COURSE: Grade 11 College Biology
COURSE CODE: __SBI3C
CURRICULUM
Summary:

Groups of organs with specific structures and functions work together as systems, which interact with other systems in the body.

Technologies that are used to maintain human health have social and economic benefits and costs.

Environmental factors, including natural factors and those resulting from human activity, can have a wide range of effects on human health.
Overall Expectations:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording,
analysing and interpreting, and communicating);
A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
E1. analyse the social or economic impact of a technology used to treat systems in the human body, and the impact of lifestyle choices on human health;
E2. investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response mechanisms of mammals;
E3. demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and respiratory systems of mammals.
Key Questions:
How do groups organs with specific structures and functions work together as organ systems and how do organ systems interact with one another to create a
functioning organism?
What are the social and economical benefits and costs of scientific technologies used to maintain human health, and what are the effects on human health from
environmental factors resulting from human activity?
ACCOMODATION
Accommodation for Special Needs:
 Virtual dissection required for students with religious or alternative
beliefs, as well as students with motor skill difficulties.
 Alternative organisms
 Assigning varying roles within student groups
ASSESSMENT
Accommodation for ELL:
 Provide alternative resources (eg. videos, visual aids, picture books,
etc.)
 Have students create a graphic organizer
Assessment of Learning:
 Unit test
 Culminating task (Dissection, photostory)
Assessment for Learning:
 Quizzes (One per system)
 Performance checklist of dissection
 Group discussion of medical technologies (Peer evaluation)
 In-class worksheets and activities
 Topic review sheets
 Warm-up/wrap-up question and answer
DAILY LESSONS
Cluster/
Topic
Day
1
CIRCULATORY SYSTEM
2
3
4
5
Concept/ Sub Topic with Learning
Goals for each Lesson
Introduction
By the end of the lesson, students
will be able to articulate the
different functions of the systems
and ...
Parts of the Circulatory System
By the end of the lesson, students
will be able to identify the
different organs within the
circulatory system.
Dry Lab: Heart Rate and Blood
Pressure Monitoring
By then end of the lesson,
students will understand the
effects of specific variables on the
human body and how they can
affect blood pressure and
heart/pulse rate.
Interaction of Heart & Vessels
By the end of the lesson, students
will be able to explain how the
heart and blood vessels interact
with each other, and understand
diseases associated with them.
Teaching & Learning Strategies
-Introduction to the unit and systems
to be discussed
-Introduction to culminating activity
Assessment (A) and Evaluation (E) with links to the
Expect
Achievement Chart (Include Homework/
ations
Worksheets) Learning Skills Assessment
-Culminating Task Student Instruction Sheet (Appendix E1.1
A-2)
E1.2
-Culminating Task Part 1: Research Assignment
A1.3
(Appendix A-3)
-Opener: Open Heart Surgery
-Introduction to terms and definitions
-Labelled diagrams to solidify
understanding
-Worksheet: “Your Heart” – Labelling parts of the
heart (Appendix B) A
E3.1
-Hands on lab activity to investigate
heart rate and blood pressure
-Very active and group oriented
- Lab Activity : “Heart Rate and Blood Pressure”
(Appendix D) E or A
E2.1
E2.2
E2.3
-Worksheet “Human Circulatory System” (Appendix C)
A
-Exit pass A
E2.1
E3.1
E3.4
- Textbook: “Circulatory Disorders and Technologies”:
Reference Nelson Biology 11 College Preparation page
203
E1.1
E1.2
E2.1
-Solidification of interactions of the
organs within the circulatory system
more lecture based
-Concept is solidified with labelling
activity in group and individually
-Exit pass to evaluate
misunderstandings
Circulatory Disorders and
-Warm Up (on whiteboard or chart
Technologies
paper): what would happen to a
By then end of the lesson students person if a capillary is broken vs. vena
will understand medical diagnosis,
treatment, and prevention for
varying circulatory system
disorders.
6
CT
7
8
RESPIRATORY SYSTEM
9
10
Online Review Activity
National Geographic student
interactive activity. By the end of
the lesson, students will solidify
understanding of the interactions
of the heart and blood vessels, as
well as applications of the
circulatory system.
Research Period for Culminating
Task Part 1
By the end of the lesson, students
will confirm the topic for the
research assignment and gather
most of the necessary
information.
Parts of the Respiratory System
By the end of the lesson, students
will be able to identify the
different organs within the
respiratory system.
Dry Lab: Determining Breathing
Rates and Mechanics of
Breathing
By the end of the lesson, students
will understand the concepts of
lung capacity and breathing rates,
and how different lung volumes
can correspond to different
depths of breathing.
Interactions of Lungs and Vessels
By then end of the lesson,
students will be able to explain
the interactions between then
bronchioles, lungs, and blood
vessels.
cava? A
-STSE
-Students generate questions they
wish to investigate through guided
inquiry
-Relates to culminating activity
-Technology in the classroom: use of
computers and internet
-Flash animations
-Very visual/manipulative
-Quiz for knowledge on the Circulatory
System A
- Exit pass: discuss an interesting disease or
technology you might be interested in learning more
information about A
E2.2
-Web Activity using guided investigation; National
Geographic: Human Body
http://science.nationalgeographic.com/science/health
-and-human-body/human-body/
-Review quiz – “Circulatory System” (Appendix E) A
E2.1
E3.1
-Brief lesson on how to conduct
research
-Library Period: Monitor students’
progress, more class work time may
be needed.
-Culminating Task: Research Template (Appendix A-4)
A
-Opener: Lung Surgery
- Introduction to terms and definitions
-Labelled diagrams to solidify
understanding
-Worksheet “Your Lungs”: Label the diagram
(Appendix F) A
E1.1
E1.2
A1.3
A1.7
A1.9
A1.1
1
E3.2
-Hands on lab activity to investigate
breathing rates
-Very active and group oriented
-Lab Activity: “Breathing Rate” (Appendix H) E or A
-Lab Activity: “Mechanics of Breathing” (Appendix I) A
E2.1
E2.2
E2.3
-Solidification of interactions of the
system more lecture based
-Concept is solidified with labelling
activity
-Present 3 Key Questions to see where
students are misunderstanding
-Worksheet: “The Human Respiratory System”
(Appendix G) A
- 3 Key Questions A (eg. For the following statements,
state if it is T or F. Explain. #1 All blood going into the
lungs will be oxygenated. #2 Heart or Lung do not use
oxygen. #3 all arteries will contain oxygenated blood.)
E2.1
E3.2
E3.4
11
12
13
DIGESTIVE SYSTEM
14
15
16
Disorders of the Respiratory
System
By the end of the lesson, students
will understand several
respiratory system disorders, as
well as prevention and treatment
methods.
Online Review Activity
National Geographic student
interactive activity. By the end of
the lesson, students will solidify
understanding of the anatomy
and physiology of the respiratory
system.
Parts of the Digestive System
By the end of the lesson, students
will be able to identify the
different organs within the
digestive system.
Interaction of the Organs
By the end of the lesson, students
will be able to explain how the
organs interact with each other
and explain diseases associated
with failure of the organs.
Movie: Supersize Me
By the end of the lesson, students
will see the effect of different diet
and its association with health.
Healthy Lifestyle: Diet
By the end of the lesson, students
will be able to understand the
effect of healthy diet and health.
Media
By the end of the lesson, students
will be able to see the effect of
media on diet choices
-STSE
-Students generate questions they
wish to investigate through guided
inquiry
-Relates to culminating activity
- Textbook: “Disorders of the Respiratory System”:
Reference Nelson Biology 11 College Preparation
pages 226-29 Questions #1-4, 7 A
- Exit pass: discuss an interesting disease or
technology you might be interested in learning more
information about A
E1.1
E1.2
E2.1
E3.2
-Technology in the classroom use of
computers and internet
-Flash animations
-Very visual/manipulative
-Quiz for knowledge on the
respiratory system
-National Geographic: Human Body
http://science.nationalgeographic.com/science/health
-and-human-body/human-body/ A
-Review quiz – “Respiratory System” A
E2.1
E3.2
-Opener: Weight loss surgery
Obesity in Canada
-PowerPoint: Digestive system (food
processing, digestive track and
functions)
-Group: Draw your digestive track and
label.
-Individual: Worksheet.
-Video: Digestive System as review
-Activity: The Digestive System by
Caitlin Boutros
-Ticket out: how does digestive
system interact with other system
within the body?
-Video + Worksheets
-Demo: Big Mac Meal...
-Exit Pass: What is a healthy diet?
-Warm Up: Body Image, Calculating BMI
-Diagnostics: Use the chart paper provided, write and
draw the different organs involved in digestion. A
-Worksheets: Summary handout for Digestive system,
“Your Digestive System” (Appendix j)
E 2.1
E3.3
Warm Up: List parts of the digestive system starting
from the time food enter the mouth. A
-Worksheets: “Substances Involved in Digestion”
(Appendix K) “The Alimentary Canal” (Appendix L)
E 2.1
E3.3
-Journal reflection: what are the possible effects of a
diet high in fat/carbohydrate/proteins? Refer to the
video to support your answer.
E 2.1
E3.3
E 3.4
-Technology in the classroom: use of
computers and internet
-Collect Journal A
-Rough Draft of Research Assignment
Due
-In group, students will explore the
effect of different diets. (textbook and
computer needed)
-Web Activity using guided investigation; National
Geographic: Human Body
http://science.nationalgeographic.com/science/health
-and-human-body/human-body/
-Assessment A: Peer Evaluation on Rough Draft of
Research Assignment. (Appendix R)
-Worksheets: “Diets” assignment. (Appendix M) E or A
E 1.2
E 2.1
E 2.3
E3.3
A 2.1
Medical Technology/Disease
By the end of the lesson, students
will be able to understand and
articulate the different medical
technologies or diseases involved
with digestive system.
18
Dissection Introduction
By the end of the lesson, students
will be able to use the proper
tools needed for dissection and
able to use the proper
terminologies on the different
sides of the specimens.
19
Dissection Practice
By the end of the lesson, students
will be able to perform the
dissection with limited help.
20
Frog Dissection
By the end of the lesson, students
will be able to complete the
dissection of the frog.
DISSECTION
17
-Guided Investigation: Group
Assignment
 Divide students into groups
 Provide students with
handouts of different medical
diseases related to digestive
system
-Gallery Walk: Ask students to present
their information A
-Quiz: Digestion
-Instruct students the different tools
within the dissection, and its function.
(Appendix O)
-Instruct students with dissection
terms: dorsal, ventral, anterior,
posterior
-Provide different stations for
students to practice labelling picture.
Alternatively, you may want to give
students the real specimen if
available.
-Worksheets: Healthy Eating; Obesity; Diabetes;
Bottled Water
E 1.1
E 2.1
E 2.2
E3.3
-Quiz on Digestion (Appendix N ) A
-Worksheets: “Dissection Tools”
-Stations: “Sample Diagram Labelling“(Appendix P)
E 2.4
E3.1
E3.2
E3.3
A1.2
-Provide different stations for
students to practice dissection
1. Dissecting Flower
2. Retrieving the Mr. Bean (Jello
cup with rice and bean)
3. Mystery Ball
-Debrief as a class on the advantages
vs. disadvantages of using different
tools.
-Give Frog Dissection page for
Reading.
-Do as a class on the Smartboard “Frog
Dissection” OR
-Virtual Dissection: have students
practice on virtual dissection
-Dissection: similar set up as the fetal
pig (handout not included). Students
must be in group of 3.
-Assessments: “Dissection Lab Observation Checklist”;
“Dissection Lab Peer Evaluation”
-Worksheets: “Dissection Practices” (Appendix Q);
“Frog Dissection Handout” for reading.
E2.4
A1.2
A1.4
A1.5
-Assessments A: Q and A during instruction of the
Smartboard; “Dissection Lab Observation Checklist” ”;
“Dissection Lab Peer Evaluation”; Pictures taken
during dissection.
E 2.4
A 1.2
A1.4
A1.6
EVALUATION
21
Frog Dissection
By the end of the lesson, students
will be able to identify the
different parts of the frog
22
Culminating Task Part II
By the end of the lesson, students
will be able to complete the
dissections and take the pictures
required for the culminating task
23
24
Computer Time
Review
By the end of the lesson, students
will have a review sheet and
complete the review questions.
Unit Test
25
-Label Diagram: Provide a variety of
different diagram of the frog, and
have students label.
-Diagram using paint: students use
paint to label diagram and identify the
different organs within the different
systems.
-Provide instruction on the process,
and divide students into group of 3.
(Appendix A-1)
-Assessments A: Labelled Photographs used as peer
and teacher assessments.
E 2.4
E3.1
E3.2
E3.3
A 1.2
-Culminating Task Part II: Fetal Pig Dissection
(Appendix A-5) E
E 2.4
E3.1
E3.2
E3.3
A 1.2
A1.4
A 1.6
A1.1
1
-Assessment: walking around.
-Clicker/PowerPoint with whiteboard:
Have students work through sample
review questions A
Evaluation
ANNOTATED RESOURCES
Required Texts:
 Textbook: There has not been a new textbook on the Trillium List, so the information and reference page is still from “Nelson Biology 11 College
Preparation”
 Resource book: “Biology” and “Human Body” from Instructional Fair Inc.
Useful Websites:
 Photostory Free Download http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
 National Geographic: Human Body http://science.nationalgeographic.com/science/health-and-human-body/human-body/
 Health Canada: It’s Your Health http://www.hc-sc.gc.ca/hl-vs/iyh-vsv/environ/index-eng.php
 Health Canada: A-Z Index http://www.hc-sc.gc.ca/home-accueil/search-recherche/a-z-eng.php
 Youtube Video: Open Heart Surgery http://www.youtube.com/watch?v=hM4u2PXyBpg Lung Surgery http://www.youtube.com/watch?v=a8UjrdJPYLg
Digestive system: http://www.youtube.com/watch?v=Z7xKYNz9AS0 Wieight Loss Surgery http://www.youtube.com/watch?v=i40q7l3t2E8
COURSE EVALUATION PLAN
FINAL EVALUATIONS (30%)
Task
Achievement Chart Focus
Final Written Exam
K/U, T/I, C, A
Lab Based Performance Task
T/I, C
COURSE WORK (70%) UNIT of :The Anatomy of Mammals
Summative Assessments:
Achievement Chart Focus
Unit Test
K/U, T/I, C, A
Culminating Task Dissection and Photostory
K/U, T/I, C, A
STSE Case Study
K/U, T/I, C, A
Formative Assessments
Diagnostics
Warm Up
STSE Case Study Research Template
STSE Case Study Rough Draft Peer Evaluation
Dissection Observation Checklist
Dissection Peer Evaluation
Clicker Activity for Review
Journal on Reflection of the movie: Supersize me
Various warm up and exit pass activities(throughout
the unit)
Presentation on different dietary diseases
Various Quizzes (3)
Various Labs
Achievement Chart Focus
K/U
K/U, A, C
T/I, C
K/U, C
K/U, C, A
K/U, C
K/U, C, A
K/U, C, A
K/U, C, A(one or more of the focus)
K/U, T/I, C
K/U, A
K/U, T/I, C
Weighting
20%
10%
Weighting in Category?
50
25
25
Appendix A-1
Culminating Task: Dissection of Fetal Pig (Teacher Instruction Sheet)
Purpose: To demonstrating the understanding of the digestive, circulatory and respiratory systems within the fetal pig.
The end products can be any visual methods available.
Overall Expectations:
 E2. investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response
mechanisms of mammals;
 E3. demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and
respiratory systems of mammals.
Specific Expectations:
 E2.1 use appropriate terminology related to animal anatomy,
 E3.1 describe the anatomy and physiology of the circulatory system (including the atrium, ventricles, valves, aorta,
pulmonary artery, vena cava, capillaries, veins, arteries, blood cells, and platelets), the mechanisms of blood
pressure, and the function of the spleen
 E3.3 describe the anatomy and physiology of the digestive system (including the mouth, epiglottis, esophagus,
stomach, intestines, liver, and pancreas), the mechanisms of peristalsis, absorption, and mechanical and chemical
digestion, and the function of the kidneys
 E3.2 describe the anatomy and physiology of the respiratory system (including the nasal cavity, trachea, larynx,
bronchi, bronchioles, alveoli, and oxygenated and deoxygenated blood) and the mechanisms of gas exchange and
respiration
 E2.4 perform a laboratory or computer-simulated dissection of a mammal to identify organs, and explain the
relationships between the structures and functions of body systems
Overall Time: ongoing, 2 periods for dissection, 2 periods for computer lab.
Materials to Prepare:
 Handouts
 Fetal Pig (1 per 3 students ideally)
 Dissection kits (1 per group)
 Rubber glove (2 per person per day)
 Plastic Bag for disposal.
 Camera/cell phone camera (remind student to bring it ahead of time)
 Book computer lab (2 periods in total-1 for introduction 1 for work period)
Assessments Prior to Task:
 Quizzes on the different systems (circulatory, respiratory and digestive systems)
 Knowledge on dissection (usage of the tools and anatomical terminology) by practicing on fish and/or frog.
 All dissections will be using the same rubric.
Evaluation:
 The final product.
 Checklist for evaluation during dissection (the same one used before in the practice dissection)
 1 Page summary of the impact of medical technology on the society.
Accommodations:
 Provide alternatives to fetal pigs to accommodate religious beliefs or practices
 Computer simulated dissection may be needed to accommodate special needs students with limited mobility
 Simplified version of the summative available for ELL learners.
Appendix A-2
Culminating Task: Dissection of Fetal Pig (Student Instruction Sheet)
Purpose: To demonstrating the understanding of the digestive, circulatory and respiratory systems within the fetal pig.
The end products can be any visual methods available.
Overall Expectations:
 E2. investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response
mechanisms of mammals;
 E3. demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and
respiratory systems of mammals.
Time: ongoing + 2 periods for dissection, 2 periods for computer lab.
Assessments Prior to Task:
COMPONENTS
DATE
Quiz on Circulatory System
Quiz on Respiratory System
Quiz on Digestive System
Frog Dissection
 Observation Checklist
 Peer Evaluation
Fish Dissection
 Observation Checklist
 Peer Evaluation



MARKS
/10
/10
/10
/10
/5
/10
/5
Quizzes on the different systems (circulatory, respiratory and digestive systems)
Knowledge on dissection (usage of the tools and anatomical terminology) by practicing on fish and/or frog.
All dissections will be using the same rubric (attached).
Evaluation & Components of Task:
 The final product.
 Questions and Dissection Table
 Checklist for evaluation during dissection (the same one used before in the practice dissection)
 1 Page summary of the impact of medical technology on the society.
:
COMPONENTS
DATE
MARKS
Fetal Pig
 Questions
 Dissection Table
 Dissection Observation Checklist
 Final Product
/5
/5
/10
/16
Portfolio: all the assessment and feedback
components
/4
Final
/40
Appendix A-3
STSE Case Study: Research Assignment
Pigs have been used for many years to harvest tissues for repairing human organs such as the
replacement of heart valves. By having these pig tissues inside one individual, it can raise many societal
issues, and this is quite common today with the advance in medical technology to improve human health.
Purpose: To investigate the social or economic impact of a technology used to treat systems in the human body, and the
impact of lifestyle choices on human health.
Possible Topics: Heart Disease (Usage of pig heart valve, coronary heart surgery, etc.); Asthma; Obesity; Cancer;
pacemaker, a heart lung bypass machine, kidney dialysis.
Instructions:
1. There is a maximum of 5 students per topic. You must pick a system of interest and select diseases or related
technology relating to a system. Each student is to complete an individual project and hand in their own
material; however you may utilize other peers who share the same topic group in sharing research and
resourceful information.
2. You must include the following components for your project:
 Topic.
 Background Information on the disease and treatment.
 Economic Impact.
 Social Impact.
 Lifestyle Change needed to improve overall Health.
 Your Action Plan.
3. Fill in the graphic organizer provided.
4. Follow the timeline provided and include all components in the portfolio.
5. Construct a 1-page summary. You have the following choices. (if you will like to use other method of
summary, please discuss with your teacher.)
 Mind map
 Table
 Poster
 Position Paper
 Concept Map
Timeline:
COMPONENTS
DATE
RESULT
(A)Assessment (S)Evaluation
Discussion among the groups + Topic
My topic is…___________________
selection
My summary will be _____________
Library Time + Research Template
Completion of the Research Template
Rough Draft
I need to improve on…
Research Project-1 page summary of a
medical technology. (S)
/20
Rubric of the Research Piece: Connection to Society [20 marks]
Level R
Level 1
ConnectionConnection between
the system and its
real world
application (5)
Student has shown no
connection between
the concept and the
real world application
Student has shown
little connection
between the concept
and the real world
application
Student has shown
some connection
between the concept
and the real world
application
Level 2
Student has shown
good connection
between the concept
and the real world
application
Student has shown
excellent connection
between the different
systems and the real
world application
Content (15)
Content has little or
nothing to do with the
topic given
Content is related to
the topic but has
little to no required
component
Content is related to
the topic but has some
required components
Content is related to
the topic but is missing
1-2 required
components
Content is related to
the topic and all
required components
are included.
Resource: It`s Your Health http://www.hc-sc.gc.ca/hl-vs/iyh-vsv/index-eng.php
Level 3
Level 4
Appendix A-4
Research Template
Topic:
BACKGROUND INFORMATION
System:
Organs:
Medical Condition:
Description of Medical Condition:
Ref:
Medical Technology:
Description of Medical Technology
Ref:
ECONOMICAL IMPACT
Impact 1:
Description
Ref:
Impact 2:
Description
Ref:
Impact 3:
Description
Ref:
SOCIAL IMPACT
Impact 1:
Description
Ref:
Impact 2:
Description
Ref:
Impact 3:
Description
Ref:
Case Study - Research Project (Teacher Copy)
Curriculum Expectations:
 E1. analyse the social or economic impact of a technology used to treat systems in the human body, and the
impact of lifestyle choices on human health;
 E1.1 analyse the social or economic impact of a medical device or technology related to the treatment of the
human circulatory, respiratory, or digestive system (e.g., a pacemaker, a heart lung bypass machine, kidney
dialysis)
 E1.2 analyse the impact of various lifestyle choices on human health and body systems (e.g., the impact of
excessive alcohol consumption on the liver; of smoking on the respiratory system; of loud noise on the auditory
system)
 A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with reference
to scientific knowledge
Teacher Preparation and Information:




Ensure to book the library/resource center/computer lab well in advance to guarantee in-class research time for
students. Most likely 2 or 3 library sessions would be sufficient to start the students off in the right direction for
research. It is often helpful to have the librarian give a refresher to the students on how to do simple research,
find books, and sign items out of the resource center.
Be sure all students have chosen a topic they are comfortable with, and can manage their own research. Students
should be encouraged to use their own inquiry to come up with their own topic of choice, so long as they confirm
this topic with the teacher
Ensure the students have participated in the previous inquiry activities for circulatory, respiratory, and digestive
diseases, disorders, and medical technologies. These classes will build a framework and foundation for their topic
choices during this case study.
Teacher needs to make clear deadlines that allow gradual student progression throughout the project, ensuring
students do continuous work throughout the given time, instead of last minute cramming. The timeline given to
the students should be quite clear and followed accurately. This will allow students to ask questions, and get
formative assessment before they hand in their final product. Be sure to look at student research templates to get
an idea of how “on track” and focused they are with their research.
Key “Look-For” Items within Student Research Project:
A student should demonstrate all of the following criteria to achieve a level 4 on the project rubric:
Topic:
 Student has chosen a specific topic within the list of available topics given by the teacher or other disease relating
to the circulatory or respiratory or digestive system.
 Student has confirmed with the teacher no more than 5 people have chosen this topic, and knows which of their
peers is also working on the same topic (you mean group member? The rest of the group?).
Background Information on the disease and treatment:
 Student has researched relevant background information on a disease relating to their topic including but not
exclusive to; general disease information, effects on individual, disease prevention, treatment options, and
medical procedures.
 Student demonstrates an understanding of the effects of the disease and impacts the disease has on an individual
 Student demonstrates an understanding of the importance of preventing and treating this disease, as well as the
medical procedures associated with treatments.
Economic Impact:
 Student shows adequate research into the economic costs of the disease within Canada, including costs on the
health care system as well as costs to the individual.
 Student demonstrates firm understanding the long term effect of economic impacts on both the individual and
the Canadian health care system.
Social Impact:
 Student shows adequate research into the societal impacts of the disease within Canada.
 Student identifies several impacts of this disease on Canadian society including but not exclusive to; political,
environmental, media, and personal effects
Lifestyle Change needed to improve overall Health:
 Student discusses multiple possible lifestyle modifications that could be achieved to improve the overall health of
the individual suffering from the disease, and helping disease prevention
 Student explores possible media outlets that could be utilize to help spread an educational message to the public
regarding this disease
Your Action Plan:
 Student outlines a realistic action plan an individual might be able to use to accommodate the presence of this
disease in their life, including helping resources and information
Graphic organizer:
 Student has filled in the research template provided by the teacher fully and thoroughly
Timeline:
 Student has followed the timeline given, and included all components in their project portfolio
Summary:
 Student has effectively and creatively summarized their project in one page using a provided graphic
organizational method options provided by the teacher (unless discussed otherwise)
 Student has used both time and effort in creating an informative and creative summary
Appendix A-5
Culminating Task Part I: Dissection of Fetal Pig
Purpose: To demonstrating the understanding of the digestive, circulatory and respiratory systems within the fetal pig.
The end products can be any visual methods available.
Time: 2 periods for dissection, 2 periods for computer lab.
Materials:
 Fetal Pig
 Dissection kit
 1 Handful Dissection Pins
 Strings




6 Rubber gloves
Dissection Tray
Camera/cell phone camera
Handouts (worksheet, rubric, table)
Final Product
 PhotoStory (preferred)
 PowerPoint slide show.
Notation in the Margin:
 (P)-Picture needed (Suggestion: Multiple picture and multiple camera)
 (R)-Review and record into the table
 (Q)-Questions need to be answered.
 Dissection tools are italicized and parts need to be identified are bolded.
Procedures:
THE SPECIMEN
(P) 1. Examine the pig and take pictures of its dorsal, ventricle, anterior and posterior.
2. Place the pig ventral side up on the dissection tray.
3. Tie the front limbs with string going under the dissection tray to secure the pig.
4. Repeat step 3 with hind legs. Make sure the limbs are spread apart and securely
fastened.
(Q)  What is the sex of the pig? Male will have scrotum & orifice.
(P) 5. Take a picture to support your answer.
MALE
THE MOUTH
6. Using dissection scissors carefully make a 3cm cut in each corner of pig’s mouth. (NOTE:
you may have to break bones)
7. Spread the jaws open
(R) 8. Review the structure and function of the tongue, the palate(the roof of the mouth),
the opening to esophagus.
(P)9. Take pictures for labelling later.
THE DIGESTIVE SYSTEM
10. Using dissection scissors carefully make the incisions (4) shown in the diagram on the
right. (WARNING!!! DON’T cut too deep, organs may be damaged)
11. Secure the flaps of skin with dissection pins at an angle away from the pig.
(P) 12. Take pictures of the abdominal cavity of your pig.
(R) 13. Review the structure and function of the liver.
14. Carefully lift liver.
(P) 15. Take pictures of the gallbladder on the dorsal side of the liver.
16. Review the structure and function of the gallbladder.
heart
17. Using dissection scissors carefully cut out the liver and places it on the
dissection tray.
18. Locate the esophagus, the sack-like stomach, the small intestine, the
pancreas (under small intestine/stomach), and the spleen (wrap around
the stomach).
(Q)  Why is the small intestine so long?
(R) (P) 19. Take pictures of the indicated organs (5) and review their structure and
function.
20. Follow the small intestine down to the large intestine, and locate anus.
(R) (P) 21. Take pictures of the 2 organs and review their structure and function.
m
pancreas
THE RESPIRATORY SYSTEM
22. To expose the thoracic cavity, open out the incisions (#1) and secure the flaps of
Small intestine
skin with dissection pin. Secure the flaps of skin with dissection pins at an angle
away from the pig.
23. Locate the thin sheet tissue, diaphragm, that separate thoracic cavity
from abdominal cavity.
(R) (P) 24. Take pictures of the thoracic cavity & diaphragm, and review its role in the mechanics of breathing.
25. Locate the two spongy lungs surrounding the heart, the trachea and the bronchi.
(Q)  How many lobes is the left lung comprised of? How many lobes is the right lung comprised of? Why
is there a difference?
(R) (P) 26. Take pictures of the lungs, the trachea, and the bronchi and review their roles in the mechanics of breathing.
THE CIRCULATORY SYSTEM
27. You have already located the heart in procedure 25 surrounded by the lungs.
28. Take pictures of the heart and the major vessels (vena cava, aorta) connecting it to the rest of the body.
(P) 29. Review the structure and function of the heart and the major vessels.
(R)
CLEAN UP
30. Discard the pig in the container provided.
31. Wash with soap and DRY all dissection tools and dissection tray by placing everything in the tray.
32. Place dray paper towel on top of the dissection tray.
33. Use the rags in the cleaning bucket to disinfect your work station.
34. Have your teacher inspect your work station before you leave.
Questions [5 marks]:
 What is the sex of the pig? Male will have scrotum & orifice. [1]
 Why is the small intestine so long? [1 ]
 How many lobes is the left lung comprised of? How many lobes is the right lung comprised of? Why
is there a difference? [3]
Dissection Table [5 marks]:
Location
/System
Part
Mouth
Tongue
Palate
Opening to
Esophagus
Liver
Gall bladder
Digestive System
Esophagus
Stomach
Small
Intestine
Pancreas
Spleen
Large
Intestine
Anus
Respiratory System
Lungs
Trachea
Diaphragm
Circulatory
System
Bronchi
Heart
Major vessels
(aorta/vena cava)
Function
Present
()
Not
Present()
Dissection Observation Checklist [10 marks]:
 Clean Up (3)
o Disposing the pig into the proper area.
o Work station and dissection kits are properly disinfected.
o Surface of work station and dissection kits are dried properly.
 Safety (1)
o Handle scalpel, dissection scissors, dissection pins with caution
 Using Proper Tools (2)
o Use tools as indicated
o No damage of the internal organs
 Respect the specimen (1)
o No fooling around (e.g. Cutting off miscellaneous body parts)
 Follow Instruction (3)
o Have not asked teachers to repeat instructions.
o Have not distracted other groups’ dissection.
o Able to perform the steps as written.
Rubric of End Product [20 marks]:
Parts: The student needs to
include all the indicated
organs/parts in the
assignment, and they MUST
be visible and properly
labeled. Students may
choose to label other parts.
Maximum of (12)
The following organs/parts should be clearly visible and properly labeled.
Digestive System (6)
Respiratory System(4)
Circulatory System(2)
 Esophagus
 Lungs
 Heart
 Stomach
 Trachea
 Major Vessels
 Small intestine
 Diaphragm
 Other
 Large intestine
 Bronchi
 Liver
 Other
 Pancreas
 Other
Creativity (4)
Level R
Level 1(2)
Level 2 (2.5)
Level 3 (3)
Level 4 (4)
The student has
not hand in a
satisfactory end
Product or
partial report
Final project
show little
creativity.
Final project
shows some
creativity.
Final project is
nice, and shows
creativity.
Final project is
unique, and
shows
creativity.
Portfolio: Portfolio must
include all the components
of the Culminating Task (4)


Quizzes
Peer Evaluation of the dissection.
Appendix B
Your Heart by from Instructional Fair Inc.:
Human Circulatory System by Instructional Fair Inc.:
Appendix C
Heart Rate and Blood Pressure: Lab Activity by Caitlin Boutros:
Appendix D
Example of Circulatory System Quiz:
Appendix E
Your Lungs by Instructional Fair Inc.:
Appendix F
The Human Respiratory System by Instructional Fair Inc.
Appendix G
Lab: Breathing Rate:
Appendix H
Lab: Mechanics of Breathing:
Appendix I
Your Digestive System by Instructional Fair Inc.:
Label
Appendix J
Appendix K
Substances Involved in Digestion:
Organ
Mouth, salivary
glands
Stomach
Liver
Gallbladder
Pancreas
Small Intestine
Large Intestine
Secretion (Enzyme)
Function
The Alimentary Canal by Instructional Fair Inc.:
Appendix L
Appendix M
Diets Assignment:
Diets
Over the past 30 years, our society has promoted thinner ideal body weights for women and
muscular body types for men. Many people resort to dieting to achieve their ideal body image. However,
many diets can have serious side effects. Your job is to research and evaluate a variety of diets.
Your Task:
Read Nelson College Biology 11 p. 193-194
Answer questions 1-5 on page 194
Using the internet, choose 4 different diets
Create a table for each diet with the following columns:
o Name of diet
o What is it?
o What can/can’t you eat?
o Pros
o Cons
 After researching each of the 4 diets, write a paragraph on your opinion of dieting
 Be sure to keep a list of references (with date viewed for websites)
 Hand in this sheet with complete assignment




Marking Scheme:
Complete Questions
/5
Table Content
/10
Paragraph
/10
Reference
/3
Reference:
1.
Appendix N
Sample Digestive Quiz:
Understand Dissection Kits
Appendix O
Before Lab:
 Check all items are included in the dissection kits. (Write down the use of the tolls as instructed by your teacher. )
Tools
When to Use...
Scissor
Scalpel
WARNING: Always have the edge of the blade facing the specimen, and
hold from the top.
Tweezers
Ruler
Dropper
Probe
Pin
Dissection Tray
After Lab:
 Rinse all item with soap water
 Put soap water inside the dissection Tray and soak all items for 1 minutes
 Rinse with water and dry all equipment.
 Check all items are included in the dissection kits.
 Clean the counter top
Appendix P
Sample: Diagram Labelling
Station 1: Perch (http://www.waycross.edu/faculty/bmajdi/Test%204%20slides.htm)
Given this slide, answer the following questions:
Q: This is the _______ view of the fish.
Label 1, 3, 5, 6
Station 2: Cat (http://bio.bd.psu.edu/cat/Digestive_System/index.htm)
Given this slide, answer the following questions:
6
1
5
4
Q: This is the _______ view of the fish.
Label 1-6
3
2
Dissection Practices
Appendix Q
Students must choose 2 of the following 3 tasks to complete before the end of the period.
Station 1: Dissecting Flower (modified from http://www.middleschoolscience.com/flower.pdf)
Purpose: to be able to evenly cut open flower without damaging the filament
Material: Flower, Dissection Kits
1. Sketch your flower. Label the sepals and petals using the diagram given.
2. Using your scalpel, very CAREFULLY, make a vertical incision to open your flower.
3. Pin the petals and ovary to keep it open.
4. Draw your flower pinned open. Be sure to label: Sepals, Anther, Stamen, Filament, Stigma, Style, Ovary, & Pistil
5. Using your ruler, measure the length of the Pistil (stigma, style, & ovary), Filament and Anther in mm.
6. The anthers may be releasing pollen. Look for a powdery residue.
7. Look inside the ovary. See if you can find the ovules. When fertilized, these will become seeds.
Station 2: Saving Mr. Bean (Jello Cup with rice and bean)
Purpose: to be able to evenly retrieve jelly bean without damaging the bean itself or making a mess of the jello
Material: ketchup cup(paper), rice, jello, jelly bean (Mr. Bean)
1. Sketch your cup before cutting, jello side up. Label the diagram.
2. Using your ruler, measure the diameter of the cup.
3. Using your scalpel, very CAREFULLY, make a vertical incision to open your “cup” (you may want to use scissor to
open up the rest.)
4. Using your ruler, measure the diameter of the jello
5. Remove cup and use scalpel to cup cut jello in half.
6. Draw the cross section of your jello cup with labelled parts (rice, jello, cup and jelly bean)
7. Retrieve jelly bean CAREFULLY (Mr. Bean has been soaking in jello overnight, may be very vulnerable) and call your
teacher to inspect.
8. Using your ruler, measure the diameter of the jelly bean
Station 3: Mystery Ball
Purpose: to be able to retrieve egg without damaging it or packing material (foam bits)
Material: Tape, foam bits, newspaper
1. Using your ruler, measure the diameter of the ball to start with.
2. Using your scalpel, very CAREFULLY, make a vertical incision to open your “ball” (you may want to use scissor to
open up the rest.)
3. Draw a rough diagram of what you see after opening up the first layer.
4. Repeating steps 2 until you reach the center. (Gentle!!! Careful not to sustain too much force)
Appendix R
Assessment Tools
Rough Draft Peer Evaluation (3 peers in total):
Peer 1: ______________
Components
 Topic.
 Background Information on the disease and treatment.
 Economic Impact.
 Social Impact.
 Lifestyle Change needed to improve overall Health.
 Your Action Plan.
Comment
You are great in… You need to…
Dissection Lab Observation Checklist
 Clean Up (3)
o Disposing the pig into the proper area.
o Work station and dissection kits are properly disinfected.
o Surface of work station and dissection kits are dried properly.
 Safety (1)
o Handle scalpel, dissection scissors, dissection pins with caution
 Using Proper Tools (2)
o Use tools as indicated
o No damage of the internal organs
 Respect the specimen (1)
o No fooling around (e.g. Cutting off miscellaneous body parts)
 Follow Instruction (3)
o Have not asked teachers to repeat instructions.
o Have not distracted other groups’ dissection.
o Able to perform the steps as written.
Comments:
Dissection Lab Peer-evaluation:
PEER ASSESSMENT: You need to assess your partner based on their work in this experiment.
Partner’s name: _________________________________
i) partner participates
0
0.5
1.0
ii) partner uses materials properly
0
0.5
1.0
iii) partner works in a safe manner
0
0.5
1.0
iv) partner helps clean
0
0.5
1.0
1.5
2.0
_______/5
3 things you like about your partner.
2 things you will like to see your partner improve upon.
1 thing you will need to become a better partner.