Kidney Quiz. Online

 

Hello everyone!

This is the last quiz this term and school year. OOhoo!

Here is the LINK. Enjoy!

Urinary System Online test

 Self-made and make it yourself

LINK

Kidney Dissection Lab

Hey there everyone. We are going to cut some more organs. Enjoy!

LAB WORK REPORT

Title: Kidney Dissection Lab.

Vocabulary⬇

Calyx - cup-like division found in the renal medulla; minor calyces (plural) empty into major calyces.

Renal artery - branch from the abdominal aorta that supplies the kidney with oxygenated blood.

Renal capsule - dense, irregular connective tissue layer that protects the kidney and helps maintain its shape.

Renal corpuscle - glomerulus enclosed within a glomerular capsule; site of filtration.

Renal cortex - outer region of the kidney.

Renal medulla - inner portion of the kidney.

Renal pelvis - large cavity that receives urine from major calyces; continuous with ureter.

Renal pyramid - cone-shaped structure found in the medulla with its base facing the cortex and the apex facing the renal artery.

Renal vein - blood vessel exiting the kidney carrying filtered, deoxygenated blood to the inferior vena cava.

Ureter - tube that connects the kidney to the urinary bladder.

Introduction: Kidneys are purplish-brown organs and located below the ribs toward the middle of the back. Their function is to remove liquid waste from the blood in the form of urine; keep a stable balance of salts and other substances in the blood; and produce erythropoietin, a hormone that aids the formation of red blood cells. The kidneys remove urea from the blood through tiny filtering units called nephrons. Each nephron consists of a ball formed of small blood capillaries, called a glomerulus, and a small tube called a renal tubule. Urea, together with water and other waste substances, forms the urine as it passes through the nephrons and down the renal tubules of the kidney.

Purpose: to be able to explain excretory system and organs functions, urine formation and related diseases; describe blood flow through kidney structures using sequential transition words (subsequently, previously, eventually, next, before (this), afterwards, after (this), then).

Equipment:

Procedure:

1. Examine and identify the outside of the kidney. The ureter [yu'ri:te], renal artery, and renal vein all enter the kidney in the same area. If they are present, the ureter can be identified by the larger amount of fat tissue that is usually attached to it.
2. Letting the kidney lie flat, cut the kidney in half lengthwise from the side. Do not cut until you have checked and are sure of the correct direction of your cut—As a surgeon, you only get one chance to cut, and there is no way to redo this!))
3. Splitting the kidney in half will show its internal structures. Examine the kidney and the diagram to identify these structures. There are several parts to the kidney, as shown on the picture. From the outside to the centre of the kidney, find each of the following in your organ.
4. Use flagged pins to identify the following parts of the internal kidney. 
   
5. After you have identified all the structures in the kidney, work with your group to trace the path taken through your group’s kidney by the blood, and by the filtrate that becomes the urine. As you do this, point out and name all the structures that are involved. When your group is satisfied that you can do this well, your group should use the kidney to explain it to the teacher!

Result:

Draw the picture of the kidney showing all parts that you have identified.

Conclusion (answer these questions):

1. What is the main function of the kidney? 
2. Describe the pathway of blood through the kidney. 
3. How did you distinguish between the renal artery and the renal vein? 
4. Which area of the kidney contains the glomeruli and Bowman’s capsules? 
5. In which part of the kidney does the majority of water reabsorption occur? 
6. What structure carries urine out of the kidney and where does it go?

7th Grade

 LINK

8th grade last lesson. Enjoy

 Hey everyone! It is the last lesson on Digestion. Then Quiz (next lesson).

LINK for today's file

Main print from the file is here (if you have trouble with the file)

HW: using this LINK fill the table with columns: Vitamin, Role, Source

9th grade online quiz

 LINK is HERE

Digestive System 2. 8th Grade lesson

 Hey everyone. Here is the second lesson in row of Digestion module. Enjoy!

Learning outcomes (to be able to):

Content: to be able to explain function of stomach, small intestine, large intestine, liver and pancreas.

Language: describe the flow of food through the digestive system using words: previously, next, before (this), afterwards, after (this), then.

Exercise 1. Step one (individual work). Circle the right words or phrases in italics to create grammatically correct questions by content.

 

Step two (individual work). Match the following correct answers to the questions above. There are two extra answers that cannot be used.

1.      The organs of the alimentary canal are the mouth, pharynx, esophagus, stomach, small intestine, and large intestine.

2.      The accessory digestive structures include the teeth, tongue, salivary glands, liver, pancreas, and gallbladder.

3.      They also contract in a peristaltic rhythm - contract in waves.

4.      Stomach glands secrete two digestive substances: enzyme pepsinogen and hydrochloric acid.

5.      The acid converts pepsinogen into pepsin, an active enzyme pepsin breaks down complex protein molecules.

6.      Break down of sugars, proteins and fats happen in your small intestine.

7.      This steady contraction and relaxation is called peristalsis.

Exercise 2. Step one (individual work): Before you start, go back to the exercise 2 and remember what you already know. Fill in the blanks by using given words and phrases:

absorption              activities                 small intestine                   digestion process    stomach and small intestine                  proteins                  mouth           enzymes       defecation               reflex                      back and forth

(A)____, fats and sugars are digested in different parts of the digestive system. Proteins are digested in the (B)____. Digestion of fats starts in mouth and is completed in (C)____. Digestion of carbohydrates mostly happens in the intestine but begins in a (D)____. Enzymes designed only for the digestion of particular type of food play important role in the (E)____.

The small intestine is where digestion is completed and almost all (F)____ happens. These two (G)____ are made by microvilli. There are around 200 million microvilli per square millimeter of small intestine, which contain special (H)____ that complete the digestion of sugars and proteins. Segmentation (division of something into smaller parts) moves the chyme (I)____, increasing mixing and opportunities for absorption.

The large intestine absorbs water and forms feces, and is responsible for (J)____. Bacterial flora break down rest of the sugars, and synthesise certain vitamins. The entry of feces into the rectum activates the defecation (K)____.

Step two (pair work): Check your results with your partner’s results.

Step three (individual work): Compare your results with the correct answers shown by your teacher.

Exercise 3. Step one (individual work): Compare small and large intestines. Write down common things in the middle.

Step two (pair work): Compare your results with partner’s results.

Exercise 4. Step one (individual work). Answer the given questions.

1.      Of the three major food classes (carbohydrates, fats, and proteins), which is digested in the mouth, the stomach, and the small intestine?

2.      Offer a theory to explain why segmentation occurs and peristalsis slows in the small intestine.

Step two (individual work). Discuss your answers with the face partner and class.

Digestion online quiz 8th Grade

 Link is in here!

Digestion In The Mouth. Lab Report

Human salivary amylase: calcium ion
visible in pale khaki, chloride ion in green.

Hey there everybody. You are able to understand how your saliva changes your food. Simple experiment will provide you with useful information about the process of sugar digestion in the mouth. Use this scheme to do your work.

LAB WORK REPORT

Title: Digestion In The Mouth

Introduction: The digestion of starch begins in the mouth where it is mixed with saliva containing the enzyme salivary amylase.

8th Grade. Digestion 1st Lesson

 Digestive System

Learning outcomes (to be able to):

Content: name and explain structures of digestive system and their functions.

Language: describe flow of food through the digestive system using sequential transition words (subsequently, previously, eventually, next, before (this), afterwards, after (this), then)

Exercise 1. Step one (individual work): Match the key terms of the respiratory and digestive systems with their definitions.

1. epiglottis	a. one of the two organs in your body that you breathe with.
2. trachea	b. an organ of the body which produces a substance that the body needs, such as hormones, sweat, or saliva.
3. lung	c. the liquid inside your stomach that helps you to digest food.
4. esophagus	d. the tube that takes air from your throat to your lungs.
5. gland	e. the tube through which food passes down from your mouth to your stomach.
6. gastric juices	f. the piece of flesh that hangs down at the back of your throat.

 

Step two. Discuss your answers with shoulder partner.

Exercise 2. Step one (individual work). Match the given words and phrases with the numbers on the picture.

 

Words and phrases to use:

A.     Esophagus

B.     Stomach

C.     Large intestine

D.     Ingestion of food

E.     Feces

F.     Anus

G.    Pharynx

H.     Small intestine

I.        Defecation

Exercise 3. Step one (individual work). You will hear the following words in the video. Do you know their meaning? Match the words with their translation in your native language. Use a dictionary to help you.

trigger                                                             squeeze

esophagus                                                     stomach

digestive juices                                              absorb

unrecognizable                                              bile

fats                                                                 nourishment

intestines                                                       proteins

Step two (individual work). Answer questions after watching the video (https://goo.gl/wqoLLI).

1.      How are muscular contractions of the alimentary tract controlled?

2.      What is the function of the stomach according to the video?

3.      What bile is used for?

4.      Where does the body take its nourishment from?

Step three (pair and team work). Discuss your answers with the face partner and class.

Here we are. 8th Grade online test.

 Hey everyone. This test opens in the beginning of the test time (in the lesson).

Enjoy! And LINK of course

Respiration 2: Dark Part. 8th Grade lesson

New Term - new lesson! Enjoy!

 Exercise 1. Step one (individual work). Fill in the blanks by using given words and phrases:

throat           carbon dioxide                diffusion                 humidify                conducting zone              gas exchange               responsible                      major                               respiratory zone              out of the lungs

The breathing system is (A)_______ for getting oxygen and getting rid of (B)______, and helping in speech production and in sensing smells. From a functional perspective, the respiratory system can be divided into two (C)______ areas: the conducting zone and the (D)______. The conducting zone consists of all of the structures that provide passageways for air to travel into and (E)_______: the nasal cavity, throat, trachea, bronchi, and most bronchioles. The nasal cavity helps to warm and (F)_____ incoming air, while removing dirts and pathogens. Then air travels through other structures of the (G)______ to the lungs.

The respiratory zone includes the structures of the lungs that are directly involved in (H)______: the bronchioles and alveoli. The lining of the conducting zone is composed mostly of pseudostratified hair-lined columnar epithelium. The mucus traps pathogens and dirts, whereas beating cilia move the mucus upwards to the (I)______, where it is swallowed. As the bronchioles become smaller and smaller, and nearer to the alveoli, the epithelium thins. The endothelium of the surrounding capillaries, together with the alveolar epithelium, forms the respiratory membrane. This is a blood-air barrier through which gas exchange happens by simple (J)______.

Step two (pair work): Compare your results with the correct answers shown by your teacher and discuss them with your partner.

Exercise 2 (individual work). Read the text and make graphic organiser - Mind Map.

“Asthma is common condition that affects the lungs in both adults and children. Approximately 10 percent of adults and 15 percent of children in the Russian Federation suffer from asthma. In addition, asthma is the cause of 80% death in children from 11 to 16 years old. Asthma is a chronic disease characterised by inflammation and fluid collecting in the tissues of the airway, and bronchospasms (constriction of the bronchioles), which can prevent air from entering the lungs. In addition, excessive mucus secretion can occur, which further contributes to airway closing. Cells of the immune system, such as eosinophils and mononuclear cells, may also be involved in infiltrating the walls of the bronchi and bronchioles.

Bronchospasms occur periodically and lead to an “asthma attack.” An attack may be triggered by environmental factors such as dust, pollen, pet hair, or dander, changes in the weather, mould, tobacco smoke, and respiratory infections, or by exercise and stress.”

Exercise 3 (individual work). Watch the video and answer the questions (https://goo.gl/fdAGhB): Check if you know these words before watching.

unconscious                              flattening

to unload                                    to exhale

intercostal                                  to force

1.      Why is it better that the lungs are spongy rather than empty like a balloon?

2.    How do you think your breathing and lungs adapt when you're exercising?

8th Grade Respiration 1 Lesson

 RESPIRATION

Learning outcomes:

Content:

1.  to be able to explain lungs structure, gas exchange in the lungs and body tissues, regulation of respiration;

2.  to be informed about consequences of bad health behaviour;

3.  to be able to help person who suffers from CO poisoning.

Language:

to be able to discuss your intensions to given topic.

Exercise 1. Step one (individual work). Fill the table with know, want, learned columns. Keep track of these in future lessons on this topic.

KNOW	WANT	LEARNED

Step two (team work). Explain your neighbours what you know and want to learn about your respiration.

Exercise 2 (individual work). Watch the video and answer the questions (https://goo.gl/G4BFL5):

1.      What is the structure of respiratory system?

2.      What are the functions of nasal cavity?

3.      What is the function of trachea?

Step 2 (pair work). Discuss the answers with your face partner.

Exercise 3. Step one (individual work). Fill in the blanks by using given words and phrases:

throat           carbon dioxide                diffusion                 humidify                conducting zone              gas exchange               responsible                      major                               respiratory zone              out of the lungs

The breathing system is (A)_______ for getting oxygen and getting rid of (B)______, and helping in speech production and in sensing smells. From a functional perspective, the respiratory system can be divided into two (C)______ areas: the conducting zone and the (D)______. The conducting zone consists of all of the structures that provide passageways for air to travel into and (E)_______: the nasal cavity, throat, trachea, bronchi, and most bronchioles. The nasal cavity helps to warm and (F)_____ incoming air, while removing dirts and pathogens. Then air travels through other structures of the (G)______ to the lungs.

The respiratory zone includes the structures of the lungs that are directly involved in (H)______: the bronchioles and alveoli. The lining of the conducting zone is composed mostly of pseudostratified hair-lined columnar epithelium. The mucus traps pathogens and dirts, whereas beating cilia move the mucus upwards to the (I)______, where it is swallowed. As the bronchioles become smaller and smaller, and nearer to the alveoli, the epithelium thins. The endothelium of the surrounding capillaries, together with the alveolar epithelium, forms the respiratory membrane. This is a blood-air barrier through which gas exchange happens by simple (J)______.

Step two (pair work): Compare your results with the correct answers shown by your teacher and discuss them with your partner.

7th Lesson Insects

 LINK for the lesson

BLOOD 4. On the dark side

Hey everyone. Here is th last lesson on Blood. Enjoy!

1. Check if you understand the key words.

Immunity

innate

adaptive

leukocyte

cell

cytokines

vast

to be exposed

to originate

screening

invader

2.  What do you think are differences between innate and adaptive immune responses? Write your answer, use the picture above.

3.  Read the first two sentences. What is the difference between them? Try to guess what the text is about.

The immune system is the complex collection of cells and organs that destroys or neutralises pathogens that would otherwise cause disease or death. The immune system is a collection of barriers, cells, and soluble proteins that work together and communicate with each other in amazingly complex ways.

4.  Draw the schema of human immune system after reading the text.

The modern model of immune function is organised into three phases based on the timing of their effects and consists of the following:

• Barrier defences such as the skin and mucous membranes, which act immediately to prevent pathogenic invasion into the body tissues

• The fast but nonspecific innate immune response, which consists of a variety of specialised cells and soluble factors

• The slower but more specific and effective adaptive immune response, which involves many cell types and soluble factors, but is primarily controlled by white blood cells (leukocytes) known as lymphocytes, which help control immune responses.

The immune cells can be divided into three based on function:

• Phagocytic cells, which ingest pathogens to destroy them

• Lymphocytes, which specifically coordinate the activities of adaptive immunity

• Cells containing cytoplasmic granules, which help mediate immune responses against parasites and intracellular pathogens such as viruses.

Some lymphocytes function primarily by producing antibodies. An antibody is any of the group of proteins that binds specifically to pathogen-associated molecules known as antigens. An antigen is a chemical structure on the surface of a pathogen that binds to lymphocyte antigen receptors.

5.  Do the TEST.

Photosynthesis-Cellular Respiration Last Quiz

Hey everyone! Today YOU are going to watch the video about getting energy in different cell types and what exactly happens during that reaction. Do the test after watching the video.

And now enjoy the quiz! LINK LINK LINK

ВПР 6 класс.

 Hey hey hey. Here is the VPR for YOU guys. Enjoy!

Делаем с 6 по 10 задания до конца письменно

ВПР 5 класс

 Ссылка на ПДФ файл

Проделайте с 6.1 номера до конца

Projects. 10th Grade

Общие правила

Любой лицеист, учащийся 10 класса может сделать, оформить, показать и сдать на всеобщее обозрение свой проект. Темой проекта может являться заданная тема в разных вариациях в зависимости от понимания учащегося и данной цели учителя. В результате, выполненная работа и права на нее переходят в пользование Biology Department LI7. В одной параллели не более пяти людей могут взять одну тему и работать над ней. Дополнительную и напутственную информацию можно взять у учителя биологии.

Отметки даются соответственно:

Пять обязательных:

1.    Проектный лист

2.    Выполненная работа

3.    Информативность (наглядность, понятный, научность)

4.    Презентабельность (красочно, аккуратно сделанный проектный лист)

5.    Умение презентовать

Доп критерий: Все на английском языке!

Каждый критерий – одна отметка!

Время и контроль проекта.

1.       Выбор идеи и темы (до 26 февраля 2021 включительно). По ссылке

2.       Анализ примеров в группе + образование критериев (ближайший урок)

3.       1й черновик + анализ с помощью критериев (12 марта 2021 включительно)

4.       Обзор работы другим учеником (отзыв по критериям) (14 марта 2021)

5.       Улучшение работы (19 марта включительно)

6.       принести черновик учителю + анализ с помощью критериев (25 марта 2021)

7.       напутствие учителя (онлайн (имэйл) (25 марта 2021)

8.       улучшение работы (27 марта 2021)

9.       еще раз уже улучшенную работу учителю + анализ с помощью критериев (Онлайн (имэйл) (28 марта 2021)

10.   получение оценки + последнее напутствие (8 апреля 2021)

11.   защита проектов в общем холле, на трифолдах размещается отчет по работе (первые дни 4й четверти)