4th Quarter Biology Project “Pig Dissection”
|Performance Task |Biology |Standard III |
The Organ Entrails
STANDARD III: Students will understand the relationship between structure and function of organs and organ systems.
Objective 1: Describe the structure and function of organs.
a. Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tip, elongation, hairs; skin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum).
b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).
c. Relate the structure of organs to the function of organs.
d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.
e. Research and report on technological developments related to organs.\
Objective 2: Describe the relationship between structure and function of organ systems in plants and animals.
a. Relate the function of an organ to the function of an organ system.
b. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.
c. Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.
d. Relate the tissues that make up organs to the structure and function of the organ.
e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).
ILO’s: 3. Demonstrate Understanding of Science Concepts, Principles and Systems
a. Know and explain science information specified for the subject being studied.
b. Distinguish between examples and non-examples of concepts that have been taught.
4. Communicate Effectively Using Science Language and Reasoning
a. Use precise scientific language in oral and written communication.
b. Use proper English in oral and written reports.
c. Use reference sources to obtain information and cite the sources
5. Demonstrate Awareness of Social and Historical Aspects of Science
a. Cite examples of how science affects human life.
b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.
Description: This a high interest inquiry/research project for students. The student groups will become expert on one organ system. With their group they will dissect a fetal pig and a flowering plant. Students will design their own dissections (including plans) and generate a 10-15 minute presentation for the class. The activity is written as a Power Point presentation but students could do this as a class report without using computers. The students will make a handout for the class and take a test covering other class member presentations. A comparison of the function and structure of organs in different organisms should be emphasized.
Background Information: Students probably have had little experience dissecting but should have previous knowledge about organ systems. They will have much more difficulty with the plant systems because students often barely consider plants to be alive, much less functioning with systems similar to those of animals. Plan on discussing plants in some detail as living things with systems before you begin the activities.
Students should know how to make a wet mount slide and use a microscope. One student per group should have multimedia experience including PowerPoint, digital camera skills etc. Students need some prior knowledge of organ systems and tissues, however, this is formative assessment and students will direct much of their own learning.
Equipment and Supplies: Computers with Internet access and a PowerPoint program, Biology text books and any other pertinent books from the library, dissecting kits, dissecting trays, fetal pigs, tulips or other flowering plant, paper towels, slides, coverslips, prepared tissue slides, iodine, bromethymol blue, masking tape, permanent markers, paper, computer lab, television, microscope camera, microscopes, goggles, aprons, petri dishes, eye droppers, laytex gloves, soap, digital camera (if your school does not have one, students may be able to provide their own)
Safety Issues: Be sensitive to students who have issues (moral/health/emotional etc) to dissecting. Students should not be forced to dissect or watch a dissection. Work out a plan ahead of time for the students who wish to avoid the dissection such as work in the library or computer lab. These students can still provide essential contributions to this project through research, presentation development, or making posters. Make sure students wash their hands after dealing with any specimens. Students should always use care when dealing with scissors and scalpels. Care should also be used when dealing with expensive equipment including cameras, laptops, microscopes etc. Students should be familiar with safety rules for your classroom. Additional safety information can be found on the Utah State Science Homepage.
Formative Feedback Guide: The following chart describes the ideal assessment process for improving student performance:
Formative Feedback Guide
Duration: 2 weeks. Approximate breakdown:
• introduction of project-50 minutes
• computer lab and dissection plans 150 minutes
• dissections and tissue viewing with microscope-100 minutes
• presentation preparation-100 minutes
• class presentations-100 minutes
• multiple choice assessment-30 minutes
• some students may need to spend time at home to complete the task
Teacher preparation:
1. Obtain all supplies. Fetal pigs can be ordered from a biological supply company. The flowers should be obtained the day of the dissection or the night before.
2. Photocopy project sheets and rubrics for students.
Introduction:
3. Allow students to read through the requirements and look over the grading rubric. Emphasize that the rubric is the guide to their PowerPoint presentation. A slide (or two) in the presentation should address each section of the rubric. Check-off boxes are provided on the rubric to help students keep track of their progress.
4. Go over the requirements/rubric with the students. Answer any questions the students may have about the project requirements, deadlines or grading. Fill in the points you wish each part to have before you give to students.
5. Allow students to choose groups of 3-4 students or assign groups.
6. Each group should choose a first and a second choice for an organ system and write them on a piece of paper. You will probably want to have students look in their books for a brief overview of each system so that they can make an educated decision. Ask them to also write down why they wish to have their particular system to aid you in assigning groups. The core lists the following systems as requirements for study: Skeletal System, Muscular System , Digestive System, Circulatory System Respiratory System , Nervous System. Other systems (Endocrine, Excretory, Reproductive, Integumentary) can be included if you wish. Write the names of the systems on the board for students to choose from.
7. After the students have left class determine the organ systems each group receives.
Dissection Plan
8. Announce student group organ systems. Explain that any information they find on the system needs to have the source documented for the bibliography.
9. Have students create a dissection plan for the pig and the plant. They will have one day in the computer lab to design their dissections and create their plans. (There are many sites on the Internet that have virtual fetal pig dissections. Students should easily find information on how to dissect their pig and their plant.)
10. Make sure all plans have your approval before dissection begins. Students should have clear simple procedures for the dissection. The diagrams should be accurate enough to help them when they begin dissecting.
11. Explain to students they do not all need to dissect. Allow non-dissecting students to work out of the classroom on the PowerPoint presentation or in the classroom if they are comfortable there.
12. Encourage students to bring digital cameras and take pictures of their dissections. The pictures can be inserted into their PowerPoint presentations. If cameras are not available, drawings can be made or pictures can be downloaded from the Internet.
13. It is important during the workdays that you monitor individual students effort and overall group progress. You may want to print a class list and keep track of progress daily.
Microscopic Observations
14. Students should make microscope slides of tissues as they dissect. The iodine and Bromthymol blue can be used to stain tissue. Have commercially prepared tissue slides available for students who have difficulty making clear slides. Many tissues are very difficult to make clear preparations of.
15. Students should make drawings of what they see for transfer to their posters at a later time.
Presentation Preparation
16. As dissections and microscopic investigations end, students need to focus on the Power Point presentation and their posters.
17. Remind students to check off their rubric as each part is complete. Information can be found from textbooks, the Internet, knowledgeable people or dissection.
18. Students are often occupied with using all the PowerPoint features. Tell them to put the information on the slides first, then do the “cool” stuff.
19. Students should be able to provide the handout a day or two before the presentation to allow time for copying. The handout should include three multiple-choice questions that ask the class the MOST important aspects of the system.
Class Presentation
20. After students have completed their projects have each group present. You may grade the entire project during their presentations using the rubric.
Multiple Choice Assessment
21. Collect student questions to generate multiple-choice quiz. Be sure to check questions for fairness and fit to core objectives.
22. Give students the multiple-choice quiz and correct it as their final score on this assessment.
Student Sheet
Name______________________
The Organ Entrails Due Date: ______________
Introduction:
This group project will include dissections, microscope observations, posters and a Power Point presentation on an organ system. Each group will research a different system but you will be responsible for learning about other systems from other groups.
Procedures:
1. Read through the requirements and the grading rubric. The rubric is the guide to your Power Point presentation. A slide (or two) in the presentation should address each section of the rubric. Check-off boxes are provided on the rubric to help you keep track of your progress.
2. With your group choose a first and second choice for an organ system and write them on a piece of paper. Your teacher will sort them and make assignments.
Dissection
3. You will design your own dissection of a fetal pig and a flowering plant. You can use the Internet to help you write these plans. Draw a diagram of how the dissections will proceed in the space provided on the student sheet. The plans should be simple and straightforward and only need to address your organ system. You will need teacher approval of these plans.
4. There are many sites on the Internet that have virtual fetal pig dissections. Use one that uses language that you understand.
5. Not all of the students in your group need to dissect. Some group members may wish to start the PowerPoint presentations or the posters.
6. If a digital camera is available, take pictures of your dissections. The pictures can be inserted into your PowerPoint presentations. If cameras are not available, clip art or pictures can be downloaded from the Internet.
7. It is important during the workdays that you monitor your effort and overall group progress. Your teacher will keep track of your daily progress daily as well.
Microscope Observations
8. Make microscope slides of tissues and cells in the organs you dissect. The iodine and Bromthymol blue can be used to stain tissue. You may have commercially prepared tissue slides available if you have difficulty making clear preparations of your own.
9. Draw the cells and tissues you see and label what organ they were taken from on your poster.
Presentation Preparation
10. As you finish your dissections and microscopic investigations, you need to focus on the PowerPoint presentation. Some group members will need to create posters to represent their organ system and tissues.
11. Check off the boxes in your rubrics as each part is complete. You must include a typed bibliography citing all sources used including books, internet sites etc. Use at least three different sources. Please use the sample formats given here:
Approved Bibliography Formats
Magazine
Last name, First name. “Title of the article.” Name of the Magazine. Date: page numbers.
Internet
Author or Organization, Title of Website, Address, Date accessed.
Book
Last name, First name. Title. City of Publisher: Publisher. Year. Page numbers.
Interview
Last name, First name (of person you interviewed). Position, Place. Interview. Date.
E-mail
Author. (year, month, day). Subject [E-mail to (name of recipient)], [Online]. Available: E-mail: (their address).
12. Remember to get the information on the slides first, then do the “cool” PowerPoint stuff.
13. Be ready to provide the handout a day or two before the presentation to allow time for copying. The handout should include three multiple-choice questions that ask the class about the MOST important aspects of their system.
Poster
14. Diagram and label the structure of the primary components of your organ system in a human, pig and plant. The correlation between organs in each different organism should be clear. Ex. human trachea, pig trachea, and leaf veins. You can do this by a color code and key or any other way you can think of.
15. Draw a tissue sample from the pig and the plant. Make sure you take tissue that is representative of your system. Ex. Nervous System: the pig brain and the apical meristem of a plant.
Class Presentation
16. Present your PowerPoint presentation and posters to the class. All members of your group need to speak and explain 2-3 slides. Plan on answering questions from other students and your teacher.
17. Check for understanding by seeing if all students can answer the questions you have written on your handout.
Handout
18. Provide each student with a handout covering the main points in your presentation. Be creative, this can be done in an interesting or unusual way. Include three multiple-choice questions that ask about the three MOST IMPORTANT aspects of your organ system. Do not ask students to remember trivial details. Example of a good question:
What is the main function of the circulatory system?
A. to sense and respond to the environment
B. to move body fluids
C. to remove wastes from blood
D. to provide support and structure for the body
The Organ Entrails Grading Rubric
|Require-ment |Done |Description |Points Possible |Points |
| |(check off) | | |Re-ceived |
|Dissec-tion Plans | |Complete diagrams, procedures, materials listed, and teacher approval| | |
| | |signature | | |
|Poster | |Human: in color, accurate, neat, matched to pig and plant system | | |
| | |Fetal Pig: in color, accurate, neat, matched to human and plants | | |
| | |Plant: in color, accurate, neat, matched to pig and human | | |
| | |Cells and tissues: in color, accurate, neat, labeled by organism and | | |
| | |organ. Cells identified from each organ | | |
|Group Presenta-tion | |Function of the various organs, of your system, in a human, pig and | | |
| | |plant are described | | |
| | |What tissues are the organs in your system composed of? How does | | |
| | |this relate to the structure and function of the organs or system? | | |
| | |Relates the structure of the organs to the function of the organs. | | |
| | |Explain any technological developments related to the organs or the | | |
| | |organ system | | |
| | |How does your organ system help an animal and a plant maintain | | |
| | |homeostasis? | | |
| | |Overall quality of presentation including creativity, use of pictures| | |
|Biblio-graphy | |Included at least 3 sources, formatted correctly, typed | | |
|Participa-tion | |Observed by teacher, student makes optimal use of class time every | | |
| | |day. | | |
|Handout | |Main ideas covered, creative, clear, neatly done, typed. Three good | | |
| | |multiple-choice questions are present. | | |
|Test | |Number of mulitple-choice questions answered correctly | | |
|Total | | | | |
Dissection Plans and Microscopic Observations
Group Member Names:_______________________________________________________
Name of System:
Major organs in the System:
|Fetal Pig |Plant |
| | |
| | |
| | |
| | |
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| | |
Labeled Diagram showing dissection plan:
Fetal Pig
Plant
Materials:
Procedures:
Fetal Pig
1.
2.
3.
4.
5.
6.
7.
8.
Plant
1.
2.
3.
4.
5.
6.
7.
8.
Teacher Signature
Microscopic Observations
-----------------------
Student work is acceptable according to a standard
Measurement with Performance Test
Scoring of Students Work
Student self-scoring
Teacher scoring
f.
Feedback provided to students
by teacher
Students work is unacceptable. Student is made aware of specific improvements needed.
Additional instruction provided
for remediation. Student may be retested.
New instructional cycle begins.
Instruction
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