1 of 14

Lesson 2.7: Diagnosing Elisa

Metabolism

Lesson purpose: to provide students with an authentic context in which to practice their argumentation skills, as well as to apply their understanding of how body systems work to get needed molecules to the cells in the body

Please refer to this lesson’s Materials & Preparation section in the digital Teacher’s Guide or the print Teacher’s Guide for information about preparing to teach this lesson, including any applicable safety notes. Below are links to resources used in this lesson.

Asthma Flowchart

Anemia Flowchart

Diabetes Flowchart

Injury to the Pancreas Flowchart

Healthy Body Systems Diagram

Metabolism Investigation Notebook, pages 49–57

Metabolism Glossary

Metabolism Multi-Language Glossary

Note: These materials are made available exclusively for use by students and teachers for whom the corresponding materials have been purchased or licensed from Amplify. Any alterations you make should only be shared within your own school or district. Any other distribution or reproduction of these materials is forbidden without written permission from Amplify.

2 of 14

Warm-Up

5 MIN

Metabolism: Lesson 2.7

Activity 1

3 of 14

Activity 1

Metabolism: Lesson 2.7

Investigation Notebook pg 50

4 of 14

Activity 2 - Screen 1

Metabolism: Lesson 2.7

You’ve each become an expert on one condition. Using the Sim, you ran tests and collected data on a model of a person with anemia, asthma, diabetes, or a pancreas injury.

You also collected data on a model of a healthy body.

5 of 14

Activity 2 - Screen 1

Metabolism: Lesson 2.7

Today, you will receive similar data for Elisa. You’ll work to identify which condition best matches her test results by comparing them to the healthy body and the body with a condition.

6 of 14

Activity 2 - Screen 1

Metabolism: Lesson 2.7

Let’s discuss our expectations for Elisa’s test results.

What do you predict you will see in Elisa’s test results if she has the condition you are representing?

7 of 14

Activity 2 - Screen 2

Metabolism: Lesson 2.7

You’ll now work compare Elisa’s test results to your Sim test results. You’ll think about the evidence you collect and choose a diagnosis.

8 of 14

Metabolism: Lesson 2.7

Activity 2 - Screen 2

she has diabetes.�
she has anemia.�
she has an injury to her pancreas.�
she has asthma.

Elisa is feeling tired because...

Determine which of the four claims your evidence most strongly supports and make a tentative diagnosis for Elisa.

9 of 14

Activity 3

Metabolism: Lesson 2.7

You will be writing arguments to support your diagnoses.

A diagnosis is a type of claim, and supporting a diagnosis with evidence is making a scientific argument.

10 of 14

Activity 3

Metabolism: Lesson 2.7

Investigation Notebook pgs 53–54

Let’s review how you will write your argument.

In Part 1, you will show what happens during normal metabolism to make a more convincing argument.

11 of 14

Activity 3

Metabolism: Lesson 2.7

Investigation Notebook pgs 53–54

In Part 2, you will first identify which claim is supported by the evidence. Then, you will write an argument about why Elisa does or does not have the condition you investigated.

12 of 14

Activity 3

Metabolism: Lesson 2.7

Investigation Notebook pgs 53–54

👉Teacher action:

Circulate and offer support as needed.�

👉Teacher action (to explain the homework activities):

If needed, make additional time to explain the homework. If students do not have access to Amplify Science at home, provide them with the print resources listed below.

Revising Your Argument activity: Investigation Notebook page 55
Optional Self-Assessment activity: Investigation Notebook pages 56–57

On-the-Fly Assessment 3: �Reviewing Students’ Written Arguments�Look for: By this point in the unit, students should be beginning to understand that the body’s systems take in, break down, and deliver molecules to the cells. For whichever condition students are writing about, their arguments should indicate the body system(s) that the condition affects and the molecule(s) that the system takes in, breaks down (when necessary), or delivers to the cells; include the idea that the digestive system breaks down starch and protein molecules from food into glucose and amino acids, and then the circulatory system transports them to the cells; and include the idea that the respiratory system takes in oxygen molecules, and the circulatory system transports them unchanged to the cells (because they are already small enough to fit into cells). Look for how students are developing the practice of argumentation by examining how explicitly their arguments cite data from Elisa’s test results as well as evidence from the Sim in Lesson 2.4, and how well they connect that evidence to their claim about Elisa’s diagnosis. Students will have additional practice with argumentation in Chapter 4.�Now what? For students who are still struggling to understand the role of the body’s systems, you might consider using the materials (i.e., pipe cleaners and cards) from Lesson 2.1 and have students enact a physical model of a healthy body and a body with the condition they researched. Using the physical materials, ask students to explain what each body system is doing and how the systems work together to get molecules to the cells. For students who are struggling with the practice of argumentation, consider having them talk through their argument with a partner.

13 of 14

Activity 5

Metabolism: Lesson 2.7

For this activity, you will have a chance to reflect on your learning so far.

Remember, these are the same questions you will revisit at the end of every chapter.

14 of 14

Metabolism: Lesson 2.7

End of Lesson

Published and Distributed by Amplify. www.amplify.com