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Appendix 26
KWL
Topic: _______________________
K
W
L
What I Know
What I Want To Learn
What I Have Learned
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Appendix 27
Name: _________________________________________________
Date: _____________________
Plant Body System Tree Diagram
Fill in the blanks in the tree diagram below.
Plant
a.
b.
body system
d.
c.
body system
location
e.
f.
g.
h.
plant
parts
i.
j.
k.
l.
m.
n.
plant part
function
250
Chapter 4 Blackline Master 4.1-1
Copyright © 2010 by Nelson Education Ltd.
Appendix 28
Blackline Master 4.6-1
Name:
Date:
Meristem Diagrams
1. On the diagram above, identify each location where you would expect to find an apical
meristem in the shoots of the plant. Label each location “A.”
2. On the diagram above, identify two locations where you would expect to find lateral
meristem. Label each location “L.”
3. On the diagram above, identify each location where you would expect to find an apical
meristem in the roots of the plant. Label each location “AR.”
4. How many locations did you label as “A?”
5. How many locations did you label as “AR?”
252
Chapter 4 Blackline Master 4.6-1
Copyright © 2010 by Nelson Education Ltd.
Blackline Master 4.6-1
Name:
Date:
Meristem Diagrams (continued)
6. Identify the following features in the root apical meristem in the diagram below:
root hair, vascular tissue, root cap, meristem region of cell division, elongation region,
maturation region
7. Identify the following in the cross-sectional diagram of a tree below: xylem rings, cork,
inner lateral meristem, outer lateral meristem, phloem. Include years marked by tree rings.
Copyright © 2010 by Nelson Education Ltd.
Chapter 4 Blackline Master 4.6-1
253
Appendix 29
Frog Dissection
Pictures: Modern Biology, Holt
Background:
As members of the class Amphibia, frogs may live some of their adult
lives on land, but they must return to water to reproduce. Eggs are laid
and fertilized in water. On the outside of the frog’s head are two
external nares, or nostrils; two tympani, or eardrums; and two eyes, each
of which has three lids. The third lid, called the nictitating membrane, is
transparent. Inside the mouth are two internal nares, or openings into the
nostrils; two vomerine teeth in the middle of the roof of the mouth; and
two maxillary teeth at the sides of the mouth. Also inside the mouth
behind the tongue is the pharynx, or throat.
In the pharynx, there are several openings: one into the esophagus, the
tube into which food is swallowed; one into the glottis, through which air
enters the larynx, or voice box; and two into the Eustachian tubes, which
connect the pharynx to the ear. The digestive system consists of the
organs of the digestive tract, or food tube, and the digestive glands.
From the esophagus, swallowed food moves into the stomach and then
into the small intestine. Bile is a digestive juice made by the liver and
stored in the gallbladder. Bile flows into a tube called the common bile
duct, into which pancreatic juice, a digestive juice from the pancreas,
also flows. The contents of the common bile duct flow into the small
intestine, where most of the digestion and absorption of food into the
bloodstream takes place.
Indigestible materials pass through the large intestine and then into the
cloaca, the common exit chamber of the digestive, excretory, and
reproductive systems. The respiratory system consists of the nostrils
and the larynx, which opens into two lungs, hollow sacs with thin walls.
The walls of the lungs are filled with capillaries, which are microscopic
blood vessels through which materials pass into and out of the blood. The
circulatory system consists of the heart, blood vessels, and blood. The
heart has two receiving chambers, or atria, and one sending chamber, or
ventricle. Blood is carried to the heart in vessels called veins. Veins from
different parts of the body enter the right and left atria. Blood from
both atria goes into the ventricle and then is pumped into the arteries,
which are blood vessels that carry blood away from the heart.
The urinary system consists of the frog’s kidneys, ureters, bladder,
and cloaca. The kidneys are organs that excrete urine. Connected to each
kidney is a ureter, a tube through which urine passes into the urinary
bladder, a sac that stores urine until it passes out of the body through
the cloaca. The organs of the male reproductive system are the testes,
sperm ducts, and cloaca. Those of the female system are the ovaries,
oviducts, uteri, and cloaca. The testes produce sperm, or male sex cells,
which move through sperm ducts, tubes that carry sperm into the cloaca,
from which the sperm move outside the body. The ovaries produce eggs,
or female sex cells, which move through oviducts into the uteri, then
through the cloaca outside the body.
The central nervous system of the frog consists of the brain, which is
enclosed in the skull, and the spinal cord, which is enclosed in the
backbone. Nerves branch out from the spinal cord. The frog’s skeletal
and muscular systems consist of its framework of bones and joints, to
which nearly all the voluntary muscles of the body are attached.
Voluntary muscles, which are those over which the frog has control, occur
in pairs of flexors and extensors. When a flexor of a leg or other body
part contracts, that part is bent. When the extensor of that body part
contracts, the part straightens.
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
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.
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. The diagram
above shows how to make these cuts
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. Use a probe and scissors to lift and remove the intestines and liver.
Use the diagram on the next page to identify the parts of the
urinary and reproductive systems. Remove the peritoneal
membrane, which is connective tissue that lies on top of the red
kidneys. Observe the yellow fat bodies that are attached to the
kidneys. Find the ureters; the urinary bladder; the testes and
sperm ducts in the male; and the ovaries, oviducts, and uteri in the
female.
10. 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.
11. Dispose of your materials according to the directions from your
teacher.
12. Clean up your work area and wash your hands before leaving the lab.
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.
7. Trace the path of urine in both sexes.
8. Which parts of the frog’s nervous system can be observed in its
abdominal cavity and hind leg?
9. Suppose in a living frog the spinal nerve extending to the leg muscle
were cut. What ability would the frog lose? Why?
10.
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?
11.
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?
12.
During one mating of frogs, the female lays some 2,000 to
3,000 eggs in water as the male sheds millions of sperm over them.
How do these large numbers relate to the frog’s fitness for life in
water?
Appendix 30
BIOLOGY CULMINATING TASK
Concept Map for Teacher Feedback
Create a concept map for this topic in the space provided on this page. You may use your
research and class notes to help you with the concepts.
Success Criteria Checklist:
You have completed the Concept Map!! Have you…







Completed through research on your topic?
Included many terms and concepts from your notes and research into your concept map?
Followed the correct format?
Described the organ and explained its role?
Included possible related disorders?
Made connections to medicine and public health?
Answered ALL questions thoughtfully and thoroughly?
Appendix 31
Name: __________________________________________
Date: ______________________
Issues in Technology Related to Systems
Objective: To use research to analyze ethical issues related to a technological development in
the field of systems biology.
Below is a list of potential topics for you to choose from:
1) What are the ethical arguments for and against stem-cell research?
2) What ethical issues might arise when a drug company funds trials of a new drug it has
developed to treat a genetic disorder?
3) Who should determine how the results of transgenic research in plants and animals
will be applied?
Research Organizer
Use Dot-jots to Summarize Your Findings in Your Own Words
Topic:
Idea #1:
Idea #2:
Idea #3:
Your Conclusion/Answer to The Question:
References:
Appendix 32
3-2-1 Exit Card
Name: _________________________________________
Date: __________________
3 Things I Learned…
2 Questions I Still Have…
1 Strategy I Will Use…
-
3-2-1 Exit Card
Name: _________________________________________
3 Things I Learned…
2 Questions I Still Have…
1 Strategy I Will Use…
-
Date: __________________
Appendix 33
DEBATE SUCCESS CHECKLIST
(To be used as an Assessment “for” Learning Tool During Class Work Day)
GROUP MEMBERS:_________________________________________________________
DEBATE TOPIC:______________________________________________________________
POSITION:_________________________
o Each member has been defined both a primary and secondary role as a back-up
o All members are well versed on decorum, timing and judging guidelines
o Research has been completed on all supporting and conflicting views
o The main speech has been prepared in the form similar to a 5-paragraph essay
o The main speech has a logical sequence and illustrates at least three arguments
o Two members of the team are able to deliver the main speech without referring to notes
o A list of questions have been prepared that are geared to corner the other team
o Two members of the team are able to ask the questions without referring to notes
o A rebuttal has been prepared to conclude your team’s point of view and refute the
opposing team’s view by emphasizing your strengths and their weaknesses
o No new information has been introduced in the rebuttal
o Two members of the team are able to deliver the rebuttal without referring to notes
o The conclusion has been prepared
o Two members of the team are able to deliver the conclusion without referring to notes
o A list of possible questions that could be asked by the opposing team have been
generated
o A list of possible answers to these questions has been generated
o The debate has been rehearsed at least three times
Appendix 34
Name: ____________________________________________
Date: ____________________
Issues in Diseases and Medical Imaging
Objective: To use research to investigate a disease or abnormality related to tissues, organs, or
systems of humans/plants. You will also assess the importance to human health
and/or society of medical imaging technologies used in Canada in diagnosing or
treating these abnormalities.
Below is a list of potential topics for you to choose from:
4) How are medical imaging technologies used in the diagnosis and treatment of heart
disease and stroke?
5) What types of imaging technologies are used in ophthalmology?
6) How have they benefited people who have eye disease?
7) How have developments in biophotonics advanced a range of surgical procedures?
Research Organizer
Use Dot-jots to Summarize Your Findings in Your Own Words
Disease or abnormality related to tissues, organs, or systems of humans/plants:
Information about the tissues, organ, or system of humans/plants:
Idea #1 (Regarding the Topic):
Idea #2 (Regarding the Topic):
Your Conclusion/Answer to The Question:
References:
Appendix 35
Think-Pair-Share Worksheet
Think
Think about public health strategies related to systems (Ex: Posters, Flyers,
Commercials…) Explain the impact these strategies would have on society. Write
your explanations in the space below:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Pair
Pair up with a partner. Start a discussion with your partner by asking him/her to
explain their response to the “Think” part of this sheet (above). Ask your partner
to choose the top impact that he/she listed above, and explain in detail why they
feel it would have the most impact on society. Now share your top impact and
reasons with your partner. Combine your ideas and summarize your discussion
below:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Share
Share with the whole class the most important points from your "Paired"
discussion. To prepare for sharing, list below the most important point you would
like to share with the entire class:
___________________________________________________________