Designing the Learning

Caitlin Boutros & Bianca Mercuri For: M. Zatzman & J. Extavour Lesson Sequence - Designing the Learning

Grade 10 Academic Science Strand B: Tissues, Organs and Systems of Living Things

Planning Notes: - The timing of the STSE and Culminating Task Days can be altered due to class needs - Organize a class set of microscopes - Buy plants for the teacher dissection of a plant demo - Prepare Frog Dissection Lab and Alternative Computer Lab (if necessary) - Photocopy Student Success Checklists - Book the library for TWO days (Day 12 & 16) - Gather chart paper/markers/string - Find public service commercials - Book a TV and projector for Presentation of Culminating Task (Day 18)

Accommodations for Special Needs and ELL: - Use a word wall - Have a computer simulated lab ready for any students who are opposed to dissections - Make use of resource support according to students’ IEPs - Allow Extra time - Use a translator - Structure groups to accommodate student needs - Allow access to technology supports

1 Caitlin Boutros & Bianca Mercuri For: M. Zatzman & J. Extavour

Expecta- Assessment and Evaluation tions Cluster Concept/Sub Topic with Learning Achievement Chart Day Teaching & Learning Strategies Using (Topic) Goals for Each Lesson (Homework/Worksheets) Lettered Learning Skills Assessment Codes

By the end of the lesson students 1. a) KWL chart paper activity on  Diagnostic assessment A2.1 1 will be able to: some unit topics of your “for” learning A2.2 1. Understand and connect to choosing B1.1 some technical and societal b) Possible STSE discussion  More information on B1.2 implications of the unit topics/brainstorming starting these STSE topics is B1.3 2. Understand the requirements points: available within the of the STSE Debate  Dr. Sheela Basrur, SARS & Pearson student assignment for the unit quarantine, H1N1 & textbook and teacher 3. Understand the requirements vaccines resource manual of the Organ Study  Prevalence of cancer Culminating task for the unit  Lab grown organs, OR See Unit 1 transgenic organs, Connect to Big Ideas transplants, gene therapy and (Appendix 1) & Unit cloning Anticipation Statements Introduction  Medical imaging and (Appendix 2) technologists  Michael J. Fox, paralysis and stem cells  Prevalence of heart disease, risk factors and public education  Co-operation of organ systems in elite athletes  Informal assessment 2/3. Distribute and review both “of” learning questions STSE assignment and Culminating

By the end of the lesson students 1/2/3. Overhead, power point or  Cell and Microscope A1.2 2 will be able to: smart board for terms and labelling Diagrams A1.4 1. Differentiate between plant of cells and microscope (Appendix 3 – 5) A1.11 and animal cells and label A1.12 cell diagrams B2.1 2. Know the names and B2.3 functions of different cell organelles 3. Know the names and parts 4. Review magnification of a compound light calculations microscope 4. Understand the term 5. Review microscope skills and  Biological Drawing magnification and know remind students of safety contract Activity (Appendix 6) how to calculate it signed at beginning of semester (Which can be done 5. Understand the rules and 6. Review how to draw biological for Homework) Cell skills of proper microscope diagrams and practice  Biological Drawing Structures use Checklist and Rubrics & 6. Understand how to draw (Appendix 7 – 9) The properly labelled biological Microscope diagrams of microscope specimens

By the end of the lesson students 1/2. Small group lab activity for  Creating Biological A1.2 3 will be able to: microscope use and biological Diagrams of Plant and A1.4 1. Practice using microscopes drawings Animals Cells A1.5 to investigate features of (Appendix 10) OR A1.6 plant and animal cells Examining Plant A1.12 2. Practice drawing properly and/or Animal Cells A1.13 labelled biological diagrams (Appendix 11) B2.1  Using Tools, B2.3 Equipment and Materials Rubric for Lab Assessment (Appendix 12)

By the end of the lesson students 1. Drawing or filling in diagrams  Cell Cycle Diagram B2.1 4 will be able to: for cell cycle and mitosis, acting it (Appendix 13) AND B2.2 1. Describe/understand the cell out, modelling cell cycle using Phases of Mitosis B3.1 cycle and phases of mitosis play-doh Diagram (Appendix 14) 2. Understand factors that 2. Chalk & talk and discussion for  Comparing Cancer VS affect mitosis and apoptosis factors affecting mitosis Normal Cells 3. Compare cancer cells to 3. T-Chart comparing cancer and (Appendix 15) normal cells normal cells  Stages of Mitosis Lab Mitosis 4. Identification of mitosis stages (Appendix 16) & By the end of the lesson students 1. Class video  http://www.pbs.org/wgb B2.5 Cancer 5 will be able to: h/nova/cancer/cells.html 1. Investigate and visualize the for video clip cell cycle of cancerous cells 2. Group work on comparing  Impact of Cancer in the human body cancer cells to normal cells and Worksheet 2. Predict the impact cancerous impact of cancer (Appendix 17) cells have on organisms 3. Have a brief Concept Quiz  Evaluate the Quiz on cells and the cell cycle (10% of Unit)

By the end of the lesson students Student led work period with Assessment: N/A Culminating 6 will be able to: Complete teacher conferences and completion - Informal Walk-Arounds Task Culminating Task - Day 2. of success checklist. - Questioning Day 1 By the end of the lesson students 1. Class notes on important terms  See video clips on B1.1 7 will be able to: and processes Stem Cells, Stem Cells B2.1 1. Define and understand the Breakthrough, and B3.2 terms/concepts/processes of Stem Cells Update on regeneration, differentiation, http://www.pbs.org/wg Regeneration stem and meristematic cells bh/nova/programs/int_ & and specialization heal.html Specialization 2. Gain an understanding of the  Tailor-Body Parts societal implications of these2. Video clips and discussions on (Appendix 18) AND concepts through discussionscurrent research and issues A Look at Stem Cells on research into stem cells regarding stem cells and (Appendix 19) and regeneration regeneration Discussion Activities

By the end of the lesson students  Organ Diagrams B2.1 8 will be able to: (Appendix 20 – 23) B2.4 1. Use, understand and define 1/2/4. Class notes via B3.3 the following terms: cells, overhead/power point/chalkboard B3.4 tissues, organs and organ and diagrams of important terms systems and structures  Plant and Animal 2. Differentiate between the Tissues Lab four main types of human (Appendix 24) OR tissue 3. Group lab activity or teacher led Microscopic tissue 3. Investigate the four main class activity images online types of human tissue, using  Moving Materials images, and draw labelled Digestion Activity biological diagrams to show (Appendix 25) the differences 4. Breathing, heart rate and  Use heart rate monitors 4. Explain the primary function digestion station group activities and stethoscopes to Tissues of the lungs, the skin, the investigate breathing Organs heart and the organs of and heart rate & digestions as well as the Organ systems to which they Systems belong

By the end of the lesson students Teacher demonstrates the dissection Assessment: B3.3 9 will be able to: Explain the links of a plant while students take notes. Questions During Demo between specialized cells, tissues, After the demo, students complete a KWL Chart (Appendix 26) organs, and systems in plants. KWL chart about Plants. Informal Walk-Arounds Students then complete the Plant Plant Body System Tree Body System Tree Diagram using Diagram (Appendix 27) their textbooks for reference. Homework (Meristem Homework is the Meristem Diagrams – Appendix 28) Diagrams worksheet.

By the end of the lesson students Frog Dissection with introduction Evaluation: A1.6 10 will be able to: Investigate, through and monitoring by teacher. Dissection Lab (Appendix 29) B2.6 a laboratory or computer simulated Students will record their results (15% of Unit) dissection of a plant, worm, fish, or and answer questions for evaluation. Success Checklist – App. Dissection frog, the interrelationships between An alternate computer dissection organ systems of a plant or an will be available for those students Assessment: animal. who are opposed to dissections. Questioning

By the end of the lesson students Student led work period with Assessment: N/A Culminating 11 will be able to: Complete teacher conferences and completion Concept Map & Success Task Culminating Task – Day 2. of success checklist. Checklist (Appendix 30) Day 2 Teacher Conference

By the end of the lesson students Students will go to the library to Assessment: A1.3 12 will be able to: Analyze, on the complete their research worksheet Homework Check B1.1 basis of research, ethical issues on their chosen ethical issue related Research Page (Appendix 31) Transplants related to a technological to technology. The students will Informal Walk-Arounds & development in the field of systems then complete a Journal Entry on Homework (Journal Entry on Cloning biology and communicate their their Ethical Issue for homework. Ethical Issue) findings.

By the end of the lesson students Divide the class into groups and Assessment: B3.5 13 will be able to: Explain the assign each group a different system Homework Check interaction of different systems to discuss and record on chart paper.Informal Walk-Arounds within an organism and why such Provide the class with string and Questioning Homeostasis interactions are necessary for the have them make connections Exit Pass (Appendix 32) & organism’s survival. between the chart paper pages. Homework Organ Have a class discussion about what (Textbook Questions) Systems the strings mean and how they are Interaction necessary for an organism’s survival. Students then take notes based on the chart paper and the discussions.

By the end of the lesson students Student led work period and Assessment: N/A 14 will be able to: Be ready to completion of success checklist. Homework Check complete their STSE Debate and Informal Walk-Arounds present their position to the class. Questioning Success Checklist (Appendix 33) STSE By the end of the lesson students Student led STSE Debate. Evaluation: N/A 15 will be able to: Complete their STSE Case Study STSE Debate. (25% of Unit) Rubric – C, A

By the end of the lesson students Students will go to the library to Assessment: A1.3 16 will be able to: Use research to complete their research worksheet Research Page (Appendix 34) B1.2 investigate a disease or abnormality on their chosen disease or Informal Walk-Arounds B2.7 related to tissues, organs, or systems abnormality. Homework (Journal Entry on Diseases of humans/plants. Students will Chosen Disease) & also assess the importance to human Medical health and/or society of medical Imaging imaging technologies used in Canada in diagnosing or treating these abnormalities.

By the end of the lesson students Have the students complete a Assessment: B1.3 17 will be able to: Describe public Think/Pair/Share about public Homework Check health strategies related to systems health strategies related to systems. Think/Pair/Share Worksheet biology, and assess their impact on Watch public service commercials (Appendix 35) Public Health society. and assess their impact on society. Informal Walk-Arounds Students should also complete a Questioning Journal Entry on the Commercials. Exit Pass (Appendix 32)

By the end of the lesson students Student presentations for students Evaluation: N/A 18 will be able to: Complete who created a video or PowerPoint Culminating Task Culminating Task – Day 3 (Due for their Culminating Task. (25% of Unit) Completion Date and Presentations). Rubric - C, A of Culminating By the end of the lesson students Gallery walk for students who Evaluation: N/A Task 19 will be able to: Complete created a poster, brochure, or info Culminating Task Culminating Task – Day 4 (Gallery booklet for their Culminating Task. (25% of Unit) Walk) & Review for their Unit Test. Review for Unit Test. Peer & Self Evaluation - T/I

By the end of the lesson students Unit Test. Evaluation: N/A 20 will be able to: Complete their Unit Unit Test - K/U, T/I Unit Test Test. (25% of Unit)

Annotated Resources:

DiGiuseppe, M. et al. (2010). Science Perspectives 10. Toronto: Nelson Education Limited. *Many worksheets and ideas for this unit came from this textbook.

Massengale, C. (2010). Frog Dissection. Retrieved [July 20, 2010] from http://www.biologyjunction.com/frog_dissection.htm. *This website is where the Frog Dissection used in this unit was found.

Ontario Ministry of Education. (2008). Science – The Ontario Curriculum Grades 9 and 10. Retrieved [July 9, 2010] from http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science9_10.pdf

* This website contains the Ministry Documents of the Ontario Curriculum Grades 9 and 10. Beginning in September 2009, all Science programs for Grades 9 and 10 will be based on the expectations outlined in this document.