Lesson 1.2 Identity: Tissues
Preface
In the opening lesson, students explored the way in which body systems work
together in the amazing human body. As they work through the Human Body
Systems course, students will investigate the many functions that make us who we
are and will see that a simple process such as movement requires coordination from
more than just our muscles and bones. All of the systems in the body work together
to maintain homeostasis and to complete even the tiniest task.
Before students focus on the common processes of this amazing human machine,
Lesson 2 will focus on what makes us unique - from our appearance, to the structure
of our bones and organs, down to the DNA inside of our cells. In this lesson,
students will investigate the concept of identity in human systems. Students looked
at the amazing human as a whole, and then looked at the systems and specific
organs that fuel major processes. Now, they will work their way down the levels of
organization to explore the tissues and eventually the cells at the core of our identity.
In this lesson, students will begin to give their Maniken® an identity - a face and a
name. Over the course of the year, students will construct a unique body of
interrelating systems on the Maniken® and will see how variations in structure and
function contribute to the identity of a person. The basic processes of the body unite
us as humans, but tiny differences in our appearance, our tissues and our cells
make us truly unique. These differences influence our physical appearance, our
personality, our ability to deal with external stressors and our overall health and
susceptibility to disease.
Throughout the Human Body Systems course, students will explore the four main
classifications of human tissue - epithelial tissue, connective tissue, muscle tissue
and nervous tissue. In this lesson, students will research basic information about all
four types and use this information to create a concept map. They will not explore all
four categories in detail at this point. They will use a microscope to view some of the
types of connective tissue that contribute to identity, and they will begin to compare
the structure and function of epithelial and connective tissue. Students will view
more slides and investigate the other tissue types further in later lessons.
In this lesson, students will work with clay to sculpt the physical identity of their
Maniken®. They will review the types of human tissue and look deeper at bone,
muscle and fat, all types of tissue that contribute to the framework of the human
body. Students will then play the role of forensic anthropologists to examine skeletal
remains and analyze four bones to determine as much as possible about the
person’s gender, race, age and height. They will use what they have learned about
human skeletal structure to take qualitative and quantitative measurements and
analyze their findings to provide a preliminary identification of the deceased. Finally,
students will use theoretical equations to predict their own height from the length of
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Human Body Systems Lesson 1.2 Identity: Tissues – Page 1
their bones and will then explore how scientists can come up with these equations
by using class data to generate an equation for a line.
In the next lesson, students will look at the next level of identity. They will continue
their identification of their missing person by exploring the unique structure of DNA
and the techniques used to examine these differences in our cells and genetic
material.
Understandings
1. A tissue is a group of similar cells designed to carry out a specific function.
2. The bones of the human skeletal system protect the body’s internal organs while
allowing for movement and great range of mobility.
3. The specific structure of bone reveals information about a person’s gender,
stature, age, and ethnicity.
4. The length of long bones in the human body can be used to mathematically
predict the overall height of an individual.
Knowledge and Skills
It is expected that students will:
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Identify characteristics of the four categories of human tissue.
Describe the functions of the human skeletal system.
Recognize that differences in bone structure contribute to a person’s unique
identity.
Recognize that there is a relationship between the length of long bones and the
overall height of an individual.
Analyze the structure of various human tissue types to infer function.
Identify and locate bones of the human skeletal system.
Interpret bone markings, bone landmarks, and bone measurements to determine
a person’s gender, age, stature, and ethnicity.
Derive and analyze a linear equation.
Essential Questions
1. What are the main types of tissue in the human body?
2. How does the structure of a type of human tissue relate to its function in the
body?
3. How does the distribution and structure of different types of tissue in the body
contribute to personal identity?
4. What are the functions of the human skeletal system?
5. What are the main bones of the human skeletal system?
6. What is forensic anthropology and how does this field relate to human body
systems?
7. How can features of bone be used to determine information about a person’s
gender, ethnicity, age or stature?
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National and State Standards Alignment
Please visit the PLTW Standards and Objectives Tool for the most up-to-date Standards
Alignment at http://alignment.pltw.org
Day-by-Day Plans
Time: 11 days
Day 1 - 3:
 The teacher reviews Unit 1 Teacher Notes, reviews the terms presented in
the Lesson 1.2 & 1.3 Key Terms Crossword Puzzle, and examines the
Crossword Puzzle solution. The teacher decides whether or not to use this
puzzle for review at the end of the unit.
 The teacher begins a class discussion on identity and asks, “When you
think of human identity, what comes to mind?”
 The teacher helps direct the discussion and records and projects student
responses using the RapidFire function of Inspiration. Encourage all
answers. Students will most likely bring up ideas related to anatomy and
ideas related to personality and personal experience.
 The teacher explains that in the opening lesson they focused on the organs
and structures that are common to all humans. The teacher informs the
students that over the course of the year, they will look at the processes
that occur in all of our bodies. But what makes us special?
 The teacher asks students about the levels of human organization. We
have discussed systems, but what makes up a system? (organs) What
makes up an organ? (tissues)
 The teacher transitions to a discussion of human tissue.
 The teacher asks Essential Questions 1 and 2. Students should draw on
what they remember from PBS as they respond.
 The teacher introduces Activity 1.2.1 Identity – It’s Up to You, reviews the
use of classroom microscopes, and describes the classroom procedure for
viewing slides. If the slides are to be viewed in stations, the teacher should
establish the protocol for rotation. The teacher may distribute additional
copies of the How to Use a Microscope Student Resource Sheet.
 The teacher distributes Body System Graphic Organizer – Skeletal View.
 Students complete Part I of Activity 1.2.1 with a partner.
 The teacher shows the Tissues presentation and reviews the basics of
histology. Alternatively, this presentation can be used to introduce the
activity. The teacher reminds students that they will learn more about each
tissue type as the course progresses.
 The teacher asks the students, “What role does tissue play in the identity of
a human?” The teacher reviews some features of bone, adipose and
muscles by asking the students to look at how the distribution of tissue in
the face gives them their unique look.
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 The students begin Part II of Activity 1.2.1. Additional histology images are
available at The Ohio State University – College of Medicine – Virtual
Histology Laboratory available at
http://histology.osumc.edu/histology/HumanHisto/index.htm#. Students
should practice their microscope skills, however this repository contains
additional images that can be used to display key differences in the tissue
types.
 When all students have completed the initial research of bones and
muscles of the face, the teacher will lead the students through their first clay
build using Activity 1.2.1 Teacher Instructions. Since this is the first time the
students will work with the clay, the teacher may provide an overview of
Maniken® rules as well as distribute the “birth certificates.” Students can
decide on a name for the Maniken® after they have built the structures of
the face.
 After the students have named their Maniken®, the teacher asks the
students to reflect on the fact that they all built the same tissues on their
model and yet, they all look completely different.
 The teacher reviews relevant Key Terms.
 The teacher ends by asking Essential Question 3. The teacher will revisit
this question at the end of the lesson.
Day 4-5:
 The teacher begins the discussion by asking Essential Question 4.
 The teacher reminds students that bone is a type of connective tissue.
 The teacher continues the discussion by asking students what they know
about the human skeletal system. The teacher points to two or three
different bones on his/her body and asks the students to guess the name of
the bone. The teacher may want to point to the forearm or the lower leg and
remind students that there may be multiple bones in one area.
 Students complete Activity 1.2.2 Skeleton Scavenger Hunt.
 The teacher reviews key items and amazing facts from the Scavenger Hunt
and asks Essential Question 5.
 The teacher poses the question, “How do bones relate to human identity?”
as a lead-in to the next activity.
Day 6-9:
 The teacher prepares stations for the Bone Detectives activity. Each station
should have a bone, the appropriate laminated instruction card, reference
diagrams of bone landmarks, and necessary measuring tools.
 The teacher introduces Project 1.2.3 Bone Detectives and the students
silently read the Purpose.
 The teacher reviews the protocol for working in the career journal and
explains how the format of career activities will vary throughout HBS.
Students will begin a career entry for a forensic anthropologist in Project
1.2.3 and complete the entry in Activity 1.3.2.
 The teacher asks Essential Questions 6 and 7.
 The teacher divides the class into two teams. Each team will be assigned
one of the two skeletons.
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 The teacher reviews the procedure for rotating through the bone
identification stations and for using the various tools provided at each
station.
 The teacher distributes Project 1.2.3 Student Data Sheet and discusses
data collection.
 Each student team will divide into four groups. Students complete Project
1.2.3.
 At the conclusion of the project, the teacher discusses the findings of each
team and reviews some of the key features of bone that contribute to
identity. The teacher may want to show and compare a male and female
skeleton.
 The teacher reviews the Key Terms and discusses the difference between
qualitative and quantitative data.
 The teacher asks students, “Now that the bones have told us a bit about our
missing person, what can we use to make a final identification?” This
discussion will most likely lead to cells and DNA.
Day 10-11:
 The teacher reminds students of the equation they used to determine height
from bone and poses the question, “How well do these equations work?”
Students will explore how well standard equations used to predict height
work on their own bones.
 The teacher introduces Activity 1.2.4 Height Estimation from Bone.
 Students complete Part I and Part II of Activity 1.2.4.
 The teacher discusses the results of Parts I and II and asks students to
think about where these equations come from. The teacher may want to
ask the students to reflect on cultural perspectives of determining ethnicity
from bone (or using race based equations).
 The teacher reviews basic algebra regarding the equation of a line.
 The teacher creates the class data table on the board. Each student should
add his/her height and his/her tibial length to the table.
 The students complete Part III of Activity 1.2.4. The students can use
Activity 1.2.4 Student Resource Sheet or Activity 1.2.4 Student Resource
Sheet – Excel 2007 if the graph and line are to be created using Microsoft
Excel.
 The teacher discusses how effective the equations the students have
created are at estimating overall height. The teacher discusses outliers in
the data and how these data points may change overall results.
 The teacher ends the lesson by re-asking Essential Question 3. In the next
lesson, students will explore more deeply into human structure and
investigate how cells and molecules contribute to identity.
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