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FIT, HEALTH AND MICROBES

Why is it important to have a balanced diet?What are the impacts on health and fitness if you are Supersize or Super Skinny ?What effects does tobacco, cannabis and alcohol have on the body?How are drugs classified ?What effects do Illegal drugs have on our health and or fitness?Should cannabis be legalised?What are pathogens?How does your immune system fight disease?How does your immune system fight disease?How do antibiotics work?How do vaccines work?Microbes disease LAT HomeworkThe HPV Vaccine would have been tested on animals how do you feel about this?Should I have the HPV vaccine?CAU Effects of caffeine on water fleas - see water fleas CAU


Title and LO Suggested Activities AFs and PLT

Resources

1 Why is it important to have a balanced diet?3 – read the values from a chart or table about different food groups4 – Write a simple conclusion describing which diet is the best one for you.5 – Draw a clear conclusion describing which diet is the best one for you use one piece of evidence to support your conclusion.6 – Draw a clear conclusion describing which diet is the best one for you and suggest reasons to support your conclusion7 - Draw a clear conclusion describing which diet is the best one for you use scientific evidence about the effects of an unbalanced diet on your body.

StarterGet loads of packets of food, and get pupils to look at what is in them. Get pupils to ID the 5 food groups.

MainGive pupils a list of different diets or meal plans and get them to assess what food groups they have in them (make sure that some have a lack of protein, or fibre etc….)Give pupils a list of problems associated with a lack of different food groups and get them to assess the problems with each diet.

PlenaryGet pupils to conclude which meal or diet is best for them

AF5

2 What are the impacts on health and fitness if you are Supersize or Super Skinny ?3- Correctly describe Key scientific terms i.e health and fitness4 –Present your ideas in a logical order

Starterhttp://www.youtube.com/watch?v=el5ejT1dcUY

http://www.youtube.com/watch?v=-BUzYNJzzMo&feature=relmfu

AF3



http://www.youtube.com/watch?v=el5ejT1dcUY


5 – Create an article with logical headings and a persuasive presentation or a well written summary6 - Create an article with logical headings and a persuasive presentation or a concise summary for a non-scientific audiences7 – Create a well presented article with a persuasive presentation for a non-scientific audience using vocabulary suitable to the audience and purpose

pupils need to discuss the disadvantages of both diets.

MainTeacher led discussion about the health implications of being supersized or supper skinny.Pupils need to discuss in pair the key points they want to put into their article.

Teacher led discussion about what should be included in an article.

Pupils write their article, I would stop the task ½ through to do some peer assessment

PlenarySelf assessment against the LO

3,4, What effects does tobacco, cannabis and alcohol have on the body?3- Recognise that (tobacco/cannabis/alcohol) is a non- medical drug and be able to name the organs damaged by long term use4 – Recall the effects on the nervous system of tobacco6 - Explain how changes to body systems or organs produce the effects (tobacco/ cannabis/alcohol) have on the body.7 – Give an explanation that links changes to specialised cells or tissues to

StarterRead article : see end of the SOWMainSplit the class into 3 and then into smaller groups, 1/3 will investigate tobacco, 1/3 will do cannabis and the final 1/3 will be looking at alcohol.

Pupils are tasked with making a 6 minute lesson which will need to include a starter, and some form of assessment.

For weaker groups of students I would proved some prompt questions based around the LO

AF1


the way (tobacco/ cannabis/alcohol) affect health and fitness

PlenaryPupils present their lessons

5 How are drugs classified ?3 – interpret information about the effects of drugs to decide what they do to your nervous system4 – Classify drugs as depressants, stimulants and addictive or hallucinogens depending on their effects5 – predict a consequence of using an unfamiliar drug6 – Predict the consequences of using unfamiliar drugs7 - Predict the consequences of using unfamiliar drugs with a reason why based on the effects of cells and the use the idea of addiction.

StarterWalk around the class and talk to other students about drugs. Change partners often. Sit with your first partner(s) and share your findings.

MainIn pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring.

new / dangerous drugs / society / alcohol / relationships / experts / prevention / rise / drugs advisor / change / fired / politics / rethink / evidence / cigarettes / individual

HARMFUL: How harmful are these? Complete this table with your partner(s). Change partners and share what you wrote. Change and

share again.

Who does alcohol most harm? Rank these and share your rankings with your partner. Put the most harmful at the top. Change partners and share your rankings again

unborn children

AF1


battered wives abused children the drinker traffic accident victims victims of drink-related violence people who live near bars/pubs everyone

Read the headline. Guess if a-h below are true (T) or false (F).A. Researchers have found that alcohol is a bigger danger than

cocaineB. The research was on how harmful drugs are to people and

societies.C. No one in the U.K. wants to change the laws about alcohol.D. One person wants to make alcohol cheaper to buy.E. The leader of the research previously lost his government jobF. Making strict alcohol laws doesn’t help governments stay in

power.G. The study from Mr Nutt does not suggest a reclassification of

drugs.H. One suggestion is to put cigarettes and cocaine in different

categories.

a.Tb.Tc.Fd.Fe.Tf.T


g.Fh.F

STUDENT A’s QUESTIONS (Do not show these to student B)

a)What did you think when you read the headline?b)What springs to mind when you hear the word ‘alcohol’?c)How dangerous a drug is alcohol?d)How can alcohol be more harmful than heroin?e)What problems does your society have with alcohol?f)Would the world be a better place without alcohol?g)At what age is it OK (if at all) for people to start drinking?

h)Should people with alcohol-related diseases pay higher medical costs?i)Should laws on alcohol be tighter?j)Would it be possible to ban alcohol in a society?

STUDENT B’s QUESTIONS (Do not show these to student A)a)Did you like reading this article?b)Should alcohol be classified as a drug?c)Why are politicians afraid to be tough with alcohol and cigarettes?d)What laws would you pass about alcohol if you were president?e)What are the most damaging drugs in your society?f)Why did the report suggest putting cigarettes in the same category as cocaine?g)Do you think we can ever get rid of the drugs problem?h)What do people take drugs?i)Should there be more education about drugs in schools?j)What questions would you like to ask Professor David Nutt?


Give pupils a list of effect and harm different drugs cause (don’t not put the drug on the cards) and explain the categories and get them to place descriptions into the categories and then reveal the drugs and see what the pupils reactions are.

PlenaryHot Seat1 pupils to sit on a hot seat while the other question them on how drugs should be classified

6/7 What effects do Illegal drugs have on our health and or fitness?3 – suggest why shops aren’t allowed to sell wine to sell wine, beer or cigarettes to young people4 – use information about (cannabis) to describe its effect on the body to explain how it could affect health or fitness5 – use information about (cannabis) to explain the effect on specific organs to explain how it could effect healthy or fitness7 – come up with a simple solution to an unfamiliar problem connected with drug use.i.e. Cannabis can be used to treat arthritis, but it is illegal to take, how can this be overcome?

StarterDiscussion about what effects illegal drugs might have on health.

MainGet pupils to research cannabis, give pupils specific websites. They need to write 10 facts about Cannabis that they have found out.

Teacher lead discussion about these facts.

Pupils need to produce an information leaflet highlighting the benefits and problems with taking cannabis on health and fitness

PlenaryPeer assessment of leaflets

AF1 Computers


8 Should cannabis be legalised?4 – You are able to decide which articles are trustworthy5 – You can describe why some articles are more trustworthy than others6 – You can identify the conclusion and what evidence the author has used to support this.7 – You can explain if the evidence is presented in a balanced way.

StarterBoard blast about trustworthy sources of information

MainGive pupils a range of articles about legalising cannabis (include Wikipedia, sun newspaper and journal article, you will need to simplify the wording or make up an article/journal)(if you have pupils working at a level 5/6) Pick one article to review in more depth get pupils to pick out the conclusion and evidence.Discuss what evidence they have to support their conclusions

PlenaryUse the LO to question pupils knowledge their interrogations skills.

AF3 Range of articles on if cannabis should be legalised.

Some should be reliable sources and some should be un reliable.

9 What are pathogens?3 – recall 3 types of microbes and be able to classify virus, bacteria, fungus or protozoan from is appearance4 – Describe how pathogens spread and suggest what could be done to prevent disease spreading5 – Explain how the development of medical science has helped fight infections6 – Suggest ways of reducing infections with reasons

StarterGive pupils the microbes summary K3 main types Worksheet.

Put the bacteria, virus and fungi sheets around the room and get pupils to compete their worksheets.

MainsGet pupils to discuss how pathogens can get into the body and come up with ways to prevent this.

penicillin comprehension task

Discuss how and why these have reduce infections

AF1 microbes summary K3 main types Worksheet

Print the fungi, bacteria and virus summary sheet (if the first teacher gets these laminated they can be reused)


PlenaryHot seat

Get one pupil to sit on the hot seat and other pupils fire questions at them.

Penicillin comprehension task

1011H

How does your immune system fight disease?3 – Recall how microbes are kept out of your body4 – Recall the parts of your immune system5 – Describe how your immune system recognises and destroys microbes6 – Explain how your immune system recognises and destroys microbes using key scientific words7 - Explain how your immune system recognises and destroys microbes using key scientific terms i.e t-cells etc…

StarterShow students the immune system cartoon ppt. and explain how the immune system works.

(this can be a nice role play)

MainPupils are going to create their own cartoon, (either creating their own characters or using the ones in the ppt)

PlenaryPeer assessment of Cartoon

AF1 Immune system cartoon ppt

12 How does your immune system fight disease?3 – Recall how microbes are kept out of your body4 – Recall the parts of your immune system5 – Describe how your immune system

Same as above but do not go into details of T and B cells. AF1


recognises and destroys microbes6 – Explain how your immune system recognises and destroys microbes using key scientific words7 - Explain how your immune system recognises and destroys microbes using key scientific terms i.e t-cells etc…

13 How do antibiotics work?3 –recall that antibiotics only destroy bacteria4 – Identify a possible consequence of an antibiotic not working5 – suggest why antibiotics no longer work against some microbes (e-coli / MRSA)6 – suggest possible consequences if antibiotics stop working

StarterUsing the whiteboards complete the Complete the true and false slideMain,Pupils are going to plan an investigation into antibiotics and how they work using slide 3 as a prompt.

Split the class into pairs and give each pair the short paragraph on antibiotics with pictures on p2 on the antibiotic

AF1 Antibiotic resistance ppt

Antibiotic resistance pdf


resistance pdf.

Ask each pair to rewrite the paragraph, keeping the meaning of the paragraph the same, but without using any of the same words.

Select a few pairs to share their “translations” with the class. Discuss similarities, differences and difficulties they had doing the task. Newspaper stories and/or headlines can also be used to stimulate discussion.

PlenaryGive students a couple of minutes silent thinking time to create an individual question based on what they have learnt.

Split class into groups of 3 and ask each 3 to share their questions and to select one they would like to discuss.

This should be written on A4 paper. Read the questions and place them around the room. Ask students to vote by standing next to the question they would most like to discuss. Remove the least popular question and ask anyone who is standing there to transfer their vote by moving. Repeat until only 2 questions remain and start with the most popular question.

14 How do vaccines work?3- recall that stress and poor diet weaken immunity, and vaccines strengthen it.4 – Describe how a vaccine gives you

StarterReview the practical from last lesson and discuss pupils results

MainHow do you think we fight viruses?

AF1 Internet research


immunity5 – Describe how a vaccine gives you immunity to specific infections and why it cannot stop us getting an infection6- explain why we are immune to most disease once we have been vaccinated or infected7 – use ideas about immunity and microbes to explain why we can catch some diseases more than once.

Using the internetThe following scientists all played a role in developing vaccines.

For each scientist, research: Where they were from What year they made their discoveries The main symptoms of any diseases they were

researching How they made their discoveries How successful their findings were.

Careful editing will be required for any information you copy and paste. There is some information on page 75.

Lady Mary Wortley Montagu

Edward Jenner

Louis Pasteur

Now research: What vaccines are currently being used in this country? The current situation with vaccines for:

Bird ‘flu HIV

Why elderly people need vaccinating yearly for ‘flu.

Format your research to fit on one side of A4

Use


http://www.sciberbrain.org/Home/Vaccinations/Thescience.aspx to tell pupils about vaccines via the science show and then complete the quiz or you can create your own.

Pupils need to create a simple cartoon to show how vaccines work

PlenarySelf assessment using 2 stars and a wish

15/16 The HPV Vaccine would have been tested on animals how do you feel about this?3 – Use correct scientific terms to describe animal testing4 – Present your argument for or against animal testing with a real life example5 –Present your argument for or against animal testing with a real life example, the example must make the audience feel and emotion i.e. Surprise, Sadness it must also be presented in an interesting way.6 – Write an argument that is clear what the claim is and has evidence to support it7 – Write an argument for and against animal testing with evidence to support each argument.

On the cancer research HPV there is an information section you should read B4 the lessonStarterUse the information in the “Background” section to explain about the link between some cancers and viruses to the class.

Nearly all cases of cervical cancer are linked to infection with the HPV virus. Currently, women are asked to go for regular smear tests from their early twenties to spot early signs of cervical cancer

How do you think you could reduce cases of cervical cancer?

Remember, the disease is linked to a virus. Split the class into groups and give each group a list of infectious diseases – either A,B or C - from page 10 of the cancer research HPV pdf The lists to give out are:A Measles Tetanus FluB Tuberculosis Polio MumpsC Rubella Chicken Pox HepatitisAsk the groups of students to think how we stop people from getting these diseases. There should be at least one disease in each list that the students recognise and that they know they have been vaccinated against. This should prompt them to come up with the answer of

AF3 HPV vaccine Facts+ Cancer research HPV

http://www.sciberbrain.org/Home/Vaccinations/Thescience.aspx

http://www.sciberbrain.org/Home/Vaccinations/Thescience.aspx


vaccination.

MainHas anyone in the class had a vaccination? Ask them what happened.Use the information in the “Background” section to explain to the class how vaccines work.Key concept: Vaccines stimulate white blood cells to produce antibodies that destroy foreign bodies, known as pathogens.Your students may have heard in the news that a new vaccine has been developed against the virus that causes cervical cancer.Ask them to read the “newspaper” article on page 11 and answer the questions.

Comprehension questions – see students worksheets cancer research HPV1. Explain how infection with HPV can cause cervical cancer._. Why does the vaccine work best if given to children aged 1_–1_?_. Will the vaccine stop the need for the current cervical screening programme?AnswersThe answers to all these questions can be found in the background information for teachers.

DEBATESplit the class into groups of four or five and ask each member of the group to take on one of the roles below: 1. Dr Thornton – doctor in favour of vaccination _. Jenny Summers – 1_-year old who wants the injection_. Mr Edwards – concerned parent _. Mrs Patel – parent who welcomes the jab _. Mrs Smith – concerned parentThey will need the worksheet on page 1_.After the smaller groups have debated the issue, get them to feed back to the rest of the class.Possible questions for class discussion:


• Do you think the HPV vaccine is a good idea?• What would be the advantages and disadvantages of the vaccine?• Who should get the vaccine? Should it just be for girls? Or should boys get it too? And at what age?• How do you think a vaccine against cervical cancer might change how people behave?• If we have a vaccine, does that mean we can stop the cervical screening programme?• Would you want to have the jab?• How would you feel if the injection was only available in private clinics and not as part of a national vaccination programme?

eXteNsIoN WorKAsk students to write a short essay answering this question:What do you think the government will need to consider when introducing a nationwide vaccination scheme for cervical cancer?When researching this topic, students should think about: • Who the interested parties may be, as shown in the role- play activity (e.g. parents, children, doctors, nurses, schoolsetc.), and what their different points of view may be• The practical aspects of getting a system up and running, e.g. finance – who will pay for it?• How to persuade the public to take part in the programme, e.g. through a health awareness campaign.

PlenaryGet pupils to write three facts about the HPV vaccine

17 Should I have the HPV vaccine?3 – Use correct scientific terms to describe the HPV vaccine protect against4 – Present your argument for or against

StarterRecap what pupils know about the HPV vaccine

Main

AF3


the HPV vaccination5 –Present your argument for or against the HPV vaccination with a real life example, the example must make the audience feel and emotion i.e. Surprise, Sadness it must also be presented in an interesting way.6 – Write an argument for or against the HPV vaccination that is clear what the claim is and has evidence to support it.7 – Write an argument for or against the HPV vaccination with evidence to support each argument.

Pupils need to design either a campaign poster, news article, advert to promote young girls having the HPV vaccine.

Plenary

Pupils present their work and using the learning objectives as a level ladder pupils assess each others work

18 REVISION19 TEST20 CAU21 CAU22 CAU23 CAU24 CAU

A new study has discovered that alcohol is a more dangerous drug than heroin and cocaine. The report is from Britain’s Independent Scientific Committee on Drugs. Its research classified drugs on the basis of the harm they do in our society. Alcohol came top of the list, with heroin second and cocaine third. Researchers created nine categories of harm that drugs can do "from death to damage to mental functioning and loss of relationships," and seven types of harm they do to others. Experts in Britain are now calling for new laws to control alcohol. Don Shenker from the group Alcohol Concern said: “The government should now urgently ensure alcohol is made less


affordable and invest in prevention and treatment services to deal with the rise in alcohol dependency that has occurred."The research was led by a former government drugs advisor, Professor David Nutt. He has been calling for a change in the way Britain classifies drugs for many years. He was fired in 2009 for his views and claimed the government was more interested in politics than scientific evidence. Any laws that make alcohol a dangerous drug would cause harm to any government trying to win an election. However, the current study is very extensive and strongly suggests he was right to call for a reclassification. Professor Nutt told Britain’s Guardian newspaper: “We need to rethink how we deal with drugs in the light of these new findings." One suggested change is that cigarettes are put in the same category as cocaine, because they cause as much harm to the individual and society.

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rsgscience.weebly.comrsgscience.weebly.com/.../0/8060490/fit_and_healthy_a… · Web viewMicrobes disease LAT. Homework. The HPV Vaccine would have been tested on animals how do you