The Impact of Environmental Factors on Changes in pH and
Student Section
Dissolved Oxygen Levels in Pond Water- A Probeware Based Activity
How can Tissue Types be Identified?
A Lesson on Identifying and
Classifying Animal Tissues
Ramona Lundberg
Deuel High School
Clear Lake, South Dakota
Summer 2006
Research Host:
Dr. Kaia L. Kloster
Avera Research Institute/
University of South Dakota
School of Medicine
Lesson # 10
Maria Winston
Scarsdale, NY
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 135
Permission granted for workshop/classroom use with appropriate citation.
Appropriate citation:
Lundberg, R. How Can Tissue Types Be Identified? A Lesson on Identifying and
Classifying Animal Tissues (APS Archive of Teaching Resources Item #3710). [Online].
Bethesda, MD: American Physiological Society, 2006.
http://www.apsarchive.org/resource.cfm?submissionID=3710.
Editor’s notes:
Website URLs listed in this resource were current as of publication, but may now be
obsolete. If you know of a replacement URL, please suggest it in the resource’s
“Comments” section http://www.apsarchive.org/resource.cfm?submissionID=3710.
The APS encourages teachers to give students a copy of the “ABC” (Appropriate,
Beneficial, Caring) rules for use of animals in the classroom, to discuss the rules, and
to ask students to sign the “ABC” rules contract (see References). Also, teachers
should have a plan for short term care of the animals (with supporting references for
appropriate care guidelines) and for disposal or long-term care of all classroom
organisms.
Teachers should carefully review any stimulus or environmental change for an animal
being used in experiments or observations before students are allowed to use that
stimulus. This is especially important if the stimulus could cause pain or distress to
the organism. Teachers may be able to identify a less stressful stimulus for the
students to use in their experiment.
Although mammals provide excellent opportunities for observational studies, they
require particular care in terms of handling and may cause allergic reactions in some
students. The teacher should check local and state guidelines before using mammals
in the classroom.
Disclaimer:
This activity was created by the author and reviewed by the American Physiological
Society. Any interpretations, statements, or conclusions in this publication are those
of the author and do not necessarily represent the views of either the American
Physiological Society or the funding agencies supporting the professional development
program in which the author participated.
Frontiers in Physiology
www.frontiersinphys.org
© The American Physiological Society
Permission is granted for workshop/classroom use with appropriate citation
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Teacher Section
PURPOSE
The purpose of this inquiry is for students to develop and test a scheme to
identify the major types of tissues and to identify similarities and differences
in animal tissue types.
OBJECTIVES
Upon completion of this activity, students will be able to:
• recognize similarities between all types of tissues using evidence from
each tissue.
• recognize the differences between major types of tissues.
• develop a scheme to identify/categorize tissues into related groups.
• identify each of thirteen tissues according to their identification scheme.
• test their identification scheme by identifying four addition tissues using
their identification.
• share their identification scheme by developing a concept map of their
tissue identification.
• discuss how tissues can be categorized and recognized.
• compare and evaluate the merits of their identification scheme
• communicate and justify explanations
GRADE LEVEL
This is an advanced lab recommended for second year Biology students, 11th
or 12th grade.
PRIOR
KNOWLEDGE
This lab is part of the cells, tissues, and organization of animals unit.
Students should have knowledge of cells and cell organelles.
INCLUDING
ALL
STUDENTS
The lesson utilizes both visual and written modalities to address a variety of
learning styles. Constructing the concept map may also address the tactile
learning style.
Teacher Note: In my school, each secondary student has a laptop
provided by the district so computer access during school is not an issue.
Internet access after school hours may still be an issue for some students
and must be addressed.
Students of varying abilities will thoughtfully be paired together and
partnerships will be male and female when possible.
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 136
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
QUESTIONS
TO ASK
ALONG THE
WAY
I.
Teacher Section
Activity1
Introductory questions with the squid article:
• How many of you have seen a live squid?
• What does the article say the size of the Giant Squid is?
• How can scientists identify the structures within the squid so that
other scientists will know and understand what structures are being
described, particularly if only pieces of the whole are available?
• Students may want to share some of their own experiences relating
to ocean creatures.
• Students could be asked if they have seen Pirates of the Caribbean
and if the creature the Kraken actually exists, and if the movie
portrayed the animal accurately.
Optional extension activity for Activity 1
Give each pair of students a long length of string and challenge the
students to measure 60 feet without a measuring device. Students must
“invent” another way to estimate the length by referencing their own
eight or the height of a doorway, or the length of their step. A prize for
the partnership that was the closest could be given. If facilities are a
problem, students could still compare 60 feet to the size of one
dimension of their classroom.
II.
Activity 2
KWL questions:
• What is their definition of living tissues?
• What do they already know about tissues?
• What would they like to know about tissues?
III. Activity 3
• Ask students what they found for a definition of tissue.
• What part of the history of tissues is interest to you?
• What is interesting about the derivation of the word “tissue?”
IV. Activity 4
This portion of the lesson provides a great opportunity to talk with
students one to one. It is anticipated that that students will need to look
at the whole set of tissue slides several times and that different pairs of
students will have different classification schemes. Questions to ask
student partnerships while the students are developing and using their
identification schemes:
• What do you see that makes all of the slides similar?
• What do you see that makes the some slides different from others?
• How have you decided to use the similarities or differences you have
identified?
V.
Activity 5
As you circulate around the room, ask students if the unidentified tissue
slides fit into the identification scheme they devised or if they need to
make some modifications of their original scheme. Perhaps some
partnerships will need encouragement to make modifications.
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 137
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
NATIONAL
SCIENCE
EDUCATION
STANDARDS
Teacher Section
K-12 Unifying Concepts and Processes
Systems, order, and organization
Evidence, models, and explanation
Form and function
Grades 9-12
Science as Inquiry
Abilities necessary to do scientific inquiry
Understanding about scientific inquiry
Life Science
Matter, energy, and organization in living systems
History and Nature of Science
Science as a human endeavor
Nature of scientific knowledge
Historical perspective
SOUTH
DAKOTA
STATE
STANDARDS
9-12.N.1.2
Students are able to describe the role of observation and evidence in the
development and modification of hypothesis, theories and laws.
• Recognize and analyze alternative explanations and models.
9-12.N.2.1
Students are able to apply science process skills to design and conduct
investigations.
• Revise explanations and models based on evidence and logic.
• Use technology and mathematical skills to enhance investigations,
communicate results and defend conclusions.
MATERIALS
Teacher Tip: Ideally, Internet access is needed for each student, pairs of
students or the class as a whole. All of the necessary information and
websites for this computer based lab activity are included except the
software, Inspiration, used for assessment. See the Assessment section for
alternative suggestions.
The identification for each image in Activity 4 are as follows:
Image 1: ciliated pseudostratified columnar epithelium
Image 2: simple cuboidal epithelium
Image 3: cardiac muscle
Image 4: loose aerolar connective tissue
Image 5: high power simple squamous epithelium
Image 6: dense connective tissue
Image 7: adipose tissue
Image 8: elastic cartilage
Image 9: blood
Image 10: striated muscle
Image 11: nervous
Image 12: hyaline cartilage
Image 13: bone
The images are from Tyler Junior College, Department of Life Science and
Agriculture (see References).
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 138
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
MATERIALS
Teacher Section
The identification for each image in Activity 5 are as follows are as follows:
Image A: simple cuboidal epithelium
Image B: skeletal muscle
Image C: hyaline cartilage
Image D: bone
The images of the slides for Activity 5 are from the University of Kansas,
Department Anatomy and Cell Biology (see References).
SAFETY
There are no particular safety considerations with this activity.
PREPARATION
This lab is an introduction to tissues and is designed as an inquiry so that
students will discuss and wrestle with how tissues can be identified. The
resources included are referenced articles from the Internet, a KWL for
tissues, tissue slides reprinted here with permission for classroom use, an
example of a scoring rubric for the student identification scheme.
Also included are suggestions for the teacher. These suggestions as well as
directions for each of the activities should be read ahead of time for
familiarity with the lesson contents. The teacher should also check to see that
all websites are still active.
No other advanced preparation is necessary.
PROCEDURE
I.
Activity 1
Two short articles available from the Internet are used to peak students’
curiosity and interest. The articles also provide practical examples of
where knowledge of tissues is important and helpful to scientists. The
first article is on the Giant Squid from the Cryptozoo.monstrous.com
website (see References section). This is a short article and picture to
entice students to think about the myths and the huge size of the Giant
Squid. The other article on the Giant Squid is from the U-Haul
SuperGraphics website (see References section). Both articles should
capture students’ interest about the Giant Squid. Information is given
about sightings and locations where remains of the Giant Squid have
been found. Also includes good pictures of dead specimens from
Fisheries and Oceans Canada especially relating to the size of these
animals.
II.
Activity 2
The KWL provides the teacher information about prior knowledge the
students have relating to tissues and what they are interested in
knowing. Students should pair-share while completing their KWL and if
you prefer complete only one form. Students need approximately 15-20
minutes to complete the KWL and should NOT use any outside
resources. Class discussion should occur after students write their KWL.
III. Activity 3
After reading the short article on tissues, the class should define tissues
and the class definition should be posted for students to refer to during
the other activities.
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 139
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
PROCEDURE
Teacher Section
IV. Activity 4
With their partner, students will develop an identification scheme to
categorize each of the 13 tissue slide samples (see References). It is not
anticipated that each partnerships’ identification will be the same but
that students will develop an understanding of the use of similarities
and differences in organizing the tissues into similar categories. No
more than 5 categories of tissues should be necessary and this is not the
development of a dichotomous key.
V.
Activity 5
Students will construct concept maps illustrating their identification
scheme and then will test their identification using 4 additional tissue
slide samples.
VI. Activity 6
Ask students to look at their original KWL and write in answers for the
L column - what students have learned. Have students orally share
statements of what their learning about tissues. Posting a list of student
responses is a positive follow up.
WHERE TO GO
FROM HERE
Some possible next steps include:
• Discussing the way the biologists describe and organize tissues and
relating what the students have developed to the more formal biological
identification of four major tissue types.
• Growing tissue cultures utilizing a prepared kit such as Wards Natural
Science Kit #84-8553 Animal Tissue Culture or Kit #84- 8556
Comprehension Tissue Culture or Carolina Biological Supply Kit #AW3245. All three kits work well but have perishable items so advanced
planning is necessary. The kits also use chick embryos which must be
incubated for seven days in advance and ordered separately.
• Introducing students to stem cells and the advantages of stem cell tissue
culture for research.
SUGGESTIONS
FOR
ASSESSMENT
I.
Activity 1
Informal assessment. Class participation should be encouraged.
II.
Activity 2
Check to see that both partners are contributing and that the students
have at least two entries for each part of the KWL
III. Activity 3
Informal assessments as students respond.
IV. Activity 4
Each partners’ involvement should be noted and the interaction within
partnerships rewarded points.
V.
Activity 5
The scoring rubric for the concept map is included at the end of this
lesson. The concept map of the student developed identification scheme
including all 13 tissue samples using Inspiration (Inspiration Software,
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 140
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
SUGGESTIONS
FOR
ASSESSMENT
Teacher Section
Inc.), contributions to class discussion relating to development of
identification scheme and concept maps can all be graded. It has been
my experience when students first make concept maps, they want to
just put sentences into bubbles. This is not the purpose or structure of
concept maps. A good reference for teaching students how to construct
concept maps is “Clarify with concept maps: A tool for students and
teachers alike” (Novak, J., 1991, see References).
If the software, Inspiration, is not available for classroom use, students
can construct a concept map using sticky notes and newsprint. Sticky
notes work well for the main concepts and separate sticky notes for the
connecting links. This way as students can easily make adjustments to
their positioning their bubbles and connecting links.
REFERENCES
AND
RESOURCES
1. Chief of the Squids
http://www.uhaul.com/supergraphics/squid/two.html
Information is given about sightings and locations where remains of the
Giant Squid have been found. Also includes good pictures of dead
specimen from Fisheries and Oceans Canada especially relating to the
size of these animals.
2. The Giant Squid
http://cryptozoo.monstrous.com/the_giant_squid.htm
For students to think about the myths and the huge size of the Giant
Squid.
3. Inspiration Software
http://www.inspiration.com/
Published by Inspiration Software Inc, version 7.1, 2006. This is a
software tool for constructing concept maps that support student
development of visual learning and thinking by linking concepts together
in a visual web-like diagram. A free trial can be downloaded.
4. Novak, J. (1991). Clarifying with Concept Maps: A Tool for Students and
Teachers Alike. The Science Teacher. 58(7): 45-49. This article describes
how to help students construct concept maps and has helpful examples.
5. Slide Images of Tissue Samples
http://science.tjc.edu
From Tyler Junior College, Department of Life Science and Agriculture.
6. Slide Images of Tissue Type Samples
http://www.kumc.edu/instruction/medicine/anatomy/histoweb/
From the University of Kansas, Department Anatomy and Cell Biology.
Click on the Natural Sciences box. From the list of instructors, click on
Dennis Mayfield. On his homepage, click on Bio 1409. Finally, click on
Images for Lab.
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 141
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Name: ______________________ Date:_______
I.
Activity 1: Brief WebQuest
Read the two short articles about the Giant Squid found by clicking on the two links
below. Answer the questions that follow.
Site 1: http://cryptozoo.monstrous.com/the_giant_squid.htm
1. Who created this website (organization, etc.)?
2. Why did they create it? (check all that apply)
3. How credible (accurate) do you
think the info is?
To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure
Site 2: http://www.uhaul.com/supergraphics/squid/two.html
1. Who created this website (organization, etc.)?
2. Why did they create it? (check all that apply)
3. How credible (accurate) do you
think the info is?
To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure
1. How large is the giant squid?
2. Where has the giant squid been seen?
3. If only parts of the giant squid have been found, how do scientists world wide share
their information without confusion?
4. Have you seen any huge ocean organisms? If so, when and where?
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 142
Permission granted for workshop/classroom use with appropriate citation.
What I Want to know about this
topic/question
What I Learned about this
topic/question
Student Section
What I Know about this
topic/question
What do you know and want to
learn about tissues?
Topic of Discussion:
KWL
What I Know
What I Want to Know
What I Learned
________________ Name
_______ Period
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 143
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Name: ______________________ Date:_______
Tissue Identification
Scoring Rubric
IV. Activity 4: Your next task is, working with your partner look closely at each of the
tissue slides provided below. These tissues are identified by Image number only and it is
your job to develop an identification scheme that can be used to identify all 13 tissues by
grouping them by their common structures. You may group them into no more than 5
groups. A scoring rubric is provided so you know the expectations for this task. You may
ask your teacher questions but the identification scheme is yours to develop.
Scoring levels
A - Clearly illustrates identification of differences between sample tissues.
Effectively uses details of slides for identification.
Creatively illustrates relationships between slides.
B - Partially illustrates identification of differences between tissues.
Consistently uses details of slides for identification.
Moderately illustrates creativity of relationships.
C - Ineffectively illustrates identification of differences between tissues.
Inconsistently used details of slides for identification.
Vaguely illustrates creativity of relationships between slides.
Slide
number
Identification details used
Creativity used
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 144
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Tissue Slides
Image 1
Image 2
Image 3
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 145
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Image 4
Image 5
Image 6
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 146
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Image 7
Image 8
Image 9
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 147
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Image 10
Image 11
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 148
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Image 12
Image 13
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 149
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
V. Activity 5: Now that you have completed your identification scheme, look at the
following site: http://www.kumc.edu/instruction/medicine/anatomy/histoweb/
Your new task is to decide how each of these 4 tissues will be identified using your
identification scheme. If these four tissues do not fit into your scheme, perhaps you will
need to make modifications to your original scheme. Check with your teacher before you
decide on modifications. Below are four unknown tissues for you to identify using the
identification scheme you and your partner developed. Write the category next to each
picture.
Image A
Image B
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 150
Permission granted for workshop/classroom use with appropriate citation.
How can Tissue Types be Identified?
A Lesson on Identifying and Classifying Animal Tissues
Student Section
Image C
Image D
Ramona Lundberg
Sioux Falls, SD
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 151
Permission granted for workshop/classroom use with appropriate citation.
The Impact of Environmental Factors on Changes in pH and
Student Section
Dissolved Oxygen Levels in Pond Water- A Probeware Based Activity
This page intentionally left blank.
Maria Winston
Scarsdale, NY
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 152
Permission granted for workshop/classroom use with appropriate citation.