SNC 2D

Cells, Tissues, and Organ Systems

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Unit Plan

By: Tyler Bruce and Ben Sinke

For: Debra McLauchlan

Course: EDUC 8F11

Date: February 2, 2011

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TABLE OF CONTENTS

Curriculum Expectations page 3

Lesson One: Cells page 4

Lesson Two: Tissues page 8

Lesson Three: Systems page 10

Lesson Four: Cancer/ Narrative Assignment page 13

Lesson Five: Stem Cells Controversy page 16

Lesson Six: Dissection page 20

Unit Test page 25

Unit Overview page 30

Colour Code: Throughout the unit, colours will be used to represent various types of learning opportunities:

Blue: examples of differentiated instruction

Green: examples of individual learning activities

Red: examples of collaborative/ cooperative learning activities

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Ontario Ministry Curriculum Expectations

Overall expectations

B1.Evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;

B2.Investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

B3. Demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.

Specific expectations

B1.1 Analyse, on the basis of research, ethical issues related to a technological development in the field of systems biology (e.g., cloning, stem-cell research, live organ transplants, transgenic transplants), and communicate their findings

B2.3 Examine different plant and animal cells (e.g., cheek cells, onion cells) under a microscope or similar instrument, and draw labelled biological diagrams to show how the cells' organelles differ

B2.5 Investigate the rate of cell division in cancerous and noncancerous cells, using pictures, videos, or images, and predict the impact of this rate of cell division on an organism

B2.6 Investigate, through a laboratory or computer-simulated dissection of a plant, worm, fish, or frog, the interrelationships between organ systems of a plant or an animal (e.g., between the root system and leaf system in a plant; between the digestive system and circulatory system in an animal)

B3.3 Explain the links between specialized cells, tissues, organs, and systems in plants and animals (e.g., muscle cells and nerve cells form the tissue found in the heart, which is a component of the circulatory system; granum and thylakoid structures act as solar collectors in the chloroplast to produce carbohydrates for plant growth)

B3.4 explain the primary functions of a variety of systems in animals (e.g., the circulatory system transports materials through the organism; the respiratory system supplies oxygen to and removes carbon dioxide from the body)

B3.5 explain the interaction of different systems within an organism (e.g., the respiratory system brings oxygen into the body, and the circulatory system transports the oxygen to cells) and why such interactions are necessary for the organism's survival

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Lesson One - Cells

Materials:

1. Microscopes 2. Slides 3. Cover Slips 4. Q-Tips 5. Paper 6. Pencils 7. LCD projector / Computer

Instructional procedures

ACTIVITIES TEACHER ACTIVITIES STUDENT ACTIVITIES1. Hook: Extreme Close-up

Activity On projector display

electron microscope images of common materials

2. Lecture PowerPoint

3. Lab Preparation Activities

4. Lab Activity

1. Set up projector prior to student arrival. Present Images and stimulate student hypothesises

2. Instruct lesson on cells as the basic unit of life, Cellular organelle structure and function and the similarities and differences between animal and plant cell structure and function. * Key Question: How are plant cells different from animal cells? 3. Review with class the expectations and procedures of how to create a Biological diagram, how to prepare a wet mount slide with cheek and onion cells and review how to properly use a microscope.

Hand out assessment tool for biological diagrams

Review lab safety Approve worksheets and wet

mounts

4. Supervise lab activity and approve student drawings and wet mounts

1. As a class students hypothesise what the material is via a think pair share activity.

2. Write notes and sketch diagrams corresponding with instruction and PowerPoint presentation * Think pair share activity answering key question.

3. Students move to assigned work benches. Listen to instruction on biological diagrams. Create wet mount slides (1x Cheek cells and 1xonion cells) and label work sheet of microscope components. Upon completion of wet mounts and work sheet students seek approval from teacher

4. Hand in a biological drawing for both the cheek cell and onion cell as well as a 250 word summary highlighting the differences between the cell types

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Criteria

The drawing has been completedThe drawing is pleasing to the eye and well organised

Drawing has been stippled NOT sketched

Common name, scientific names are present and in proper format eg. Saccharomyces cerevisiaeAll the organelles are labelled correctly

All labels are on the right hand side

Magnification

Pencil Used Biological Drawing Assignment Name:

Comments : TOTAL /10

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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SCIENTIFIC DRAWINGS FOR SNC2D

1) Look at the specimen carefully and examine the significant features that will be included in the drawing.

2) DRAW ONLY WHAT YOU SEE!! Do not include what you think you should see.

3) All drawings must be done in pencil ONLY.

4) Drawings must be large and clear so that features can be easily distinguished.

5) No more than two drawings should be on a single page.

6) Always use distinct, single lines when drawing.

8) All

drawings must have the following indicated:

- Title (give a full, clear and concise title that explains what is being illustrated)

- Magnification (indicate the magnification at which the specimen was observed)

- Labels (always include labels of the important features of the specimen. Each label linemust be straight and should not overlap with other label lines; all labels must be to one side of the drawing

9) Be sure to underline scientific names. All scientific names must be written as follows: Genus

(beginning with a capital letter) species (beginning with a common letter) e.g. Amoeba proteus.

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Lesson Two - Tissues

Materials

1. LCD projector and computer 2. Copies of student worksheets 3. 10 Apples 4. 1 knife ( Teacher use only) 5. Cross section of tree

ACTIVITIES TEACHER ACTIVITIES STUDENT ACTIVITIES1. Note – What is a tissue?

2. PowerPoint Presentation on Tissue types

3. Exploration Activity

1. Overhead or Board note on cell to tissue levels of organisation

Instruct students explicitly to take out pencil and paper to write notes

2. Hand out worksheets and describe that structure and functions of the various tissue types

Students should be urged to pay close attention to the tissue structure as a “bell ringer” portion of the test will ask students to identify pictures of tissues and list their functions

3. Set out sliced apple for students to explore parenchyma tissue and Cross section of wood to look and phloem and xylem tissue.

1. Write out note on tissues

2. Fill out worksheet along with presentation paying specific attention to the structure and function of the tissue.

3. Students explore the materials and then hand in a description of 3 different tissues and how their structure allows them to function properly

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TISSUE SKETCH FUNCTION

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Lesson Three - Systems

Materials

- acquire trachea with lungs from butcher shop

- acquire pig heart from butcher shop

- computer with LCD projector

- book computer time with Internet access for Gizmo

- SmartBoard for interactive simulation of digestive system (could be done on computer with projector if SmartBoard is not available)

- copies of student worksheets for Gizmo

Lesson Structure

Activity Teacher Student

Day 1: Respiratory System

Hook: Demonstration

Lesson: Powerpoint

- go to butcher shop and request trachea with lungs attached for the prospective lesson date

- demonstrate by blowing through trachea, allowing lungs to inflate and deflate

- instruct students to do think, pair share about structure and function of various components

- initiate class discussion to summarize ideas

- present powerpoint presentation which includes

Gas exchange Muscle activity Specialize cells and

tissues

- watch and wonder

- students identify components and make connections between structure and function with their classmates

- students take notes from powerpoint presentation

- participate in spontaneous discussions as initiated by teacher

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Wrap-up - ask students to use the knowledge gained during the lesson and apply it to the demonstration at the beginning of class (class discussion)

- students will think about and share their ideas about the connections between the concepts from the lesson in relation to the demonstration at the beginning of class

Day 2: Digestive System

Hook: Smartboard simulation

Lesson: Powerpoint

Magic School Bus Video

- find online computer simulation of digestive students to guide students through the various components of the digestive system

- present powerpoint presentation which includes:

Main components Various organs (i.e.

stomach, duodenum) Specialized cells and

tissues (I.e. villi) Absorbtion

- show video of the magic school bus tour through digestive system

- before video notify students they are required to:

Give a 250 word summary of video

Develop three questions to which they do not know the answer

- participate as a class to follow the computer simulation

- write down note

- participate in class discussions as initiated by teacher

- watch video, keeping in mind the required assignments

- write 250 word summary

- develop three questions for further learning

Day 3: Circulatory System

Hook: Demonstration of pig heart

- go to butcher and order pig heart for prospective date of class

- cut heart in half prior to class to give a cross-sectional view

- initiate class discussion on - join in class discussion, sharing

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Gizmo (www.explorelearning.com)

Wrap-up

components and possible functions

- book computers with Internet access

- print out student worksheets

- give students each a username and password for the website

- assign the worksheet to be completed by end of class

- monitor students to ensure proper use of Internet and engagement with the Gizmo

- for the last few minutes of class, discuss the components of the respiratory system and their function in relation to the pig heart demonstration

ideas about components and possible functions of the pig heart

- go to the website and complete the simulation, filling out the worksheet along the way

- share ideas related to components of the heart and their function within the respiratory system

Checklist: Magic School Bus Video

1) 250 word summary

2) Summary includes main points of video

3) Summary is accurate

4) Three questions developed

5) Questions are valid and unique

Present

Partially Present

Not Present

Total: /10

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Lesson Four - Cancer/ Narrative Assignment

Materials

- computer with LCD projector

Lesson Structure

Activity Teacher Student

Hook: Cancer Statistics

Video Clip

Lecture: Powerpoint

Flow-Chart for Narrative

- present statistics such as chances of getting cancer, percentage of population who die from cancer, etc.

- initiate think/pair/share surrounding risk factors for cancer and lifestyle implications

- initiate class discussion to share ideas

- show video clip on cancer (from discovery education website)

- present powerpoint note including:

Rate of cell division in cancerous vs. non-cancerous cells

Role of cell cycle regulatory proteins

Benign vs. malignant tumours- have students create a flow-chart tracking a component of one of the three major systems (i.e. red blood cell in the circulatory system, food particle in the digestive system)

- may have to review proper development of a flow-chart

- assess students’ flow-charts for completion (via checklist)

- listen… WOW!

- share ideas concerning risk factors and lifestyle choices related to cancer

- participate in brief class discussion

- watch video

- take down notes

- participate in class discussion as initiated by teacher

- create flow-chart

- bring flow-chart to teacher for approval

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Narrative Assignment - assign narrative: students will give a first-person narrative from the viewpoint of the component they have tracked in their flow-chart (refer to magic school bus video as possible story line)

- write narrative story from perspective of the component tracked in the flow-chart

In the Life of a “…”

Part I

You will create a flow chart following a component of one of the three major systems we have studied (i.e. a red blood cell in the circulatory system, an oxygen molecule in the respiratory system, etc.) Your flow chart will include:

At least one of the major systems One component that is present in every event At least three different events All events must be connected

Note: Some molecules may overlap between systems (i.e. an oxygen molecule transfers between the respiratory and circulatory systems)

When you have completed the flow chart, bring it to the teacher for approval before you begin to work on Part II.

Part II

Using the flow chart you have created in Part I, you will write a story. This story will be written in the first person. Thus it will be a narrative in which you take on the role of the component (i.e. you become a food particle). Your story must include all the events included in the flow chart. You will be graded in the following areas:

Evidence that you understand the system and how it works Ability to communicate your understanding Uniqueness and creativity displayed in developing the story

Further information on how you will be graded can be found on the rubric.

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Rubric: In the Life of a “…” (Part II)

Criteria Level 4 Level 3 Level 2 Level 1

Knowledge & Understanding

- complete knowledge of systems and their components and excellent understanding of how they interact

- knowledge of systems and their components and understanding of how they interact

- limited knowledge of systems and their components and vague understanding of how they interact

- inaccurate knowledge of systems and their components and little or no understanding of how they interact

Communication - excellent grammar

- excellent choice of vocabulary

- clear and concise representation of knowledge and understanding

- good grammar

- good choice of vocabulary

- clear representation of knowledge and understanding

- below average use of grammar

- overall good use of vocabulary with some poor choices

- somewhat vague representation of knowledge and understanding

- poor grammar

- poor use of vocabulary

- very vague representation of knowledge and understanding

Creativity - evidence of much time and strong effort

- material presented in a unique and engaging manner

- evidence of time and effort

- material presented in a unique manner

- evidence of some time and effort

- material presented in a somewhat boring manner

- little evidence of time or effort

- material presented in a boring and ineffective manner

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Lesson Five - Stem Cells Controversy

Materials

- copies of three different articles (each students receives one article)

- book computers with Internet access

- copies of debate format

Lesson Structure

Activity Teacher Student

Day 1: Guided Reading

Guided Reading

Circulating jigsaw

Wrap-up

- introduce the topic of stem cells and the activity for the day

- distribute the articles throughout the class

- direct students to read the articles, while filling out the guided reading framework worksheet

- assign numbers to students (i.e. all students with article #1 numbered 1-10, all students with article #2 numbered 1-10 etc.) and have them get into groups of three according to number (all the ones, all the twos, etc.)

- ask students to share the main points of the article as per the worksheet they have filled out

- circulate the students between groups twice, after allowing 7-8 minutes for sharing of ideas

- initiate class discussion, write down main points of each article on white board (or chalk board) as per student suggestions

- read article and fill out guided reading framework worksheet

- get together in groups and share main ideas (take down notes on the articles they have not read)

- switch between groups as per teacher instructions

- share main points of the article they have read so teacher can record on board

- copy down note that the teacher writes on the board

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Day 2: Debate Preparation

Introduce Debate- let class know there will be a debate on stem cells

- select heterogeneous groups for debate (i.e. make sure all articles are represented within the group)

- put the three positions in a hat and have groups select their position (i.e. for or against use of stem cell use in general, and a moderator group to represent the public audience)

- distribute the debate format and go over with students

- give computer time for students to further research the topic and develop their ideas

- split up into groups

- choose position

- follow along, participate in class discussion as initiated by teacher

- research the topic, formulating opening statements, arguments and counter-arguments to support their stance

Day 3: Debate - run the debate according to the stated format (presented below)

- keep time

- assess student performance

- keep students on track and encourage positive interactions

- do not allow the situation to get rowdy and out of control

- present statements and arguments

- respond to opponents questions and arguments

- work as a team, sharing and developing counter-arguments

- all students should participate

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Debate Format

(the team in favour of stem cell use is referred to as affirmative, whereas the team against stem cell use is referred to as negative; the moderator group is the audience)

Affirmative Constructive Speech: 5 minutesNegative Cross Examines: 3 minutesAudience Cross Examines: 3 minutes

Negative Constructive Speech: 5 minutesAffirmative Cross Examines: 3 minutesAudience Cross Examines: 3 minutes

Affirmative Rebuttal: 5 minutesNegative Cross Examines: 3 minutesAudience Cross Examines: 3 minutes

Negative Rebuttal: 5 minutesAffirmative Cross Examines: 3 minutesAudience Cross Examines: 3 minutes

Negative Rejoinder: 5 minutesAffirmative Rejoinder: 5 minutes

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DEBATE RUBRIC LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Marks

Knowledge & Understanding

- historical and scientific accuracy of closing and opening statements

- exceptionally accurate information convincingly supports position in opening/ closing statements

-accurate and sufficient information to support position in opening/ closing statements

- accurate information, but more detail required to support position in opening/ closing statements

- little and/or irrelevant, inaccurate, information provided in closing/ opening statements

/5

Thinking & Inquiry

- connection between ideas

- evidence of planning ahead

- ideas are skillfully connected and show exemplary coordination, to overwhelmingly support argument

- ideas are connected and arguments are thoughtful and generally well-co-coordinated

- ideas are somewhat connected but arguments are not co-coordinated

- ideas are not connected nor are arguments coordinated

/5

Communication

- delivery

- clarity of ideas

- ideas are exceptionally clear and concise and are communicated clearly and confidently, will skillful manipulation of language to convince audience

- ideas are clear and concise and are communicated clearly and confidently, with appropriate use of language (i.e. variation in tone) to convince audience

- ideas are somewhat clear and concise, and communicated with generally effective use of language

- ideas lack clarity and conciseness

- ideas are communicated softly, without effective use of language

/5

Teamwork & Cooperation

- evidence of teamwork and cooperation

- students’ arguments show considerable foresight and cohesion; arguments support each other convincingly

- all students participate equally and with enthusiasm

- students’ points show foresight and cohesion; arguments all support each other

- all students participate to some degree

- students’ arguments show some foresight and cohesion; arguments do not contradict each other

- most students participate to some degree

- students’ arguments contradict each other

- debate is dominated by one or two individuals

/5

Application

- challenges

- rebuttals

- application to daily life

- clear and thorough preparation for opponents points, which are exceptionally challenged with factual evidence

- draw realistic and important applications to daily life

- evidence of preparation for opponents points, respond proficiently with factual evidence

- draws applications to daily life

- some evidence of preparation for opponents points, which are challenged with limited evidence

- draw some vague connections to daily life

- team is totally unprepared for opponents points and rebuttals are ineffective and unsupported

- make little or no connection to daily life

/5

Comments TOTAL /25

Lesson Six - Dissection

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Materials:

1. Computer Lab time booked (For alternative dissection)2. Class set of Frogs 3. Dissection Plates 4. Dissection Pins 5. 15 Scalpels6. Rubber Gloves 7. Goggles

ACTIVITIES TEACHER ACTIVITIES STUDENT ACTIVITIES1. Pre- Lab Set Up

2. Dissection

3. Individual Learning Assessment Presentation

1. Take out frogs and dissection tools Organise them into packages for easy group pick ups

Assign Lab groups of three Explicitly state that each

group member MUST complete the worksheet that is to be assessed

Students who choose not to complete the dissection will be sent to the computer lab to participate in the virtual dissection

2. Circulate the room to ensure all safety procedures are being followed and answer student questions. Be sure to check the computer lab to see if students are having problems with the simulation

Be sure to write down annotated notes on individual group members collaborative learning skills and teamwork

3. After the dissection work sheet is completed students will be asked to come to the front desk or the hallway individually with their completed dissection. They will be asked to identify three different organs within the cavity and be asked to explain what system that organ is found in as well as its function in that system.

1. Get into groups that have been assigned by the teacher

Pick up student lab package Pick up worksheet and

procedure Students who choose not to

complete the dissection will be sent to the computer lab to participate in the virtual dissection ( Separate work sheet)

2. Students will complete the worksheet and follow the procedure

Be sure to allow students the opportunity to ask questions if any problems arise

3. After the dissection is completed students will individually be assessed in the hall. They will be asked

Find three vital organs and name it?

What system does it belong to?

What is the organs function in that system

When completed students can work on their narrative assignment.

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Frog Dissection Worksheet

1. What do you think is the function of the nictitating membrane, and why?

2. A frog does not chew its food. What do the positions of its teeth suggest about how the frog uses them?

3. Trace the path of food through the digestive tract.

4. Trace the path of blood through the circulatory system, starting at the right atrium.

5. Trace the path of air through the respiratory system.

6. Trace the paths of sperm in a male and eggs in a female.

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7. Which parts of the frog’s nervous system can be observed in its abdominal cavity and hind leg?

8. Suppose in a living frog the spinal nerve extending to the leg muscle were cut. What ability would the frog lose? Why?

9. The abdominal cavity of a frog at the end of hibernation season would contain very small fat bodies or none at all. What is the function of the fat bodies?

10. Structures of an animal’s body that fit it for its environment are adaptations. How do the frog’s powerful hind legs help it to fit into a life both in water and on land?

FROG DISSECTION PROCEDURE

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Objectives:

• Describe the appearance of various organs found in the frog.• Name the organs that make up various systems of the frog.

Purpose:

In this lab, you will dissect a frog in order to observe the external and internal structures of frog anatomy.

Materials:

• safety goggles, gloves, and a lab apron• forceps• preserved frog• dissecting pins (6–10)• dissecting tray and paper towels• plastic storage bag and twist tie• scissors• marking pen• dissecting needle

Procedure:

1. Put on safety goggles, gloves, and a lab apron. 2. Place a frog on a dissection tray. To determine the frog’s sex, look at the hand digits, or fingers,

on its forelegs. A male frog usually has thick pads on its "thumbs," which is one external difference between the sexes, as shown in the diagram below. Male frogs are also usually smaller than female frogs. Observe several frogs to see the difference between males and females.

3. Use the diagram below to locate and identify the external features of the head. Find the mouth, external nares, tympani, eyes, and nictitating membranes.

4. Turn the frog on its back and pin down the legs. Cut the hinges of the mouth and open it wide. Use the diagram below to locate and identify the structures inside the mouth. Use a probe to help find each part: the vomerine teeth, the maxillary teeth, the internal nares, the tongue, the openings to the Eustachian tubes, the esophagus, the pharynx, and the slit-like glottis.

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5. Look for the opening to the frog’s cloaca, located between the hind legs. Use forceps to lift the skin and use scissors to cut along the center of the body from the cloaca to the lip. Turn back the skin, cut toward the side at each leg, and pin the skin flat.

6. Lift and cut through the muscles and breast bone to open up the body cavity. If your frog is a female, the abdominal cavity may be filled with dark-colored eggs. If so, remove the eggs on one side so you can see the organs underlying them.

7. Use the diagram below to locate and identify the organs of the digestive system: esophagus, stomach, small intestine, large intestine, cloaca, liver, gallbladder, and pancreas.

8. Again refer to the diagram below to identify the parts of the circulatory and respiratory systems that are in the chest cavity. Find the left atrium, right atrium, and ventricle of the heart. Find an artery attached to the heart and another artery near the backbone. Find a vein near one of the shoulders. Find the two lungs.

9. Remove the kidneys and look for threadlike spinal nerves that extend from the spinal cord. Dissect a thigh, and trace one nerve into a leg muscle. Note the size and texture of the leg muscles.

10. Clean Up your work area and wait in line for individual assessment activity.

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SNC2D Mr. Bruce

Systems Unit Test Name: _____________

Part 1: One Word Answers (10 K/U)

Fingerlike extensions in the intestinal wall that increase surface area

Produces bile

Organ primarily involved in water absorption and feces formation

Two anatomical regions where mechanical digestion occurs.

Enzymes that begin carbohydrate digestion

Bone marrow is responsible for the production of:

The primary function of the left ventricle, the largest chamber in the heart, is to pump blood to the :

The pericardium is responsible for

Sketch a stratified epithelial tissue

Stratified squamous epithelia are characterized by always having

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/10

Part 2- Diagrams (20 C)

1. Match the name of each organ with the letter that represents it on the diagram below.

______ 1. Stomach ______ 9. Esophagus

______ 2. Gall bladder ______10. Tongue

______ 3. Oral cavity (mouth) ______ 11. Small intestine

______ 4. Liver _____ 12. Pharynx

______ 5. Large intestine ______13. Anus

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A

B

C

D

E

F

G

H

I

J

K

L

M

2. Label the 5 major components of the heart

3. Label the 5 major components of the Respiratory system

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Part 3- Short answer (20 T/I)

1. Name the four stages of food processing and describe what happens in each stage. ( 5 )

2. List 5 different types of tissues found in animals and their function. (5)

3. List the basic differences between plant and animal cells. (3)

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/20

4. In your opinion, what is the most important part of the circulatory system and why is this part so important? (7)

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Unit Overview

Throughout the unit various literacy skills were implemented and built upon. These include:

Locating sources and evaluating for bias

Scientific literacy: reading and understanding scientific material

Technological literacy: use of interactive learning software (I.e. Gizmo, Smartboard, virtual dissection activity)

Communicating knowledge and understanding via written tasks

Various differentiated instruction techniques were also implemented, including:

Differentiation of assessment: choice of topics, various assessment tasks were used, focusing on writing, telling, and showing understanding of material

Differentiation of instruction: use a variety of instructional methods to accommodate all learning styles; for example, use of video clips, interactive technology, traditional notes, and student directed learning.

Cooperative learning strategies were also implemented:

Group work in laboratory setting

Think/pair/share activities implemented daily

Teamwork while debating current controversial issues

It is with the utmost confidence that we present this unit plan, which will ensure a great understanding of the material, development of skills, and overall student success.

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