GR 10 Biology - Tissues Organs and System of Living Thing

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Grade 10 Biology Tissues, Organs, and Systems of Living

Things Culminating Project
Developing Scientastic Human Body Motion Stimulator!
By: Raghda Abulnour
J/I 152
Table of Contents
Part A: Student Handout
Scenario & Task
1
Learning goals
2
Success Criteria
2
Assessment as learning
3
Peer Assessment
Self Assessment
Teacher Assessment as learning
Assessment of learning
4
Student Guide Individual Report, Portfolio page, and Reflection Instructions
4
Part B: Notes to Teacher

Unit Overview
Implementation Plan
Materials & Resources
Prior Knowledge & Skills
Accommodations
5
7
10
11
11
Appendices:
A. Unit Agenda (with brief lesson descriptors)
B. Student Handout - Tenth Grade Biology Unit
C. Peer & Self Assessment Rubric Exemplar
D. Peer and Self Assessment Blank Template
E. First Individual Task Schedule
F. Student Checklist
G. Culminating Project Guide Individual Report, Portfolio page, & Reflection Instructions
H. Week 2 and 3 Self-Assessment
I. Progress Report 1 & 2
J. Exit Card Template
K. Rubric Guideline & Scientastic Culminating Project Rubric
L. Some extra lesson material (Assessment FOR learning in Culminating Project)
13
15
18
19
19
20
21
22
23
24
25
27
Teacher Name: Ms. Abulnour
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Part A - Student Handout: Forming part of Scientastics Human Body motion stimulator!
Scenario:
A group of entertainment center owners want to execute a similar system to Kidzania but
on a more detailed basis that is focused on Science and with the aim of teaching middle and high
school students more about biological systems. They are calling their entertainment center
Scientastic. The owners know that tenth graders cover a Biology unit on Tissues, Organs, and
Systems of Living Things. So, in cooperation with the teacher, the owners decided to let the
students help in constructing the human body motion stimulator by asking them to come up with
an entertaining engaging project exploring the different systems in the body starting from
cellular level all the way to organisms survival along with integrating current diseases
associated with a dysfunction of the selected system. By compiling the projects and groups
selected visual presentations on different systems, the owners can add some sound effects and
Scientastics Human Body motion stimulator can be complete! Scientastic can finally open!
Task:
In groups of 4 students, each group will select one of the eleven systems brought up in
class and form a 20-25 minute presentation (using either a PowerPoint or Prezi). Each group
should select a different system for the entertainment Science center Scientastic'. Based on a
first come first serve, the group research the system they got.
Group members collaboratively are to:
1) Form a rubric for their peer and self assessment, and submit to me.
2) Select a system and submit the task schedule showing the tasks that each group
member will handle for individual assessment.
3) Form a detailed 3D model or an animation video of the system from the cellular
non-differentiated level to formation of specific type(s) of tissue, particular organ(s),
and system structure/linkage. Ensure to use proper scientific literacy or vocabulary
(go back to class handout and lesson topics if needed). The model should clearly
demonstrate: 1) composition or formation of selected system, 2) Structure of the
system, and 3) functioning of the system.
Note: The 3D model will not be included in the PowerPoint but the explanation of the
process should be. If the students decide to form an animation video, they can either
insert it or just have it ready.
4) Explain through a creative demonstration (ex: story-telling, basic skit,
broadcastetc.) an interaction between their selected system and one other.
5) Research three disorders/diseases related to their particular system while including
the authentic sources to show relevance of the science unit and current prevalence of
the disorder research. A mix of images, news, articles, video links and others should
be included in presentation. Also citation should be included.
6) Using two or more sources, bring up two STSE linkages. So look up an ethical
debate and technological development/tool that impacted (whether positively or
negatively) the progress of one of the diseases selected and the resulting societal
impact.
7) Application: form a design of a hands-on game or lab to assess audience
understanding and comprehension of the selected system.
8) Visual & Oral Presentation: With the exception of the actual physical 3D model,
you are to form a PowerPoint or Prezi illustrating the previous points as if you are
1!
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presenting in front of judges (i.e. the owners to show comprehension and
engagement, along with a scientist and medical doctor to ensure the level of
information and coherence of presentation).
Due the following week (week 5), each member of the group is to submit:
1) Individual report (1-2 pages maximum) about their understanding of the whole
project (i.e. their selected system).
2) Portfolio report (1 page) on the members individual or specific section
researched (look back at your two weekly task schedules if needed). It should include
findings in his/her part of the project and it should include appropriate citation,
images, and sources used. It should rarely, if at all, overlap with others members
work since this is a section that will be added with the other members own report to
form the team portfolio (student name should be in the header of the report).
3) Reflection (1-2 pages) on what he/she learned from their culminating task.
Note: Students should see Guide Individual Report, Portfolio, and Reflection for specific
instructions on each task (page 4).
Learning goals:
By the end of the culminating project, students will:
Have a deep understanding on how at
least one of their body systems came to

be today, along with understanding
similar routes of other systems.

Identify diseases out there and relate it to
a topic they take in class, hence
demonstrating relevance and authenticity
of their project.
Investigate the cause of the disease due
to particular dysfunction within the
system that started at one of the four

levels (cellular, tissue, organ, and
system).
Use their creativity and thinking skills to
teach their particular system in an

engaging hands-on manner.
Understand interactions at the system,

organ, and cellular level.
Familiarize themselves with Science
news/resources and the advancements of
this field in relation to biology and
genetics/cells.
Explain the cell cycle, cell division, and
cell specialization in the formation of
their selected project systems.
Demonstrate
oral
skills
through
PowerPoint or Prezi presentation.
Demonstrate application skills through
development of a game design.
Realize the science connection with
other fields (ex: education and business
in the formation of a Science
entertaining center to teach visitors).
Success Criteria:
a) I have formed the 3D structure or animation video explaining the formation of my
selected system all the way from an undifferentiated cell.
b) If I formed the 3D structure, I made sure to include the explanation of the process in
the PowerPoint or Prezi to be used during the oral presentation.
c) I selected a 2-minute creative method to demonstrate my selected systems interaction
with another system.
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d) I have researched three different diseases with the aim of presenting each within 3
minutes.
e) I have looked up authentic news with 1) an ethical debate and 2) a technological
development/tool leading to a societal impact about one of the three diseases.
f) I have designed a game or hands-on task to assess audience comprehension of the
selected system development and how it relates to organism survival.
g) I have used the student checklist to ensure that my group and I are on task within the
timeline.
h) I have formed my individual report on the whole project.
i) I have formed my portfolio one-page report about my own contribution and findings in
the project.
j) I have formed a 1-2 page reflection about my learning throughout this project.
Assessment AS learning in Culminating Project.
Week 1
Assessment as learning:
1) Formed group.
Peer Assessment:
2) Formed and submitted rubric for peer and self assessment.
3) Selected a system and shared it with teacher.
The group at the beginning (on Friday
of week 1) will write a rubric on what they Week 2
1) Submitted first progress report.
expect from each other (ex: contribution,
2) Submitted first week task schedule (within first progress report).
3) Filled out first peer assessments (for three members in my
quality of work). The blank template is
group).
provided and an exemplar peer assessment
4) Filled out first self-assessment.
5) Completed the three questions in my first self-assessment.
rubric is shared to provide students with some
Week 3
criteria as guidelines in forming their own.
1) Submitted second progress report.
2) Submitted second week task schedule (within second progress
Students can select from the exemplar rubric,
report).
modify criteria or levels, and/or add their own.
3) Filled out second peer assessments (for three members in my
group).
The group is to submit this rubric to me, along
4) Filled out second self-assessment.
with the first weekly task schedule that
5) Completed the four questions in my second self-assessment.
identifies each members role in the group.
Week 4
1) Filled out last peer assessment.
Students will fill out this peer
2) Filled out last self-assessment.
assessment checklist/rubric three times: Friday
of week two, Friday of week three, and right before their actual presentation on week four. The
students
will
fill
this
out
for
themselves
and
for
their
peers.
Self-assessment:
Students will use the same rubric used for peer assessment for their own self-assessment
along with another template comprising three questions (in week 2) and four questions (week 3).
Teacher assessment as learning:
Observation of individual work during class on his/her task for the project will take place. In
addition, groups are to provide their first progress report on Friday of week 2, and their second
progress report on Friday of week 3. Presentations start on Wednesday of week 4 (2 groups per
lesson). The template with progress report questions will be distributed in the appropriate time
3!
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Assessment of learning:
The project rubric will be shared with groups for awareness of different levels. The
rubric focuses on groups 3D model or video animation, PowerPoint or Prezi, oral presentation,
creative demonstration of interaction, application or game design formed, group research and
sources, and individual report, one-page portfolio and reflection. Using this rubric guideline,
students have a detailed snapshot on what constitutes a level 4 versus 1 in each of the aspects
they have in their culminating task. Their final score will then be assessed based on my rubric
that comprises these aspects but within the four achievement chart skills: knowledge and
understanding, thinking and investigation, communication, and application. So the first rubric is
more of a guideline to groups on how to do well in each of the project aspects and hence
incorporating all four skills, yet the actual grade will be based on a second rubric that concretely
lists the Ministerial curriculum achievement chart skills.
Guide Individual Report, Portfolio page, and Reflection Instructions:
Look back at each of the following:
1) The lesson titles and/or tasks in your 4-week agenda covering Biology unit Tissues, Organs, and Systems,
2) Your own group culminating project and presentation,
3) Your own individual contribution to the project as well as your peers contribution, and
4) Other group presentations.
Using the prior, you will form an individual report, a portfolio report, and a one to two-page reflection that is due on Wednesday (Week
5), after all groups present their projects.
For the Individual Report (1-2 pages):
Your individual report should be a summary about your whole project including its six different components. Basically it is
the way for me to know whether you understood your selected system. It should show me what you learned about the particular system
and how you used the Scientastic theme context when explaining or presenting it. The aim of the report is to show me the
knowledge/understanding of the system selected, the relevance of the unit to your presentation, the relevance of your
presentation to news outside the classroom, and the application of your knowledge within a specific context (ex: Scientastic
context). You are also to briefly suggest a new context with a new/different audience where you get to teach, present, or communicate
your selected system (the audience must be outside the classroom).
For the Individual Portfolio Report (1-page maximum):
This one-page report is focused specifically on what you did as a member in your group: which section(s) or element(s) of the
project did you handle, what were your findings, discuss your findings, what are the sources, images and citations you usedetc.
Remember that this should NOT exceed a page, as it will be put together with the other 4 members individual portfolio report before
submission. You should make sure you are only talking about your section(s) and/or contributions so you would not overlap much with
other members work expressed in their own portfolios. It should basically be a small written yet visually stimulating portfolio that
explains a system and can be stocked in a library for other students to look at.
For the Reflection (1 - 2 pages):
Since your report tells me more about the product by your knowledge and understanding, your reflection tells me more about
the process by the skills, ideas, and points of view you developed throughout this unit and your project work. Your reflection should be
deep, honest, and personal. It should show the intention of growth and deeper understanding.
You will submit your report along with a one or two-page reflection about the way your project went: what went well and why,
what didnt go well and why, what would you change if you were to redo the project, what skills or goals you felt maintained throughout
and what are other goals you feel you need to work on achieving and why.. etc. Please include aspects from your peer assessment, selfassessment, progress reports or exit cards and how some of these aspects influenced your reflection and on-going work. You must also
include each of the elements of the culminating project (6 elements on your handout and/or checklist). Your reflection should
encompass those elements and you must address each one. The voice in your reflection is your own as this is your open space. This is
due on Wednesday (week 5) after all groups finish presenting their projects by Friday of week 4.
4!
Part B: Notes to Teacher - Unit Overview:

Note: more detailed Unit overview is provided in Appendix A.
Weekly Overview
Week 1
Monday
Unit Relevance Today - STSE
Tuesday
Science, Ethics, and Technology
Wednesday
Science & Ethics
Thursday
Science, Technology, & Society
Tissues, Organs, and

Systems Current
News!
How is our unit Tissues,

Organs, and Systems of
Living Organisms relevant
today? Why are we learning
this unit?
What are some current news

or discussions with regards to
aspects of our unit Tissues,
Organs, and Systems of
Living Organisms?
What are the some ethical

debates with regards to
some aspects of our unit
cells, tissues, organs and
systems?
Prior knowledge Students

news article brought in.
Science & Ethics Triad

mini-presentations
Summary due at end of class.
Ethical and/or technological

development triad discussions
using selected news articles and
summary
What is a technological
development or tool used
within the scope of our unit
cells, tissues, organs, and
systems, and what is the
resulting societal impact (or
pros and cons)?
(B1.1, B 1.2)
Mini-presentation preparation.
Science, Technology, and

Societal impact Triad minipresentations
(B1.1, B1.2)
(B 1.2, B 1.3)
What are some

current STSE linkage
with our unit Tissues,
Organs, and Systems
in Living Organisms?
Week 2
The Cell Factory Lab Plant &

Animal Cells Organelles
How it all starts!

The beginning of an
organisms journey.
How does the
organism come to be
today and how does it
continue to grow,
develop and function?
What is the cell made of?

What is the difference
between plant and animal
cells?
PEOE lab report to be
completed and submitted
before class ends.
Cell Cycle and its relevance

How do living organisms
continue to grow, develop,
and survive?
Describe the Cell Cycle and
why is it important to learn?
Interphase, Mitosis, and
Cytokinesis.
(B1.1)
Mitosis Lab Normal vs.

Abnormal division.
Who am I? Cell Specialization

(or Differentiation).
How do cells undergo

Mitosis? Why is it
important to take place and
what happens if something
goes wrong during Mitosis?
What is Cell Differentiation

(or Cell Specialization) and
why do cells differentiate at
some point?
(B 2.4, B 3.2)
PEOE mini-lab to be
submitted at end of class
(B 2.2, B 3.1)
(B 2.3)
(B 2.2, B 3.1, B 2.5)
First part of four-part class

unit portfolio (cell level).
Friday
Introducing Cell Theory & The
Cell Factory Lab
Plant & Animal Cells.
What is Cell Theory and how can
we prove its existence?
PEOE model (before lab), so
Predict & Explain - drawing plant
and animal cells.
(B 2.1, B 2.3)
Culminating Project (CP)
introduced and distributed
+ Unit handout distributed.
CP groups formed.
Peer & self-assessment
rubric/checklist formed to be
submitted.
Week 1 Exit Card
One cell mistake can lead to
complete system dysfunction.
What is a disorder/disease that is
still under research and relates to
an error happening at the cellular
level and/or tissue, organ, and
system? What is the result of this
error on the structure or function
of the system and living
organism?
A one-page research report on a
selected disease to be submitted
that day or next day.
(B 2.5, B 2.7)
Test on Monday. Students can
5!
review from their labs and unit

handout given in the first week.
Culminating Project Progress
Report 1 DUE.
First Weekly Task Schedule.
First peer assessment.
First self-assessment including 3question template.
Week 3
Mid-Unit Test
From a Cell to a
System
Interactions at each
level = next level
To what extent or how do

students understand the
concepts and the skills applied
in this unit so far?
What is
Interdependence?
Where and how does it
occur within the
organism? How is this
concept key to
organism survival and
growth?
Cellular interaction =
Tissue and Organ formation
How do specialized cells form
tissues, organs and systems in
living organisms?
Second part of four-part class
unit portfolio (tissue level).
(B 3.3)
Week 4
Culminating Project Work
Culminating Project
How are the culminating

Project tasks or elements
relevant to different lessons
covered in the unit? Which
elements target and apply the
different unit concepts?

How is the
Culminating Project
relevant and authentic
in applying this units
concepts and skills?
Organs Interaction =
Systems Independent
function
Systems Interaction = Systems

Interdependent function.
How do tissues form organs

and how do organs work
together in forming a
system structure and
function?
Are systems interdependent?

How do different systems
interact for organism
survival, growth, and
development?
Third part of four-part class

unit portfolio (organ level).
Last part of four-part class

unit portfolio (system level).
(B 3.3, B 3.4)
(B 3.5)
Culminating Project
Presentation
Culminating Project
Presentation
Two groups
Two groups
Week 2 Exit Card

How does the cell specialization to
systems interaction hierarchal
organization lead to organism
survival? What happens if an
error occurred at some point in
this hierarchal organization?
Provide examples.
Report 2 DUE.
Second Weekly Task Schedule.
Second peer assessment.
Second self assessment including
4-question template.
Week 3 Exit Card
Culminating Project Presentation
Two groups
Last peer assessment.
Last self assessment.
Reminder: Individual, Report,
Portfolio page, and Reflection
handed in by next Wednesday.
Week 4 Exit Card
Guidance on oral presentations

going over rubric.
6!
Part B - Implementation Plan:

Expectations
Related lesson titles and lesson

tasks
B 1.1 Analyze, on the

basis of research,
ethical issues related
to a technological
development in the
field of systems
biology, and
communicate their
findings
Week 1: Science, Ethics, &

Technology:
Students bring in a news article
about an ethical issue related to the
unit Cells, Organs, Tissues, and
Systems and write a 200-word
summary in class.
B 1.2 assess the

importance to human
health and/or society
of medical imaging
technologies
B 2.7
Use a research
process to investigate
a disease or
abnormality related
Week 1: Science & Ethics:

Triad discussion on their individual
summaries of their news article and
they get to prepare a minipresentation about the ethical issue
brought out.
Week 1: Science, Ethics, &
Technology:
Students bring in a news article
about a technological
advancement/development related
to the unit Cells, Organs, Tissues,
and Systems and write a 200-word
summary in class.
Week 1: Science & Technology:
Similar to ethics discussion, but the
Triad discussion is instead focused
on summaries that share a
technological tool or development
that impacted society and that is
related to the unit rather than an
ethical issue per se.
Week 2: Mitosis Lab Normal vs.
Abnormal division.
Students view slides of different
phases on mitosis as well as slides
showing abnormal division during
Relevant Culminating
task aspect
(in Part A)
Bring up two sources:
1) Ethical debate, and
2) Technological
development/tool that
impacted (whether
positively or negatively)
the progress of the three
diseases the group selected
and the resulting societal
impact.
Assessment OF Learning
(Tool and Date)
Bring up two sources:

1) Ethical debate, and
2) Technological
development/tool that
impacted (whether
positively or negatively)
the progress of the three
diseases the group selected
and the resulting societal
impact.
Using Scientastic Culminating Project

Rubric:
Individual report, Portfolio page, and

Reflection (mid week 5)
Week 2:
Monday: PEOE (Predict, Explain,
Observe, Explain) Lab report.
Wednesday: PEOE mini-lab
mitosis report.
Thursday: First part of 4-part Class
Portfolio
Friday: One-page research report
on a disease/disorder, and second
week exit card.
Research three
disorders/diseases related
to their particular system
while including the
authentic sources to show

Rubric:
Week 3:
Monday: Mid-Unit Test
Tuesday: Second part of 4-part
Class Portfolio
Wednesday: Third part of 4-part
Class Portfolio
Thursday: Last part of 4-part Class
Portfolio
Friday: Third week exit card.

Rubric:
Oral Presentation (end of week 4)
PowerPoint/Prezi (end of week 4)
Reflection (beginning week 5)

Assessment FOR Learning

+ Assessment AS Learning in
Culminating Project (Tool and Date)
Assessment FOR learning in
Culminating Project:
Week 1:
Monday: News article STSE
relevant summary
Wednesday: Ethics minipresentations.
Thursday: Technology
development/tool and Societal
impact mini-presentations.
Friday: First week exit card.
7!
to tissues, organs, or
systems of humans or
plants (e.g., heart
disease, tobacco
mosaic virus, wheat
rust)
B3.2 explain the

importance of cell
division and cell
specialization in
generating new
tissues and organs
(e.g., the division of
stem cells into
specialized cells such
as muscle cells or
nerve cells in humans)
B3.3 explain the links
between specialized
cells, tissues, organs,
and systems in plants
and animals (e.g.,
muscle cells and nerve
cells form the tissue
found in the heart,
which is a component
of the circulatory
system).
mitosis and subsequently leading to

perpetuated dysfunction or
morphological error.
Week 2: One cell mistake can lead
to complete system dysfunction.
Students go to the computer lab and
they are to form a one-page report
on a disease relating to our unit:
whether/how the abnormality is due
to dysfunction at the cellular level,
and how it subsequently impacted
the tissue, organ and/or systems.
Week 2: Who am I? Cell
Specialization (or Differentiation).
Students will watch a video on how
cells are specialized through
expression of particular genes.
They will then have a mini-lab
where they form a one-page for a
class portfolio that includes:
1) Images of different types of cells
and tissues (differentiated vs. nondifferentiated).
Week 3: Specialized Cellular
interaction
Students continue the portfolio by
now searching for:
2) Different cells and tissues
forming a specific organ, along
with identifying the types of cells
that constitute this organ.
relevance of the science

topic and current
prevalence of its research
(ex: news, articles, video
links, images, etc.)

Form a detailed 3D model

or an animation video of
the system. The
model/video should clearly
demonstrate:
1) Composition or
formation of selected
system,
2) Structure of system, and
3) Functioning of the
system.

Rubric:

the system. The
demonstrate:
1) Composition or
system,
2) Structure of system,
and
system.

Rubric:
3D model or video (end of week 4)


......
Assessment AS learning in
Culminating Project:
Friday of week 1:
Peer & Self assessment
rubric/checklist formed
and submitted.
First Weekly Task
Schedule.
Friday of week 2:
Progress Report 1 due.
Second Weekly Task
Schedule.
First self-assessment
including three-question
template.
Friday of week 3:
Progress Report 2 due.
Final Weekly Task
Schedule.
Second self-assessment
including four-question
template.
Friday of week 4:
Last self-assessment.

8!
B3.4 explain the

primary functions of
a variety of systems in
animals (e.g., the
circulatory system
transports materials
through the
organism; the
respiratory system
supplies oxygen to
and re- moves carbon
dioxide from the
body).
Week 3: Organs Interaction Systems Independent function
B3.5 explain the

interaction of
different systems
within an organism
(e.g., the respiratory
system brings oxygen
into the body, and the
circulatory system
transports the oxygen
to cells) and why such
interactions are
necessary for the
organisms survival
Week 3: Systems Interaction Systems Interdependent function.
Students continue the portfolio by

now searching for:
3) A system with its diverse organs
that are vital to its holistic function.
Using a class Mind map (on chart

or board), students complete their
portfolio by connecting:
4) The eleven different systems in
the human body and understanding
the necessity of this interaction for
the organisms survival. A
snapshot or picture of mind map is
taken and printed to be included in
the last part of the portfolio.
The portfolio is then shared in a
whole class discussion so students
can visualize the linkage of cell
specialization and system
composition.

the system. The
demonstrate:
1) Composition or
system,
2) Structure of system, and
system.

Rubric:
Explain through a creative

demonstration (ex: storytelling) an interaction
between their selected
system and one other.

Rubric:

Creative demonstration (ex: storytelling, skit) end of week 4.

9!
Materials:
1. Blank rubric template for peer and self assessment rubric formation.
2. Peer and self assessment exemplar rubric.
3. Two self assessment question templates.
4. Individual weekly task schedule blank templates.
5. Progress report 1 and 2 and Exit cards.
6. Student Culminating Project Checklist.
7. Scientastic Culminating Project rubric.
8. Student Guide Individual Report, Portfolio page, and Reflection Instructions.
9. Unit Handout.
10. Clay, chart paper, crayons, cardboard, pencils, markers, glue, scissors, construction
paper, thread (any materials in the classroom can be provided).
11. Access to computer for PowerPoint and/or Prezi.
12. Access to Internet for research.
13. Science Daily news examples.
14. Printer, Smart Board and/or Projector.
Resources:
Computer lab or library for research.
General two resources for the whole unit (4 weeks):
o Unit
4
Cells,
Tissues,
Organs,
and
Systems:
http://mrmatchim.weebly.com/uploads/8/7/9/6/8796330/unit4.pdf
o Student Handout - Tenth Grade Biology Unit: Tissues, Organs, and Systems in
Living Organisms is derived from the IB Guides website:
http://ibguides.com/biology/notes/2.1-cell-theory
Specific Week 1 STSE relevant links:
- http://www.actionbioscience.org
- http://webspace.oise.utoronto.ca/~benczela/STSEEd.html
- http://www.sciencedaily.com/news/science_society/ethics/
- https://www.sciencenews.org
- Cell Theory song: https://www.youtube.com/watch?v=KuJqqiATlqw
Specific Week 2 relevant links:
- Onion and Cheek Cells Lab: http://schoolworkhelper.net/plant-animal-cellsstaining-lab-answers/
- Mitosis consolidation worksheet: http://www.zerobio.com/central/mitosis.htm
- Cell Organelles and their functions 3D and microscopic views video:
https://www.youtube.com/watch?v=LP7xAr2FDFU
- Cell
Specialization
and
Differentiation
video:
https://www.youtube.com/watch?v=88icau6HpsQ
- Cell
specialization,
how
cells
are
specialized?
video:
https://www.youtube.com/watch?v=LCrj3uKihoc
Specific Week 3 link:
- Information for mid-unit test and interactions at every level (cellular, tissue,
organ, and system) was mainly from the aforementioned general source Unit 4
Cells,
Tissues,
Organs,
and
Systems:
http://mrmatchim.weebly.com/uploads/8/7/9/6/8796330/unit4.pdf
10!
Prior knowledge and skills required:

Most students should have covered Cells in their eighth grade science class and are
familiar with how systems function from elementary school years.
Students should have known the difference between animal and plant cells, the organelles
within cells, and the functions of some of the systems (Ex: respiratory, circulatory, and
digestive systems).
At this level, most students should work on building their collaborative work skills and
challenge themselves in achieving their goals when working in a group.
Students should have an idea on how to use PowerPoint/Prezi, how to come up with
creative techniques in explaining or applying a concept, and how to present in front of an
audience.
Though the culminating project may seem overwhelming, the fact that groups of four
students are doing it allows them to further develop their organization skills,
interdependence, accountability, and cooperative learning. It should allow them also to
handle time management and conflict resolution techniques that they should have
gradually developed since middle school.
Students should have an idea on how to go on the Internet and do some research.
Students should use the unit lessons and handouts distributed to help them in their
culminating project.
Accommodations:
Group size consists of four students who can be grouped according to their different
levels or needs.
Groups can be grouped based on their strengths with particular skills (ex: writing,
research, creative ideas) and hence it allows learning between group members.
The culminating project allows the students to use a variety of tools like material for the
3D model, PowerPoint/Prezi, the internet, charts and others, so it allows students to
experiment with different materials and select based on their comfort and preference.
Every member in the group presents a section of their oral presentation. This reduces
stress on individuals who feel nervous with public speaking when handling the project
alone. Hence, though each member must present a part, the group collaboratively
provides a safe friendly space to motivate each other and hence reduces anxiety of
individuals worrying about public speaking.
There are many newcomers to Canada who may have English as a second language (ELL
students) and hence dictionaries and one-on-one discussion to tailor the project to their
needs can take place. Also, gradually making them feel inclusive, two ELL students can
be placed with two non-ELL group members and so they build social, learning, and
academic skills when working on this culminating project.
If students do not have access to a computer or Internet at home, we can make sure we
have more access to computers during our period and they can print relevant sources.
Also if they request more time to work on the computer to do research, they can do so at
break or during a free period if possible. If this is not an option, then this student can
start handling other parts of the project that do not require internet (ex: forming the 3D
model). Having a group of four students hopefully will not lead this to be an issue since
the project can be done as long as one or two members have access to a computer at
home.
!
11!
In terms of writing their individual report, portfolio page, and reflection, students who
find writing to be challenging or are new to this type of task can set a one-on-one
conference with me and we can tailor the task to fit their needs at this point.
12!
Appendix A - Unit Agenda (with brief lesson descriptors):

Weekly Overview
Week 1
Tissues, Organs,
and Systems
Current News!
What are some
current STSE
linkage with our unit
Tissues, Organs,
and Systems in
Living Organisms?
Ethical debates,
technological
developments, and
societal impacts.
Monday
Unit Relevance Today - STSE
How is our unit Tissues,
Organs, and Systems of Living
Organisms relevant today?
Why are we learning this unit?
Prior knowledge - Student news
article brought in.
Either of two themes:
1) Ethical debate.
2) Technological
development and
societal impact.
Confirmation on whether students
got relevant articles/news.
Summary due at end of class.
Triad formation
Tuesday
Science, Ethics, and Technology
Wednesday
Science & Ethics
Thursday
Science, Technology, & Society
What are some current news or

discussions with regards to aspects of
our unit Tissues, Organs, and
Systems of Living Organisms?
What are the some ethical

debates with regards to some
aspects of our unit cells,
tissues, organs and systems?
What is a technological development

or tool used within the scope of our
unit cells, tissues, organs, and
systems, and what is the resulting
societal impact (or pros and cons)?
Triad discussion. Each student brings

his/her summary, and shares for 2-3
minutes what he/she wrote.
Triads finish preparing their

presentation
Mini-presentation preparation:
Triad decides on the best one that fits
either of the two themes, OR they can
integrate all three into a minipresentation.
Starting presentations on ethical

dilemmas of the unit
Four presentations and discussion
on ethical debates.
Starting presentations on technological

medical development and societal
impact.
Four or five presentations on
technological development or tool and
its societal impact.
The Cell Factory Lab Plant &

Animal Cells Organelles
How it all starts!

The beginning of
an organisms
journey.
How does the
organism come to
be today and how
does it continue to
grow, develop and
function?
What is the cell made of? What

is the difference between plant
and animal cells?
Consolidate or relate lab to

concepts 2.3.2, 2.3.5, 2.4.2, and
2.4.7 from video Cell Organelles
and their functions 3D and
microscopic views and from
handout.
(B1.1, B1.2)
How do living organisms continue to
grow, develop, and survive?
Describe the Cell Cycle and why is it
important to learn?
Interphase, Mitosis, and Cytokinesis.
Lab Onion cells

Tool: continue PEOE model
after lab
Observe through undergoing the
lab.
Explain after lab what they see
similarly and differently.
What is Cell Theory and how can

we prove its existence?
PEOE model (before lab):
Predict by drawing plant and animal
cells (prior knowledge) +
Explain the diagrams and why they
are similar/different.
Unit handout distributed: discussing
concepts 2.1.1 and 2.1.2 on handout.
Culminating Project (CP) introduced
and distributed.
Presentations
Triad prepares a 5 to 7- minute
presentation and a main question to ask
the rest of class. Triads can use a blank
half-chart as a graphic organizer.
All three students need to present a part
in the presentation.
(B2.1, B2.3)
(B1.1)
Presentations
(B1.1,B 1.2)
(B1.1,B 1.2)
Week 2
Friday
Introducing Cell Theory & The Cell
Factory Lab
Plant & Animal Cells
Discussion: Why does the cell divide?

(Examples: growth, embryonic
development, tissue repair, and asexual
reproduction).
Basic difference between sexual and
asexual reproduction.
Focus on asexual reproduction (i.e.
mitosis) and the cell cycle.
Cell cycle has 3 stages and the first
stage has three parts. Show Mitosis
video and handout concepts 2.5.1, 2.5.3,
Mitosis Lab Normal vs.

Abnormal division.
Who am I? Cell Specialization (or

Differentiation).
How do cells undergo Mitosis?

Why is it important to take
place and what happens if
something goes wrong during
Mitosis?
What is Cell Differentiation (or Cell

Specialization) and why do cells
differentiate at some point?
Fill out mini-lab PEOE after

viewing 4 phases of mitosis.
Provide 2-3 extra slides with
abnormal division (ex: anaphase
splitting two rather than one
chromosome).
Discussion of handout concepts
2.5.1, 2.5.2, 2.5.3, 2.5.4, 2.5.5,
and 2.5.6.
Simple consolidation handout
more on mitosis for review.
Discuss concepts 2.1.7, and 2.1.8 on

handout.
Relating how cell division and
specialization then leads to formation of
tissues then organs and systems.
Students will watch a video
(Differentiation and Specialization) on
how cells are specialized through
expression of particular genes.
Students have a mini-lab where they
form the first part of a four-part class
unit portfolio.
First part of four-part class unit
portfolio (cellular level).
CP groups formed.
Peer & self-assessment
rubric/checklist formed to be
submitted.
First weekly task schedule.
Week 1 Exit Card
One cell mistake can lead to complete
system dysfunction.
What is a disorder/disease that is
still under research and relates to
an error happening at the cellular
level and/or tissue, organ, and
system? What is the result of this
error on the structure or function of
the system and living organism?
Error Research!
Research in computer lab:
Students are to form a report on a
disease; how the abnormality is due to
dysfunction at the cellular level, and
how it subsequently impacted the
tissue, organ and/or system(s).
Submitted by end of class.
Test on Monday. Students can review
from their labs and unit handout given
in the first week.
(B 2.5, B 2.7)
13!
PEOE lab report to be

completed and submitted
before class ends.
and 2.5.6.
(B 2.2, B 3.1, B 2.5)
(B 2.2, B 3.1)
(B 2.3)
Week 3
Mid-Unit Test
From a Cell to a
System
Interactions at
each level = next
level
To what extent or how do

students understand the
concepts and the skills applied
in this unit so far?
Cellular interaction =
Organs Interaction =
Systems Independent function
How do specialized cells form tissues,

organs and systems in living
organisms?
How do tissues form organs and

how do organs work together in
forming a system structure and
function?
Second part of four-part class unit

portfolio (tissue level).
Part 2 to be submitted (students can
work in partners):
2) Different types of cells and tissues
forming a specific organ.
What is
interdependence?
Where and how
does it occur within
the organism? How
is this concept key
to organism
survival and
growth?
(B 3.3)

work in partners):
1) Images and brief descriptors of
different types of cells (differentiated vs.
non-differentiated types of cells) and
examples on how they lead to
specialized tissues.
(B 2.4, B 3.2)
Systems Interaction = Systems
Interdependent function.
Week 2 Exit Card

Unit Consolidation and Culminating
Project Work
Are systems interdependent? How do

different systems interact for
organism survival, growth, and
development?
How does the cell specialization to

systems interaction hierarchal
organization lead to organism
survival? What happens if an error
occurred at some point in this
hierarchal organization? Provide
examples.
Eleven Body Systems

Third part of four-part class
unit portfolio (organ level).
Part 3 to be submitted (students
can work in partners):
3) A system with its diverse
organs that are vital to its holistic
function.

Report 1 DUE.
Second weekly task schedule.
First self-assessment including 3question template.
Last part of four-part class unit

portfolio (system level).
work in partners):
4) Using a class Mind map (on chart or
board), students complete their portfolio
by connecting the eleven different
systems in the human body and
understanding the necessity of this
interaction for the organisms survival.
(B 3.3, B 3.4)
A snapshot or picture of the mind map is
taken and printed to be included in the
last part of the portfolio.
(B 3.5)
The 4-part portfolio is now shared in

the whole class discussion so students
can visualize the linkage of cell
specialization and system
composition, structure, and
subsequently organism functioning.
Students work on their culminating
project.
Report 2 DUE.
Third weekly task schedule.
Second self assessment including 4question template.
Week 4
Week 3 Exit Card

Culminating
Project

How are the culminating Project tasks

or elements relevant to different
lessons covered in the unit? Which
Two groups
Two groups
Two groups
How is the
Culminating
Project relevant
and authentic in
applying this units
concepts and
skills?
Guidance on oral presentations.

Last self assessment.
Individual Report, Portfolio page,
and Reflection handed in by week 5
(Wednesday).
Week 4 Exit Card
14!
Appendix B:
Student Handout - Tenth Grade Biology Unit: Tissues, Organs, and Systems in Living
Organisms
Week 1 Friday
Introducing Cell Theory
2.1.1 Outline the cell theory.
The cell theory states that:
All living organisms are composed of cells. Multicellular organisms (example: humans) are composed of many
cells while unicellular organisms (example: bacteria) are composed of only one cell. Cells are the basic unit
of structure in all organisms.
Cells are the smallest unit of life. They are the smallest structures capable of surviving on their own.
Cells come from pre-existing cells and cannot be created from non-living material. For example, new cells arise
from cell division and a zygote (the very first cell formed when an organism is produced) arises from the
fusion of an egg cell and a sperm cell.
2.1.2 Discuss the evidence for the cell theory.
When scientists started to look at the structures of organisms under the microscope they discovered that all living
organisms where made up of these small units which they proceeded to call cells. When these cells were taken from
tissues they were able to survive for some period of time. Nothing smaller than the cell was able to live
independently and so it was concluded that the cell was the smallest unit of life. For some time, scientists thought
that cells must arise from non-living material but it was eventually proven that this was not the case, instead they
had to arise from pre-existing cells. An experiment to prove this can be done as follows:
Take two containers and put food in both of these
Sterilize both of the containers so that all living organisms are killed
Leave one of the containers open and seal the other closed
What will happen is that in the open container mold will start to grow but in the container that was sealed no mold
will be present. The reason for this is because in the open container, cells are able to enter the container from the
external environment and start to divide and grow. However, due to the seal on the other container no cells will be
able to enter and so no mold will develop, proving that cells cannot arise from non-living material.
Week 2 Monday:
The Cell Factory Lab Plant & Animal Cells Organelles
2.3.1 Draw and label a diagram of the ultrastructure of a liver cell as an example of an animal cell (to be
shown on board).
2.3.2 Annotate the diagram from 2.3.1 with the functions of each named structure.
Ribosomes: Found either floating free in the cytoplasm or attached to the surface of the rough endoplasmic
reticulum and in mitochondria and chloroplast. Ribosomes are the site of protein synthesis as they translate
messenger RNA to produce proteins.
Rough endoplasmic reticulum: Can modify proteins to alter their function and/or destination. Synthesizes proteins
to be excreted from the cell.
Lysosome: Contains many digestive enzymes to hydrolyze macromolecules such as proteins and lipids into their
monomers.
Golgi apparatus: Receives proteins from the rough endoplasmic reticulum and may further modify them. It also
packages proteins before the protein is sent to its final destination, which may be intracellular or extracellular.
Mitochondrion: Is responsible for aerobic respiration. Converts chemical energy into ATP using oxygen.
Nucleus: Contains the chromosomes and therefore the hereditary material. It is responsible for controlling the cell.
2.3.5 State three differences between plant and animal cells.
Animal cells only have a plasma membrane and no cell wall. Whereas plant cells have a plasma membrane and a
cell wall.
15!
Animal cells do not have chloroplasts whereas plant cells do for the process of photosynthesis.
Animal cells store glycogen as their carbohydrate resource whereas plants store starch.
Animal cells do not usually contain any vacuoles and if present they are small or temporary. On the other hand
plants have a large vacuole that is always present.
Animal cells can change shape due to the lack of a cell wall and are usually rounded whereas plant cells have a fixed
shape kept by the presence of the cell wall.
2.4.2 Explain how the hydrophobic and hydrophilic properties of phospholipids help to maintain the
structure of cell membranes.
Phospholipid molecules make up the cell membrane and are hydrophilic (attracted to water) as well as hydrophobic
(not attracted to water but are attracted to other hydrophobic tails). They have a hydrophilic phosphate head and two
hydrophobic hydrocarbon tails. Cell membranes are made up of a double layer of these phospholipid molecules.
This is because in water the hydrophilic heads will face the water while the hydrophobic tails will be in the center
because they face away from the water. The phospholipid bilayer makes the membrane very stable but also allows
flexibility. The phospholipid in the membrane are in a fluid state, which allows the cell to change its shape easily.
2.4.7 Explain how vesicles are used to transport materials within a cell between the rough endoplasmic
reticulum, Golgi apparatus and plasma membrane.
After proteins have been synthesized by ribosomes they are transported to the rough endoplasmic reticulum where
they can be modified. Vesicles carrying the protein then bud off the rough endoplasmic reticulum and are
transported to the Golgi apparatus to be further modified. After this the vesicles carrying the protein bud off the
Golgi apparatus and carry the protein to the plasma membrane. Here the vesicles fuse with the membrane expelling
their content (the modified proteins) outside the cell. The membrane then goes back to its original state. This is a
process called exocytosis. Endocytosis is a similar process, which involves the pulling of the plasma membrane
inwards so that the pinching off of a vesicle from the plasma membrane occurs, and then this vesicle can carry its
content anywhere in the cell.
Week 2 Tuesday:
2.5.1 Outline the stages in the cell cycle, including interphase (G1, S, G2), mitosis and cytokinesis.
The first stage of cell division is interphase which is divided into 3 phases; G1, S and G2. The cell cycle starts with
G1 (Gap phase 1) during which the cell grows larger. This is followed by phase S (synthesis) during which the
genome is replicated. Finally, G2 (gap phase 2) is the second growth phase, which separates the newly replicated
genome and marks the end of interphase.
The fourth stage is mitosis which is divided into prophase, metaphase, anaphase and telophase. During mitosis the
spindle fibers attach to the chromosomes and pull sister chromatids apart. This stage separates the two daughter
genomes. Finally, cytokinesis is the last stage during which the cytoplasm divides to create two daughter cells. In
animal cells the cell is pinched in two while plant cells form a plate between the dividing cells.
2.5.3 State that interphase is an active period in the life of a cell when many metabolic reactions occur,
including protein synthesis, DNA replication and an increase in the number of mitochondria and/or
chloroplasts.
Interphase is an active period in the life of a cell during which many metabolic reactions occur such as protein
synthesis, DNA replication and an increase in the number of mitochondria and/or chloroplast.
2.5.6 State that growth, embryonic development, tissue repair and asexual reproduction involve mitosis.
Growth, embryonic development, tissue repair and asexual reproduction involve mitosis.
Week 2 Wednesday:
Mitosis Lab Normal vs. Abnormal division
2.5.2 State that tumours (cancers) are the result of uncontrolled cell division and that these can occur in any
organ or tissue.
Tumors are formed when cell division goes wrong and is no longer controlled. This can happen in any organ or
tissue.
16!
2.5.4 Describe the events that occur in the four phases of mitosis (prophase, metaphase, anaphase and
telophase).
During prophase the spindle microtubules grow and extend from each pole to the equator. Also chromosomes super
coil and become short and bulky and the nuclear envelope breaks down.
During metaphase the chromatids move to the equator and the spindle microtubules from each pole attach to each
centromere on opposite sides.
During anaphase the spindle microtubules pull the sister chromatids apart splitting the centromeres. This splits the
sister chromatids into chromosomes. Each identical chromosome is pulled to opposite poles.
During telophase the spindle microtubules break down and the chromosomes uncoil and so are no longer
individually visible. Also the nuclear membrane reforms. The cell then divides by cytokinesis to form two daughter
cells with identical genetic nuclei.
2.5.5 Explain how mitosis produces two genetically identical nuclei.
Mitosis is divided into four stages; prophase, metaphase, anaphase and telophase. During prophase, the
chromosomes become visible under a light microscope as they super coil and therefore they get shorter and more
bulky. The nuclear envelope disintegrates and the spindle microtubules grow and extend from each pole to the
equator. At metaphase the chromatids move to the equator. The sister chromatids are two DNA molecules formed by
DNA replication and are therefore identical. These sister chromatids are then separated in anaphase as the spindle
microtubules attaches to centromere and pulls the sister chromatids to opposite poles. As the sister chromatids
separate they are called chromosomes. This means that each pole has the same chromosomes (same genetic
material). Finally the microtubules break down, the chromosomes uncoil and the nuclear membrane reforms. The
cell then divides into two daughter cells with genetically identical nuclei.
Week 2 Thursday:
Who am I? Cell Specialization (or Differentiation).
2.1.7 State that multicellular organisms show emergent properties.
Multicellular organisms show emergent properties. For example: cells form tissues, tissues form organs, organs form
organ systems and organ systems form multicellular organisms. The idea is that the whole is greater than the
composition of its parts. For example your lungs are made of many cells. However, the cells by themselves arent
much use. It is the many cells working as a unit that allow the lungs to perform their function.
2.1.8 Explain that cells in multicellular organisms differentiate to carry out specialized functions by
expressing some of their genes but not others.
Every cell in a multicellular organisms contains all the genes of that organism. However, the genes that are activated
vary from cell to cell. The reason we have different types of cells in our body (the cells in your eyes are not the same
as the ones that make up your hair) is because different genes are activated in different cells. For example, the gene
that produces keratin will be active in hair and nail cells. Keratin is the protein which makes up hair and nails. Genes
encode for proteins and the proteins affect the cells structure and function so that the cell can specialize. This means
cells develop in different ways. This is called differentiation. Differentiation depends on gene expression which is
regulated mostly during transcription. It is an advantage for multicellular organisms as cells can differentiate to be
more efficient unlike unicellular organisms who have to carry out all of the functions within that one cell.
Resource:
Derived from IB Guides: http://ibguides.com/biology/notes/2.1-cell-theory
17!
Appendix C - Peer & Self Assessment Rubric Exemplar

Student Name:
CATEGORY
________________________________________
4 Superior
3 Above Average/Good
2 Average
1 Below Average
Contributions
Routinely provides useful ideas

when participating in the group and
in classroom discussion. A definite
leader who contributes a lot of effort.
Usually provides useful ideas when

participating in the group and in
classroom discussion. A strong
group member who tries hard!
Sometimes provides useful ideas when

classroom discussion. A satisfactory
group member who does what is
required.
Rarely provides useful ideas when

classroom discussion. May refuse
to participate.
Quality of Work
Provides work of the highest quality. Provides high quality work.
Provides work that occasionally needs

to be checked/redone by other group
members to ensure quality.
Provides work that usually needs to

be checked/redone by others to
ensure quality.
Time-management
Routinely uses time well throughout

the project to ensure things get done
on time. Group does not have to
adjust deadlines or work
responsibilities because of this
person\'s procrastination.
Usually uses time well throughout

the project, but may have
procrastinated on one thing. Group
does not have to adjust deadlines or
work responsibilities because of
this person\'s procrastination.
Tends to procrastinate, but always gets

things done by the deadlines. Group
does not have to adjust deadlines or
work responsibilities because of this
person\'s procrastination.
Rarely gets things done by the

deadlines AND group has to adjust
deadlines or work responsibilities
because of this person\'s inadequate
time management.
Problem-solving
Actively looks for and suggests

solutions to problems.
Refines solutions suggested by

others.
Does not suggest or refine solutions, but Does not try to solve problems or
is willing to try out solutions suggested help others solve problems. Lets
by others.
others do the work.
Attitude
Never is publicly critical of the

project or the work of others.
Always has a positive attitude about
the task(s).
Rarely is publicly critical of the

project or the work of others. Often
has a positive attitude about the
task(s).
Occasionally is publicly critical of the

project or the work of other members of
the group. Usually has a positive
attitude about the task(s).
Often is publicly critical of the

project or the work of other
members of the group. Often has a
negative attitude about the task(s).
Focus on the task
Consistently stays focused on the

Focuses on the task and what needs
task and what needs to be done. Very to be done most of the time. Other
self-directed.
group members can count on this
person.
Focuses on the task and what needs to

be done some of the time. Other group
members must sometimes nag, prod,
and remind to keep this person on-task.
Rarely focuses on the task and

what needs to be done. Lets others
do the work.
Preparedness
Brings needed materials to class and

is always ready to work.
Almost always brings needed

materials to class and is ready to
work.
Almost always brings needed materials Often forgets needed materials or is

but sometimes needs to settle down and rarely ready to get to work.
get to work
Pride
Work reflects this student\'s best

efforts.
Work reflects a strong effort from

this student.
Work reflects some effort from this

student.
Monitors Group
Effectiveness
Routinely monitors the effectiveness Routinely monitors the

of the group, and makes suggestions effectiveness of the group and
to make it more effective.
works to make the group more
effective.
Working with
Others
Almost always listens to, shares

with, and supports the efforts of
others. Tries to keep people working
well together.
Work reflects very little effort on

the part of student.
Occasionally monitors the effectiveness Rarely monitors the effectiveness

of the group and works to make the
of the group and does not work to
group more effective.
make it more effective.
Usually listens to, shares, with, and Often listens to, shares with, and
supports the efforts of others. Does supports the efforts of others, but
not cause \"waves\" in the group.
sometimes is not a good team member.
Rarely listens to, shares with, and

supports the efforts of others. Often
is not a good team player.
Overall level (and additional comments if needed):
18!
Appendix D Peer and Self Assessment Blank Template

Form your own group assessment template. You can use the previous guide of peer assessment
and/or add your own criteria.
Category
Level 4
Level 3
Level 2
Level 1
Appendix E First Individual Task Schedule:

System selected:
Name
Task
19!
Appendix F- Student Checklist:

Assessment AS learning in Culminating Project.
Week 1
1) Formed group.
2) Formed and submitted rubric for peer and self assessment.
3) Selected a system and shared it with teacher.
Week 2
1) Submitted first progress report.
2) Submitted first week task schedule (within first progress report).
3) Filled out first peer assessments (for three members in my group).
4) Filled out first self-assessment.
5) Completed the three questions in my first self-assessment.
Week 3
1) Submitted second progress report.
2) Submitted second week task schedule (within second progress report).
3) Filled out second peer assessments (for three members in my group).
4) Filled out second self-assessment.
5) Completed the four questions in my second self-assessment.
Week 4
1) Filled out last peer assessment.
2) Filled out last self-assessment.
Assessment OF Learning in Culminating Project
Did I get the following ready?
3D model or video (explaining the selected system from non-differentiated cellular level to
organisms survival). It addresses:
Composition or formation of system.
Structure of system.
Function of system.
Creative demonstration of the selected systems interaction with others in the organism.
Researched three different disorder/diseases and included different authentic sources (ex: images,
news, video links, tools..).
Brought up two sources with:
Ethical debate or dilemma.
Technological development/tool and societal impact.
Applied unit knowledge and understanding by designing a game or hands-on task for out of school
audience (Scientastic visitors!). Note: I do not expect you to form the actual game tool but have the
design to form it with all proper knowledge, skills, and goals integrated.
Formed a PowerPoint/Prezi or a visual representation of the prior aspects and illustrates an organized
clear pattern.
My project is very visually stimulating with a mix of images, stories, animation..etc.
My group oral presentation is ready with each member accountable for his/her part and the whole
group is ready to demonstrate enthusiasm.
Individual Work:
Submitted one to two-page individual report on whole project.
Submitted one-page report to be included in my group portfolio.
Submitted one-page reflection on what I learned from and throughout the culminating
project.
Inserted my name as a header in both all three reports.
20!
Appendix G: Culminating Project Guide Individual Report, Portfolio page, & Reflection
Instructions:
Guide Individual Report, Portfolio page, and Reflection Instructions:
Look back at each of the following:
1) The lesson titles and/or tasks in your 4-week agenda covering Biology unit Tissues, Organs, and
Systems,
2) Your own group culminating project and presentation,
3) Your own individual contribution to the project as well as your peers contribution, and
4) Other group presentations.
Using the prior, you will form an individual report and a one to two-page reflection that is due on
Wednesday (Week 5), after all groups present their projects.
For the Individual Report:
Your individual report should be a summary about your whole project including its six different
components. Basically it is the way for me to know whether you understood your selected system. It
should show me what you learned about the particular system and how you used the Scientastic theme
context when explaining or presenting it. The aim of the report is to show me the
knowledge/understanding of the system selected, the relevance of the unit to your presentation, the
relevance of your presentation to news outside the classroom, and the application of your knowledge
within a specific context (ex: Scientastic context). You are also to briefly suggest a new context with a
new/different audience where you get to teach, present, or communicate your selected system (the
audience must be outside the classroom).
For the one to two-page Reflection:
Since your report tells me more about the product by your knowledge and understanding, your
reflection tells me more about the process by the skills, ideas, and points of view you developed
throughout this unit and your project work. Your reflection should be deep, honest, and personal. It
should show the intention of growth and deeper understanding.
You will submit your report along with a one or two-page reflection about the way your project went:
what went well and why, what didnt go well and why, what would you change if you were to redo the
project, what skills or goals you felt maintained throughout and what are other goals you feel you need to
work on achieving and why.. etc. Please include aspects from your peer assessment, self-assessment,
progress reports or exit cards and how some of these aspects influenced your reflection and on-going
work. You must also include each of the elements of the culminating project (6 elements on your handout
and/or checklist). Your reflection should encompass those elements and you must address each one. The
voice in your reflection is your own as this is your open space. This is due on Wednesday (week 5) after
all groups finish presenting their projects by Friday of week 4.
21!
Appendix H: Week 2 Self-Assessment:

1) From the rubric, what are three aspects you feel you are quite comfortable in maintaining throughout the
group work and within the culminating project?
2) From the rubric, what are three aspects you feel you may need to work on and achieve as a goal by your
second peer and self assessment, and by the end of the project?
3) What actions will you take to maintain your strengths and simultaneously achieve your three new goals?
Week 3 Self-Assessment:
1) From the rubric and relative to your last self-assessment, what are three aspects you feel you maintained
throughout the group work so far within the culminating project?
2) From the rubric and relative to your last self-assessment, which of your last three goals you feel you
worked on achieving in your first week working with your group on the project?
3) From the rubric, what are three new or persisting aspects you feel you may need to work on and achieve
as a goal by the end of the project?
4) What actions will you take to maintain your strengths and simultaneously achieve your three new goals?
22!
Appendix I Week 2 Progress Report 1:

1) What is the system the group is working on?
2) Provide a brief description of content of model or animation video as well as materials used.
3) Provide a brief description of your creative demonstration idea (i.e. a story, role-play, dialogue?).
4) List the three diseases to be researched in relation to the system your group chose.
5) Provide a brief description of the hands-on game or lab or task for audience.
6) What is each individual current task for this week? (each student writes a line or two in the following table).
Name
Task/Role
Week 3 Progress Report 2:

1) What is the system the group is working on?
2) Since your last progress report, provide further description of content of model or animation video as well as materials used.
3) Since your last progress report, provide further description of your creative demonstration idea (i.e. a story, role-play,
dialogue?).
4) Describe the three diseases you are researching: a) what new knowledge did you find, b)how will you organize your research
with regards to your research findings, and c) what is missing and will be currently worked on in this section.
5) Since your last progress report, provide further description of the game design or hands-on application task for audience.
6) What is each individuals current task for this week? (each student writes a line or two in the following table).
Name
Task/Role
23!
Appendix J - Exit Card (difference is inserting the specific week):

Biology Unit: Tissues, Organs, and Systems
Week 1 Exit Card
1) Within our Science unit Tissues, Organs, and Systems, this first weeks focus was on
learning:
2) Something that worked really well and helped me this week in our Science unit was
3) A challenge I had this week, and my solution or goal in overcoming it is
4) I need to learn more about
5) A question and/or suggestion I have is.
24!
Appendix K: Rubric Guideline - Scientastic Culminating Project Rubric

Student Name: ________________________________________
4
3D Model / Video
CATEGORY
3D model and/or video is very:

Creative and engaging,
relevant to the \'Scientastic\' theme,
very informative with effective usage
of scientific literacy.
3D model and/or video is

considerably
creative and engaging,
relevant to the \'Scientastic\'
theme,
and informative with considerable
usage of scientific literacy.
3D model and/or video is

engaging and relevant to the
\'Scientastic\' theme but with
limitation,
lacks information and/or scientific
literacy.
3D model and/or video is:

not provided, OR
lacks engagement and is not
relevant to the \'Scientastic\'
theme, OR
information is off point with no
scientific literacy.
Scientific Vocabulary (Unit)
Effective usage of scientific

vocabulary relating to unit (Ex: cell
specialization, differentiation,
organelles, tissues, mitosis,
interphase...)
Considerable usage of scientific

vocabulary relating to unit.
Limited usage of scientific vocabulary Rare/no usage of scientific vocabulary

relating to unit.
relating to unit.
Demonstration of system interactions
Demonstration is:
original, very creative, and engaging,
AND
informative of the system\'s
interactions with another system.
Demonstration is considerably:
Creative and engaging, AND
informative of the system\'s
interactions with another system.
Demonstration is:
Limited creativity or engagement.
OR
Information of the system\'s
interactions with another system is
limited.
Research
Three disorders are:

Three disorders are:
Two disorders are:
identified, well researched, and relate identified, considerably
Identified, but limited research or
to the unit.
researched, and considerably relate
limited relevance to the unit.
to the unit.
One or no disorders are identified.
Research Reference (usage of

authentic resources)
Authentic sources illustrating three

disorders are used and shared.
Some authentic sources illustrating

the three disorders are used and
shared.
Authentic sources illustrating three

disorders are rarely used or not shared.
Few or no authentic sources are used or

shared.
STSE Linkage
Presentation effectively shows:

ethical issues brought up AND
technological development/tools
used to investigate the system\'s
disorders.
Presentation considerably shows:

some ethical issues brought up
AND some technological
development/tools used to
investigate the system\'s disorders.
Presentation somewhat shows:

ethical issues brought up OR
disorders with limitation.
Presentation rarely shows:
ethical issues brought up OR

disorders.
Application - Game/Task Design
Game design is considerably

informative, engaging, and
feasible, AND
Design considerably relates
information presented using a
hands-on technique.
Game design is limitedly

informative, engaging, or feasible.
Design somewhat relates or assesses
information presented, and/or may
lack a hands-on approach.
Game design is rarely informative,

engaging, or feasible, OR
Design does not assess information
presented.
Game design is very informative,
engaging, and feasible, AND

Design effectively relates and
assesses information presented
using a hands-on technique for any

audience.
Demonstration:
Lacks creativity or engagement, OR
Little or no information of the
system\'s interactions with another
system.
Individual Report
Report is:
concise yet detailed and
informative, plus
relevant to the individual's task
from schedule, and engaging.
Report is considerably:
concise yet informative, AND
relevant to the individual's task
from schedule.
Report is somewhat:
informative, relevant to the
individual's task from schedule, and
engaging.
Report is rarely:
informative and/or is rarely or not
relevant to the individual's task from
schedule.
Individual Reflection
Reflection is effectively:
organized, and clear, AND
personal (has clear personal
voice), AND
relates to the project, and well
written.
Reflection is considerably:
organized, and clear, AND
personal voice initiated yet not
sustained much, AND
relates to the project, and
appropriately written.
Reflection is somewhat:
organized and clear, BUT
may lack the personal aspect,
somewhat relevant to the project.
Writing needs some proofreading.
Reflection is:
not organized or clear, OR
lacks the personal aspect, OR
lacks relevance to the project.
Writing needs proofreading and
editing.
Self & Peer Assessment
Self and Peer Assessments are always

handed in on time.
Self and Peer Assessments are usually Self and Peer Assessments are handed
handed in on time.
in but not on their due dates.
Group PowerPoint/Prezi
Very engaging, informative,

well organized, and well
summarized,
address all 6 aspects on
Culminating project handout.
Considerably engaging, and

informative,
Considerably organized and/or
summarized,
addresses 5-6 aspects on
Somewhat engaging, but lacks

some informative details, OR
needs more organization or
summarization, OR
addresses 4 of the aspects on
Self and Peer Assessments are not

handed in.
Lacks engagement and information,

OR
lacks organization or summary OR
addresses less than 4 aspects of the
project.
25!
Appendix L - Some extra lesson material (Assessment FOR learning in Culminating

Project):
The following are two templates that provide some guiding questions for students summary.
a) Ethics:
1) What is the main scientific notion of this paper that relates to our Biology unit Tissues,
Organs, and Systems of Living things? Write a 200 word summary.
2) What are the pros and cons of this scientific notion? Or what is the main ethical notion
brought out?
3) What is your opinion on the scientific notion?
b) Technological development/tool:
1) What is the medical technological tool researched that relates to our Biology unit
Tissues, Organs, and Systems of Living things? Write a 200 word summary on the tool
and its function(s)?
2) What are the pros and cons of this medical tool in our technological advancement and its
impact on society?
3) What is your opinion on the usage of this medical tool?
PEOE Model:
26!

GR 10 Biology - Tissues Organs and System of Living Thing

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Grade 10 Biology Tissues, Organs, and Systems of Living

Part B: Notes to Teacher

Teacher Name: Ms. Abulnour

Teacher Name: Ms. Abulnour

least one of their body systems came to

similar routes of other systems.

system that started at one of the four

teach their particular system in an

Understand interactions at the system,

Teacher Name: Ms. Abulnour

Teacher Name: Ms. Abulnour

Part B: Notes to Teacher - Unit Overview:

Tissues, Organs, and

How is our unit Tissues,

What are some current news

What are the some ethical

Prior knowledge Students

Science & Ethics Triad

Summary due at end of class.

Ethical and/or technological

Science, Technology, and

What are some

The Cell Factory Lab Plant &

How it all starts!

What is the cell made of?

Cell Cycle and its relevance

Mitosis Lab Normal vs.

Who am I? Cell Specialization

How do cells undergo

What is Cell Differentiation

(B 2.2, B 3.1, B 2.5)

First part of four-part class

review from their labs and unit

To what extent or how do

Culminating Project Work

Culminating Project Work

How are the culminating

How are the culminating

Systems Interaction = Systems

How do tissues form organs

Are systems interdependent?

Third part of four-part class

Last part of four-part class

Week 2 Exit Card

Guidance on oral presentations

Part B - Implementation Plan:

Related lesson titles and lesson

B 1.1 Analyze, on the

Week 1: Science, Ethics, &

B 1.2 assess the

Week 1: Science & Ethics:

Bring up two sources:

Using Scientastic Culminating Project

Individual report, Portfolio page, and

Using Scientastic Culminating Project

Using Scientastic Culminating Project

Oral Presentation (end of week 4)

Assessment FOR Learning

Oral Presentation (end of week 4)

B3.2 explain the

mitosis and subsequently leading to

relevance of the science