1. DO NOW QUESTION
How do geckos climb the walls?

2. Figure 20.0_3
Figure 20.0_3 Microscopic hairs on the toes of a gecko 2

3. How can geckos climb walls and stick to the ceiling?
Introduction
How can geckos climb walls and stick to the ceiling?
The surfaces of gecko toes are covered by millions of microscopic hairs.
Each hair has a slight molecular attraction that helps it stick to the surface.
This adhesive relationship is an example of the correlation between structure and function.
© 2012 Pearson Education, Inc. 3

4. Objective
Students will be able to (SWBAT)…apply structure & function to animals.

5. External Exchange and Internal Regulation
Figure 20.0_2
Chapter 20: Big Ideas
Structure and Function in Animal Tissues
Organs and Organ Systems
Figure 20.0_2 Chapter 20: Big Ideas
External Exchange and Internal Regulation 5

6. STRUCTURE AND FUNCTION IN ANIMAL TISSUES
© 2012 Pearson Education, Inc. 6

7. Anatomy is the study of structure.
20.1 Structure fits function at all levels of organization in the animal body
Anatomy is the study of structure.
Physiology is the study of function.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
When you discuss form and function relationships, ask students to consider their own teeth as an example. Ask them to use their tongues to feel their teeth and relate the shape of the teeth to the human diet. Incisors and canines slice, while molars are more effective at crushing.
© 2012 Pearson Education, Inc. 7

8. Animals consist of a hierarchy of levels or organization.
20.1 Structure fits function at all levels of organization in the animal body
Animals consist of a hierarchy of levels or organization.
Tissues - group of cells that perform a common function.
Organs – group of tissues that perform a specific function
Organ systems - multiple organs that allow the body to function.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
When you discuss form and function relationships, ask students to consider their own teeth as an example. Ask them to use their tongues to feel their teeth and relate the shape of the teeth to the human diet. Incisors and canines slice, while molars are more effective at crushing.
© 2012 Pearson Education, Inc. 8

9. Cellular level Muscle cell
Figure 20.1
Cellular level Muscle cell
Tissue level Muscle tissue
Organ level Heart
Figure 20.1 A structural hierarchy in a ring-tailed lemur
Organ system level Circulatory system
Organism level Many organ systems functioning together 9

10. Compare & contrast the next two photos.

13. 20.2 EVOLUTION CONNECTION: An animal’s form reflects natural selection
The design of an organism is based in natural selection due to preferred structure and function.
Example: Streamlined and tapered bodies
increase swimming speeds and
have similarly evolved in fish, sharks, and aquatic birds and mammals.
Dolphin Video:
Whale Video:
© 2012 Pearson Education, Inc. 13

14. 20.3 Tissues are groups of cells with a common structure and function
Tissues are an integrated group of similar cells that perform a common function and combine to form organs.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
Extracellular substances, such as collagen fibers, are the source of the main functional properties of many connective tissues such as tendons, ligaments, cartilage, and bone.
© 2012 Pearson Education, Inc. 14

15. 20.3 Tissues are groups of cells with a common structure and function
Animals have four main categories of tissues:
epithelial tissue
connective tissue
muscle tissue
nervous tissue.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
Extracellular substances, such as collagen fibers, are the source of the main functional properties of many connective tissues such as tendons, ligaments, cartilage, and bone.
© 2012 Pearson Education, Inc. 15

16. 1. Epithelial tissues are sheets of closely packed cells that
cover body surfaces
line internal organs and cavities.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
1. Simple squamous cells have a shape that is generally similar to a fried egg: flattened, with a bump in the middle representing the nucleus or yolk.
2. Students might misunderstand how the cilia lining our respiratory passages work. Cilia do not “filter” the air like a comb. Instead, cilia are covered by a layer of mucus. Dust particles adhere to sticky mucus, which is then swept up the respiratory tract by the cilia. If students clear their throats, they will identify the fate of this mucus. We swallow after clearing our throats!
© 2012 Pearson Education, Inc. 16

17. Apical surface of epithelium Basal lamina
Figure 20.4
Apical surface of epithelium
Basal lamina
Underlying tissue
Cell nuclei
Simple squamous epithelium
Pseudostratified ciliated columnar epithelium
Simple cuboidal epithelium
Figure 20.4 Types of epithelial tissue
Stratified squamous epithelium
Simple columnar epithelium 17

18. 2. Connective tissue - six major types.
Loose
helps to join skin to underlying tissues.
Fibrous
forms tendons that attach muscle to bone.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
The elastic cartilage in the human ear is a wonderful example of a form and function relationship. Elastic fibers are abundant in the extracellular matrix, increasing the flexibility of elastic cartilage. Have students bend their own ears to feel the effects.
© 2012 Pearson Education, Inc. 18

19. Adipose tissue stores fat
Cartilage -a strong and flexible skeletal material
Bones
Blood transports substances throughout the body.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
The elastic cartilage in the human ear is a wonderful example of a form and function relationship. Elastic fibers are abundant in the extracellular matrix, increasing the flexibility of elastic cartilage. Have students bend their own ears to feel the effects.
© 2012 Pearson Education, Inc. 19

20. Fat droplets Adipose tissue Figure 20.5_3
Figure 20.5_3 Types of connective tissue: adipose (part 3) 20

21. Cartilage Bone Figure 20.5_4
Figure 20.5_4 Types of connective tissue: cartilage (part 4)
Cartilage Bone 21

22. Muscle tissue is the most common tissue in most animals.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
Muscle cells are only able to contract. None can actively relengthen. Challenge your students to explain how muscle cells return to their extended length. (Answer: Opposing muscles or other forces, such as gravity, act in opposition to relengthen muscle cells when they relax.)
© 2012 Pearson Education, Inc. 22

23. Skeletal: causes voluntary movements (you need to think to move).
There are three types of vertebrate muscle tissue:
Skeletal: causes voluntary movements (you need to think to move).
Cardiac: pumps blood.
Smooth: moves walls of internal organs, such as the intestines and is involuntary (you don’t decided to move).
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
Muscle cells are only able to contract. None can actively relengthen. Challenge your students to explain how muscle cells return to their extended length. (Answer: Opposing muscles or other forces, such as gravity, act in opposition to relengthen muscle cells when they relax.)
© 2012 Pearson Education, Inc. 23

24. Muscle fiber Cardiac muscle Skeletal muscle Smooth muscle
Figure 20.6
Muscle fiber
Junction between two cells
Muscle fiber (cell)
Unit of muscle contraction
Nucleus
Muscle fiber
Nuclei
Cardiac muscle
Nucleus
Skeletal muscle
Figure 20.6 The three types of muscle tissue
Smooth muscle 24

25. Junction between two cells
Figure 20.6_2
Muscle fiber
Junction between two cells
Nucleus
Figure 20.6_2 The three types of muscle tissue: cardiac (part 2)
Cardiac muscle 25

26. Neurons carry signals by conducting electrical impulses.
4. Nervous Tissue
Nervous tissue
senses stimuli and rapidly transmits information.
Neurons carry signals by conducting electrical impulses.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
Students might enjoy this simple observation when discussing neurons. As we consider the structure and functions of neurons, we are using our own neurons to think about them. Our neurons become self-aware!
© 2012 Pearson Education, Inc. 26

27. Figure 20.7
Dendrites
Cell body
Axon
Figure 20.7 A neuron 27

28. Objective
Students will be able to (SWBAT)… analyze organ systems for structure and function.

29. ORGANS AND ORGAN SYSTEMS
© 2012 Pearson Education, Inc. 29

30. Circulatory system Respiratory system Urinary system Digestive system
Figure 20.10_L
Circulatory system
Respiratory system
Integumentary system
Pharynx
Nasal cavity
Hair
Larynx
Trachea
Skin
Heart
Bronchus
Lung
Nails
Blood vessels
Skeletal system
Bone
Cartilage
Urinary system
Digestive system
Figure 20.10_L Human organ systems and their component parts (left)
Muscular system
Mouth
Esophagus
Skeletal muscles
Liver
Kidney
Stomach
Ureter
Small intestine
Urinary bladder
Large intestine
Urethra
Anus 30

31. Lymphatic and immune systems Hypothalamus
Figure 20.10_R
Endocrine system
Lymphatic and immune systems
Hypothalamus
Pituitary gland
Lymph nodes
Thymus
Thymus
Thyroid gland
Spleen
Adrenal gland
Parathyroid gland
Appendix
Pancreas
Bone marrow
Lymphatic vessels
Testis (male)
Ovary (female)
Reproductive system
Nervous system
Figure 20.10_R Human organ systems and their component parts (right)
Brain
Seminal vesicles
Sense organ (ear)
Female
Male
Prostate gland
Oviduct
Spinal cord
Vas deferens
Nerves
Ovary
Penis
Uterus
Vagina
Urethra
Testis 31

32. GROUP PROJECT (2 Systems per table group = 2 posters)
Each group will be given a piece a computer paper per topic. They will be put together to make a poster. (Graded on content and participation)
Page 1 – Structures
Page 2 – Functions
Page 3 – Connections to daily life and/or Differences in other species
Page 4 – Picture of System with sections colored in

33. Organ Groups (Period 1)
Table 1: Endocrine & Nervous Table 2: Lymphatic/Immune & Integumentary Table 3: Urinary & Digestive Table 4: Circulatory & Respiratory

34. Organ Groups (Period 3)
Table 2: Endocrine & Nervous Table 3: Lymphatic/Immune & Integumentary Table 1: Urinary & Digestive Table 4: Circulatory & Respiratory

35. Organ Groups (Period 7)
Table 2: Endocrine & Nervous Table 1: Lymphatic/Immune & Integumentary Table 3: Urinary & Digestive Table 4: Circulatory & Respiratory

36. Skeletal system Bone Cartilage Figure 20.10_3
Figure 20.10_3 Human organ systems and their component parts: skeletal (part 3) 36

37. Muscular system Skeletal muscles Figure 20.10_4
Figure 20.10_4 Human organ systems and their component parts: muscular (part 4) 37

38. Integumentary system Hair Skin Nails Figure 20.10_2
Figure 20.10_2 Human organ systems and their component parts: integumentary (part 2) 38

39. Urinary system Digestive system
Figure 20.10_5
Urinary system
Digestive system
Mouth
Esophagus
Liver
Kidney
Stomach
Small intestine
Ureter
Urinary bladder
Figure 20.10_5 Human organ systems and their component parts: urinary and digestive (part 5)
Large intestine
Urethra
Anus 39

40. Endocrine system Hypothalamus Pituitary gland Thymus Thyroid gland
Figure 20.10_6
Endocrine system
Hypothalamus
Pituitary gland
Thymus
Thyroid gland
Adrenal gland
Parathyroid gland
Pancreas
Testis (male)
Figure 20.10_6 Human organ systems and their component parts: endocrine (part 6)
Ovary (female) 40

41. Lymphatic and immune systems
Figure 20.10_7
Lymphatic and immune systems
Lymph nodes
Thymus
Spleen
Appendix
Bone marrow
Lymphatic vessels
Figure 20.10_7 Human organ systems and their component parts: lymphatic and immune (part 7) 41

42. Nervous system Brain Sense organ (ear) Spinal cord Nerves
Figure 20.10_8
Nervous system
Brain
Sense organ (ear)
Spinal cord
Nerves
Figure 20.10_8 Human organ systems and their component parts: nervous (part 8) 42

43. Reproductive system Seminal vesicles Female Male Prostate gland
Figure 20.10_9
Reproductive system
Seminal vesicles
Female
Male
Prostate gland
Oviduct
Vas deferens
Ovary
Figure 20.10_9 Human organ systems and their component parts: reproductive (part 9)
Penis
Uterus
Vagina
Urethra
Testis 43

44. Circulatory system Respiratory system
Figure 20.10_1
Circulatory system
Respiratory system
Pharynx
Nasal cavity
Larynx
Trachea
Heart
Bronchus
Lung
Blood vessels
Figure 20.10_1 Human organ systems and their component parts: circulatory and respiratory (part 1) 44

45. What are the jobs of the system?
The skeletal and muscular systems support and move the body.
The digestive and respiratory systems obtain food and oxygen.
The circulatory system transports these materials.
The urinary system disposes of wastes.
The integumentary system covers the body.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
To help them appreciate the functional integration of the major systems of the body, have students pick any system and discuss its relationship to the other body systems. As a start, you might begin with the circulatory system. As each successive system is covered, you can create a concept map noting the nature of each interrelationship.
© 2012 Pearson Education, Inc. 45

46. What are the jobs of the system?
The lymphatic and immune systems protect the body from infection.
The nervous and endocrine systems control and coordinate body functions.
The reproductive system produces offspring.
Student Misconceptions and Concerns
1. Students often find it challenging to gain a proper understanding of the evolution of form and function relationships. Such relationships appear to have been “constructed” to meet a purpose, a consequence of deliberate planning and design. Ask students to explain why we have lungs, and they will typically answer something along the line of “because we need to breathe,” or “because we need oxygen.” Need, however, does not cause evolution. Natural selection involves editing rather than creating diversity. A better answer might be “Because lung-like structures conveyed an advantage in gas exchange in our ancestors.”
2. Relationships between form and function are found all around us. For some of us, noticing the connections is easy. However, many students have spent little time considering why any particular structure has its characteristic shape. Practice with examples helps to build a better understanding of these important relationships.
Teaching Tips
To help them appreciate the functional integration of the major systems of the body, have students pick any system and discuss its relationship to the other body systems. As a start, you might begin with the circulatory system. As each successive system is covered, you can create a concept map noting the nature of each interrelationship.
© 2012 Pearson Education, Inc. 46