Body Tissue Portfolio Virtual Lab
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This lesson provided by:
Author: Kimberly Simms
System: Lowndes County School: Calhoun High School The event this resource created for: ASTA
General Lesson Information
Lesson Plan ID:
34526 Title:
Body Tissue Portfolio Virtual Lab Overview/Annotation:
Students will complete a virtual lab on Human Body Tissues. This lab can be found by going to the Histology Virtual Lab . In this lab, students can be in pairs or individual in a computer lab or with tablets. Students will go to the website listed above to view and draw specific body tissues that are outlined in the student e-lab they will have to download. At the end of the assignment, students will make a portfolio of their tissues.
This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
Associated Standards and Objectives
Content Standard(s):
Science 2 ) Analyze characteristics of tissue types (e.g., epithelial tissue) and
construct an explanation of how the chemical and structural organizations of the
cells that form these tissues are specialized to conduct the function of that
tissue (e.g., lining, protecting).
Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
Evaluate the different types of tissue and the basic characteristics of each tissue type.
Explain how the chemical and structural organizations of a tissue's cells are specialized to perform the function of that tissue. Teacher Vocabulary:
Epithelial tissue (ancillary structures, e.g., cilia and goblet cells)
Squamous epithelium
Cuboidal epithelium
Columnar epithelium
Simple epithelial tissue
Stratified epithelial tissue
Pseudostratified columnar epithelium
Transitional epithelium
Connective tissue (associated cell(s) and matrix/ fibers)
Loose connective tissue
Areolar
Adipose
Reticular
Dense connective tissue
Dense regular connective tissue
Dense irregular connective tissue
Elastic connective tissue
Cartilage
Chondrocyte
Matrix/fibers
Lacunae
Hyaline cartilage
Elastic cartilage
Fibrocartilage
Bone
Osteocyte
Osteon
Haversian canal
lamellae
Lacunae
Canaliculi
Blood
Plasma
Erythrocyte
Leucocyte
Thrombocyte
Muscle Tissue
Smooth muscle Knowledge:
Students know:
The function of a particular type of tissue is determined by the specialized chemical and structural organization of cells that make up that tissue.
There are four major tissue types in the human body and each type can be broken down into sublevel components that have unique features and functionality. Skills:
Students are able to:
Examine characteristics of the major types of tissue.
Gather, read, and evaluate scientific and technical information from multiple legitimate sources to analyze the structural components and organization of the cells that form a particular type of tissue, and interpret how this architecture affects the function(s) of that particular tissue.
Construct an explanation of how cellular architecture is specialized to conduct the function(s) of the tissue type it forms. Understanding:
Students understand that:
Tissues are composed of groups of cells that are comparable in structure and function(s) (epithelial, connective, nervous, muscle). Similarly, groups of different types of tissues form an organ that performs a specific bodily function.
The function, or functions, of a particular type of tissue are directly related to the type, composition, and arrangement of its unique cells and ancillary components. AMSTI Resources:
ASIM:
Local/National Standards:
NS. 9-12.3 Life Science
As a result of their activities in grades 9-12, all students should develop understanding of
The cell
Molecular basis of heredity
Biological evolution
Interdependence of organisms
Matter, energy, and organization in living systems
Behavior of organisms
NT.K-12.5 Technology Standards
Students use technology to locate, evaluate,and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Primary Learning Objective(s):
Students will analyze and differentiate the characteristics of various tissue types.
Additional Learning Objective(s):
Depth of Knowledge Level 4: Extended Thinking
Preparation Information
Total Duration:
61 to 90 Minutes
Materials and Resources:
Technology Resources Needed:
Background/Preparation:
Teacher prep
Teacher should:
Make sure the Internet is working on all computers prior to the class period/block.
Divide the students into groups.
Consider strengths and weaknesses in technology skills.
Make sure there are enough computers for the number of groups the teacher has assigned.
Explain and model to the students the appropriate way to conduct themselves around computers and in a computer lab.
Student Prep
Students should have prior knowledge of the different type of tissues before completing the assignment.
Procedures/Activities:
Prior to students getting on the computer/tablets, the teacher should:
Divide the students into their groups. (Optional)
Direct students to Click on the following link for the
Histology Virtual Lab . Once students get to this web page, they should wait on the teacher for further instructions.
Refer students to their
“Student Data Sheet” to know what specific tissue and at what magnification they should examine and draw. Once the students have selected the first tissue at the correct magnification, they will be ready to draw their first tissue.
Before Activity: (Engage/Explore)
1. Bell Ringer: Build Prior Knowledge
Ask the question or provide the following questions on the board. Allow students to discuss with a partner.
Out of the twelve tissue types that you will be analyzing today, which one is the only fluid tissue?
How might blood be considered a tissue if it is fluid?
Answer: Tissues are made up of many cells working together to perform a specific function and blood tissue is made up of many blood cells.
During Activity: (Explain/Elaborate)
Drawing Body Tissues
Students should have drawing paper, pencils, colored pencils, ruler, and petri dish.
Only two types of tissues should be on one page.
Students should take the petri dish and trace the outside of it to make a circle.
Below the drawing of the circle, take a ruler and draw a line to the right and draw to the left of the circle.
Under the left line write, “Type of Tissue” and on the right line, write “Magnification.” (See “
Tissue Drawing Sample Page” for the illustration.
Students will use pencils/colored pencils to draw and colored their drawing. (The drawing must be detailed.)
After the students have completed their first drawing, they should repeat the above steps to complete the lab.
After students have completed all of the assigned drawings, they will punch holes into their drawing paper and put them into their paper folder to make their Body Tissue Portfolio.
After Activity: (Evaluate)
Students will be evaluate by the following analysis questions:
What magnification is best for the observation of most tissue slides? Explain why this proved to be true?
What would be the significance of the relationship among cells, tissues, and organs.
Identify the four types of tissues found the observed vertebrate animals and provide the function of each.
Identify five organs analyzed in the lab and provide a function of each.
Students will be evaluated by using the Body Tissue Portfolio Rubric
Assessment
Assessment Strategies
A rubric and the analysis questions would be the most appropriate assessments for this project. The Analysis Questions help students to analyze and construct an explanation of how the chemical and structural organizations of the cells that form these tissues are specialized to conduct the function of the specific tissue that that have analyzed in the lesson
Click on the following link for an example:
Body Tissue Portfolio Rubric
Analysis Questions
Acceleration:
Using a word processing program, students can type a short report (a paragraph) on each body tissue that they have drawn. The focus for each paragraph is as follows: which organ(s) within the human body are the particular tissue found and why might there be an abundance of this type of tissue found there. This will be added to the Body Tissue Portfolio students will turn in.
Intervention:
Students who may need remediation or just need a review can play a review game at the following link: Body Tissue Review Game.
View the
Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
