Download Organs, Tissues and All Living Systems Long Answer Rubric

Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
COURSE: Grade 10 Biology, Academic Level
COURSE CODE: SNC2D
Curriculum: What will students learn?
Unit of Study: Tissues, Organs, and All Living Systems
Summary:
Overall Expectations:
The focus of this unit is on
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the
learning that plants and
four areas of skills (initiating and planning, performing and recording, analysing and
animals are made of
interpreting, and communicating);
specialized cells that form
A2. identify and describe careers related to the fields of science under study, and describe
tissues, and organs. Students
the contributions of scientists, including Canadians, to those fields.
will also examine how
B1. evaluate the importance of medical and other technological developments related to
medicine and medical
systems biology, and analyse their societal and ethical implications;
technology have advanced and B2. investigate cell division, cell specialization, organs, and systems in animals and
what implications that can
plants, using research and inquiry skills, including various laboratory techniques;
have. Students will learn the
B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to
cell theory, the different stages organs, to systems in animals and plants.
of cell division, and the organ
systems found the body.
Key Questions:
Throughout the unit students
 Plants and animals, including humans, are made of specialized cells, tissues, and
will have the opportunity
organs that are organized into systems.
examine cells under a
 Developments in medicine and medical technology can have social and ethical
microscope and participate in a
implications.
dissection lab.
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Designing the Learning
Note: A Day is one 75 minute period.
Acronyms:
A= Assessment
E=Evaluation
K/U=Knowledge and Understanding
T/I=Thinking and Inquiry
C=Communication
App=Application
Cluster/Topic
Cells:
Cell Theory
Day
1
Concept/Subtopic with Learning Goals for
Each Lesson
Teaching & Learning
Strategies
Introduction
Video: Youtube.com
The Wacky History of Cell
Theory
By the end of the lesson, students will be
able to identify the three components of
Cell Theory
-All living things are made up of cells.
-Cells are the basic unit of structure and
function in all living things.
-Cells arise from pre-existing cells.
Briefly review what the three
points of the cell theory are as
a whole class.
Assessment (A) and
Evaluation (E);
Learning Skills
Assessment
Place a question on
the board for students
to answer as they
come into class. (A)
(K/U) Multiple
Choice Question:
Which of the
following is not part
of the cell theory?
Explain your choice
(A)
Expectations
Addressed
A1.1
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Prokaryotes vs.
Eukaryotes
1
Differentiating between Prokaryote Cells
and Eukaryote Cells.
By the end of the lesson, students will be
able to explain the role of the different
organelles found in Prokaryote and
Eukaryote Cells. Students will know
which organelles are in each type of cell.
Small Group to whole group
discussion
(K/U, T/I, C)
(A)Students will be
divided into groups
Worksheets
of two or three. Each
group will investigate
Create a mnemonic device to one of the following
remember the parts of the cell. organelles and
Share this with a partner or
explain the function
the class.
of the organelle and
what type of cell(s) it
is found in briefly to
the class:
(i) cell wall
(i) cell membrane
(ii) chloroplast
(iii) cytoplasm
(iv) nucleus
(v) vacuole
(vii) mitochondria
Students will list the
organelles and record
which cell types they
appear in.
(K/U)(A)Students
will label organelles
on diagrams of
typical prokaryote
and eukaryote cells
(Time Dependentmay be homework)
A1.11
B2.1
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Cell Structure
And Functions:
Animal vs.
Plant Cells
2
Animal Cells
Plant Cells
By the end of the lesson, students will be
able to:
- Identify the organelles that appear in each
type of cell
-Use the correct terminology to identify
each organelle
-Have an understanding these cells are the
basic units of organs and tissues
KWL (Differences between
Animal and Plant Cells)
Discussion (Share KWL’s)
Use
http://www.cellsalive.com/cel
ls/cell_model.htm to
investigate plant and animal
cells
Work Sample
Journal /Log Entry
KWL (Diagnostic A)
(K/U) Students will
produce labeled
drawings of each type
of cell. While
investigating this
website students
should record briefly
what the function of
each organelle.
Organelles to be
investigated:
(i) cell wall
(i) cell membrane
(ii) chloroplast
(iii) cytoplasm
(iv) nucleus
(v) vacuole
(vii) mitochondria
(A)
(T/I, C) In a Science
Journal/Log Answer
the following
question:
What are three
differences
between plant and
animal cells? (A)
A1.11
B2.1
B2.3
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Microscopes
3



Microscope parts, safe handling,
calculating magnification
Drawing scientific diagrams
Lab activity: Introduction to
Microscopes
By the end of the lesson, students will be
able to:
 Students will be able to handle and use
a microscope properly.
 Students will know the parts of a
microscope and how to prepare slides
(4)
Cell Cycle
4
Lecture (brief) on what the
parts on a microscope are,
how to use a microscope, and
how to calculate
magnification. Explain to
students how to prepare a
slide.
In partners students will work
through the Lab Activity:
Introduction to Microscopes
(App)ObservationCirculation around
the lab (A)
A1.2
A1.4
A1.13
(K/U, C) Work
Samples (A)
QUIZ: Cell structure & Microscopes
(K/U, C) Quiz (E)
will be carried out on
the following day.
QUIZ: Cell structure & Microscopes
Lecture (Brief) PowerPoint on Observations (A)
how cells reproduce, grow
 Reproduction, growth, and repair
and repair themselves
(K/U) Work Sample
 Cell Division Activity: FROM ONE
Use
textbook
references
to
(A)
CELL TO TRILLIONS
(http://www.nelson.com/bcscienceprob supplement PowerPoint
(T/I) Discussion (A)
e9/documents/bc9trsample.pdf)
Cell Division Activity: FROM
ONE CELL TO TRILLIONS
By the end of the lesson:
(http://www.nelson.com/bcsci
- Students will be able to identify the
enceprobe9/documents/bc9trs
importance of cell division to reproduction,
ample.pdf)
growth, and development.
-Describe the cell cycle in plants and
Show student Balloons as
animals, and explain the importance of
Cells Demo to explain surface
mitosis for the growth of cells and repair of area to volume ratios
tissues
Whole Group Discussion
A1.13
B2.1
B2.5
B3.1
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Cell Division:
Mitosis
5


(Prophase, metaphase, anaphase,
telophase, cytokinesis
Gizmo Activity: Cell Division
By the end of the lesson, students will be
able to:
-Describe the cell cycle in plants and
animals,
and explain the importance of mitosis for
the
growth of cells and repair of
-Students will be able to identify the
different phases of mitosis
Lab:
Observing
Mitosis in
onion root tip
and whitefish
blastula
6
Cell Division
Gone Wrong:
Cancer
7
By the end of the lesson, students will be
able to:
-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


Causes, growth rate
Screening, diagnosis, treatment
By the end of the lesson:
-Investigate the rate of cell division in
cancerous and non‑cancerous cells, using
pictures, videos, or images, and predict the
impact of this rate of cell division on an
organism
Lecture briefly on the
background information of
how cells divide, and the
various stages. Use the preGizmo activity questions as
introductory questions to see
what students know already.
(K/U, T/I,C)
Discussion around
guiding questions (A)
Gizmo Activity Worksheets
3-2-1 Exit Card:
Three things I
learned, Two things I
liked, One thing I still
wonder or want to
know more about (A)
Exit Cards
(K/U, T/I, C, App)
Work Sample-Gizmo
Activity Sheets (E)
Lab
(K/U, T/I, C, App)
Mini Lab Report (E)
Short Video on Cancer Cells, (K/U, T/I, C) Jigsaw
http://www.teachersdomain.or (A)
g/resource/tdc02.sci.life.stru.o
ncogene/
Sample Work (A/E
selected questions)
Jigsaw: Divide students into
small Home groups to
research one of the five
topics: Causes, Growth Rate,
Screening, Diagnosis, and
A1.5
A1.10
A1.13
B2.1
B2.5
B3.1
A1.2
A1.4
A[PR]
A[C]
B2.1
B2.3
A[IP]
A[PR]
A[C]
B2.5
B2.7
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
-Use a research process to investigate a
disease or abnormality related to tissues,
organs, or systems of humans or plants
(e.g., heart disease, tobacco mosaic virus,
wheat rust)
Levels of
Biological
Organization
8

Cells-Tissues-Organs, etc.
By the end of the lesson:
-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)

Assign Medical Technologies Project
Treatment. Students will
present their findings in the
second half of class to their
home group.
Activity: Comparing Cancer
Cells and Normal Cells
Activity Handout
Supplimentary Information
can be selected from:
http://www.amscopub.com/im
ages/file/File_484.pdf
Independent Study (reading
Sample Work (A)
article)
Model Building
Worksheet about the Article
Rubric (E)
Model Building
Interesting Video on Liver
Cells being used to grow a
new Liver
http://videos.howstuffworks.c
om/discovery/28652assignment-discovery-livercells-video.htm
Project
(K/U)Exit Card:
What is the
relationship between
cells, organs, and
tissues (A)
(K/U, T/I, C, App)
Rubric (E)
B3.3
Medical
Technologies
Project:
A[IP]
A[PR]
A[AI]
A[C]
B3.1,
B.3.2,
B3.3
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Cell
Specialization
(plant and
animal cells)
9
Specialized cells have structures →
perform specific functions
Stem Cells
Big Idea – Cells specialize to
carry out specific functions.
Examples of specialized
cells include nerve cells,
blood cells, muscle cells,
cardiac cells etc. Use the
YouTube Visual Stem Cell
Basics as an introduction
talk on stem cells and cell
specialization
Link http://www.youtube.com/
watch?v=tPulEAryPO0
Q: What are the ethical
arguments for and against
stem-cell research?
Print off and have students
read the article - Embryonic
stem cell research: an
ethical dilemma (retrieved
from
http://www.eurostemcell.o
rg/factsheet/embryonicstem-cell-research-ethicaldilemma ) have students
debate in a mulling to music
activity where they discuss
the benefits and drawbacks
of stem cell research.
Students will hand in a
Journal Entry (K/U,
T/I, C, A)
A[IP]
A[PR]
A[AI]
A[C]
B1.1
B3.2
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
journal entry on the
experience.
Question to think about for
next class – What are the
specialized cells in our body
systems and how do they
help us function?
Digestive
system
(3 lessons)
10-12 




How the Digestive System Works
Digestive System Gizmo Prior
Evalution
Gizmo Activities A-D
Extenstion-‘Making Poop!’ experiment
Comic Strip
Recap last lesson on
specialized cells
- Prior Evaluation
Sheet (Pre-A)
Lesson 1: Using the Teacher
guided lesson plan from the
Gizmo ‘Digestive System’
(http://www.explorelearning.c
om/index.cfm?method=cReso
urce.dspDetail&ResourceID=
1050&ClassID=0 ), students
explore the concept of
peristalsis, complete the prior
evaluation sheet and start
Activity A of the Gizmo.
- Activity sheets
(K/U, T/I. C, A)
Lesson 2: Students complete
activity B, C and D of the
Gizmo
Lesson 3: Students and
teacher take part in ‘Making
- Students must
develop a story or
comic illustrating the
path of food within
the digestive system.
Students must label
all major organs and
important minor
organs that aid in
digestion (K/U, C, A)
A[C]
B2.1
B 3.4
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Poop!’, an activity designed
to illustrate the mechanical
and chemical digestion of
food. Students will then have
free time to start on their
comic/story or the passage of
food through the digestive
system.
Circulatory
system
(2 lessons)
13-14 

Lab Activity viewing cross sections of
tissues, and cells
How the circulatory system works
Lesson 1: Lab activity:
Microscope viewing of crosssections of blood cells,
cardiac muscle cells, arteries
and capillaries.
Students will then draw and
label the various parts of the
cells.
Lesson 2: SmartExchange
activity – Circulatory System
– Students will discover how
the circulatory system works
within a human body by
participating in a series of
activities including a
demonstration of a heart
transplant.
Labeled cell diagrams A[C]
B 2.1
(K/U, A)
B 2.4
Pre discussion
B 3.4
questions on the
knowledge of a heart
system “Tell me
everything you know
about this image (of a
heart).” (C, Pre-A)
Labeled heart
diagram (K/U, A)
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Respiratory
system
(1 lesson)
15


What the parts of the respiratory
system are
Relationship between the respiratory
system and the circulatory system
Students will learn about the
parts of the respiratory system
YouTube - RespirationVentilation 3D Medical
Animation
http://www.youtube.com/watc
h?v=HiT621PrrO0
Show video twice
Students answer the question
– what are the connections
between the circulatory
system and the respiratory
systems?
Students in groups then fill
out the diagram of the lung
system and describe the
exchange between circulatory
and respiratory systems
Oral Discussion (C)
(group and class)
Diagram respiratory
system parts and gas
exchange (K/U, A)
A[C]
B 2.1
B 3.3
B 3.4
B 3.5
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Musculoskelet
al system
16


(1 lesson)

The key systems of the musculoskeletal
system
Lab-Microscope viewing of muscle
cells and bone cells
Identify various muscle and bone cells
Pre quiz – on the muscles and
skeleton
Small group and then class
discussion on what they know
about the system itself.
Lab – Microscope viewing of
muscle cells and bone cells.
Participation and
communication skills
in Small group
discussion (C, A)
Matching game (K/U,
A)
A[PR]
A[C]
B 2.1
B 2.4
B 2.4
Students identify various
muscle and bone cells through
a matching game (e.g. Slide A
matches Bone Marrow)
Interaction of
Systems
17
How certain systems work together to
nourish and sustain the body of various
animals, including humans. Example,
how the respiratory and the circulatory
system works together for humans.
By the end of the lesson, students will be
able to:
-Identify how earthworms breathe without
lungs
-Identify that frogs use both their lungs and
their skin to breath
-Identify that fish use gills to breath
underwater and recall the importance of
large surface area on respiratory
efficiency
-Identify how insects breath through holes
in exoskeleton
-Identify the difference between an open
Minds on – as a class review
the key organs of the systems
learned thus far; circulatory,
respiratory, digestive,
musculoskeletal.
Whole Class -Powerpoint
presentation – Comparative
Anatomy: Same Jobs,
Different Systems.
Complete worksheet during
presentation.
(A) Ticket out the
door – Answer the
following questions
before leaving:
1) Name 3 living
things with a closed
circulatory system.
(K/U)
2) What is one thing
you found interesting
today? (T/I, C)
3) What is one thing
you wish you knew
more about? (C)
Found at:
http://myclass.peelschools.org
/sec/10/30901/default.aspx?R (A) Worksheet
ootFolder=%2fsec%2f10%2f
30901%2fLessons%2fUnit%2
B3.3
B3.5
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
and a closed circulatory system
Lecture (brief) to accompany
powerpoint presentation.
18
Organ systems,
labeling,
function, and
interactions
02%20%20Biology&FolderCTID=&
View={8D5E1A40-25614F81-A9D7-32427693C8A9}
This is a review period of all the systems
learned so far in the semester.
By the end of the lesson, students will have
reviewed the various systems in
preparation for the dissection lab.
In small groups students will
rotate through different
centers on the systems.
(A) Students
complete review
worksheets and
activities (K/U)
Circulatory – SMARTboard
activity found here from smart
exchange:
Learning Skills:
http://exchange.smarttech.co
m/details.html?id=68c4538eCooperation (work
f508-4e2f-bbd3-8d9d186eff11
together to complete
the different centers)
Complete worksheet while
doing activity.
Self Regulation
Digestive – Worksheet; label
the diagram of the human
digestive system and answer
the questions using their
notes.
Respiratory – Worksheet; use
the clues to complete the
(students must exhibit
appropriate behavior
in groups to complete
activities)
Responsibility
(students must take
responsibility for
B3.4
B3.5
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
crossword. Then use those
words to fill in the diagram of
the respiratory system.
themselves in the
groups)
Musculoskeletal – divide
group into pairs and have
them quiz each other with
flash cards provided. Once
finished complete the diagram
of the human skeleton.
Dissection
(Frog)
19
A hands on opportunity for students to
examine how all of the systems fit
together in the body of a frog.
Minds On – watch following
5 min video as prep to
dissection:
By the end of this lesson, students will be
able to:
-Perform a dissection following the correct
protocol
-Identify different organ systems in a frog
-Collect, handle, and return laboratory
materials according to safety standards
http://www.youtube.com/watc
h?v=iARB5vWbHsc
Learning Skills:
In pairs complete dissection
lab. Complete written
assignment based on lab.
Differentiation, an online
dissection can be done here:
http://www.mydoctorgames.c
om/fullscreen.php?a=http://w
ww.mydoctorgames.com/wpcontent/games/frog.sw
(E) Complete
A1.4
dissection lab and
A1.5
assignment (K/U, T/I,
B2.6
C).
Self
Regulation(students
must properly
participate in the
dissection and
maintain appropriate
behavior)
Responsibility
(proper handling and
care of lab materials,
which includes sharp
objects)
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Plant systems
and tissues
20
How cells in plants specialize to form
different tissues.
Minds On – review the
structure of a plant cell as
compared to an animal cell
Vocabulary
Meristematic cells, dermal, vascular,
ground, epidermal, periderm, phloem,
xylem
Whole class – powerpoint
presentation on Plant Tissue
Systems found here:
By the end of this lesson, students will be
able to:
-Name the starting unspecialized cell
-Identify the 3 tissue types in plants and
their functions
-Understand the difference between
phloem and xylem
Plant growth
21
How do plants reproduce? What are the
main parts of a plant?
Vocabulary
Pollination, vegetative propagation, shoot
system, root system
By the end of the this lesson, students will
be able to:
-Identify the properties of vegetative
propagation
-Identify the properties of sexual
reproduction
-Name the important features of the shoot
and root systems
(A) Divide class into
4 quarters. Have
groups answer
questions based on
lesson to consolidate
learning in trivia
fashion (K/U, C).
B2.1
B3.2
https://docs.google.com/viewe
r?a=v&pid=sites&srcid=ZGV
mYXVsdGRvbWFpbnxtc2Fy Homework:
Y2hhbWJlYXVsdHxneDo1Y Questions on plant
2VhNzQ2NGIwMWZmZmJl tissues.
Lecture accompany
powerpoint
Whole class - Powerpoint
presentation on plant systems
found here:
(A) Take up
completed homework
from previous day.
https://docs.google.com/viewe
r?a=v&pid=sites&srcid=ZGV
mYXVsdGRvbWFpbnxtc2Fy
Y2hhbWJlYXVsdHxneDoxM
TJlY2Y2OGU2ODAxYjAw
(A) Observation of
work samples and
participation in
debate (K/U, App)
Short video on vegetative
propagation found here:
http://www.youtube.com/watc
h?v=CQep72w80tI
Whole class – split class in
half and lead a debate
between which is better for
B3.4
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
plants survival, sexual or
asexual reproduction.
Whole class - fill out chart
comparing sexual and asexual
reproduction of plants
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Accommodations for Special Needs and ELL:
Depending on the task the following list of Accommodations or Modifications can be applied:
Increase time, space, amount
Scribe
Use manipulatives
Decrease time, space, amount
Oral explanation
Include visuals, models, cueing, organizers
Change seating, groupings Peer tutor/Partner
Assistive Technology
Computer options
Extend
Other
Specific examples of accommodations/modifications that can be for ELL and IEP learners are provided below:
IEP Special Needs:
Example Situation: In a lab setting
To accommodate the needs of students identified as having learning difficulties:
 Give students specific instructions as they complete each lab exercise, in order to guide and facilitate the successful completion
of the experiment
 Ensure students are closely monitored during group work in order to prevent any problems before they occur.
 Pair student with a peer who can help him/her read the text; or
 Provide Additional time to complete the lab
IEP Gifted
Example Situation:
To accommodate the needs of students identified as gifted.
 Invite a guest speaker to the class such as a Molecular Biologist or Organ Transplant Researcher/speaker to provide more
information to students on topics being studied in class, how the guest speakers topic of expertise affects the world around us,
and from problems before they occur, and other avenues of employment that are related to their field of specialization if
applicable.
IEP English Language Learner (ELL)
Example Situation: When building a model to engage students and encourage a deeper understanding of a concept.
Suggested adaptations for whom English is a second language are:
 Check comprehension by asking questions to make sure that directions and instruction are understood;
 Have students retell in their own words to be sure that directions/instruction have been understood;
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
References
Cell Models: An Interactive Animation. Home of CELLS alive!. Retrieved July 9, 2012, from
http://www.cellsalive.com/cells/cell_model.htm
Cheung. Grade 10 academic biology unit 2 outline: tissues, organs, and systems of living things. Teachersites, Schoolworld. Retrieved
July 8, 2012, from teachersites.schoolworld.com/webpages/Dcheung/files/0_unit%20outline2.pdf
Dannishi (2008) Respiration-Ventilation 3D Medical Animation [video file]. Retrieved July 6, 2012 from
http://www.youtube.com/watch?v=HiT621PrrO0
Dissect a Frog (2012). My Doctor Games. Retrieved July 2012. Site:
http://www.mydoctorgames.com/fullscreen.php?a=http://www.mydoctorgames.com/wp-content/games/frog.swf
Euro Stem Cell (2011)Embryonic stem cell research: an ethical dilemma. Retrieved July 8, 2012 from
http://www.eurostemcell.org/factsheet/embryonic-stem-cell-research-ethical-dilemma
Explore Learning (2012) GIZMO Digestive System. Retrieved July 6, 2012 from
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1050&ClassID=0
Grade 10 Science Frog Dissection: http://www.youtube.com/watch?v=iARB5vWbHsc Demonstration of the frog dissection lab
HowStuffWorks Videos "Assignment discovery: liver cells". HowStuffWorks Videos "Video Channel" . Retrieved July 9, 2012, from
http://videos.howstuffworks.com/discovery/28652-assignment-discovery-liver-cells-video.htm
Introduction to microscope lab activity. Lessonopoly. Retrieved July 9, 2012, from lessonopoly.org/node/13476#
jschanck100 (2010, June 28)Visual Stem Cell Basics [Video file]. Retrieved July 7, 2012 from
http://www.youtube.com/watch?v=tPulEAryPO0
King, S. Beacon lesson plan library-the making of an organ. Beacon Learning Center. Retrieved July 9, 2012, from
http://www.beaconlearningcenter.com/Lessons/1966.htm
LeDrew, B. (2008). B.C. science probe 9. Toronto: Thomson/Nelson.
Unit Plan completed by
Brenda Cudmore
Desiree Newhook
Raelee Robinson
Marco.a (2012) Smart Exchange: Circulatory System. Retrieved July 6, 2012 from
http://exchange.smarttech.com/search.html?q=#mediator=ad580d22-6bb3-4af5-b3ad-f7eec73da00c
Ms. Archambeault; Grade 10 Academic Science. (2011). Retrieved July 2012. Site:
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtc2FyY2hhbWJlYXVsdHxneDo1Y2VhN
zQ2NGIwMWZmZmJl
Ms. Archambeault; Grade 10 Academic Science. (2011). Retrieved July 2012. Site:
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtc2FyY2hhbWJlYXVsdHxneDoxMTJlY2
Y2OGU2ODAxYjAw
Peel District School Board. (2011) Mr. Wood’s Grade 10 Academic Science Sec A & F. Retrieved July 2012. Site:
http://myclass.peelschools.org/sec/10/30901/default.aspx?RootFolder=%2fsec%2f10%2f30901%2fLessons%2fUnit%202%20
-%20Biology&FolderCTID=&View={8D5E1A40-2561-4F81-A9D7-32427693C8A9}
Reproduction, growth, and development. AMSCO School Publications Inc. Retrieved July 9, 2012, from
www.amscopub.com/images/file/File_484.pdf
Sandner, L., & Ellis, C. (2009). Investigating science 10. Canada: Pearson.
Teachers' Domain: Cell replication and cancerous cells. Teachers' Domain: Home. Retrieved July 9, 2012, from
http://www.teachersdomain.org/resource/tdc02.sci.life.cell.lp_divide/
Teachers' Domain: How Cancer cells grow and divide. (2003, September 26). Teachers' Domain: Home. Retrieved July 9, 2012, from
http://www.teachersdomain.org/resource/tdc02.sci.life.stru.oncogene/
The wacky history of cell theory - YouTube. (2012, June 4). YouTube - Broadcast Yourself. Retrieved July 9, 2012, from
http://www.youtube.com/watch?v=4OpBylwH9DU
Unit 4 cells, tissues, organs and systems. (2012). Newfoundland: Newfoundland Curriculum Team, from
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/science/grade8/Unit_4.pdf
Vegetative Propagation final: http://www.youtube.com/watch?v=CQep72w80tI A short intro to vegetative propagation
20
Planning the Lesson
Title: Cumulative Task - Medical Technologies Project
Grade: 10
Subject(s): Biology-Tissues, Organs, and All Living Systems
Curriculum Expectations (Cross-Curricular, if possible):
Overall Expectations: Biology
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.
Teaching / Learning Strategies
Learning Contract
Inquiry
Research
Peer Teaching
Observations
Learning Goals
Knowledge and Understanding
What facts and information should students know?
Students should have a basic understanding of:
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 [IP, PR, AI, C]
B1.2 assess the importance to human health and/or society of
medical imaging technologies (e.g., ultrasound, X‑rays,
computerized axial tomography [CT or CAT] scan, magnetic
resonance imaging [MRI], microscopy, biophotonics) used in
Canada in diagnosing or treating abnormalities in tissues, organs,
and/or systems [AI, C]
B1.3 describe public health strategies related to systems biology
(e.g., cancer screening and prevention programs; vaccines against
the human papillomavirus [HPV] and measles, mumps, and rubella
[MMR]; AIDS education), and assess their impact on society [AI,
C]
B2.7 use a research process to investigate a disease or abnormality
related to tissues, organs, or systems of humans or plants (e.g., heart
disease, tobacco mosaic virus, wheat rust) [IP, PR, C]
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)
How cells function, specialize, and reproduce
How various body systems function
What can happen when cells and body systems cease
to function properly
How to research for valid/peer reviewed scientific
information using journal articles, books, internet, etc.
Skills
By the end of the lesson/task students will be able
to….



Communicate the importance of body systems to
peers through oral and written modalities
Communicate what occurs when body systems
cease to function properly to peers through oral
and written modalities
Discover and use reputable resources for research
(peer reviewed articles, websites, etc.)
Enduring Understanding(s)/Big Idea(s):
Use a statement(s) to describe what the students should understand
at the end of the lesson.
Essential Questions:
Open-ended guiding questions to promote deeper
thinking:






Student’s should have an understanding and appreciation for
the importance of medical and other technologies related to
systems of biology
Students will have an understanding of how biological systems
interact and affect one another
Students will be able to weight cost/benefits of medical and
other technologies to society





How is this technology relevant to society?
What ethical questions surround this technology?
What links can be made about tissues, organs and
cells with technology?
How does it affect each of these components?
Does the affect on one component affect another?
What are the benefits of this technology?
What are the drawbacks of this technology?
How are these technologies used in diagnosis
and/or treatment?
21
Relevance:
What do I know about my students’ lives and how can I connect
their lives to this topic?


See if any students have ever had experience with any medical
technology (x-rays, MRI’s, etc.) or know anyone who has.
Ask students if they think this technology is relevant to their
future goals, why or why not?
Connections:
What current event (Local, National, International)
might spark interest in the Enduring
Understanding/Big Idea?

Have a guest speaker in (such as a technician
from a hospital, or a doctor/nurse who may be
able to come in and talk about importance of
technology and research)
Media:
What popular media might I use to introduce and expand
understanding?
Hands-on:
What experience, project or activity can students
engage in throughout and for a culminating activity?


Find up to date podcasts/mini videos that explain some of the
technologies students will have the chance to research and
investigate.


Accommodations (Lesson Delivery):
What will I change to support students with special needs and/or
ELLs?
 Increase time, space, amount
Scribe
Use manipulatives
Decrease time, space, amount  Oral explanation
Include visuals, models, cueing, organizers
 Change seating, groupings
 Peer tutor/Partner
Extend
Other: ____________________
Modifications:
What students require modified expectations of the curriculum?
How will I modify these expectations?
Students will work in groups of 3 and select a
topic from the list of technologies (max 1 group
per technology). Students may also get a topic
approved by the teacher.
Student’s interests will be considered in selecting
the topics for each group.
Students will create a model(s) or poster(s) to
accompany their presentation to the class.
Differentiated Instruction, Modifications and
Accommodations (Assessment):
What alternative ways will you offer the students to
demonstrate their knowledge? E.g., use a tape recorder
to report, draw a picture, act in a play, write with spell
check, etc.:
To accommodate the needs of students with learning
difficulties:
 Give students specific instructions as they
complete each portion of the tour;
 Ensure students are closely monitored during
group work in order to prevent any problems
before they occur.
 Pair student with a peer who can support him/her
read the text;
To accommodate the needs of students identified as
gifted:
 As an extra challenge a few students could create
a brochure or invitation for the class museum or
their own exhibit.
Critical Thinking
What critical thinking activities will you use to explore the topic?
 Decode the puzzle
 Design to specs
 Perform to specs
 Judge the better or best
 Rework the piece
 Critique the piece
 Refer to page 38 in the Science Curriculum Doc. (Critical
Thinking and Critical Literacy in S &T)
 Other – Think Pair Share
Describe chosen critical thinking activity:
Students will do a self-evaluation of their own Written
Research summary and oral presentation using the
Medical Technologies Rubric and Oral Presentation
Rubric.
22
Assessment:
Assessment for Learning
(Diagnostic) How will you know what the students already
know and can do related to this topic?
(Formative) What evidence will show what the students
are learning as the lesson unfolds?
Assessment as Learning:
(Formative) What opportunities will you provide for peer
and/or self-assessment, setting/revisiting
learning goals?
Assessment of Learning:
(Summative) How will you know how well they understand
the big idea(s) and what knowledge and
skills have been gained? (could be the
culminating task)
Possible Assessment Strategies:
o Discussion
o Personal Reflection
o Interview/Conference
 Project
o KWL
o Achievement Chart
o Pre Test
o Quiz
 Observation
 Oral Report
o Work Sample
 Presentation/Performance
 Checklist
o Audio/Video/Technological
o Learning Log/Journal
 Rubrics
 Self-Assessment
Other
o Peer Assessment
Detailed description of Assessment Process and
Strategies:
Assessment of Learning:
 Use the Group Work Observations Checklist at
regular intervals to assess student group work
behaviours, and anecdotal notes to assess how
well students are handling the research and
inquiry process and connecting big ideas,
throughout the student work periods for this
project.
 Use the Oral Presentation Rubric created by the
class to evaluate student presentations. (See
attached for a possible rubric)
 Use the Medical Technologies Rubric to evaluate
the written component of student projects. (This is
a group mark and cannot reflect individual student
learning for reporting purposes.)
 Students should also use the Oral Presentation
Rubric and Medical Technologies Rubric to assess
their own project
Assessment Strategies
 Observation
 Self Assessment
 Rubric
 Rating Scale
Assessment Recording Devices
 Checklist
 Rubric
Delivering the Lesson
What are the students doing?/What are you doing?
Minds On:
Approx.
These should be the awareness and engagement activities around
the topic. They can be whole class (i.e., modeling) or small group
activities (i.e., shared practice).
 Modeling means the teacher assumes responsibility to
demonstrate the use of and thinking behind the strategy.
PRESENTATION DAY – Medical Technology
Presentations:
1. Students will be introduced to this project on Day
8 of the unit.
2. Students will be given work periods whenever
applicable throughout the unit.
3. Students will be shown a completed sample
project
4. Create tour groups made up of students with one
member representing each Medical technology
studied.
5. Give students 5-10 minutes to set up their
displays, or allow students to come in early or stay
in at recess to set up depending on when the
Medical Technology Presentations are scheduled
to begin.

Shared Practice means that the teacher provides explicit
instruction and feedback as the students participate in the
strategy.
Materials: book, video clip, Song, article, photo, other…
Looks like: brainstorming, mind mapping, setting a mini-task,
discussion, reviewing previous material, before reading strategy,
other…
Action
Approx.
These are all of the activities (e.g., creating, reflecting, and revising)
that the student would engage in to build the understanding and
skills to meet the expectations and learning goals.
6.
7.
Have each tour group meet at a different Medical
Technology Exhibit.
Tour groups rotate around at each station,
stopping at each station to hear a presentation
from the group member who completed that
23
Looks like: investigation, small groups of students working
together, students making summaries and generalizations, use of
manipulatives, use of technologies, teacher circulating to keep
students moving forward, (This may include probing for
misconceptions, providing hints, asking students to generalize of
hypothesize e.g. asking What if? questions. Prompts should be
open-ended and promote deeper thinking and discussion.
Guided Practice: Sample guiding questions and prompts can go
here:
exhibit.








Independent Practice:
Approx.
(if and when students are ready -can be homework.)
8.
Consolidation
Approx. ~5-10 minutes
Revisiting the learning. Debrief etc. Identifying which student
responses encompass the “Big Ideas”.
9.
How is this technology relevant to society?
What ethical questions surround this technology?
What links can be made about tissues, organs and
cells with technology?
How does it affect each of these components?
Does the affect on one component affect another?
What are the benefits of this technology?
What are the drawbacks of this technology?
How are these technologies used in diagnosis
and/or treatment?
Give every student an Oral Presentation Rubric
and the Medical Technologies Project Rubric. Tell
them that each of them uses this rubric to assess
his/her own presentation and final project. This is
a self-assessment. Remind them to include
comments about one strength, one weakness, and
one next step that they can use next time.
Invite other classrooms, or students from feeder
schools, to come and view the students’ exhibits at
a pre-determined time. Allow students to invite a
family member(s) into the school to see the
exhibit either during the scheduled time other
classes are coming around to see the exhibits or at
a pre-determined time such as curriculum night.
10. Each group of students will remain at their exhibit
to act as tour guides/presenters as various groups
of students or invited guests view their exhibit and
ask questions. Students can reference any other
data they have recorded on their exhibit while
providing their tour.
Materials:
1.
2.
3.
Access to computer resources, peer reviewed journal articles etc. for research
Any presentation materials needed as defined by the students (e.g. poster board, presentation boards, markers, paper etc.)
Access to rubrics and project information
Additional Notes and Suggestions:

*Prior to student presentations see if the gym or the classroom and the adjoining lab or another classroom along with
yours is available in order to spread the presenters out, and make it easier to hear presentations.
24
Student Package
Group Members Names:________________________________________________________
Medical Technologies Research Project
In groups of 3, choose a technology from the list provided. There will be only 1 group per technology. You will
research your technology and create a visual display to present and share with the class. Your display should include
information to the questions posted in the Success Criteria listed below. You will also prepare an individual written
paper about your technology that also includes this information. The Written and Oral rubrics are supplied to you.
Success Criteria:





List the type of technology you have chosen to research and provide a description of how it functions
What tissues/systems does your technology deal with and provide a brief explanation of how these systems
function
Describe what possible diseases/injuries would result in the need of your technology. How is it used to
treat/diagnose?
What are the benefits and/or drawbacks of your technology?
Are there any ethical issues surrounding your technology?
Topics for Medical Technology Presentation
These are some suggestions for group research. If you wish to do something other than the following topics, let the
teacher know as soon as possible.










Pace maker
o A device that uses electric shocks to regulate the beating of the heart
X-ray machine
o A machine that uses electromagnetic radiation to take photos of the bones inside a person
MRI machine
o Uses radiology to visualize internal structures of the body in detail
Medical Ventilator
o A machine that mechanically moves air in and out of the lungs
Electrocardiogram (ECG)
o Used to measure the rate and regulatory of heartbeats
Ultrasound machine
o Uses high frequency sound waves to visualize the internal structure of a body
Automated Analyzer
o Medical instrument used to measure different chemicals and other characteristics in biological
samples
Hemodialysis Machine
o A process of removing excess waste and fluid from blood in the event of a loss of kidney function
Arthroscopy
o A minimally invasive surgical procedure
Prosthetics
o A device that replaces a missing body part
25
Medical Technologies Rubric
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, stemcell
research, live organ transplants, transgenic transplants), and communicate their findings [IP, PR, AI, C]
B1.2 assess the importance to human health and/or society of medical imaging technologies (e.g., ultrasound, X‑rays, computerized axial tomography
[CT or CAT] scan, magnetic resonance imaging [MRI], microscopy, biophotonics) used in Canada in diagnosing or treating abnormalities in tissues,
organs, and/or systems [AI, C]
B1.3 describe public health strategies related to systems biology (e.g., cancer screening and prevention programs; vaccines against the human
papillomavirus [HPV] and measles, mumps, and rubella [MMR]; AIDS education), and assess their impact on society [AI, C]
B2.7 use a research process to investigate a disease or abnormality related to tissues, organs, or systems of humans or plants (e.g., heart disease,
tobacco mosaic virus, wheat rust) [IP, PR, C]
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)
Criteria for a good Medical Technologies presentation:
List the type of technology you have chosen to research and provide a description of how it functions
Provide a list of the varying tissues/systems that your technology surveys and provide a brief explanation of how these systems function.
Describe all of the possible maladies/diseases that would cause a dysfunctional system(s), and thus result in the use of this type of technology
26
Level 1
Level 2
Level 3
Level 4
Understanding of
Demonstrates limited
Demonstrates some
Demonstrates considerable
Demonstrates a thorough
Concepts
understanding of facts,
terms,
understanding of facts,
terms,
understanding of facts,
terms,
understanding of facts,
terms,
and concepts related to the
and concepts related to the
and concepts related to the
and concepts related to the
relationship between the
medical technology
researched and the body
systems/organs/tissues
they help treat/diagnose for
abnormalities.
relationship between the
medical technology
researched and the body
systems/organs/tissues
they help treat/diagnose for
abnormalities.
relationship between the
medical technology
researched and the body
systems/organs/tissues
they help treat/diagnose for
abnormalities.
relationship between the
medical technology
researched and the body
systems/organs/tissues
they help treat/diagnose for
abnormalities.
Limited evidence of analysis
Some evidence of analysis
Considerable evidence of
and interpretation of the
and interpretation of the
collected information
collected information
analysis and interpretation
of the collected information
Thorough evidence of
analysis
Relationship between the
medical technology
researched and the body
systems/organs/tissues
they help treat/diagnose
for abnormalities.
Inquiry/Research Skills
and interpretation of the
collected information
Communication of
Required Knowledge
Information is clearly
communicated
Information is
communicated with limited
effectiveness
Information is
communicated with some
effectiveness
Information is
communicated with
considerable effectiveness
Information is
communicated with a high
degree of effectiveness
27
The correct vocabulary is
used and there are no
spelling or grammatical
errors.
Information contains
incorrect use of vocabulary
and there are more than 10
spelling/grammatical
errors.
Information contains some
correct use of vocabulary
and there are 5-10
spelling/grammatical
errors.
Information contains the
correct use of vocabulary
and there are less than 5
spelling/grammatical
errors.
Information contains the
correct use of vocabulary
and there are no
spelling/grammatical
errors.
Organization
Expresses and organizes
ideas with limited
effectiveness
Expresses and organizes
ideas with some
effectiveness
Expresses and organizes
ideas with considerable
effectiveness
Expresses and organizes
ideas with a high degree of
effectiveness
Display is not visually
appealing (no proper use of
colour and contrast) and
displays material in a
illogical manner.
Display is somewhat
visually appealing (proper
use of colour and contrast)
and mostly displays
material in a logical manner.
Display is visually appealing
(proper use of colour and
contrast) and displays
material in a logical manner.
Display is eye
catching/visually appealing
(proper use of colour and
contrast but grabs the
attention of a person from
across the room) and
displays material in a
logical, well laid out manner.
Did not work well with their
group.
contributes no ideas

remains quiet

refuses to practice

OR
contributes ideas

refuses to listen to others &
their ideas
commands others to listen
and follow demands
Works well with their group
some of the time.
contributes few ideas

listens to others sometimes 
displays impatience more
than once

requires teacher assistance to
refocus and remain in group

Works well with their group
most of the time.
contributes some ideas

listens to others most of the 
time / when agrees with what
was being said

displays impatience at one 
time

displays frustration with
others at times
Works well with their group
all of the time.
contributes lots of ideas
contributes suggestions for
modification
listens to others
displays patience
motivates other group
members
Display/
Attractiveness
Group Work






28
Oral Presentation Rubric




Identifies the uses of the selected technology
Describes in detail how the particular technology works
Explains the importance of the technology to humans
Describes any ethical issues with the technology
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
concepts
-shows little
understanding of
concepts through
explanation
-shows some
understanding of
concepts through
explanation
-shows considerable
understanding of
concepts through
complete explanation
-shows a thorough
understanding of
concepts through
complete explanation
Organization of ideas
-presentation flows
with little organization
and logic
-presentation flows
-presentation flows
with some organization with considerable
and logic
organization and logic
-presentation flows
with a high degree of
organization and logic
Communication of
required knowledge
-communicates with
little clarity by using
terminology and
vocabulary
-communicates with
some clarity by using
terminology and
vocabulary
- communicates with a
high degree of clarity
and precision by using
appropriate
terminology and
vocabulary
-communicates with
considerable clarity
and precision by using
appropriate
terminology and
vocabulary
29
Name______________________________ Date________________________________
Grade 10 Biology-Organs, Tissues and All Living Systems Unit Test
This test consists of our sections:
Section A: Multiple Choice (31 Marks)
Section B: Diagrams (48 Marks)
Section C: Short Answer (18 Marks)
Section D: Long Answer (30 Marks)
Section A: Multiple Choice Questions
Circle the correct answer. (1 mark for each correct answer – 31 marks total)
1. What organelles in the cell are responsible for producing energy?
a. nucleus
b. cytoplasm
c. mitochondria
d. alveoli
2. What organelle has ribosomes embedded on its surface?
a. Nucleolus
b. Cytoskeleton
c. Cell Membrane
d. Rough Endoplasmic Reticulum
3. What two organelles are found only in plant cells? (circle two answers) (2 marks)
a. cell wall
b. cytoplasm
c. Chloroplasts
d. nucleus
4. What part of the cell packages and exports proteins?
a. Endoplasmic Reticulum
b. Golgi Apparatus
c. Nucleolus
d. Cytoplasm
5. What is the difference between a prokaryote cell and a eukaryotic cell?
a. the membrane is porous
b. one does not have a nucleus
c. one is not a real cell
d. one is only found in plant cells
Name______________________________ Date________________________________
6. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
7. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
Name______________________________ Date________________________________
8. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
9. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
Name______________________________ Date________________________________
10. What is happening during the phase of mitosis represented by the image below?
a. cytokinesis divides the cytoplasm
b. chromatids coil to form chromosomes
c. chromosomes move to opposite poles of the cell
d. chromosomes align along the "equator" of the cell
11. This term defines the spread of cancer
a. metabolism
b. metastasis
c. metastasize
d. staging
.
12. Stem cells can be programmed to be a...?
a. Nerve Cell
b. Muscle Cell
c. Blood Cell
d. All of the above
13. Choose the correct order for the digestive system.
a. mouth, stomach, esophagus, small intestines, large intestines
b. mouth, small intestines, large intestines, esophagus, stomach
c. mouth, esophagus, stomach, large intestine, small intestine
d. mouth, esophagus, stomach, small intestine, large intestine
14. What organ is responsible for producing the bile which breaks down fats into
smaller particles that can be more easily digested?
a. the pancreas
b. the liver
c. the gall bladder
d. the stomach
Name______________________________ Date________________________________
15. The process by which an organism gets rid of waste materials is
a. ingestion
b. digestion
c. respiration
d. excretion
16. What is secreted in the mouth?
a. Mucin and Pepsin
b. Mucus, salivary amylase and water
c. Saliva and water
d. Trypsin, Lipase and Carbon
17. What are the blood vessels that carry blood to the heart called?
a. veins
b. arteries
c. capillaries
d. valves
18. What are the blood vessels that carry blood AWAY from the heart called?
a. veins
b. arteries
c. capillaries
d. valves
19. What kind of cells carry oxygen to other parts of the body through arteries and
veins?
a. white blood cells
b. plasma
c. red blood cells
d. not here
20. Blood vessels with very thin walls that join the smallest artioles to the smallest
a. vacuoles
b. arteries
c. capillaries
d. veins
e. aorta
21. Choose the correct order for an inhalation of air in the respiratory system
a. Nostrils/mouth, trachea, bronchi, pharynx/larynx, alveoli
b. Nostrils/mouth, pharynx/larynx, trachea, bronchi, alveoli
c. Nostrils/mouth, pharynx/larynx, alveoli, trachea, bronchi
d. Nostrils/mouth, trachea, pharynx/larynx, bronchi, alveoli
Name______________________________ Date________________________________
22. There are three types of muscle fiber. They are:
a. smooth, cardiac, and digestive
b. cardiac, respiratory, and smooth
c. skeletal, smooth, and cardiac
d. skeletal, cardiac, and digestive
23. In what way are tendons and ligaments different?
a. Ligaments connect muscles to bones and tendons connect bones to bones.
b. Ligaments connect muscles to muscles and tendons connect muscles to bones
c. Ligaments connect bones to bones and tendons connect muscles to bones.
d. Ligaments connect tendons to tendons and tendons connect ligaments to bones.
24. Bones contain a soft material inside that makes red blood cells. This material is
called __________________ .
a. cartilage
b. compact bone
c. marrow
d. blood
25. In the human body, muscle cells have an increased need for energy during
exercise. To help supply this energy, the body will immediately increase:
a. food intake to increase the substances available for respiration
b. activity in the nervous system to stimulate intake of carbon dioxide
c. the need for waste products to be retained
d. the breathing rate to supply more oxygen to cells for the release of energy
26. Arthropods (insects and crustaceans) have ______________ circulatory system.
a. an open
b. a closed
27. Which of the following transports organic nutrients, usually from the leaves to
other cells in the plant?
a. xylem
b. phloem
c. vascular bundle
d. epidermis
28. Which of the following cell types produces all three fundamental mature plant
cell types:
a. Meristematic Cells
b. Parenchyma Cells
c. Collenchyma Cells
d. Sclerenchyma Cells
Name______________________________ Date________________________________
29. Which of the following cell types are the biochemistry machines of the plant:
a. Meristematic Cells
b. Parenchyma Cells
c. Collenchyma Cells
d. Sclerenchyma Cells
30. After fertilization, this part of a plant eventually becomes the fruit.
a. seed
b. ovary
c. sepal
d. petal
Name______________________________ Date________________________________
Section B: Diagrams
(48Marks)
1. Diagram Questions (20 marks)
Label the diagram of the digestive system and explain the functions of each
organ.
A
B
F
C
G
E
H
D
I
J
Organ
A
B
C
D
E
F
Description of function
Name______________________________ Date________________________________
G
H
I
J
Stomach, Small Intestine, Large Intestine, Mouth, Anus, Rectum, Gallbladder,
Pancreas, Esophagus, Liver.
Name______________________________ Date________________________________
2) (22 Marks)
Nucleuolus
Name______________________________ Date________________________________
Fill in the diagram using the words provided: (7 Marks)
Roots
Xylem
Bud
Dermal Cells
Stem
Leaf
Phloem
Name______________________________ Date________________________________
Section C
Short Answer Questions: Choose 3 of the 5 questions to answer.
1)
Describe the three components of Cell Theory. (K/U)
(18 Marks)
/6
2)
Compare and contrast a eukaryotic and prokaryotic cell. Give a brief description
of why these differences/similarities are important for each cell. (T/I)
/6
3)
If at 40X on low power, the field of view is 2000μm, calculate the field of view of
the microscope under 100X magnification (medium power). (App)
/6
Name______________________________ Date________________________________
4)
Describe the way plants transport water and nutrients to all the cells. Be sure to
use vocabulary learned in class. (C)
/6
5)
Compare the respiratory system of earthworms and insects. Why are these
differences important to their survival? (T/I)
/6
Name______________________________ Date________________________________
Section D:
Long Answer/Essay (Application/Communication)
30 Marks
Using information from this unit of study, and the medical technology presentations
write a 1-2 page single spaced or 2-4 double spaced answer to one of the following
questions. Please use full sentences and remember to provide evidence to support your
arguments (no bullet points).
1.
DNA screening is a valuable tool for determining whether a person is genetically
predisposed to certain diseases. Imagine you are a medical technology researcher. Do
you agree or disagree with DNA screening? Consider how far society should go in using
available technologies, who funds research, and who owns or manages the resulting
product or technology the ethical issues that arise from DNA screening. Discuss a
minimum of three ethical issues that arise, and how these influence your stance
OR
2.
Imagine you are a medical technology researcher. In your opinion what are the
ethical arguments for and against stem-cell research? What ethical issues might arise
when a drug company funds trials of a new drug it has developed to treat a genetic
disorder? Who should determine how the results of transgenic research in plants and
animals will be applied? Remember to support your argument with evidence from this
unit.
Name______________________________ Date________________________________
Grade 10 Biology-Organs, Tissues and All Living Systems Unit Test
This test consists of our sections:
Section A: Multiple Choice (31 Marks)
Section B: Diagrams ( Marks)
Section C: Short Answer ( Marks)
Section D: Long Answer (30 Marks)
Multiple Choice Questions
Circle the correct answer. (1 mark for each correct answer – 31 marks total)
1. What organelles in the cell are responsible for producing energy?
a. nucleus
b. cytoplasm
c. mitochondria
d. alveoli
2. What organelle has ribosomes embedded on its surface?
a. Nucleolus
b. Cytoskeleton
c. Cell Membrane
d. Rough Endoplasmic Reticulum
3. What two organelles are found only in plant cells? (circle two answers) (2 marks)
a. cell wall
b. cytoplasm
c. Chloroplasts
d. nucleus
4. What part of the cell packages and exports proteins?
a. Endoplasmic Reticulum
b. Golgi Apparatus
c. Nucleolus
d. Cytoplasm
5. What is the difference between a prokaryote cell and a eukaryotic cell?
a. the membrane is porous
b. one does not have a nucleus
c. one is not a real cell
d. one is only found in plant cells
Name______________________________ Date________________________________
6. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
7. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
Name______________________________ Date________________________________
8. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
9. The image below represents a phase of mitosis. Which phase is most likely
represented by the image?
a. anaphase
b. metaphase
c. prophase
d. telephase
Name______________________________ Date________________________________
10. What is happening during the phase of mitosis represented by the image below?
a. cytokinesis divides the cytoplasm
b. chromatids coil to form chromosomes
c. chromosomes move to opposite poles of the cell
d. chromosomes align along the "equator" of the cell
11. This term defines the spread of cancer
a. metabolism
b. metastasis
c. metastasize
d. staging
.
12. Stem cells can be programmed to be a...?
a. Nerve Cell
b. Muscle Cell
c. Blood Cell
d. All of the above
13. Choose the correct order for the digestive system.
a. mouth, stomach, esophagus, small intestines, large intestines
b. mouth, small intestines, large intestines, esophagus, stomach
c. mouth, esophagus, stomach, large intestine, small intestine
d. mouth, esophagus, stomach, small intestine, large intestine
14. What organ is responsible for producing the bile which breaks down fats into
smaller particles that can be more easily digested?
a. the pancreas
b. the liver
c. the gall bladder
d. the stomach
Name______________________________ Date________________________________
15. The process by which an organism gets rid of waste materials is
a. ingestion
b. digestion
c. respiration
d. excretion
16. What is secreted in the mouth?
a. Mucin and Pepsin
b. Mucus, salivary amylase and water
c. Saliva and water
d. Trypsin, Lipase and Carbon
17. What are the blood vessels that carry blood to the heart called?
a. veins
b. arteries
c. capillaries
d. valves
18. What are the blood vessels that carry blood AWAY from the heart called?
a. veins
b. arteries
c. capillaries
d. valves
19. What kind of cells carry oxygen to other parts of the body through arteries and
veins?
a. white blood cells
b. plasma
c. red blood cells
d. not here
20. Blood vessels with very thin walls that join the smallest artioles to the smallest
a. vacuoles
b. arteries
c. capillaries
d. veins
e. aorta
21. Choose the correct order for an inhalation of air in the respiratory system
a. Nostrils/mouth, trachea, bronchi, pharynx/larynx, alveoli
b. Nostrils/mouth, pharynx/larynx, trachea, bronchi, alveoli
c. Nostrils/mouth, pharynx/larynx, alveoli, trachea, bronchi
d. Nostrils/mouth, trachea, pharynx/larynx, bronchi, alveoli
Name______________________________ Date________________________________
22. There are three types of muscle fiber. They are:
a. smooth, cardiac, and digestive
b. cardiac, respiratory, and smooth
c. skeletal, smooth, and cardiac
d. skeletal, cardiac, and digestive
23. In what way are tendons and ligaments different?
a. Ligaments connect muscles to bones and tendons connect bones to bones.
b. Ligaments connect muscles to muscles and tendons connect muscles to bones
c. Ligaments connect bones to bones and tendons connect muscles to bones.
d. Ligaments connect tendons to tendons and tendons connect ligaments to bones.
24. Bones contain a soft material inside that makes red blood cells. This material is
called __________________ .
a. cartilage
b. compact bone
c. marrow
d. blood
25. In the human body, muscle cells have an increased need for energy during
exercise. To help supply this energy, the body will immediately increase:
a. food intake to increase the substances available for respiration
b. activity in the nervous system to stimulate intake of carbon dioxide
c. the need for waste products to be retained
d. the breathing rate to supply more oxygen to cells for the release of energy
26. Arthropods (insects and crustaceans) have ______________ circulatory system.
a. an open
b. a closed
27. Which of the following transports organic nutrients, usually from the leaves to
other cells in the plant?
a. xylem
b. phloem
c. vascular bundle
d. epidermis
28. Which of the following cell types produces all three fundamental mature plant
cell types:
a. Meristematic Cells
b. Parenchyma Cells
c. Collenchyma Cells
d. Sclerenchyma Cells
Name______________________________ Date________________________________
29. Which of the following cell types are the biochemistry machines of the plant:
a. Meristematic Cells
b. Parenchyma Cells
c. Collenchyma Cells
d. Sclerenchyma Cells
30. After fertilization, this part of a plant eventually becomes the fruit.
a. seed
b. ovary
c. sepal
d. petal
References:
(2012) Test Designer. www.testdesigner.com Retrieved on July 22, 2012.
Name______________________________ Date________________________________
Section B Diagrams
Diagram Questions (20 marks)
Label the diagram of the digestive system and explain the functions of each organ.
Question 1:
Organ
Description of function
A
Mouth
the teeth and saliva break up food to be digested and
absorbed and used.
B
B
Esophagus
gets food from mouth and sends it to the stomach
C
Stomach
acid breaks down the food and is moved to the small
intestine when it is sufficiently processed
D
Small Intestine
breaks down food using enzymes released by the
pancreas and bile from the liver. The duodenum
F
continues breaking food down, while the jejunum and
C
ileum absorb nutrients into the bloodstream
E
Pancreas
secretes digestive enzymes into the duodenum breakingG
E
down protein, fats, and carbohydrates
F
Liver
process fat and other nutrient-rich liquefied food that
H
D
drains from the small intestine so it can be used. it
produces sugars from proteins and fatty substances; and
it secretes albumin which helps to keep fluid within the I
blood vessels
G
Gallbladder
stores and concentrates bile, and then releases it into the
J
duodenum to help absorb and digest fats.
H
Large intestine
I
Rectum
J
Anus
it is responsible for processing waste so that getting rid of
the waste is easy and convenient
receive waste from the colon to let the person know that
there is waste to get rid of and to hold the waste until it
happens
this is where the waste comes out of
Stomach, Small Intestine, Large Intestine, Mouth, Anus, Rectum, Gallbladder,
Pancreas, Esophagus, Liver.
Name______________________________ Date________________________________
Question 2: (22 Marks)
Organelle
Cell (plasma)
Membrane
Diagram
Location
(Letter)
H
Nucleolus
I
Cytoplasm
K
Golgi Apparatus
E
Lysosome
A
Mitochondria
G
Nucleus
J
Ribosome
F
Rough Endoplasmic
Reticulum
B
Smooth Endoplasmic
Reticulum
D
Vacuole
C
Function
The thin layer of protein and fat that surrounds the cell. The cell membrane is
semi-permeable, allowing some substances to pass into the cell and blocking
others.
An organelle within the nucleus - it is where ribosomal RNA is produced. Some
cells have more than one nucleolus.
The jellylike material outside the cell nucleus in which the organelles are
located.
Flattened, layered, sac-like organelle that looks like a stack of pancakes and is
located near the nucleus. It produces the membranes that surround the
lysosomes. The Golgi body packages proteins and carbohydrates into
membrane-bound vesicles for "export" from the cell.
(Also called cell vesicles) spherical organelles surrounded by a membrane; they
contain digestive enzymes. This is where the digestion of cell nutrients takes
place.
Spherical to rod-shaped organelles with a double membrane. The inner
membrane is infolded many times, forming a series of projections (called
cristae). The mitochondrion converts the energy stored in glucose into ATP
(adenosine triphosphate) for the cell.
Spherical body containing many organelles, including the nucleolus. The nucleus
controls many of the functions of the cell (by controlling protein synthesis) and
contains DNA (in chromosomes). The nucleus is surrounded by the nuclear
membrane
Small organelles composed of RNA-rich cytoplasmic granules that are sites of
protein synthesis.
(Rough ER) a vast system of interconnected, membranous, infolded and
convoluted sacks that are located in the cell's cytoplasm (the ER is continuous
with the outer nuclear membrane). Rough ER is covered with ribosomes that
give it a rough appearance. Rough ER transports materials through the cell and
produces proteins in sacks called cisternae (which are sent to the Golgi body, or
inserted into the cell membrane).
(Smooth ER) a vast system of interconnected, membranous, infolded and
convoluted tubes that are located in the cell's cytoplasm (the ER is continuous
with the outer nuclear membrane). The space within the ER is called the ER
lumen. Smooth ER transport materials through the cell. It contains enzymes and
produces and digests lipids (fats) and membrane proteins; smooth ER buds off
from rough ER, moving the newly-made proteins and lipids to the Golgi body,
lysosomes, and membranes
Fluid-filled, membrane-surrounded cavities inside a cell. The vacuole fills with
food being digested and waste material that is on its way out of the cell.
http://www.enchantedlearning.com/subjects/animals/cell/label/indexwithwords.
shtml
Name______________________________ Date________________________________
Question 3 (7 Marks)
Fill in the diagram using the words provided:
Roots
Xylem
Bud
Dermal Cells
Stem
Leaf
Phloem
Name______________________________ Date________________________________
Section C: Short Answer Questions: Choose 3 of the 5 questions to answer. (18 Marks)
6)
Describe the three components of Cell Theory. (K/U)
/6

All living organisms are composed of cells. They may be unicellular or multicellular.

The cell is the basic unit of life. Energy flow occurs within cells.

Cells arise from pre-existing cells. DNA is passed from cell to cell via division.
7)
Compare and contrast a eukaryotic and prokaryotic cell. Give a brief description of why these
differences/similarities are important for each cell. (T/I)
/6
Eukaryote
Prokaryote
DNA is found in complex helical shape and
DNA is not bound inside a nucleus and is
secure inside the nucleus. Cells must
found in a single loop instead of complex
undergo mitosis/meiosis in order for DNA
structures instead in a nucleoid. Some DNA
to be split between parent cell and
also found in structures called plasmids.
‘daughter’ cell for asexual reproduction.
This allows for easy asexual reproduction.
Mitochondria are found in these cells and
There are no mitochondria or any other
are the ‘power house’ for the cell, providing membrane bound organelles. This means all
energy for cell use.
energy reactions take place across
prokaryotic membrane.
Has RNA and ribosome’s that produce
Has RNA and ribosome’s that produce
proteins for internal and external use.
proteins for internal and external use.
(Similarity)
(Similarity)
8)
If at 40X on low power, the field of view is 2000μm, calculate the field of view of the
microscope under 100X magnification (medium power). (App)
/6
Given: mag. on low power = 40X
Mag. on medium power = 100X
Field of view low power = 2000μm
Required: field of view medium power = ?
Analysis:
total magnification on low power
=
Total magnification on medium power
Solution:
40X = __?_
100X
2000μm
field of view on medium power
field of view on low power
? = (40X x 2000μm)/ 100X
= 800μm
Paraphrase: The field of view on medium power is 800μm.
9)
Describe the way plants transport water and nutrients to all the cells. Be sure to use vocabulary
learned in class. (C)
/6
The roots absorb water and nutrients from the soil. The xylem is the system of tubes and transport
cells that circulates water and dissolved minerals from the roots up into the stem (or trunk) and leaves.
Name______________________________ Date________________________________
There are vessels here that are connected end to end so move the water around quickly to where it is
needed. The xylem also works as structural support for the plant. The phloem cells are also connected
end to end throughout the plant, and they transport the sugars and other molecules created by
photosynthesis in the leaves to other areas of the plant, like the roots, for use and storage.
10)
Compare the respiratory system of earthworms and insects. Why are these differences
important to their survival? (T/I)
/6
Earthworms
Insects
Do not have lungs, oxygen and carbon
Do not have lungs, uses a system of tubes
dioxide pass through the worms’ skin via
and sacs in which gases diffuse or are
diffusion.
actively pumped.
For diffusion to occur, the skin must be kept There are small holes in the exoskeleton
moist. Thus, worms must live in the soil
called spiracles that allows oxygen to enter
where it is moist to keep their skin from
and carbon dioxide to exit. Without the
drying out.
holes, oxygen would not be able to enter the
body.
The oxygen passes into capillaries just
Oxygen is transport directly to tissues via
under the skin and the circulatory system
trachea, so strong circulatory system is not
transports it throughout the worms’ body.
needed.
Section D: Long Answer (30 Marks)
Using information from this unit of study, and the medical technology presentations write a 1-2 page
single spaced or 2-4 double spaced answer to one of the following questions. Please use full sentences
and remember to provide evidence to support your arguments (no bullet points).
3.
DNA screening is a valuable tool for determining whether a person is genetically predisposed to
certain diseases. Imagine you are a medical technology researcher. Do you agree or disagree with
DNA screening? Consider how far society should go in using available technologies, who funds
research, and who owns or manages the resulting product or technology the ethical issues that arise
from DNA screening. Discuss a minimum of three ethical issues that arise, and how these influence
your stance
OR
4.
Imagine you are a medical technology researcher. In your opinion what are the ethical
arguments for and against stem-cell research? What ethical issues might arise when a drug company
funds trials of a new drug it has developed to treat a genetic disorder? Who should determine how the
results of transgenic research in plants and animals will be applied? Remember to support your
argument with evidence from this unit.
Name______________________________ Date________________________________
Long Answer Assessment
Organs, Tissues and All Living Systems Long Answer Rubric
.
criteria
Level 1
(D, 50-59%)
Level 2
(C, 60-69%)
Level 3
Level 4
(B, 70-79%)
(A, 80-100%)
.
Knowledge &
Understanding
(10 Marks)
Communication
(10 Marks)
Application
(10 Marks)
Demonstrates limited
knowledge of ethical
issues that arise. (Privacy,
choice, access, treatment,
and discrimination, etc.)
Demonstrates some
knowledge of ethical issues
that arise. (Privacy, choice,
access, treatment, and
discrimination, etc.)
Demonstrates considerable
knowledge of ethical issues
that arise. (Privacy, choice,
access, treatment, and
discrimination, etc.)
Demonstrates thorough
knowledge of ethical issues
that arise. (Privacy,
choice, access, treatment,
and discrimination, etc.)
Student does not use
accurate information to
support their answer.
Student uses accurate
information to support their
answer some of the time.
Student uses accurate
information to support their
answer most of the time.
Student uses accurate
information to support their
answer all the time.
Expresses and organizes
ideas and information with
limited effectiveness.
Expresses and organizes
ideas and information with
some effectiveness.
Expresses and organizes
ideas and information with
considerable effectiveness.
Expresses and organizes
ideas and information with a
high degree of
effectiveness.
Uses conventions,
vocabulary, and terminology
of the discipline with limited
effectiveness.
Uses conventions,
vocabulary, and terminology
of the discipline with some
effectiveness.
Uses conventions,
vocabulary, and terminology
of the discipline with
considerable effectiveness.
Awkward phrasing is
frequent.
Some awkward phrasing and
sentence structure.
Writing is clear, easy to read.
Solid sentence structure.
Makes connections between
science, technology, society,
and the environment with
limited effectiveness.
Makes connections between
science, technology, society,
and the environment with
some effectiveness.
Makes connections between
science, technology, society,
and the environment with
considerable effectiveness.
Applies knowledge obtained
in the course to support their
opinion with limited
effectiveness.
Applies knowledge obtained
in the course to support their
opinion with some
effectiveness.
Applies knowledge obtained
in the course to support their
opinion with considerable
effectiveness.
Uses conventions,
vocabulary, and terminology
of the discipline with a high
degree of effectiveness.
Excellent fluency of
language and expression of
ideas
Makes connections
between science,
technology, society, and the
environment with a high
degree of effectiveness.
Applies knowledge obtained
in the course to support
their opinion with a high
degree of effectiveness.