Download For this assessment task you will work with a partner to

Year 11 Unit 2 Biology AOS 2: Assessment Task
Living
Together
No organism exists in isolation. Each takes part in many interactions both with other organisms and
with the non-living components of the environment.
Species interactions can involve only occasional or indirect contact such as predation or competition or
they may involve a close and continuous association known as symbiosis.
Symbiosis is a term that encompasses a variety of interactions involving close contact between
members of different species. There are three types of symbiosis:
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Parasitism
Mutualism and
Commensalism
For this assessment task you will work with a partner to research one of each type of symbiotic
interaction and use examples of specific organisms to illustrate the key features of these interactions.
You will develop and produce an illustrated children’s book (targeted at Grade 5-6) in which you will
explain each of these interactions very clearly yet simply. You will aim to provide accurate and
interesting information to young learners at the same time engaging them with an interesting format.
You will then present your book to the class and read it to them in a clear and engaging way. Your
reading should be well rehearsed, expressive, clear and engaging.
Your final mark for this task will be based on the book alone, NOT the oral presentation of the book to
your classmates.
Content:
The following content should be included in your book.
1) An introduction to the idea that organisms of different species live together, interact and affect each
other in a many ways. You might like to define some terms here simply.
2) For each type of symbiotic interaction:
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The name of the interaction (parasitism, mutualism or commensalism)
An outline of the nature of the interaction in general
State how the interaction is beneficial, harmful or neutral to either or both organisms.
Give a specific example of the interaction; name and show both organisms involved outlining
the role of each in the interaction and how it benefits or harms each.
3) Summing up at the end: recap the different interactions really briefly.
Year 11 Unit 2 Biology AOS 2: Assessment Task
ALSO, you might like to include a glossary at the end if you think it is necessary
Strategies to use in a children’s book
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The content of Illustrated children’s books can be meaningful and smart. Think about the grade
level you will be pitching your book at and make it fit that age group by using suitable
vocabulary, concepts and images. Use the internet or your local library to get an idea of the
level of content in a Grade 5-6 book.
Create an effective cover with an interesting title and eye catching picture
Include images that illustrate what the text is saying; you don’t have to be able to draw to
illustrate a children’s book. Think about the Mr Men series! Images can be simple and they
don’t have to be realistic. They just need to convey the ideas. Kids love all sorts of images.
Keep the text simple and clear and the ideas logically ordered.
Colour is often helpful in engaging children.
Use of different fonts for key words can be effective
Rhyming text can be fun and enjoyable to read
Publishing Tips
Keep these tips in mind as you prepare to write the final copy and publish your children’s picture book.
Text tips:
• Proofread the text before placing it in the final copy of your book. The short, compact nature
of children’s picture books does not leave room for error. Even one mistake in the text can ruin
the entire work.
Illustration tips:
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Pay attention to copyright for the images that you use.
Don’t worry that your artwork is not “good enough” to use as illustrations. The illustrations
should serve as a visual communication of the plot. Simply drawn stick figures are all that is
needed if the story is well-written. The children’s book Harold and the Purple Crayon is a good
example of this.
Book-binding tips:
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Staple the book on the side. Then glue a strip of ribbon or construction paper over the staples
for a more aesthetically pleasing look.
Tape the pages together. Again; you can decorate the spine with ribbon or construction paper.
Sew the book together with needle and thread.
(See http://www.sff.net/people/Brook.West/bind/bindit.html for more information.)
Online book
You can do an online book if you have the technological know how
Year 11 Unit 2 Biology AOS 2: Assessment Task
(Go to the website http://www.johnnosscience.com/science-as-a-human-endeavour.html and
scroll down to read the book “There once was a man who swallowed a germ” as an example of
a flip book.)
What examples to choose.
To expose the class to a variety of examples of these interactions we have decided to ask that
each pair do a different example of parasitism and mutualism. Because it is harder to find
examples of commensalism, a doubling up of examples of this interaction is allowed.
Check the class table to see that no one else has chosen your example, then write your name
and the name of the example you are doing on the Chart. This means that no one else can then
do your example.
Research carefully to make sure there example you have chosen is a correct representation of
the chosen interaction. Look for agreement in a couple of reliable sources if possible.
Year 11 Unit 2 Biology AOS 2: Assessment Task
Assessment Rubric: Living Together Illustrated Children’s book
Names:________________________________________________
Criterion
Beginning/
Introduction
0
Jumps straight in to examples
without introducing the idea
of the book
Conclusion
Finishes on last example with
no conclusion
Explanations of
Interactions
Not done or very poorly done.
Interaction types have not
been explained in general
terms or have been very
poorly and explained with
errors.
NO examples given or very
poorly explained
More needed
2
The concept of living things
interacting in different ways
and impacting on each other is
clearly introduced
Recaps main interactions and
provides a final
comment/message about
living together
Satisfactory
Information text only, no
attempt to be creative .
Language used is mostly
inappropriate.
Few or no illustrations
More creativity needed to
engage better
Some language is pitched at
the wrong level.
A few Images illustrated the
text to some extent, although
they could have been clearer
and matched text better.
A least 2 references used
Formatted in some manner
Examples used
Writing to
engage
children
Effectiveness of
illustrations to
convey the text
Bibliography
Total:
No Bibliography
/22
1
That organisms live together is
mentioned but that is all; the
direction the book will be
taking isn’t apparent
Has an ending but with no
recap or message about living
together
An example is given but could
have been more clearly
explained.
Correct examples are provided
for most interactions and
some could be more clearly
and simply explained
Reasonably engaging
Language is mostly
appropriate
Images illustrated the text
reasonably well. They were
mostly appropriate.
A least 3 references used
Formatted correctly as per
diary and alphabetized
3
4
Very good
Excellent
All interaction types are
clearly explained. Content is
accurate and complete.
Correct examples are provided
for all interactions but some
could be more clearly
explained
Mostly very good level of
engagement
Language used is appropriate
for the age group
Most Images illustrated the
text very effectively. They
were mostly engaging and
appropriate
All examples used are correct
and clearly explained
Highly engaging text
Language used is appropriate
for the age group
All Images illustrated the text
very effectively. They were
interesting, appropriate and
engaging
Year 11 Unit 2 Biology AOS 2: Assessment Task
Example Choices for class
Name of pair
Parasitism
Mutualism
Commensalism
Year 11 Unit 2 Biology AOS 2: Assessment Task
Parasites
Endoparasites in Humans
Here are examples of endoparasites in humans and the diseases they cause:
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Acanthamoeba - Granulomatous amoebic encephalitis (GAE)
Balamuthia mandrillaris - Granulomatous amoebic encephalitis (GAE)
Babesia - Babesiosis
Balantidium coli - Balantidiasis
Blastocystis - Blastocystosis
Cryptosporidium - Cryptosporidiosis
Dientamoeba fragilis - Dientamoebiasis
Entamoeba histolytica - Amoebiasis
Giardia lamblia - Giardiasis
Isospora belli - Isosporiasis
Leishmania - Leishmaniasis
Naegleria fowleri - Primary amoebic meningoencephalitis
Plasmodium falciparum - Malaria
Rhinosporidium seeberi - Rhinosporidiosis
Sarcocystis - Sarcosporidiosis
Toxoplasma gondii - Toxoplasmosis
Trichomonas vaginalis - Trichomoniasis
Trypanosoma brucei - African trypanosomiasis or sleeping sickness
Trypanosoma cruzi - Chagas disease
Worms and Flukes
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Here are examples of parasitic worms and flukes and the diseases they cause in humans sorted by tapeworms, flukes and roundworms:
Tapeworms
Diphyllobothrium - Diphyllobothriasis
Echinococcus granulosus - Hydatid disease
Year 11 Unit 2 Biology AOS 2: Assessment Task
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Spirometra erinaceieuropaei - Sparganosis
Taenia saginata - Taeniasis
Taenia solium - Cysticercosis
Flukes
Fasciola hepatica - Fascioliasis
Metagonimus yokagawai - Metagonimiasis
Schistosoma - Schistosomiasis
Swimmer’s itch or cercarial dermatitis - Schistosomatidae
Paragonimus westermani - Paragonimiasis
Roundworms
Ancylostoma duodenale (hookworm) - Ancylostomiasis
Enterobius (pinworm) - Enterobiasis
Thelazia callipaeda - Thelaziasis
Trichinella spiralis - Trichinosis
Trichuris trichiura - Trichuriasis
Endoparasites in Non-Human Organisms
Acanthocephala - Parasitic worm
Toxocara canis - Dog roundworm
Gymnosporangium - Parasitic fungi to plants
Pyrenophora teres - Parasitic fungi to plants
Rafflesia - Parasitic flowering plants
Cordyceps - Sac fungi
Ectoparasites
In Humans
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Here are examples of ectoparasites in humans, the parts of the body affected and the name of disease, if any:
Bedbug or Cimicidae - Body - Skin irritation
Head louse or Pediculosis - Scalp - Pediculosis capitis
Body louse or Pediculus humanus humanus - Body - Pediculosis
Year 11 Unit 2 Biology AOS 2: Assessment Task
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Crab louse or Pthirus pubis - Pubic area - Pediculosis pubis
Demodex - Eyebrows and eyelashes - Demodicosis
Scabies or Sarcoptes scabiei - Skin - Itchy skin rash
Human flea or Pulex irritans - Skin - Itching and inflammation
In Organisms Other Than Humans
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Acari -Mites and ticks
Cymothoa exigua - Parasitic crustacean
Dreissena polymorpha - Zebra mussel
Glochidium - Larval stage of some mussels
Hippoboscoidea - A family of parasitic flies
Hirudinea - Leeches
Ichneumonoidea - Parasitic wasps
Pinnotheres pisum - Pea crab
Sacculina - Parasitic crustacean
Siphonaptera - Fleas
Tantulocarida - Parasitic crustaceans
In Vertebrates Other Than Humans
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Candiru or vampire fish - Freshwater catfish in the Amazon River
Isistius brasiliensis - Cookie cutter shark or cigar shark
Lamprey eels - Only some species are parasitic
Oxpeckers - Two bird species that feed on the backs of large mammals
Vampire bats - Three species are: common vampire bat, hairy-legged vampire bat and white-winged vampire bat - feed on the blood of
mammals
Vampire Finch - Geospiza difficilis septentrionalis - is native to the Galápagos Islands and only a part of their diet is blood from other
birds
Year 11 Unit 2 Biology AOS 2: Assessment Task
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Mutualism
sea anemones and hermit crab
crocodile and the plover bird
bee and flower
Lichen
Clown fish and sea anemone
Termites and intestinal flagellates
Animal eat plant fruit & disperse the seeds via scat
spider crab and the algae
bacteria in gut of humans or bovines
commensalism
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Killdeer Birds and Cape Buffalo
whale and barnacles.
titan triggerfish (Balistoides viridescens)
remora and whale