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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: 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: 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 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: 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: 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: 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 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 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 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 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 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 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 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 Killdeer Birds and Cape Buffalo whale and barnacles. titan triggerfish (Balistoides viridescens) remora and whale