Unit Plan – Grade 11 Biology – Animals: Structures and ...Unit... · Web viewStudents can...

N. Henry, F. Jemon, J. KellarSr. Biology ABQ

Unit Plan – Grade 11 Biology – Animals: Structure and Functions (20 hours)

Big Ideas Groups of organs with specific structures and functions work together as systems, which interact with other systems in the body. The development and uses of technology to maintain human health are based, in part, on the changing needs of society.

Overall Expectations: By the end of this course, students will: Analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans; Investigate, through laboratory inquiry or computer simulation, the functional response of the respiratory and circulatory systems of animals, and the

relationships between their respiratory, circulatory, and digestive systems; Demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

Lesson (Title and topic) Expectation

CodesLesson Strategy and Assessment

Evaluation (including criteria addressed from

Achievement Chart)-enough detail to allow a colleague to follow your lesson-describe what strategy will be used to assess student understanding

-ensure that the evaluation is appropriate to your lesson strategy

Unit Introduction(1:15)

Overview of Animal Systems

E2.1 By the end of the lesson students will have basic knowledge of all systems.

Diagnostic Quiz- Background knowledge

Introduction of lesson: Game: students will be presented with unlabelled charts of different animal systems and they will use flash cards with the names and functions of various basic organs to label the charts.

KWL – Human Body Systems: Overview: General basic knowledge of position, structure and function of all animal systems: Strategies used to develop this are:

Mini-quiz- Students will use clickers to answer multiple choice questions on the overview of basic structure and function of all systems.


1) Brainstorming Human Body Systems to find out previous knowledge, misconceptions etc. and

2) Having discussions to address information gathered from students based on background knowledge.

3) Teacher Led Discussion - Question and answer about basic function and structure of animal systems and general Discussion on these based on students response

AssessmentAlternate response from question and answer and teacher lead discussionResponse journal (indicating what students knew, what they have learned and what they did not fully understand).

Homework: textbook- page 410 #9, 10, 15. Dunlop, J., et al. (2010). Biology 11. Toronto, ON: McGraw-Hill Ryerson

Digestive System a) Structure and Functionb) Digestive System Disorders(2: 30 hrs)

E3.2, E2.1 Students will be able to use the Gizmos lesson on digestion to understand more about structure and function.

Day 1: Digestive system overview, use of Gizmos lesson on the Digestive Systemhttp://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1050

From the Gizmos lesson: Strategies: Teacher-led discussion, lecture (brief), inquiry, computer simulation, problem solving, question and answer.

Students will understand the importance of digestive enzymes to the proper functioning on the digestive system.

Day 2: Focus on enzymes

Strategy:Brainstorming topic by question and answer and then have a

Quiz on each part of lesson topic- ( reflection from quiz to address the learning needs of some students and maybe pairing them with other students to work with on the next activity)

Test on the entire lesson

Group work from Enzymes activity

LS- (K)-Naming of Enzymes(C)-Correlates it’s

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1050



Discussion based on information gathered from brainstorming

Give students sets of flash cards of different names and ask student to identify enzymes from the list and their function

Cooperative learning/Concept mapping- students will work together collaboratively to link enzymes, their origin, where they act/ph, nutrient molecule digested and products of digestion and then class discussion will link activity to lesson expectation:Resource: Biology 11: McGraw-Hill Ryerson- pg 416. Dunlop, J., et al. (2010

AssessmentAlternate response from discussions and question and answer, multiple choice, short answer essay

Journal response (indicating what students knew, what they have learned and what they did not fully understand).

Home work: textbook Learning Check- pg. 417 # 13, 14 16. Dunlop, J., et al. (2010). Biology 11. Toronto, ON: McGraw-Hill Ryerson

Function(A)- use of enzymes in industry for commercial purpose

Lab: Chemical Digestion(1:15 )

E3.2, E2.1A1.4, A1.5, A1.6, A1.8, A1.10, A1.11, A1.12, A1.13

Students will work in small groups to complete 2 Chemical Digestion Labs (Effects of enzymes on starch and proteins). Students will need to check their final results from Lab 1 during the following class.

Resources: Lab 1: Chemical Digestion of Protein – egg white Lab 2: Saliva and the Digestion of Starch (AKA: The Spit Lab)Strategies: experimenting, lab activities question and answer.

Strategy- problem solving, question and answer, group work, experimenting from lab activity

Evaluation- completing individual worksheet on lab activity


Assessment- checklist (lab work)- (manages own behaviour during lab, works well with lab partner, shares space and resources with other groups),

Lab performance: working safely, using equipment competently, and recording appropriate observations

How Societal needs lead to the development of Technology(1:15)

E1.1, E1.2 Watch a video called “Food Inc.” Use information to:Strategy- Inquiry, cooperative learning, student presentation

Assessment- peer evaluation (works well with group members research ideas and collect resources and shares with groups members), self evaluation (how would I rate my group involvement and why, what could I have done better to contribute more to the group and why)

Evaluation-Project presentation: scoring rubric

(finished outside of class time)

Respiratory System(2:30)a) Structure and Functionb) Respiratory Disorders

E3.1, E2.1 Launch Activity: Modelling Your Lungs. Students will perform an inquiry activity to determine how a pair of model lungs works. Resource: Launch Activity: Modelling Your Lungs. (41). Dunlop, J., et al. (2010). Biology 11. Toronto, ON: McGraw-Hill Ryerson.

Strategy: Inquiry, group work.

Teacher-led overview of the structure of the respiratory system. Resource: BLM 11.2 – Anatomy of the Human Respiratory SystemBiology 11: Teacher's resource. (2011). Toronto, ON: McGraw-Hill Ryerson

Strategy: lecture, game- Jeopardy: (takes turn answering questions, listens to each other and help each other where necessary, resolves conflict)

Homework: textbook Review questions- page: 449 # 1, 4, 10, 14. Dunlop, J., et al. (2010). Biology 11. Toronto, ON: McGraw-Hill Ryerson

Evaluation-QuizTestGroup work

LS:(O)-student observes what happens to balloon(U)- students understand the process in respiration(I)-Explores disorders, when it doesn’t function.(A)-Take precautions against respiratory disease


Watch a 3D simulation called “ The Miracle of Respiration” (part 1-7)http://youtu.be/RWC8BRCuTtg orhttp://www.youtube.com/watch?v=RWC8BRCuTtg

Strategy- computer simulation showing in detail the process of respiration from inhalation until gaseous exchange

Class discussion : question and answer, individual study, discussion, cooperative learning

Assessment-multiple choice, short essay and extended essay from worksheet based on simulation

response journalEnvironmental Impact on the Development of Technology in Diagnosis and Treatment of Respiratory Diseases(1:15)

E1.1, E1.2 Review handout from Statistics Canada. Use information to find out Environmental Impact on the Development of Technology in Diagnosis and Treatment of Respiratory Diseases:http://www.statcan.gc.ca/pub/82-625-x/2012001/article/11668-eng.htm Through research students will use the information gathered along with the information from statistics Canada and they will:Strategy- Inquiry, cooperative learning, student presentation

Assessment- rating scale, peer evaluation- (works well with group members research ideas and collect resources and shares with groups members), self evaluation- (how would I rate my group involvement and why, what could I have done better to contribute more to the group and why)

Evaluation-Project presentation: scoring rubric

(assignment will be finished outside of class time)

Lab: Measuring Lung Capacity(1:15)

E3.1, E2.1A1.4, A1.5, A1.6, A1.8, A1.10, A1.11, A1.12,

Students will work in small groups and use a spirometer to collect date. Following the activity they will examine the spirographs in the textbook and create one of their own. Resources: Activity 11.2 - Measuring Respiratory Volumes. (Page 447). Dunlop, J., et al. (2010). Biology 11. Toronto, ON: McGraw-Hill

EvaluationCheck listLab work sheet

http://www.statcan.gc.ca/pub/82-625-x/2012001/article/11668-eng.htm

http://www.statcan.gc.ca/pub/82-625-x/2012001/article/11668-eng.htm

http://www.youtube.com/watch?v=RWC8BRCuTtg

http://youtu.be/RWC8BRCuTtg


A1.13 Ryerson.

BLM 11.1 – Respiratory VolumesBiology 11: Teacher's resource. (2011). Toronto, ON: McGraw-Hill Ryerson.

Strategy: problem solving, experimenting, lab activities, question and answer, group work

Assessment- checklist (lab work)-(manages own behaviour during lab, works well with lab partner, shares space and resources with other groups), peer evaluation (works well with group members research ideas and collect resources and shares with groups members)


Circulatory System(2:30)a) Structure and Function

b) Component and Functions of Blood

c) Disorders of the Circulatory Systems

E3.3, E2.1 Day 1: Complete Gizmos lesson on Circulatory Systemhttp://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=662

Strategies: inquiry, computer simulation, question and answer.

Day 2: Summarize Gizmos lesson and examine prepared slides of blood smears and blood vessels under the microscope.Strategy: brainstorming, concept mapping

Assessment- Response journal (indicating what students knew, what they have learned and what they did not fully understand), alternate response, multiple choice, short answer, extended essay

Homework: Case study- textbook page468-469. Biology 11: Teacher's resource. (2011). Toronto, ON: McGraw-Hill Ryerson

Evaluation- TestPresentation (scoring rubric)

Lab: Effects of Exercise on Heart Rate and Blood Pressure

E2.3, E2.1A1.1, A1.2, A1.4, A1.5, A1.6, A1.8,

Students will work in small groups to plan their own investigations into the effects of exercise on heart rate and blood pressure. They will have the opportunity to make measurements using a stethoscope, sphygmomanometer and stopwatch. They will compare the values

Lab will be marked for completion and accuracy.




(1:15 ) A1.10, A1.11, A1.12, A1.13

pre- and post-exercise and draw conclusions.

Resource: Plan your own Investigation: 12-A: Factors Affecting Heart Rate and Blood Pressure (pages 504-505). Dunlop, J., et al. (2010). Biology 11. Toronto: McGraw-Hill Ryerson.

Strategies: Inquiry, problem solving, experimenting, group work, experimenting.

Assessment- checklist (lab work)- (manages own behaviour during lab, works well with lab partner; shares space and resources with other groups), Peer evaluation (works well with group members research ideas and collect resources and shares with groups members)


Analysis questions will be marked using a marking scheme.

LS:(U)-Functioning of heart(C)-differences in heartbeat in different condition.(I)-More about heart diseases.(A)- Adopt a healthy food habits and proper exercise.

Contribution of Medical Technology to Diagnosis and Treatment of Circulatory Diseases(1:15)

E1.1 Students will go to the library for this lesson period and they will begin their project: They will work collaboratively in groups of four to answer questions from lesson topic.Use news clippings, videos, journal articles, computer research, books

Strategy- debating, Inquiry, independent study, question and answer, student presentation, discussion, cooperative learning

Assessment- scale, peer evaluation -(works well with group members research ideas and collect resources and shares with groups members), self evaluation- (how would I rate my group involvement and why, what could I have done better to contribute more to the group and why)

EvaluationProject presentation: scoring rubric

(finished outside of class time)

Consolidation/Dissection Prep(1.15 hrs)

E2.2, E2.1 Students will watch a video on frog dissection with its instructionshttp://www.youtube.com/watch?v=J9RDPJgjbBE

Teacher will help students to draw connections between the 3 human

http://www.youtube.com/watch?v=J9RDPJgjbBE


body systems using a concept map and the video shown above.

Preparation for lab – pre-reading and safety procedures.

StrategyQuestion and answer, concept mapping, watch a video showing frog dissection and answer accompanying worksheet

DiscussionRole play – lab safety procedures

Dissection of a Frog(1:15)

E2.2, E2.1A1.4, A1.5

Students will work in small groups to complete a dissection of a prepared specimen of a frog. http://www.members.shaw.ca/jonesbiology1/bio11/units/ecology/frogdissection.PDF

Strategies: lab activities, inquiry, group work, question and answer.

This website reviews 3 online dissection sites that could be used by students who do not wish to perform a dissection for ethical or personal reasons. http://www.fractuslearning.com/2012/05/18/3-of-the-best-free-online-frog-dissection-tools/

Strategies: computer simulation, inquiry, question and answer.

Assessment- checklist (lab work) - (manages own behaviour during lab, works well with lab partner; shares space and resources with other groups).


Scoring Rubric example: (did they show the central view showing the skin removed from the legs, If female – Ventral view of eggs, Ventral view of the abdomen with the peritoneum exposed, Ventral view showing the oesophagus, the stomach, the small and large intestines and the fat bodies, Ventral and internal view showing the lungs )

Field trip to Ontario Science Centre

E1.1, E1.2E2.1, E2.3E3.1, E3.2,

Students will complete the Human Anatomy and Physiology program offered at the Ontario Science Centre. http://www.ontariosciencecentre.ca/school/curriculum/

http://www.ontariosciencecentre.ca/school/curriculum/schoolprogram.asp?grade_level_cr_ID=3#p80

http://www.fractuslearning.com/2012/05/18/3-of-the-best-free-online-frog-dissection-tools/

http://www.fractuslearning.com/2012/05/18/3-of-the-best-free-online-frog-dissection-tools/

http://www.members.shaw.ca/jonesbiology1/bio11/units/ecology/frogdissection.PDF



E3.3, E3.4 schoolprogram.asp?grade_level_cr_ID=3#p80

Strategy: Field trip, inquiry, group work

Assessment: Report Unit Test(1:15 hrs)

Test Teacher evaluated with marking scheme

TOTAL HOURS= 20

Modification and accommodation for IEP or ELL students

Provide sufficient time to complete work and shorten task given to them. Make up environmental changes – for e.g. Parent volunteers, change in seating and reduction in distractions. Provide help to progress.

Reference:

http://www.iworx.com/content/?id=10

http://wellcometrust.files.wordpress.com/2010/09/current-physiology-experiments.pdf

http://wellcometrust.files.wordpress.com/2010/09/current-physiology-experiments.pdf

http://www.iworx.com/content/?id=10

http://www.ontariosciencecentre.ca/school/curriculum/schoolprogram.asp?grade_level_cr_ID=3#p80


SBI3U - Animals: Structure and FunctionCulminating Activity: Dissection of a Frog

RATIONALE:Throughout this unit, students have learned about the structure and function of three major body systems: the circulatory, respiratory and digestive systems, and have explored the relationships between the three systems. Students have used diagrams, photographs, models, videos, and computer simulations and have performed lab work to determine how their own digestive, respiratory and circulatory systems work. They have yet to touch a real organ yet, or actually explore how these organs are connected to each other. Dissection allows students to see, feel and touch real organs in an interconnected system and allows them to form an overall picture in their minds about how internal systems are connected. They are able to ask and answer questions on their own about the relationships between organs and organ systems and see each system as part of the complex organism that it helps maintain. It is especially useful for kinesthetic and visual learners, but will leave a lasting impression in all students’ minds – it is a meaningful, rich learning experience. Lastly, we have chosen a dissection as our culminating activity as it meets one overall expectation of this unit, as well as a number of specific expectations and helps students to develop their scientific investigation skills.

Major Concepts 1. The digestive, circulatory and respiratory systems of animals are functionally related.2. The different organs in the various systems of the body are related to one another

Curriculum Expectations: This culminating task will evaluate students’ ability to:

E2. Investigate, through laboratory inquiry the functional response of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;

E2.1 use appropriate terminology related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation

E2.2 perform a laboratory or computer-simulated dissection of a representative animal, or use a mounted anatomical model, to analyse the relationships between the respiratory, circulatory, and digestive systems E3.1 explain the anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange)

E3.2 explain the anatomy of the digestive system and the importance of digestion in providing nutrients needed for energy and growth (e.g., the body’s mechanical and chemical processesdigest food, which provides the proteins needed to build muscle, and the fiber, water, vitamins, and minerals needed to regulate body processes)


E3.3 explain the anatomy of the circulatory system (e.g., blood components, blood vessels, the heart) and its function in transporting substances that are vital to health

Performance Objectives:

Investigate, through laboratory inquiry, relationships between the respiratory, circulatory, and digestive systems of a frog Demonstrate an understanding of animal anatomy and physiology Identify the external and internal anatomy of a frog Use anatomical terms to describe both the external and internal structures of a frog

Levels of Reasoning Developed or Used: Knowledge, comprehension, application, analysis, synthesis, thinking and investigation

Modification for Gifted and ELL learners:Dissection is an excellent learning opportunity for ELL students because they are able to see and manipulate the specimen and gain an understanding of the body systems without having to read a great deal of text. At this point in the unit they should already have an understanding of the systems – dissection allows them to confirm independently what they have learned. ELL students will work with students who are not ELL and pictures will be provided to go along side each step so that it is easier for them to follow. The instructional worksheet would be simplified by modifying the language requirements for written assessments so it is not too wordy but still addressing all levels of the achievement chart and providing a paragraph summary template (fill in the blank format). Students can receive bilingual support using word to word translation such as dictionaries, and glossaries and provide directions for the lab on tape. In addition, oral examination could be given instead of written and extended time for written lab report if needed.Students who have demonstrated an excellent understanding of the body systems and good laboratory skills could act as group leaders and peer mentors throughout the dissection process. Following the dissection, all students will be required to complete a culminating assignment (as described later in this document). They will be given choice as to the format in which they will present their understanding. Students who are higher level could be required to choose one of the more complex formats available.


Lab Safety Rules and Precautions

Prior to beginning the lab, the following safety instructions should be discussed:1) Extreme care must be taken when using dissecting instruments, particularly scalpels.

To the extent possible, make cuts away from your body. The person who is cutting with the scalpel should be the only one whose hands are on the

specimen. Scalpels should remain at the dissection station and should not be carried throughout the

room. 2) The frogs are preserved in a chemical solution. Wear plastic gloves, eye protection and an

apron at all times and work in a well ventilated area. 3) If some chemical comes into contact with your skin, wash it off. At the end of the lesson,

wash your hands thoroughly. 4) Remind students of the location of eye wash stations – if chemical comes in contact with

their eyes it should be thoroughly flushed and medical attention sought. 5) Dispose of all materials as instructed by your teacher and clean your work area.6) Conduct yourself in a responsible manner at all times in the laboratory.7) Follow all written and verbal instructions carefully. If you do not understand a direction or

part of a procedure, please ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY

8) If you or your lab partner is hurt, immediately (and loudly) call out the teacher's name to get the teacher's attention. Do not panic.

9) If a chemical should splash in your eye(s) or on your skin, immediately flush with running water for at least 20 minutes. Immediately (and loudly) yell out the teacher's name to get the teacher's attention.

Pre-lab Set-up/Activity:

All materials and equipment will be checked to make sure that they are in working condition and that there are enough for each group of students.

Scalpel blades should be changed by the teacher prior to beginning the lab. If dissecting scopes are available, a few should be set up so that students can closely examine

organs they have removed from their specimen. All the materials and equipment will be in one area so that they are easily accessible to the

students. The lab will be clutter free so that students can work safely. Students should have thoroughly read the procedure and participated in the pre-lab talk prior

to beginning the lab.


Materials and Equipment for Frog Dissection lab ( per group ):

Disposable plastic or latex gloves Preserved frog String or strong thread Plastic bag with zippered closing (to

store specimen) Waterproof marker (to identify your

specimen) Newspapers and/or paper towels (to dry

your specimen after rinsing) Apron

Eye protection (goggles) Dissecting tray Dissection pins Large tongs Small syringe or dropper Dissection instruments - Probe (blunt

and/or sharp), scissors, forceps, scalpel Soap Hand lens


Outline of Lesson: Time- 75 minutes (for each day)

Lab Activity Content Time (min)

Day 1 Warm-up Role play safety rules and precautions 10 min External anatomy and Digestive System

Discussion/ Question and Answer

Go through safety rules and precautions based on role play

5 min

Activity External anatomy and dissect the frog to show its digestive system

50 min

Clean Up Properly wash all tools and dissection trays, bag and label specimen for use next class.

10 min

Homework Students will complete the worksheet from this lab on:

Key term definitions & pictures Questions completion & summary of

notes (This will be collected the next day to be marked by the teacher)

Day 2 Warm-up Recap the precautions to follow and the dissection on previous day then discuss what going to do

15min

Circulatory and respiratory systems.

ActivityDissection of frog focusing on the circulatory and respiratory systems. Remove the ventral section of rib cage to expose organs in thoracic cavity. Find the trachea and bronchi leading in to lungs. Describe how the trachea feels to touch. Locate the lungs which underlie underneath and to either side of heart. Identify lobes of lungs.

50 min

Clean Up Properly wash all tools and dissection trays, dispose of all parts of specimen in designated waste container.

10 min

Evaluation of Day 1 and Day 2

Scoring rubricPlease see attachment for rubric

This is based on frog dissection, teacher observations and interviews

Follow-upAssessment

Scoring rubricPlease see attachment for rubric

Differentiated Instruction: Students will use one of the following to present his/her assignment.Independent Practice / Assignments:

Brainstorming Questions & summary notes of

Completed outside of class time


each system Dissection worksheet questions Creating a concept map that

links the 3 body systems Writing children's story about

the human body (and includes diagrams/pictures)

Creating an episode of a science show where students explore the human body and how it links to the other systems and then film it

Writing a formal essay on all systems, how they are related and their disorders

Creating a power point presentation

Creating a detailed, labelled diagram of the human body systems


Name:

Student Handout: Frog Dissection Culminating Activity

Introduction

Frogs belong to the class Amphibia. Amphibians have adaptations for living in both aquatic and terrestrial environments. They are among the most commonly studied organisms in biology. Although frogs and humans are different in many ways, they both have similar basic body plans. Humans and frogs belong to the phylum Chordata and by studying the anatomy of frogs we will be able to better understand our own body. In this two part investigation you will (a) examine and identify the external features of a frog and examine the organs of the digestive system and (b) examine the organs of the circulatory and respiratory systems.Dissection involves the careful and systematic examination of the internal structures of an organism. To carry out a successful dissection students must know the vocabulary in the table below.Term MeaningDorsal Upper or back surfaceVentral Under or belly surfaceLateral SideAnterior Toward the front (head) endPosterior Toward the back endSuperficial Near the surfaceProximal Close toDistal Far from

Materials and Equipment ( per group ):

Disposable plastic or latex gloves Preserved frog String or strong thread Plastic bag with zippered closing (to

store specimen) Waterproof marker (to identify your

specimen) Newspapers and/or paper towels (to dry

your specimen after rinsing) Apron

Eye protection (goggles) Dissecting tray Dissection pins Large tongs Small syringe or dropper Dissection instruments - Probe (blunt

and/or sharp), scissors, forceps, scalpel Soap Hand lens

DAY 1: External Anatomy and Digestive System

Name: _________________________


Date: ___________________________A. External Anatomy of the Frog1) Obtain a preserved frog, rinse the frog in the sink and place it in a dissecting tray.

2) Locate the forelegs and hindlegs. Each foreleg, or arm, is divided into four regions. Starting closest to the body, the parts are identified as: upper arm, forearm, wrist and hand. Each hindleg also has four regions: thigh, lower leg, ankle and foot. Identify the parts of the forelegs and hindlegs. Examine the hands and feet of the frog. If the hands have enlarged thumbs, the frog is male.

3) Locate the two large protruding eyes. Lift the lower eyelid using a probe: this lid is called the nictitating membrane. This protects the eye while the frog is under water because the membrane is translucent; the frog is able to see under water.

4) Posterior to each eye is a circular region of tight stretched skin. This region is the tympanic membrane or the eardrum. Locate the tympanic membrane on both sides of the head. Anterior to the eyes, locate two openings called the external nares (singular naris), or nostrils.

5) Pry the frog's mouth open and use scissors to cut the angles of the frog's jaws open. Cut deeply enough so that the frog's mouth opens wide enough to view the structures inside. Locate the tongue. Play with the tongue, (You may remove the tongue).

6) In the center of the mouth, toward the back is a single round opening. This is the esophagus. This tube leads to the stomach. Use a probe to poke into the esophagus. Look for two openings at the back of the floor of the mouth. These are the openings to the vocal sacs. They are present in males but not females.

7) Close to the angles of the jaw are two openings, one on each side. These are the Eustachian tubes. They are used to equalize pressure in the inner ear while the frog is swimming. Insert a probe into the Eustachian tube.

8) Just behind the tongue and before you reach the esophagus is a slit like opening. You may need to use your probe to get it to open up. This slit is the glottis, and it is the opening to the lungs. The frog breathes and vocalizes with the glottis. Use your probe to open the glottis and compare that opening to the esophagus.


9) The frog has two sets of teeth. The vomarine teeth are found on the roof of the mouth. The maxillary teeth are found around the edge of the mouth. Both are used for holding prey, frogs swallow their meals whole and do NOT chew. Run you finger over both sets of teeth and note the differences between them.

10) On the roof of the mouth, you will find the two tiny openings of the nostrils, if you put your probe into those openings; you will find they exit on the outside of the frog.

11) Label the following external structure on the diagram below. (8 marks)a) fore leg (limb) g) hindleg m) external nareb) upper arm h) thigh n) eyec) forearm I) lower leg o) nictitating membraned) wrist j) ankle p) mouthe) hand k) webbed footf) thumb l) tympanic membrane

12) In the figure below , label the following parts of the frog’s mouth. (5marks)

vomarine teeth internal nares maxillary teeth openings to Eustachian tubes tongue gullet openings

esophagus glottis opening openings to vocal sac palate

(Students will finish this worksheet for homework)

Label each of the structures using the terms on the previous page.

13) Describe the colour of the dorsal and ventral surfaces of the mouth.___________________________________________________.

14) How many digits are on each of the frog’s hand? ______________.

15) How many digits are on each of the frog’s feet? ______________.

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16) Is your frog a male or a female? ___________. How do you know? _______________________________________________________.

17) Where is the nictitating membrane attached? _____________________________________________________________________________________________________________________ .

18) Where is the tongue attached in the mouth? _____________________________________________________________________.

Total (6marks).

B. Internal Anatomy of the Frog- Digestive System

1) Turn your preserved frog so that the ventral side is facing up. With dissecting pins, securely pin the frog’s feet and hands to the bottom of the dissecting tray. Angle the pins away from the body of the frog so that they will not interfere with your dissection.

2) With forceps, lift the loose skin of the abdomen. Carefully insert the tip of a pair of scissors beneath the skin. Cut the skin along the line AB as seen in the diagram below, using forceps and scissors, cut the skin along line CD and EF.

BE

F

C D

3) With your fingers, carefully separate the skin from the underlying muscles. Open the flaps of skin as far back as possible and pin them to the bottom of the dissecting tray. Angle the pins away from the body of the frog so that they will not interfere with your dissection. Notice the blood vessels branching from the inner lining of the skin. Observe the abdominal and pectoral muscles. Note the direction of the muscle fibers. (See diagram below)

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A

4) Carefully lift the abdominal muscles with the forceps. Cut a second AB incision. NOTE: keep the cut of the muscles shallow so as not to cut any underlying organs. As the incision is made in the chest, or pectoral area, you will need to cut through bone. The bone is part of the pectoral girdle. NOTE: Use extra force with the scissors when cutting through the bone. Be careful not to damage any internal organs below the bone. Make cuts CD and EF through the abdominal muscle.

5) Remove the pins holding the skin in place. Stretch the abdominal cavity as far back as possible and then re-pin the hands and feet. Study the position of the exposed organs. Notice that most of the organs are held in place by thin transparent tissues called mesenteries.

6) If the frog is a female then the ovaries will be seen. The ovaries are tiny sacs with black and white eggs. Lift the ovaries from the body cavity and cut the attachments with scissors, then remove the ovaries. NOTE: Be careful not to rupture the ovaries as the eggs will spill out of them.

7) The large reddish-brown organ in the upper part of the abdominal cavity is the liver. The liver produces bile that helps digest fats. See diagram below.

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8) With a probe, lift and separate the lobes of the liver upward. Behind the middle lobe, look for a greenish, pea-shape gland. This is the gall bladder that stores bile that is produced in the liver.

9) Locate the esophagus, which is a white tube leading from the mouth and connecting to the upper part of the white, muscular stomach. Notice the shape of the stomach and look for a constriction at the lowest part of the stomach. This is the pylorus which leads to the coiled small intestine. Pull out (not remove) the coiled small intestine away from the body (see diagram below).

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10) Notice the mesentery that holds the intestine in place. Inside the first loop of the small intestine, locate a thin, tan coloured organ called the pancreas. This secretes digestive enzymes into the small intestine. Also locate a brown bean-shaped organ called the spleen. This filters things like bacteria out of the blood. NOTE: the spleen is an organ of the circulatory system (see diagram below).

11) The small intestine ends in a large bag-shaped organ, the large intestine. The large intestine absorbs water and mineral from digested food. The last organ of the digestive system is the cloaca which is a saclike organ at the end of the large intestine. Undigested food leaves the frogs body through an opening called the anus.

12) Label the diagram below using the given words : (17marks)

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liver Small intestine (ileum, duodenum) two letters

left atrium Right atrium

artery gall bladder Cloaca heart ventricle

stomach mesentery (draw in label)

Spleen (draw in label)

esophagus

Small intestine (ileum, duodenum) two letters

pancreas Large intestine

lung

DAY 2: Internal Anatomy of Respiratory and Circulatory System

Preparation: Remove your frog from its bag. Turn your preserved, already dissected frog so that the ventral side is facing up. With dissecting pins, securely pin the frog’s feet and hands to the bottom of the dissecting tray. Angle the pins away from the body of the frog so that they will not interfere with your probe.

C: The Circulatory System

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1) Lift the liver gently and locate the heart. It is covered by a thin, membranous covering called the pericardium. Examine the outer surface of the heart and the major blood vessels leading to and from the heart.

2) Using forceps and the probe lift the pericardium and carefully cut it open. Amphibian hearts have 3 chambers. The heart consists of a single, thick-walled ventricle and two (right and left) anterior, thin-walled atria.

3) The frog’s blood vessels have been injected with latex to make them easier to see. Some are blue, while others are pink or red. Note areas in the body where a network of blood vessels is visible (hint: look around major organs). Then, answer question #1 on the Circulatory System Worksheet.

4) Note the coronary artery that supplies the blood to the cardiac muscles. Using the probe and forceps, tease away the connective tissue from around the major blood vessels leading to and from the heart.

5) Using the diagram below, identify as many blood vessels as you can. You should be able to locate the pulmonary artery, dorsal aorta, and the sciatic artery. Then, answer question #2 on the Circulatory System Worksheet.

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6) Remove the heart by cutting the blood vessels about 2 cm from the heart. Examine the heart and identify the following structures: right atrium, left atrium, ventricle (there is only one!), coronary arteries, aorta, pulmonary artery, and pulmonary vein, superior and inferior vena cava. You may want to use a hand lens, or place the heart under a dissecting microscope to get a closer look. Answer question #3 on the Circulatory System Worksheet.

7) Make the diagonal incision through the heart and expose the chambers of the heart. After examining them, answer #4 and the remaining questions on the Circulatory System Worksheet.

D: Respiratory System8) Remove the heart and locate the lungs which lie beneath the heart. The frog respires by lungs as well as the

skin. Respiration by lungs is known as pulmonary respiration, by skin is known as cutaneous respiration.

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9) Identify the lobes of lungs Describe the look and feel of lungs________________________________________________________________________________________________________________________________________________The lungs are open into a laryngo-tracheal chamber.

10) Trace backwards to locate bronchi and trachea. Describe how the trachea feels to touch.________________________________________________________________________________________________________________________________________________

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The trachea is made up of cartilaginous plates, which is flexible.

11) Locate the larynx of the frog. The larynx opens to buccal cavity by the glottis. The buccal cavity communicates with outside by the mouth and external nostrils; and it is through the latter that the air passes in and out.

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12) Label the diagram given below. (2 marks)

13) Identify the respiratory system from the diagram below and label it.(2 marks)

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Circulatory System Worksheet (20 marks)

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As you complete the dissection, answer the following questions. They will be due in your next class period.

1. As you examined the specimen, you should have noticed that the blood vessels were either blue or red/pink. (4 marks)

a. Which type of blood vessels are blue? ________________b. Which type of blood vessels are red? _________________c. A network of blood vessels surrounds the lungs. Explain why.

d. A network of blood vessels surrounds the stomach and intestines. Explain why.

2. a) What is the function of the pulmonary artery? (1 mark)

b) What are the functions of the dorsal aorta and sciatic artery? (1 mark)

3. Draw a diagram of the heart, labeling as many of the following parts as possible: right atrium, left atrium, ventricle (there is only one!), coronary arteries, aorta, pulmonary artery, pulmonary vein, superior and inferior vena cava. (6 marks)

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4. a) Complete the table below. (3 marks)

Chamber Appearance Function

Right atrium

Left Atrium

Ventricle

b) The ventricle has thicker, more muscular walls than the atria. Relate this difference in wall structure to the functions of the 2 types of heart chamber. (2 marks)

5. What is the function of the circulatory system? How does its structure allow it to perform its function? Support your answer with evidence from your dissection. (3 marks)

Concluding Questions (complete these questions independently) (16 marks)

6. How does the circulatory system interact with the digestive system? Support your answer with evidence from your dissection. (3 marks)

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7. How does the circulatory system interact with the respiratory system? Support your answer with evidence from your dissection. (3 marks)

8. In what ways was your understanding of the digestive, circulatory, and respiratory systems enhanced by your observation of the real organs? (2 marks)

9. Describe the similarities and differences between the digestive, respiratory and circulatory systems of a frog and a human. (6 marks)

10. Do you think that the frog is a good model to use in training future doctors? Why or why not? (2 marks)

TOTAL MARKS FOR ALL QUESTIONS: 76

References:

http://edweb.fdu.edu/folio/banborv/frogdissection/

http://www.slideshare.net/marglema9/frog-dissection-lab

http://www.aa.psu.edu/biology/frog/default.htm

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http://www.aa.psu.edu/biology/frog/default.htm

http://www.slideshare.net/marglema9/frog-dissection-lab

http://edweb.fdu.edu/folio/banborv/frogdissection/

http://www.biologycorner.com/myimages/frog-dissection/

http://www.altoona.psu.edu/academics/www/mns/bioal/Frog/resp.htm

Frog Dissection Guide: http://www.members.shaw.ca/jonesbiology1/bio11/units/ecology/frogdissection.PDFFive major arteries of the Frog, ventral view: http://recipesforhealthy.tk/frog-dissection.html Frog cross section: http://k-2.stanford.edu/InfoFrames/2-BioSys.5.0.html

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http://k-2.stanford.edu/InfoFrames/2-BioSys.5.0.html

http://recipesforhealthy.tk/frog-dissection.html


http://www.altoona.psu.edu/academics/www/mns/bioal/Frog/resp.htm

http://www.biologycorner.com/myimages/frog-dissection/

Animals: Structure and FunctionSBI3U Unit Test

Name: _____________________________ Date: _________________________

PART A: Multiple Choice (10 K/U Marks)Read each of the following questions carefully and look closely at any associated diagrams. Circle the letter that represents the best response to each question. There is only one answer per question.

1. Examine the diagram below. What is the function of this structure?

d) Releases bile

2. Enzymes are an important part of _______________ digestion.

a) molecularb) chemicalc) esophageald) mechanical

3. Examine the diagram below. Which of these organs produces bile for fat breakdown?

a) liverb) pancreasc) small intestined) gall bladder

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a) Performs peristalsisb) Absorbs nutrients in small intestinec) Releases amylase

/ 32 KU

/28 A

/ 60

4. Where does gas exchange take place in the human body?

a) In the lungs onlyb) In the lungs and body cellsc) In the body cells onlyd) In the lungs and skin

5. During inhalation, the diaphragm contracts causing:

a) The volume of lungs to decreaseb) The volume of lungs to increasec) Air to be forced out of the lungsd) Oxygen to diffuse across the membranes

6. An increase of carbon dioxide in the blood cell will stimulate which of the following to occur?

a) Heart rate to decreaseb) Breathing rate to doublec) Both heart rate and breathing rate to increased) Both heart and breathing rate to decrease

7. The site of exchange of materials between the circulatory system and the body cells is the:

a) arteriole b) capillary c) venule d) vena cava

8. What structures that are common to veins are never found in arteries or capillaries?

a) endothelium b) elastic fibres c) smooth muscle d) valves

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9. Human beings have a double circulatory system that includes pulmonary circulation and systemic circulation. Complete the following statement by choosing the correct pair of terms below. During systemic circulation, __________________ blood is carried away from the heart. During pulmonary circulation, ___________________blood is carried away from the heart.

a. oxygenated; deoxygenatedb. deoxygenated; deoxygenatedc. oxygenated; oxygenatedd. deoxygenated; oxygenated

10. Which condition would a stent be most likely used to treat?

a) atherosclerosisb) mitral valve prolapse c) hypertensiond) arrhythmia

PART B: Short Answer Questions (22 K/U marks)

1. What is the primary function of the respiratory system? Use a simple labeled diagram to describe the structure of the human respiratory system. [3 K/U]

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2. What physical characteristics of alveoli make them ideal structures for gas exchange? Explain why. [3 K/U]

3. The parts of the diagram below have been numbered. Complete the table, correctly identifying the parts specified and describing their function. [6 K/U]

NumberName

(1/2 mark each)Function

(1 mark each)

2 or 16

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8

18

10

4. You have been asked to speak to a grade 3 class about blood. In addition to showing them pictures, you have decided to make a model of blood for them to look at using Jello and plastic beads.

Examine the list of materials below, paying attention to the numbers, colours and sizes of materials used. Complete the table to explain which component of blood each material represents and its role in the body. [6 K/U]

Material usedComponent of Blood

this Represents(1/2 mark each)

Role in the body(1 mark each)

Yellow Jello

1 Tablespoon of red pony beads

(5 mm in diameter)

50 clear seed beads(tiny!)

1 white pony bead

(9 mm in diameter)

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5. Compare and contrast systole and diastole. You may complete this using a graphic organizer, if you choose. [4 KU]

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PART C: Application Questions (28 A marks)

1. Ms. Henry’s class has decided to fix themselves a delicious snack of soda crackers. a. Describe the trip the crackers would take through the digestive system.

Include details about both physical and chemical digestion, enzymes and the digestive organs at work to break down the crackers. (1/2 mark per point) [5 A]

b. A few students in the class have decided to top their crackers with salami. What would their bodies do differently to digest the salami? [1 A]

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2. Examine the graph below, then answer the questions that follow.

Blood Glucose and Insulin Levels after a Carbohydrate Meal

Carbohydrate meal

Time

a) Describe what is happening in the graph and why.

[1 A]

b) Suggest a reason why blood insulin levels peak after blood glucose levels do, rather than at exactly the same time. [2 A]

c) How might this explain why people sometimes experience a sugar craving a few hours after a sizeable carbohydrate- rich meal? [3 A]

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blood glucoseblood insulin

Rela

tive

conc

entr

ation

in b

lood

3. Diseases such as pancreatic cancer and Human Immunodefiency Virus (HIV) can interfere with the healthy functioning of the pancreas. What would happen to the digestion of carbohydrates, proteins and fats when the pancreas is dysfunctional? [3 A]

4. Cystic fibrosis is a disease which affects the respiratory system. In the 1960’s, most Cystic Fibrosis patients did not live to attend elementary school. Today many are living into their 40’s. What accounts for this improvement? [4 A]

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5. Athletes who have trained at high altitude often perform better than those who complete the same level of training at sea level. Training at high altitude causes their body to produce more red blood cells, giving them a competitive advantage.

a) Why does the body produce more red blood cells at high altitudes? [1 A]

b) What advantage does having more red blood cells in their blood stream give them? [2A]

c) What risk is involved in increasing the number of red blood cells in their blood stream? [1A]

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6. Your body is holding an election. Each cell will vote on the body system that they feel is the most important to the body, and the winner will receive a trophy.

a) Pretend that you are the campaign manager for one body system. Briefly describe why this system should win the contest. [2A]

b) If two systems were permitted to get together and run a joint campaign, which two systems would form the strongest team? Describe why they should win. [3A]

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