4 National Healthy Food and Drink Policy National Healthy Food and Drink Policy Healthy food and drink environments This Policy is to ensure organisations and their contracted health service providers (with a healthy food and drink contract clause) promote an environment that consistently offers and promotes healthy food and drink options.
HEALTHY SMILES, HEALTHY GROWTH 2013-2014: Assessing the Oral Health Status and Body Mass Index of Third Grade Children in Illinois. HEALTHY SMILE HEALTHY GROWTH PARTNERS . Cook County (not highlighted in Figure 1), and Chicago School District) (see Figure 1); then
"Healthy people are better able to learn, be productive and contribute to their communities. At the same time, a healthy environment is a prerequisite for good health." Dr. Margaret Chan, Director-General of the World Health Organization, 22 June 2012 Healthy Planet Healthy People: A Guide to Human Health and Biodiversity
Topic Healthy Eating and Physical Activity Benchmark HE.3-5.1.3 Explain the importance of a healthy diet as part of a healthy lifestyle Rubric Advanced Profi cient Partially Profi cient Novice Explain, in great detail, the importance of a healthy diet as part of a healthy lifestyle Explain, in detail, the importance of a healthy
