Special Senses & The Endocrine System
Anatomy
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Chapter 8: Special Senses
The special senses keep us informed as to what is going on in our external world. Sense receptors are found in large, complex sensory organs like the eye or in localized clusters of receptors like the taste buds. This chapter focuses on the special senses: vision, hearing and balance, olfaction, and gustation. Each of the sensory organs is described individually, but the text also emphasizes that we experience the world as a blending of the effects of various stimuli, detected by multiple special sense structures.
Chapter 9: The Endocrine System
The endocrine system is the slow-acting communication system of the body. Second in command to the nervous system (the fast-acting homeostatic control system) that over-sees it, the endocrine system regulates the homeostatic processes of reproduction, growth and development, body defenses, metabolic processes, and blood chemistry. Blood borne communication chemicals called hormones are the effectors of the endocrine system. Hormones circulate in the blood until reaching the target tissues upon which they are designed to act. They then bind with the awaiting cell receptors and immediately begin to influence the internal machinery of those cells.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-LS1-1: Genes, Proteins, and Tissues
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Clarification Statement: none
Boundary Statement: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.
HS-LS1-2: Interacting Body Systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Systems and System Models)
Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.
HS-LS1-3: Feedback Mechanisms and Homeostasis
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (Stability and Change)
Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.
Boundary Statement: Assessment does not include the cellular processes involved in the feedback mechanism.
Learning Objectives / Career Connections
By the end of this chapter, students should be able to:
Chapter 8
8-1 When provided with a model or diagram, identify the accessory eye structures, and list the
functions of each.
8-2 Name the layers of the wall of the eye, and indicate the major function of each.
8-3 Explain how the functions of rods and cones differ.
8-4 Define blind spot, cataract, and glaucoma.
8-5 Trace the pathway of light through the eye to the retina.
8-6 Discuss the importance of an ophthalmoscopic examination.
8-7 Describe image formation on the retina.
8-8 Define the following terms: accommodation, astigmatism, emmetropia, hyperopia, myopia, and
refraction.
8-9 Trace the visual pathway to the visual cortex.
8-10 Discuss the importance of the convergence and pupillary reflexes.
8-11 Identify the structures of the external ear, middle ear, and internal ear, and list the functions of
each.
8-12 Explain the function of the spiral organ of Corti in hearing.
8-13 Define sensorineural deafness and conductive deafness, and list possible causes of each.
8-14 Explain how a person is able to localize the source of a sound.
8-15 Distinguish between static and dynamic equilibrium.
8-16 Describe how the equilibrium organs help maintain balance.
8-17 Describe the location, structure, and function of the olfactory and taste receptors.
8-18 Name the five basic taste sensations, and list factors that modify the sense of taste.
8-19 Describe changes that occur with age in the special sense organs.
Chapter 9
9-1 Define hormone and target organ.
9-2 Describe how hormones bring about their effects in the body.
9-3 Explain how various endocrine glands are stimulated to release their hormonal products.
9-4 Define negative feedback, and describe its role in regulating blood levels of the various
hormones.
9-5 Describe the difference between endocrine and exocrine glands.
9-6 On an appropriate diagram, identify the major endocrine glands and tissues.
9-7 List hormones produced by the endocrine glands and discuss their general func-tions.
9-8 Discuss ways in which hormones promote body homeostasis by giving examples of hormonal
actions.
9-9 Describe major pathological consequences of hypersecretion and hyposecretion of the
hormones considered in this chapter.
9-10 Describe the functional relationship between the hypothalamus and the pituitary gland.
9-11 Indicate the endocrine role of the kidneys, the stomach and intestine, the heart, and the placenta.
9-12 Describe the effect of aging on the endocrine system and body homeostasis.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
St Vrain Science Center
Simulations
Essentials of Human Anatomy & Physiology
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Page updated
Report abuse