Paul Toonders snc2p Biology Unit Plan

Running head: TISSUES, ORGANS AND SYSTEMS 1
Unit Plan: Tissues, Organs and Systems SNC2P

Paul Toonders
0524239
Dr. A. Bartley
Lakehead University
EDUC 4262
November 8, 1016
Biology: Tissues, Organs and Systems

Overview
This is a unit plan for Biology: Tissues, Organs and Systems, Grade 10 Applied Science
(SNC2P). This unit focuses on two Big Ideas. These Big ideas are: all animals are made of
specialized cells, tissues, and organs that are organized into systems and although technology and
chemicals can be used to improve humans health, they can also constitute a health hazard. This
unit is designed with three overall expectations being considered. First students will be able to
analyze some current technologies or substances that have an impact on human tissues, organs,
or systems, and evaluate their effects on human health. Second students will investigate cell
division, cell specialization, and the organization of systems in animals, including humans, using
various laboratory techniques. Finally, students will demonstrate an understanding of the
hierarchical organization of cells, from tissues, to organs, to systems in animals, including
humans.
Table of Contents
Lesson Description
1 Introduction
2 Cells The Basic Unit of Life
3 The Microscope and Scientific Drawings
4 Cell Division
5 The Cell Cycle Mitosis
6 Cancer Cell Division Gone Wrong
7 Finding and Treating Cancer
8 Specialized Cells
9 Stem Cells
10 The Hierarchy of Structure and Animal Tissues
11 Animal Organs
12 Animal Organ Systems
13 Animal Systems Working Together
14 Frog Dissection
15 Unit Project
Lesson 1 Introduction to Tissues, Organs and Systems

Classes: 1
Overview:
This class will provide and introduction to the Biology Unit: Tissues, organs and Systems.
Through the use of a PowerPoint presentation the teacher will provide the students with the Big
ideas and overall expectations of the unit as well as success criteria. The class will then be lead
through a discussion on concepts and knowledge they have previously learned. Through use of
PowerPoint and class discussion we will then review some of those topics including the parts of
an animal cell and microscope function. In order to review the properties of the cell membrane I
will run the class through a brief experiment. This experiment involves placing a membrane sac
filled with maple syrup into a beaker full of water. The students will then be asked questions
such as will the size of the membrane increase or decrease, will the water change colour, and will
the syrup change colour, in order to assess their current base of knowledge on the topic.
Following the review PowerPoint slideshow and discussion students will be asked to write on a
piece of paper two things they hope to learn or cover during the Biology unit.
Resources/References
Review and Membrane experiment
o http://youngs-wiki.wikispaces.com/file/view/2PBIOL%20-
%20PP1%20%28Introduction%29.pdf/532090768/2PBIOL%20-
%20PP1%20%28Introduction%29.pdf
Specific Expectations
A1.1, B2.1
Assessment
Assess prior knowledge using discussion
Gain idea of what students want to get out of the Biology Unit
Lesson 2 Cells: The Basic Unit of Life

Classes: 1
Overview:
The goal of this lesson is to have students gain an understanding of the cell as the basic unit of
life and cell theory. This lesson will be split into two sections. First I will cover an overview,
through use of PowerPoint, of the Cell, Cell theory, and structures of the animal cell. Following
this presentation, the class will be provided a worksheet two fill in, in partners. This worksheet
covers the structures/organelles that a cell is composed of and the functions of each. In order to
fill in the worksheet student must refer to their textbook as well as the slides in the PowerPoint
depicting each organelle. Once majority of the class has completed the worksheet I will show the
slide with the answers. For the remanding portion of class, I will lead the class through an
introduction to Chromosomes and DNA. This will give the students and understanding of the
number of chromosomes and number of pairs in a normal human DNA and an introduction to
DNA mutations. At the end of class students will be presented with three questions. Students
must choose one of the questions and answer it on a sheet of paper before leaving. This will
allow me to check for understanding of the material and ensure the class was paying attention.
Lesson adapted from:
https://youngs-wiki.wikispaces.com/RESOURCES+-+SNC2P#BIOL
B2.1
Assessment
Actively observe class work on the worksheet and participation. Feedback will be
provided for those struggling or failing to participate.
Check for understanding questions will be collected at end of the class
Lesson 3: The Microscope and Scientific Drawings

Classes: 1
Overview:
The goal of this class is to build the students skills in using a microscope and creating proper
scientific drawings. The class will begin with a discussion on previous knowledge the students
have about microscopes and how to appropriately handle them. Together the class will create a
list of steps/instructions that are important to remember when handling and using a microscope. I
will add important information that I feel is being left out. Following the completion of this list. I
will begin a discussion on what the class knows about scientific drawings. If I feel the class has a
good understanding of scientific drawings, we will than complete a list of instructions/steps
similar to that made for using the microscope. In either case the class will be provided a checklist
of success criteria that is important when creating scientific drawings. Along with the checklist
students will be shown examples of proper scientific drawings. Following the class discussion,
the class will break into an activity to practice their newly gained knowledge. Students will break
into pairs (groups of three where necessary) and retrieve a microscope, following the instructions
they developed/were provided. Along with the microscope, students will retrieve two prepared
slides for their group. The groups will than begin to analyze the slides. When they feel ready one
person in the group will attempt a scientific drawing of what they see. Following this the second
student will than do the same using the second prepared slide. The students will put their name
with their respective drawing. These drawings will then be handed in to me. Following the
completion of this activity the students will clean up and put away the microscopes and prepared
slides. If there is time remaining the class will again be asked a series of questions to check their
understanding from this lesson. This time answers will be given through discussion.
Lesson adapted from:
https://youngs-wiki.wikispaces.com/RESOURCES+-+SNC2P#BIOL
A1.2, A1.4, B2.3
Assessment
Class discussion assessing previous knowledge
Observation of how students are handling and using the microscopes. Feedback provided
throughout where mis-handling/use is occurring.
Students will hand in scientific drawings for me to assess and provide feedback.
Check for understanding questions at end of class
Lesson 4: Cell Division

Classes: 1-1.5
Overview:
The goal of this lesson is to have students understand the importance of cell division and how it
relates to the human body and life. In this lesson students will be introduced to the functions of
cell division, limits to cell size, cell division as it relates to repair and replacement, and cell
division as it relates to reproduction. Along with these new concepts will come new terminology
including: multicellular organism, diffusion, osmosis and asexual reproduction. The stand out
component of this lesson will be the demonstration I have prepared for the class on osmosis. For
this demonstration I have placed three eggs, which shells have been dissolved, into three
different solutions. The first egg was placed into a jar containing distilled water, the second was
placed into a jar containing corn syrup and the third was placed into a jar containing vinegar.
These jars have been sitting for at least 24 hrs before the demonstration with the de-shelled eggs
in them. The jar containing vinegar will be shown to the class first. Before I show the class other
two jars I will explain to them the other solutions that were used and ask them to predict what
each of the other two de-shelled eggs now look like using their newly gained knowledge about
osmosis. Once a class discussion as occurred I will show the class the other two jars. After all the
students have had the opportunity to observe all the eggs I will ask them to explain why the egg
in the distilled water is larger and why the egg in the corn syrup is smaller and shriveled.
Eggmosis Activity:
https://stao.ca/cms/gr-10-applied-demos?showall=&start=1
Powerpoint Adapted from:
http://youngs-wiki.wikispaces.com/file/view/2PBIOL%20-%20PP5%20%28Cell
%20Division%29.pdf/532090878/2PBIOL%20-%20PP5%20%28Cell%20Division
%29.pdf
A1.1, A1.5, A1.10, B2.1, B3.4
Assessment
Observe student participation
Assess knowledge and understanding through class discussion on predictions and
explanations
Lesson 5: The Cell Cycle

Classes: 2
Overview:
This lesson is based on the goal of the students developing an understanding of the cell cycle and
all of its stages and process. This lesson will be broken into two days in order to have students
develop an understanding, practice their understanding, and observe and notice the different
stages of the cell cycle through a microscope. Day 1 will begin with a PowerPoint covering
information on the importance of the cell cycle and key processes involved in each stage of the
cell cycle. Following this presentation, the students will participate in an activity to practice their
understanding. During this activity, students will be in groups of two and be provided a number
of red pipe cleaners to represent chromosomes, green pipe cleaners to represent spindle fibres,
clothespins to represent centromeres and cotton balls to represent centrioles. Using these
materials, the groups will represent each stage of mitosis as I direct them. As they represent each
stage both members of the group will be responsible for drawing each stage on a sheet of paper.
This piece of paper will be handed to me at the end of class. Day 2 will begin with a
demonstration on mitosis using several materials representing different structures including 4
pairs of socks representing the chromosome pairs (refer to Sock Mitosis demonstration). The
demonstration will move through each stage of mitosis and their specific processes. Following
this demonstration, the students will participate in to activities using the microscopes. First the
students will be provided a prepared set of slides showing each stage of mitosis. Once the
students have completed this set of slides they will move into the Onion Root Tip Mitosis Lab. In
order to do this, students will be provided prepared slides with Allium (Onion root tip) and will
be asked to use the microscope to identify organized blocks of cells where nuclei are plainly
visible and the cells are in various stages of mitosis. Once this is found the students will find as
many different stages of mitosis as possible and create sketches of what they see for each stage.
These sketches will be handed in at the end of class.
PowerPoint adapted from:
http://youngs-wiki.wikispaces.com/file/view/2PBIOL%20-%20PP6%20%28The%20Cell
%20Cycle%29.pdf/532090912/2PBIOL%20-%20PP6%20%28The%20Cell%20Cycle
%29.pdf
Sock Mitosis Demonstration:
https://stao.ca/cms/component/edocman/?task=document.viewdoc&id=375&Itemid=
Mitosis in a Onion Root Lab:
https://www.biologycorner.com/worksheets/mitosis_onion.html
A1.1, A1.10, B2.2, B3.1
Assessment
Observe class participation in Stages of Mitosis Representation activity

Drawings of stages of Mitosis will be collected in order to be assessed and feedback be
provided to the students
Class participation in discussion around sock mitosis demonstration
Class participation in Onion Root Lab will be observed. Feedback and aid will be
provided when necessary
Onion Root Lab sketches will be assessed. Feedback will be provided based on progrees
and level of completion
Lesson 6: Cancer Cell Division Gone Wrong

Classes: 1
Overview:
The goal of this lesson is to introduce the students to the concept of cancer. Students will learn
how Cancer is cell division gone wrong, how tumours are developed, about different types of
tumours, and different causes of cancer. These topics and other information on Cancer will be
covered through use of PowerPoint and class discussion. Following the presentation, the class
will complete an activity on Evolution and Cancer. In this activity students read a brief passage
that introduces the concept that the development of cancer is analogous to evolution. They learn
about the characteristics of cancer cells by viewing the Hallmarks of Cancer section of the
InsideCancer.org site. For each hallmark of cancer, they write a brief summary statement
explaining how that hallmark makes cancer cells more fit in the competition with normal cells.
Students then do a class simulation that illustrates how multiple mutations lead to the evolution
of normal cells into a population of malignant cancer cells. In this simulation 10 student
volunteers will be given signs, numbered cell 1-10, to wear at the front of the room. Each student
volunteer will draw one mutation card from a deck and display it for the rest of the class to see.
For each mutation card draw a letter will be recorded for the specific cell in generation 1. This
will then be repeated for all cells twice to create two generations. It will then be explained to the
class that the cells that have not accumulated at least one hallmark of cancer are not able to
survive the competition and those who have accumulated a hallmark of cancer are able to
survive. Those cells which will survive the competition will continue onto generation 3. This will
continue for as many generations as time allows or to generation 10 (Refer to Evolution and
Cancer Simulation for more details).
PowerPoint:
https://youngs-wiki.wikispaces.com/file/view/2PBIOL%20-%20PP8%20%28Cancer
%20-%20Cell%20Division%20Gone%20Wrong%29.pdf/532090980/2PBIOL%20-
%20PP8%20%28Cancer%20-%20Cell%20Division%20Gone%20Wrong%29.pdf
Evolution and Cancer Lesson Plan:

http://r.search.yahoo.com/_ylt=A0LEVvWS7SFY0CAAQkMXFwx.;_ylu=X3oDMTByb
nV2cXQwBHNlYwNzcgRwb3MDMgRjb2xvA2JmMQR2dGlkAw--/RV=2/RE=147864
7315/RO=10/RU=http%3a%2f%2fteachercenter.insidecancer.org%2ficwiki%2fimages
%2f2%2f2e
%2fEvolution_and_Cancer_Lesson.doc/RK=0/RS=WtVuax.hXqXvR6W68LMzyZEQfm
g-
B1.2, B2.1
Assessment
Observe student participation in class discussion

Observe student participation in Cancer simulation
Observe students worksheet on Hallmarks of cancer. Provide feedback where necessary.
Lesson 7: Finding and treating Cancer

Classes: 1
Overview:
The goal of this lesson is two-fold. First the class will review and build on their knowledge in
terms of comparing Cancer cells and normal cells. This will be done by mode of a class
discussion with a PowerPoint as a guide. Students will be asked a series of questions including
identifying normal and cancer cells in a series of images and how many cancer cells it will take
to form a tumour with a certain doubling rate. Second the class will be introduced to how cancer
is detected and treated. This will be done through use of PowerPoint covering topics such as
reducing risk of cancer, detecting cancer and treating cancer. The class will be assigned a small
homework task. This task will involve choosing one way of reducing cancer (can be chosen from
list discussed or one they find) and briefly researching it and providing a brief overview for the
class on how it helps reduce the risk of cancer. It is important to note at the end of this lesson that
they have reached the midway point of the unit and this will be the last lesson covered on their
mid-unit quiz. This quiz will be held four classes following this lesson depending on the day this
lesson falls on.
PowerPoint covering important information related to finding and treating cancer
A1.3, A1.7, A1.11, B1.2, B2.4
Assessment
Observe class participation in discussion
The mini assignment will be assessed on the basis of a completion mark. It is important
to note that half a mark is possible in instances where students do not provide adequate
information.
Quiz will be assessed for knowledge, understanding and application. This will be a
component of their overall mark for the unit.
Lesson 8: Specialized Cells

Classes: 1
Overview:
The goal of this lesson is to provide students with an understanding of different types and
functions of specialized cells and the terminology associated including cellular differentiation
and cellular specialization. To put the lesson into perspective I will explain to the students that
their bodies can are similar to the PACI (high school you are in). This is because the take in and
uses energy. It has special rooms just for physical education, music, an science. The office is the
control centre. While the PACI may have about 20 specialized classrooms controlled by the
office, your body contains more than 200 different kinds of specialized cells controlled by your
brain. Following this a brief PowerPoint will be covered on all the information needed on
specialized cells. Once the information has been provided I will show the class a series of images
and ask them to determine the type of cell and its function. This will occur through class
discussion. Before the end of class, I will show the students a short video that will provide more
information on specialized cells. Before the video is showed I will provide the class with three
questions that will be answered in the video. The students must answer these questions as they
watch the video and submit them to me before leaving class.
Example Adapted from:
https://youngs-wiki.wikispaces.com/file/view/2PBIOL%20-
%20PP11%20%28Specialized%20Cells%29.pdf/532091046/2PBIOL%20-
%20PP11%20%28Specialized%20Cells%29.pdf
Specialized Animal Cells Video:
https://revisionworld.com/gcse-revision/biology/cell-activity/specialised-cells
B2.3, B3.2
Assessment
Observe class participation in discussion on identifying specialized cells
Video Question sheet will be assessed for completion and understanding
Lesson 9: Stem Cells

Classes: 1-1.5
Overview:
The goal of this lesson is to introduce the class to the topic of stem cells and their function. A
PowerPoint presentation will be completed providing students with all the information necessary
on stem cells. In this presentation students will be introduced to the idea of stem cells being used
in terms of regeneration and the research being done in this area and the ethical issues that
coincide. Following this presentation, students will participate in an activity that will allow them
to consider the implications of stem cell research, the current scientific situation, and debate the
future of stem cell technologies. First students will watch a video that discusses why stem cells
have the potential to treat many debilitating diseases and why it is important to keep all avenues
of research open. Next students will be provided articles from Big Picture: The Cell that are
relevant to the stem cell discussion to read. These articles explore some of the ethical, moral and
social implications of stem cell research. Following this the class, guided by me, will make a list
of advantages and disadvantages of using embryonic stem cells in research and will be asked to
vote on whether they think researchers should be allowed to use embryonic stem cells for
research. This provides a basis for further discussion into both sides of the argument and new
research on the topic.
Stem Cell Discussion Lesson:
https://bigpictureeducation.com/lesson-idea-stem-cell-discussion
B2.1, B3.2
Assessment
Observe class participation in the activity and following discussion
Exit Card: One thing you learned, one thing you want to know more about.
Lesson 10: The Hierarchy of Structure and Animal Tissues

Classes: 1
Overview:
The goal of this lesson will be to provide the students a base of understanding of the hierarchy of
structure in animals and an introduction to the different animal tissues and their functions. The
lesson will begin with a short video overviewing the levels of organization within the human
body. This video will provide a basis for a class discussion on examples of each level of
organization (tissue, organ, organ system) that they know of and what their function is. Once the
discussion is complete and the level of understanding that the class is at has been assessed I will
move into the PowerPoint presentation outlining each structure. At the end of the section on the
hierarchy of structures students will be asked a series of three questions with the goal of
checking for understanding of the previously covered material. Following these questions, I will
than move into a more in depth PowerPoint on the first structure, animal tissue. This PowerPoint
will provide students with information on the four types of tissue in the human body (epithelial,
connective, muscle, nerve) with regards to their function and formation(s). At the end of this
lesson I will return to the exit cards previously done where students are asked a series of
questions and must choose one to answer and submit to me.
Levels of Organization Video:
https://www.youtube.com/watch?v=ZRFykdf4kDc
B2.1, B3.3
Assessment
Assess student participation in check for understanding questions
Exit card answers will be collected and assessed

Lesson 11: Animal Organs

Classes: 1
Overview:
The goal of this lesson is to provide the students with an understanding what an organ is and
ability to identify several of these organs as well as their function and location on the body. This
lesson will begin with a discussion on what an organ is and examples of different organs in the
human body. Once I feel the class understands the information they will start an activity that will
provide them information on different organs in the body. I will have placed QR codes
throughout the classroom. Students will break into groups of two or three and with a provided
iPad (if applicable) or their cell phones will scan each code using a QR code reader. Once the
code is scan a short video will play covering a specific organ in the body. While watching the
video students must answer three questions: what is the organ, what are two of its functions, and
where in the body is it located. Groups will repeat this for each of the QR codes placed
throughout the classroom. Following the completion, I will collect the answers to the videos
from students in order to assess participation and understanding.
This lesson is an adaptation from other QR reader lessons.
QR Codes
QR Code Scanners
Various videos on specific organs
B2.1, B3.4
Assessment
- Observe student participation in QR reader activity
- Student answers will be collected and assessed. Feedback provided in cases where
students did not provide themselves enough information to succeed.
Lesson 12: Animal Organ Systems

Classes: 1
Overview:
The goal of this lesson will be to have students be able to identify the organ systems in the
human body and understand what the different organ systems are composed of and their many
functions. In order to do this a video will be shown that thoroughly describes many of the organ
systems present in the human body. Following the video, students will be required to fill out a
worksheet which involves a fill in the blank cloze section and a matching section where students
will match the organ system with its functions. Following the completion for these worksheets I
will collect them and the students will be provided a crossword activity that they will complete in
groups. The goal of this activity will be to be the fastest group to complete the crossword or fill
in the most blanks correctly before the class ends.
Cloze and Crossword Activity:
http://www.science-teachers.com/organsystems_worksheets.htm
Animal Organ Systems Video:
http://study.com/academy/lesson/what-are-the-organ-systems-of-the-human-body.html
B2.1, B3.4
Assessment
- Observe student participation in classroom activities.
- Worksheets will be collected to ensure completion and understanding. Feedback provided
in cases of incorrect answers.
Lesson 13: Animal Systems Working Together

Classes: 1
Overview:
The goal of this lesson is to have the students understand that all of the organ systems in the
human/animal body work together to allow them to function and adapt to their environment. The
class will be shown a video that briefly recovers each of the organ systems previously discussed
and then discusses how these systems work together. Following the video, the class will
participate in a case study activity. In this activity students will be split into two to three groups
with at least 7 students in each group. Each student in a group will receive a piece of paper with
one of the organ systems depicted on it. The student will then represent the specific organ system
they receive for their group. Once the class is in their groups and all students have an assigned
organ system I will read out a series of cases such as I was hit by a puck in my hockey game and
was left with a large bruise. The students will than, in their groups, discuss which organ
systems are being used in the specific scenario. Once the group decides which organ systems are
being used they will hold up those specific organ systems. I will then ask individual students to
justify why they are holding up a specific organ system. In this case any reasonable explanation
will be accepted, although further discussion may be appropriate in different situations
depending on the answers. This will be repeated for all of the scenarios provided. Remind class
that this will be their last class before the final unit project and unit quiz. The quiz will cover
material from mid-point to the end.
Organ Systems Working Together Video:
http://www.schooltube.com/video/e13a8af8aaee43479eea/Human%20Biology:%20The
%20Human%20body:%20Organ%20systems%20working%20together
Which Systems are Used Activity:
http://www.beaconlearningcenter.com/documents/1974_3302.pdf
B2.1, B3.5
Assessment
- Observe and assess student participation in activity and class discussion.
- Quiz will be assessed for knowledge, understanding and application. This will be a
component of their overall mark for the unit.
Lesson 14: Frog Dissection

Classes: 1
Overview:
The goal of this lesson is to allow students to gain experience in animal dissection as well as
observe the structures in the frog including tissues, organs and organ systems. Students will work
in partners following provided steps in order to properly dissect the frog and observe all
important structures (Refer to Biology Junction for Procedure). While completing the
dissection students will be required to fill out a worksheet that asks them to name the various
structures and systems they discover as well as describe the appearance of these structures and
explain the function of each structure. For the students who do not wish to participate in the
dissection a virtual frog dissection opportunity will be provided where they will complete a
similar worksheet. The virtual frog dissection will be completed at biology corner.
Frog Dissection Information:
http://biologyjunction.com/frog_dissection.htm
Frog Dissection Worksheet will be adapted from:
https://youngs-wiki.wikispaces.com/file/view/2PBIOL%20-%20ASG1%20%28Frog
%20Dissection%29.pdf/508089606/2PBIOL%20-%20ASG1%20%28Frog
%20Dissection%29.pdf
Virtual Frog Dissection:
https://www.biologycorner.com/worksheets/frog_alternative.html
A1.2, A1.4, A1.5, B2.5, B3.4
Assessment
- Observe and assess student participation in frog dissection lab
- Worksheet will be collected and assessed. Feedback will be provided.
- Exit Cards: Did you enjoy the Frog dissection lab, one thing you found interesting about
the frog anatomy
Lesson 15: Unit Project

Classes: 5-6 As necessary and available
Overview:
Students will imagine that they work for the Center for Disease Control and as part of their
public health education campaign they will be required to research and develop a fact sheet on a
specific health issue and develop a visual/oral presentation on the health issue.
Lesson Description:
In partners the students will complete the following over a pre-determined number of classes:
Choose one health issue that relates to the digestive, circulatory or respiratory system
from the list provided (Refer to Appendix A)
Research the health issue with a concentration on the following:
o A description of the disease (i.e. what is it; what tissue/organ/system does it
affect)
o Statistics related to the disease and its effect on the population
o What causes it
o What are the signs/symptoms?
o How is it diagnosed and the technology used?
o How is it treated and what technology is used in the treatment?
Prepare a fact sheet on the health issue (one sheet front and back). Use the following as
guidelines:
o To help organize your information use the items listed above as headings
o ALL information on fact sheet must be presented in bulleted, point form lists
o Include at least one diagram/image
o Reference your sources
Once the fact sheet is completed students will create a 10-12 minute visual/oral
presentation (PowerPoint, Bristol board, etc.) to present their information to the class
Schedule
Class 1: Groups will be required to choose their disease. This class will be a work period.
Class 2: Groups will continue working on project.
Class 3: Fact sheets will be handed in for review by end of this class.
Class 4: Groups who receive approval will begin creating presentation. Those who do not
receive approval will fix their fact sheet with regards to the feedback given.
Class 5: Presentations will begin.
Project Adapted from:
https://youngs-wiki.wikispaces.com/file/view/2PBIOL%20-%20PRJ1%20%28Health
%20Issue%29.pdf/507764616/2PBIOL%20-%20PRJ1%20%28Health%20Issue%29.pdf
A1.3, A1.7, A1.11B1.1, B2.6
Project Assessment
Ongoing discussion and feedback during in class work on fact sheet and presentation
Students will fill out self-assessment/project plan every day spent working on the project
(Refer to Appendix B) to assess each groups progression
Students will hand in fact sheet before creating presentation to receive feedback and
approval from the teacher
Final Evaluation will be completed by use of two rubrics one assessing the fact sheet
and next assessing the presentation. Both will be provided for students to refer to. (Refer
to Appendix C & D)
Appendix A
Health Issues List
Acid reflux
Aneurysm
Angina
Appendicitis
Arrhythmia
Asthma
Atherosclerosis
Bronchitis
Celiac disease
Colitis
Colon cancer
Crohns disease
Cystic fibrosis
Diabetes
Diverticulosis
Emphysema
Esophageal cancer
Haemophilia
Heart attack
Heart disease
Hemorrhoids
Hiatal hernia
High blood pressure
Influenza
Irritable bowel syndrome
Lactose intolerance
Laryngitis
Leukemia
Lung cancer
Peptic ulcer
Pneumonia
Sickle cell anemia
Stroke
Throat cancer
Tuberculosis
Varicose veins
Appendix B
Biology Unit Project Log
GROUP MEMBERS:
TOPIC:
DAY WHAT WE DID TODAY WHAT WE PLAN Group

TO DO TOMORROW participation
level (Scale
1-5)
Day 1
Day 2
Day 3
Day 4
Day 5
Appendix C
Fact Sheet Assessment Rubric
Student Name:
Disease:
Title of Disease 0 1
INFORMATION
Description 0 1 2 3 4
Causes 0 1 2 3 4
Signs/Symptoms 0 1 2 3 4
Diagnosis & Technology 0 1 2 3 4
Treatment & Technology 0 1 2 3 4
Diagrams 0 1 2 3 4
1 = limited/poor 4=Excellent /25
Point Form 0 1 2 3
FACT SHEET
Labels 0 1 2 3
Neat 0 1 2 3
Spelling/Grammar 0 1 2 3
Reference(s) 0 1 2 3
1 = satisfactory 3 = Excellent /15
TOTAL /40
Comments:
Appendix D
Presentation Assessment Rubric
Name: ________________________ Teacher:
Date of Presentation: ____________ Title of Work: ___________________
Criteria Points
Audience has Students present Student presents

Audience cannot
difficulty following information in information in logical,
Organization understand presentation
presentation because logical sequence interesting sequence ____
/4 because there is no
students jump which audience can which audience can
sequence of information.
around. follow. follow.
Students make little Students make Students make valid
Students make no
connection with some connections connections between
Content connection to course
Units of study and with Units of study, units of study and show
Knowledge work and have no grasp ____
show little but only show a a full knowledge (more
/8 of the information
knowledge of good knowledge of than required) of the
presented.
content. content. topic
Visuals (this is
above and Students occasional
Visuals related to Students used visuals
beyond having a used visuals that
Students used no visuals. text and/or that reinforced screen ____
power point for rarely supported text
presentation. text and/or presentation.
yourself) and/or presentation.
/4
Presentation has no
Student's presentation Presentation had Presentation has no
more than two
had four or more three misspellings misspellings or
Mechanics misspellings and/or
spelling errors and/or and/or grammatical grammatical errors. ____
/2 grammatical errors.
grammatical errors. No errors. With 1 or 2 References are listed and
All necessary
reference listed. references listed. are in proper format.
references listed.
Students mumble, Students incorrectly

Students voice is Students used a clear
incorrectly pronounces pronounces terms.
Delivery clear. Student voice and correct,
terms, and speaks too Audience members ____
/6 pronounces most precise pronunciation of
quietly for students in have difficulty
words correctly. terms.
the back of class to hear. hearing presentation.
Students either miss

Student is present
a number of the class Students is present every
Students fail to show up all days assigned
Participation assigned for the day assigned for project
to any of the classes for the project and
/4 project or fail to and actively participates
spent on the project is mostly engaged
participate in the in group work
with group work
group work
TOTAL / 28
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Running head: TISSUES, ORGANS AND SYSTEMS 1

Unit Plan: Tissues, Organs and Systems SNC2P

Biology: Tissues, Organs and Systems

Lesson 1 Introduction to Tissues, Organs and Systems

Lesson 2 Cells: The Basic Unit of Life

Lesson 3: The Microscope and Scientific Drawings

Lesson 4: Cell Division

Lesson 5: The Cell Cycle

Observe class participation in Stages of Mitosis Representation activity

Lesson 6: Cancer Cell Division Gone Wrong

Evolution and Cancer Lesson Plan:

Observe student participation in class discussion

Lesson 7: Finding and treating Cancer

Lesson 8: Specialized Cells

Lesson 9: Stem Cells

Lesson 10: The Hierarchy of Structure and Animal Tissues

Lesson 11: Animal Organs

Lesson 12: Animal Organ Systems

Lesson 13: Animal Systems Working Together

Lesson 14: Frog Dissection

Lesson 15: Unit Project

DAY WHAT WE DID TODAY WHAT WE PLAN Group

Audience has Students present Student presents

Students mumble, Students incorrectly

Students either miss

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