Prepare

Key Concepts
Students study how the nervous system and hormones control metabolic processes in the body.

• Borrow a human skull or a large animal skull for the first Quick Demo.
• Order slides of the pancreas for the second Quick Demo.
• Purchase whole kidneys that still have the adrenal glands attached for use in the third Quick Demo.
• Order slides of thyroid/parathyroid tissue for the MiniLab.
• Gather red and blue colored pencils for the BioLab.

1 Focus
Bellringer

ID overhead icon

Before presenting the lesson, display Section Focus Transparency 85 on the overhead projector and have students answer the accompanying questions. L1 ELL
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Internet Address Book
<Decode to add>
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2 Teach
Using Science Terms
Explain the meaning of the following terms: Endo is Greek for “within” and crine(krinein) is Greek for “to separate.” Insulin gets its name from the Latin insula, meaning “island.” Insulin is made in the small islands or islets of beta cells in the pancreas. Hypo is Greek for “under” and thalamus is Greek for “the inner room.” The thalamus was an inner room in a Greek ship.

Quick Demo
Use a human skull or large animal skull to demonstrate where the pituitary gland sits inside the cranium. block

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Meeting Individual Needs
English Language Learners
Have students who are having difficulty keeping track of hormones and glands prepare a table with the columns Gland, Hormone, Action, and Target Tissue. Beneath the Gland head, have students list the names of the glands presented in this section and then complete the table for each gland they list. L1 ELL block
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Concept Development
Insulin-dependent diabetes is also called Type I, or juvenile, diabetes. One major complication of Type I diabetes is loss of vision due to cataracts. The excessive blood glucose chemically attaches to the lens proteins, clouding the lens. Type I diabetes often causes kidney damage, also. Noninsulin-dependent diabetes is called Type II diabetes. Because this type of diabetes is most common in elderly people, it is sometimes called late-onset diabetes.

Quick Demo
Using a projection microscope viewer, show a section of the pancreas. Point out the islets containing the hormone-producing cells. These cells are surrounded by other cells that produce digestive enzymes. block

Ö Assessment
Skill Have students make a graph plotting blood glucose levels against production of hGH by the pituitary. L1
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Biology Journal
Hormone Actions
Have students write a paragraph about what happens to insulin and glucagon levels while they sleep. L1 block
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Problem-Solving Lab 35-3
Purpose block
Students relate changes in plasma insulin and glucagon during prolonged exercise to the body’s need to get glucose to its cells.

Teaching Strategies

• Ask students to list on the chalkboard the changes that occur in the body during exercise. Identify the changes that require increased glucose inside cells. L1

Thinking Critically
Glucagon causes blood glucose to increase by increasing the conversion of glycogen into glucose. The body needs more glucose during exercise. Insulin acts to lower blood glucose levels by converting glucose to glycogen. Consequently, its levels are reduced during exercise.

Ö Assessment
Knowledge Ask students to summarize in their journals the effects of prolonged exercise on plasma insulin and glucagon. Have them explain how the actions of exercise help get glucose to body cells. Use the Performance Task Assessment List for Writing in Science in PASC, p.87. L1
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Tech Prep
Juvenile Diabetes
Have students interested in diabetes search the Internet or interview a doctor to find out the most recent treatments for juvenile diabetes. L1 block
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Enrichment
Have students identify causes of stress in their lives and bodily responses they notice as a result. increase in breathing rate, heart rate, alertness, a churning feeling in the stomach, or an increase in blood pressure List the stresses and responses on the chalkboard. Point out to students that such responses are under the control of the nervous system and hormones. L1

Quick Demo
Using a whole kidney with adrenal gland attached, point out the adrenal and relate its position to the word origin of "adrenal" (attached to the kidneys). block
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Biology Journal
Hormone Release
Have students write a story that describes how and when stress hormones are released in their bodies. L1 block
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MiniLab 35-2
Purpose block
Students analyze a prepared slide of thyroid and parathyroid tissue.

Process Skills
compare and contrast, observe, apply concepts, hypothesize, interpret scientific illustrations, conclude

Teaching Strategies

• Prepared slides of thyroid and parathyroid tissue are available from biological supply houses. It is cheaper to purchase the combined slide of both tissues rather than separate slides of each tissue.
• To reduce cost of purchasing individual slides, use 35 mm slides of each tissue or project a prepared slide onto a TV screen using a video camera if one is available.
• Remind students that their diagrams should be made while viewing the tissues under high-power magnification.
• Advise students to adjust the size of the space on their data table to accommodate their diagrams.

Expected Results
Students will be able to observe and differentiate thyroid from parathyroid tissue.

Ö Assessment
Performance Ask students to research the cause and appearance of thyroid goiter. Provide students with prepared slides of normal thyroid tissue and thyroid tissue exhibiting a goiter. Have students compare and contrast the two tissues. Ask them to relate their microscopic observations to the macroscopic appearance of a goiter. Use the Performance Task Assessment List for Making Observations and Inferences in PASC, p.17.
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PORTFOLIO
Thyroid Hormone
Have students sequence the pathway of thyroid hormone from the thyroid gland to its target tissues. Have students caption their flowcharts with a summary of the effects the thyroid hormone has on its target tissues. L1 P block
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3 Assess
Check for Understanding
Have students make a diagram that summarizes the control of calcium level in the body. L1 ELL

Reteach
Have students go around the room, with the first student naming a gland, the second naming a hormone, and the third naming the function of the hormone. L1

Extension
Have students looks up information on scientists who have discovered or synthesized endocrine hormones. F.G. Banting and C.H. Best discovered insulin, E.C. Kendall isolated thyroxine and cortisone, and P.S. Hench discovered that cortisone had a beneficial effect on inflamed tissues. L2

Ö Assessment
Knowledge Ask students to summarize the control of blood sugar levels. L1

4 Close
Discussion
Discuss with students what would happen if their thyroid gland became overactive or underactive.
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Section Assessment
1. A steroid hormone activates protein synthesis unlike an amino acid hormone, which activates ion channels or enzyme pathways in the cell.
2. The hypothalamus, a portion of the brain, controls the pituitary, or master, endocrine gland.
3. In a negative feedback system, when a hormone reaches an appropriate level, it or its effects feed back to inhibit the release of more hormone.
4. The adrenal gland secretes glucocorticoids and epinephrine involved in stress reactions.
5. Glucose is the fuel for body cells and a constant level needs to be maintained for normal body functions.
6. Parathyroid hormone raises blood calcium levels by increasing the rate of absorption in the intestines, while calcitonin lowers blood calcium levels by increasing its excretion rate.
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