MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Bulimia is an eating disorder characterized by binge eating followed by purging. Bulimics sometimes believe that purging prevents the body from absorbing calories. Many bulimics use laxatives to purge. Laxatives alleviate constipation by preventing the body from absorbing water from the digestive material. Are laxatives effective in preventing calories from being absorbed from food?

a. Yes, because the laxatives prevent water and calories from being absorbed in the stomach.

b. Yes, because laxatives speed up the entire digestive process and cause the person to expel stool very quickly.

c. No, because the large intestine absorbs all the calories.

d. No, because absorption of calories occurs in the small intestine and laxatives prevent water from being absorbed in the large intestine.

Correct Answer: d

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

How are valves in the circulatory system similar to sphincters in the digestive system?

a. Both limit movement of substances through the system.

b. Both absorb excess fluid from the system.

c. Both add strength to the walls of the system.

d. Both actively push substances through the system.

e. Both control an exit to the system.

Correct Answer: a

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

1. Suppose Marina's large intestine quit functioning but the digested material continued moving through her digestive system. Which of the following conditions would most likely be the result?

a. A hernia

b. Constipation

c. An ulcer

d. Appendicitis

e. Diarrhea

2. Explain your answer.

Correct Answers:

1. e

2. Diarrhea occurs when the large intestine fails to reabsorb water from the digested material, resulting in runny stool.

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

A person who receives an organ transplant must take immune-suppressing drugs (drugs that decrease the effectiveness of the immune system) so that their immune system doesn't attack the new "foreign" organ. For a period of time after the operation, the person must modify his/her lifestyle. Which of the following would be necessary directly because of taking these drugs?

a. The person must be re-vaccinated

b. The person needs to double their liquid intake

c. The person needs to be on oxygen

d. The person needs to be on a carefully monitored exercise program

e. The person needs to live in a nearly sterile environment

Correct Answer: e

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Howard is famous for his amazing pancakes. One day, while flipping his pancakes, he burned his finger on the pan and sensed pain. How is the nervous system involved in Howard's sensation of pain?

a. Receptors on the skin release chemicals that cause the pain sensation.

b. The pain is caused because a blister forms on the skin.

c. A nerve impulse travels from the sensory neuron to the brain and causes Howard to feel pain.

d. The motor neuron is stimulated and causes Howard to quickly jerk his hand away

from the hot pan.

Correct Answer: c

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Complex materials in food are changed in to simpler nutrients in a process called

a. digestion

b. excretion

c. nutrition

d. secretion

Correct Answer: a

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Materials for growth of a dog results from which group of life activities?

a. assimilation, sensitivity, excretion, locomotion

b. food getting, digestion, absorption, assimilation

c. locomotion, assimilation, excretion, reproduction

d. reproduction, respiration, excretion, secretion

Correct Answer: B

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Edward Jenner observed that people who had contacted cowpox did not develop smallpox. He inoculated a boy with cowpox and later exposed this boy to smallpox. The boy did not contract smallpox. What hypothesis did Jenner make?

a. If exposed to cowpox, a person would also be immune to smallpox.

b. If exposed to smallpox, a person would also be immune to cowpox.

c. If T-lymphocytes were not yet differentiated, smallpox would still develop.

d. Cowpox and smallpox are the same disease.

Correct Answer: a

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

How would a change in altitude, such as climbing to the top of Mount Timpanogos, affect a personÕs breathing rate?

a. The rate would be decreased because of more carbon dioxide.

b. The rate would be increased because of less atmospheric pressure.

c. The rate would be unchanged because the factors that would cause an increase are balanced by factors causing a decrease.

d. The rate would be increased because of lower blood carbon dioxide levels.

e. The rate would be decreased because of high blood oxygen levels.

Correct Answer: b

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Predict what the effect of glomerular destruction in the kidney because of prolonged high blood pressure would be.

a. Diabetes (higher than normal blood sugar)

b. Arteriosclerosis (collection of calcium in blood vessel walls)

c. Toxemia (collection of toxic substances in the body)

d. Hepatitis (infection of the liver)

e. Asthma (constriction of air passages in the lungs)

Correct Answer: c

MC	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Which structures does food pass through, and in what order, starting with the mouth?

a. 1, 2, 12, 3, 5, 9, 7

b. 1, 12, 3, 4, 9, 6, 7

c. 1, 12, 3, 5, 9, 6, 7

d. 1, 2, 12, 5, 9, 8, 7

e. 1, 12, 3, 11, 9, 8, 7

Correct Answer: c

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Comparison of Materials in Blood and Urine
	% in Blood	% in Urine
Water	92.0	96.0
Protein	7.0	0.0
Glucose	0.1	0.0
Sodium	0.33	0.25
Potassium	0.02	0.24
Urea	0.03	2.90

1. In the above table, which substances are in higher concentration in the urine than in the blood?

a. water and protein

b. protein and glucose

c. glucose and sodium

d. sodium and potassium

e. potassium and urea

2. Which percentage might be most affected if you drank a 64 oz. Soda?

a. water

b. protein

c. sodium

d. potassium

e. urea

3. Which of the following best explains the difference in protein concentrations from blood to urine?

a. The body has enough protein, therefore it is excreted as waste.

b. Protein is needed in the body, therefore it is not excreted.

c. The percent of protein in the blood and urine is the same.

d. The body controls the amount of protein and potassium by similar processes.

Correct Answers:

1. e

2. a

3. b

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Graph the information from this table, then answer the following questions.

Heartbeats (in 15 seconds) for different numbers of sit-ups
Number of Sit-Ups	Heartbeats (in 15 seconds)
	Person #
	1	2	3	4	5
0	22	23	21	22	24
5	26	24	25	31
9	27	26	29	28
15	32	33	33	32
22	37	37	36	38
25	38	39	41	41	40

1. Which hypothesis is best proven by the data?

a. As the heartbeats increase, then the number of sit-ups must have increased.

b. As the heartbeats decrease, then the number of sit-ups must have decreased.

c. As the number of sit-ups decrease, then the heartbeats increase.

d. As the number of sit-ups increase, then the heartbeats increase.

2. The set of data for which number of sit-ups is most consistent?

a. 0

b. 5

c. 9

d. 15

e. 22

3. What is the MOST appropriate reason for the measurement of 31 at 5 sit-ups?

a. That person was less physically fit than the other subjects.

b. That person must have gotten tired really fast.

c. The person counting probably got distracted during the test.

d. That person ate too many hamburgers before the test.

4. If the trend shown here continues, how many heartbeats (in 15 seconds) would there be if an individual did 35 sit-ups?

a. 19

b. 46

c. 49

d. 50

Correct Answers:

Graph:

0 5 9 15 22 25

1. d

2. d

3. a

4. b

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

SusanÕs assignment is to examine the effects of exercise on pulse rate and blood pressure. She started with a sitting pulse rate and blood pressure and continued to record data as she exercised for 5 minutes. She recorded the following:

1. What do these data indicate?

a. Exercise does not affect pulse rate or blood pressure.

b. Pulse rate increases with exercise, but blood pressure does not.

c. Blood pressure increases with exercise, but pulse rate does not.

d. Both blood pressure and pulse rate increase with exercise.

2. How would these data change if Susan now sat down for 5 minutes and then measured pulse rate and blood pressure?

a. Blood pressure and pulse rate would both decrease.

b. Blood pressure would decrease while pulse rate would stay the same.

c. Pulse rate would decrease while pulse rate would stay the same.

d. Both blood pressure and pulse rate would stay the same as after 5 minutes of exercise.

3. Susan concludes that exercise causes an increase in pulse rate and increased pulse rate causes a rise in blood pressure. How would you evaluate her conclusion?

a. A good conclusion; it is supported by her data.

b. A good conclusion; the graphs prove it is true.

c. A poor conclusion; it is not entirely supported by her data.

d. A poor conclusion; it is completely unsupported.

Correct Answers:

1. d

2. a

3. c

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Which joint in the human body has movement similar to the movement of the object shown in the diagram?

1.

a. wrist

b. hip

c. knee

d. cranium

e. jaw

2.

a. elbow

b. shoulder

c. neck

d. hip

e. wrist

3.

a. knee

b. shoulder

c. ankle

d. elbow

e. cranium

4.

a. shoulder

b. elbow

c. wrist

d. knee

e. cranium

5.

a. elbow

b. cranium

c. knee

d. neck

e. jaw

Correct Answers:

1. b

2. a

3. e

4. c

5. d

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

An investigation was carried out to determine the effect of drinking excessive amounts of water on urine flow. Urine was collected 3 times, at 10-minute intervals, from a subject. The subject then drank one liter of water at time marked zero. Urine output was again measured every 10 minutes and the results were recorded in the following graph.

1. How did the subject's urine flow change over the course of the experiment?

a. The urine flow remained unchanged

b. The urine flow uniformly increased

c. The urine flow increased then decreased rapidly

d. The urine flow had no discernable pattern

e. The urine flow uniformly decreased

2. How does the body compensate when too much water is consumed?

a. The urine flow increases 400%

b. The urine flow increases 200%

c. The urine flow increases 100%

d. The urine flow remains unchanged

e. The blood pressure increases during the next day

3. What effect might drinking two Big Gulps from 7-11 have on a student?

a. The drinks would have no effect since they are not pure water

b. The student would become dehydrated like drinking salt water

c. The student will need to urinate immediately

d. The student would become depressed because of all the sugar in the drinks

e. The student will need to urinate in one or two hours

4. Short Answer: How might the body compensate when too little water is consumed?

Correct Answers:

1. c

2. a

3. e

4. Decrease urine flow; draw water from other tissues into the blood; concentrate the urine.

Note: Graph taken from Biology: The Study of Life, by Prentice Hall, 5^th annotated teacherÕs edition, p. 251.

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

An investigation was carried out to determine what factors cause an increase in the rate of breathing during exercise. Samples of blood oxygen, blood carbon dioxide, and blood lactic acid concentrations were collected from Alex before and after a period of exercise. The information is presented in the graph below. Alex's breathing rate before and after exercise was also measured. It increased from 12 breaths per minute before exercise to 27 breaths per minute after exercise.

1. What is the arterial blood concentration of oxygen (in units/mL) in Alex's body before exercise?

a. 10

b. 11

c. 15

d. 20

e. 50

2. What is the difference between carbon dioxide concentrations before and after exercise?

a. The concentration of carbon dioxide increased by 25%.

b. The concentration of carbon dioxide increased by 10%.

c. The concentration of carbon dioxide increased by .5%.

d. The concentration of carbon dioxide remained the same.

e. The concentration of carbon dioxide decreased after exercise.

3. What relationship exists between lactic acid and exercise?

a. The concentration of lactic acid increased after exercise because carbon dioxide increased.

b. The concentration of lactic acid increased after exercise because the kidneys could not excrete it fast enough.

c. The concentration of lactic acid increased after exercise because cells went into oxygen debt.

d. The concentration of lactic acid increased after exercise because the rate of respiration decreased.

e. The concentration of lactic acid increased after exercise because the lungs could not exhale carbon dioxide fast enough.

4. By analyzing the data presented, what inference could be made about why the breathing rate more than doubled after a period of exercise?

a. The breathing rate increased to get rid of the carbon dioxide accumulated during exercise.

b. The breathing rate increased to make up for the oxygen lost during exercise.

c. The breathing rate increased because Alex was out of shape.

d. The breathing rate increased to supply oxygen to burn the lactic acid accumulated during exercise.

e. The breathing rate increased to exchange oxygen for the carbon dioxide accumulated during exercise.

Correct Answers:

1. c

2. b

3. c

4. d

Note: Graph taken from Biology: The Study of Life, Prentice Hall, 5th annotated teacher's edition, p. 11-G.

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Below is a graph that represents the reaction times of a group of students catching meter sticks. One student dropped the meter stick, while the other student caught the stick under different situations. The first reaction time measured was when the student saw his classmate drop the stick. During the second test, the student had his eyes closed and caught the stick upon a verbal cue from his partner. During the third test, the student had his eyes open but the radio was playing loud music. From this graph, answer the following questions.

1. What variable accounts for the fastest reaction time?

a. Sight

b. Hearing

c. Hearing with distractions

d. Touch

2. Which system is primarily responsible for reaction time?

a. Nervous system

b. Sense system

c. Muscular system

d. Skeletal system

3. During a medical study, patients were administered a new drug. This drug blocks neurotransmitters from crossing the synapse. From what you know about neurotransmitters, what effect would you predict this new drug would have on reaction times?

a. The reaction would be quicker because the drug would block the neurotransmitters that inhibit muscle response.

b. The reaction would be quicker because the person would be really edgy due to the lack of neurotransmitters.

c. The reaction would be slower because the neurotransmitters responsible for sending the impulse to catch the object are inhibited.

d. The reaction would be slower because too many inhibitory neurotransmitters would be released.

Correct Answers:

1. a

2. a

3. c

I	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Shown above is a graph of Max's heart rate during a 2 hour period of time. Use the graph to answer the next 4 questions.

1. During which time period was Max's heart rate the highest?

a. A

b. B

c. C

d. D

e. E

2. During which time period was Max's heart rate relatively constant?

a. A

b. B

c. C

d. D

e. E

3. Based on the information in the graph, what was Max most likely doing from the beginning of time A to the end of time B?

a. Watching T.V.

b. Standing

c. Eating

d. Exercising

e. Resting

4. Which of the following could be an explanation for the graph?

a. Max took a depressant drug.

b. Max exercised then rested.

c. Max was listening to classical music.

d. Max fell asleep.

e. Max took an uneventful, leisurely walk through the woods.

Correct Answers:

1. b

2. e

3. d

4. b

E	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Describe four characteristics of bone that allow it to be both strong and lightweight. Next, compare and contrast a long bone of a human with a long bone of a bird. (17 pts)

Scoring Guide:

3 points 1 point if student identifies that bones are hollow.

2 points if student explains that this decreases the weight of the bone.

3 points 1 point if student explains that dense material is located around the edge of the bone.

2 points if student explains that this will achieve more strength than a solid shape with the same amount of tissue.

3 points 1 point if student identifies minerals in bone (calcium and phosphorous).

2 points if student explains these act as a cement to hold tissue together, but is brittle alone.

3 points 1 point if student identifies the protein collagen in bone.

2 points if student explains that collagen fibers, though soft alone, act as a net between the minerals, making the bone very strong.

2 points if student explains that the human bones are heavier and denser than bird bones.

2 points if student explains that the bird bones need to be light-weight for flight.

2 points if student tells how the bones would be similar, for example, the composition of the bone tissue would probably be quite similar, and that the structure of the bone would show the most differences.

E	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Rearrange the following processes in the order in which they occur in the body.

digestion, food-getting, growth, assimilation, absorption.

Correct Answer:

food-getting, digestion, absorption, assimilation, growth.

E	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

You are a cheeseburger on a bun with lettuce and tomato. Trace your path and the chemical and physical processing that occur as you pass through the human digestive tract.

Scoring Guide:

It is helpful for teacher and student if student indicates which parts of the cheeseburger belong into each of the major nutrients (carbohydrates, lipids, proteins, vitamins, and minerals). It is also helpful, but not necessary, for both student and teacher if student arranges information in a table.

The teacher may use as much or as little of this scoring guide as has been discussed, read, or demonstrated in class.

15 to 28 points possible depending on the depth of material the teacher expects of the students.

2 or 4 points ∆ half for physical and half for chemical breakdown.

In the mouth, all food is broken down physically. Complex carbohydrates are chemically broken down to simpler carbohydrates through the action of amylase in the saliva, if the food is chewed sufficiently before being swallowed.

2 or 4 points ∆ half for physical and half for chemical breakdown.

In the stomach, all foods are further physically broken down through the action of peristalsis and the addition of gastric juices to become a soupy substance (chyme). Proteins are broken apart chemically through the action of pepsin in an acidic environment.

4 or 8 points possible ∆ physical and chemical breakdown, various secretions and their sources

The chyme passes through the pyloric valve of the stomach in small amounts into the first portion of the small intestine (duodenum) where it meets with secretions from the common bile duct. These secretions contain bile, which breaks lipids into smaller droplets (physical). Also in this secretion are enzymes from the pancreas, which chemically break down proteins, lipids, and carbohydrates.

2 points possible ∆ physical and chemical breakdown

The chyme is further broken down chemically in the next portion of the small intestine through the action of peptides (protein) and maltase (carbohydrates) secreted by the small intestine.

2 or 4 points possible ∆ absorption of various substances, structure and function of villi

Also, in the small intestine nutrients are absorbed: amino acids, simple sugars, and water-soluble vitamins into the capillary beds within the villi (finger-like projections lining the intestinal walls which increase surface are for absorption); fatty acids and fat-soluble vitamins are absorbed into the lacteals (lymphatic vessels) in the villi.

up to 2 points possible ∆ absorption, substances being absorbed

In the large intestine, water and minerals are absorbed into the bloodstream. Bacteria that reside in the large intestine also produce Vitamin K, which is also absorbed into the bloodstream.

1 point possible

The undigested material is then prepared to leave the body through the anal opening.

plus 5 points - creativity

E	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

The nervous system and endocrine system work together to help the body maintain homeostasis by regulating and coordinating body functions. Contrast the nervous and endocrine systems. Include in your answer

a) how these systems respond to stimuli,

b) the speed at which they respond to stimuli and why, and

c) components that make up these systems.

Scoring Guide:

a) worth 4

The nervous system responds to stimuli by sending nerve impulses

through neurons to the brain and spinal cord. 2 points

The endocrine system responds to stimuli by releasing hormones in

the blood stream from different glands 2 points

b) worth 4

The nervous system responds very quickly. Nerve impulses are received

and sent instantaneously. 2 points

The endocrine system responds more slowly because hormones are

released into the blood and then reach the tissue of destination. 2 points

c) worth 2

The nervous system is composed of different neurons, the brain

and spinal cord. 1 point

The endocrine system is made up of different glands and hormones. 1 point

E	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

1. What is meant by muscles working as "antagonistic pairs?" Include in your answer the two different kinds of muscles involved in an antagonistic pair. (Hint: one of the correct answers is NOT voluntary muscle.)

2. What is an example of an antagonistic pair of muscles in the body?

Correct Answers:

1. Two point answer

1 point Muscles are antagonistic because the two muscles move the bone in opposite directions. OR When one muscle contracts the other muscle relaxes.

1 point The two different kinds of muscles are flexors and extensors.

2. One point answer

1 point Examples include biceps and triceps, quadriceps and hamstring, abdominal muscles and back muscle, or other muscles in the body that are antagonistic pairs that the student describes.

E	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Comparisons: Fill in the Blank

Answer each of the following with a one or two word answer.

1. Bones are to a snake as a ______________ is/are to a grasshopper.

Explain why ________________________________________________________

__________________________________________________________________

2. Blood vessels are to a frog as ______________ is/are to plants.

Explain why_________________________________________________________

__________________________________________________________________

3. A stomach is to a cow as ____________ is/are to a segmented worm.

Explain why_________________________________________________________

__________________________________________________________________

4. Scales are to a lizard as _____________ is/are to an eagle.

Explain why__________________________________________________________

___________________________________________________________________

5. Tentacles are to an octopus as ____________ is/are to a chimpanzee.

Explain why __________________________________________________________

____________________________________________________________________

6. A shell is to a turtle as _____________ is/are to a porcupine.

Explain why __________________________________________________________

____________________________________________________________________

7. A shell is to a clam as ________________is/are to a star fish.

Explain why __________________________________________________________

____________________________________________________________________

8. Lungs are to a human as ____________ is/are to a honeybee.

Explain why __________________________________________________________

_____________________________________________________________________

9. A pouch is to a koala as ____________is\are to a wolf.

Explain why __________________________________________________________

____________________________________________________________________

10. Scales are to a fish as ___________ is/are to a bat.

Explain why __________________________________________________________

____________________________________________________________________

11. Gills are to a lobster as ___________ is/are to a bird.

Explain why _________________________________________________________

___________________________________________________________________

12. Wings are to a bird as __________ is/are to a human.

Explain why __________________________________________________________

____________________________________________________________________

13. Hands are to a human as ___________is/are to an ape.

Explain why ___________________________________________________________

_____________________________________________________________________

14. Flippers are to a seal as ___________is/are to a whale.

Explain why ___________________________________________________________

_____________________________________________________________________

15. Baleen are to a gray whale as ___________is/are to an alligator.

Explain why ___________________________________________________________

_____________________________________________________________________

Ideal Answers: Answers may vary, look for logical connections and justification of the comparison based on structural evidence.

P	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Disease in the Human Body

Objective:

The student will construct a poster-sized project concerning a human disease with the following:

1. Title

2. 3 colored pictures

3. 1 student generated colored picture

4. 1 graph or chart which uses numerical information

5. 4 page double spaced report that details the causes of the disease, the history of the disease, the effects on the body, and the course of treatment or cure.

6. Listing of references used

The student will use the following to collect information:

1. 1 encyclopedia

2. 1 textbook, book, or handbook

3. 1 current magazine article (2 years old or newer)

4. 1 interned resource

5. 1 human resource

6. Video or educational program (optional)

Scoring Guide:

Use this rubric to complete the score sheet below.

3 Excellent Item meets or exceeds expectations, shows great effort and

neatness.

2 Good Item well done, shows some effort and neatness.

1 Needs Improvement Item shows minimal effort and neatness.

0 Missing Item not present.

Item Score

1. TitleÑneat, colorful, creative, at least 2 inches in height. ________

2. 3 colored pictures from magazines or photocopied, large enough

to complement title and size of board. ________

3. 1 student-generated visual (picture, map, or diagram). Must be

hand drawn, computer drawn, or original photograph, colored and

labeled. ________

4. 1 graph or chart which uses numerical information. The axes must

be labeled and presented on an equally spaced grid. ________

5. 4 page double spaced report

Report includes causes, history, effect, and treatment ________

Report printed in 12 point font ________

Report fill the page (no excessive margins) and double spaced ________

6. Report shows good research and scientific content and language. ________

7. References are appropriate, adequate, and listed. ________

8. The pictures, student-generated visual, and graph or chart are

relevant to the topic. ________

9. The poster is artistically pleasing and neat. ________

TOTAL ________

P	Biology	Standard: 03
Objective: 02. Describe the relationship between structure and function of organ systems in plants and animals.
ILO:

Exploring Body Systems

Summary:

This activity is used as a performance task to test students about animal body systems. Students work in groups and learn the 7 different animal systems. Each group researches and guides an exploration of the assigned animal system, prepares a tri-fold brochure and a 10-15 minute presentation. Students will demonstrate research skills, organization skills, communication and media skills.

Student Background:

At this point we assume that the students are being introduced to animal systems for the first time.

Materials Needed:

Internet Access

Library Resources

Paper

Markers

Colored Pencils

Overhead Projector

TV/VCR

Liquid Crystal Display, EIKI or Other Computer Projection

Tri-fold Travel Brochures

Sequence and Duration of Activity:

Time Needed: Five 45-65 minute class periods

Divide the students into 7 groups (1 group for each system).

Assign each group an animal system.

Give the students instruction sheets and deadlines.

Day 1: Have each group brainstorm ideas for presentation and brochure (15 minutes) (Collect)

Group members will determine individualÕs roles and responsibilities by making a plan of action (5 minutes)

Research topic in library, on Internet or in texts to gather information

Day 2: Continue research and formulate an outline of topic due at the end of the class period

Rough Draft of Brochure Due

Day 3: Students finish up Final Draft of Brochure, work on audio-visuals and practice presentation

Day 4 & 5: Give Presentations

Note to Teachers:

Show actual samples

Plan of action could have check boxes

Consider copying student instructions on brightly colored paper so students can easily find their papers among their other papers.

Introduce the students to various organ systems by writing them on the board with a short description of each.

Digestion

Respiration

Circulation

Nervous

Support

Protection

The teacher assigns groups according to student ability

After the groups are organized a student from each group draws their group system out of the hat.

Experience has shown that students perform better when given a specific task within their group.

Animal Systems Exploration

Student Instructions

Objective:

Upon completion of this task you will demonstrate understanding the correlation between an animal system and how it functions.

Materials:

Internet Access

Library Resources

Paper

Markers

Colored Pencils

Overhead Projector

TV/VCR

Liquid Crystal Display, EIKI or Other Computer Projection

Directions:

As a group you are to learn about your assigned animal system. You will then teach the class what you learned by preparing a tri-fold brochure and giving a 10-15 minute presentation.

Tri-Fold Brochure:

Color tri-fold brochure of the animal system

Contains detailed information and graphics

Rough Draft (Due Day 2)

Final Draft (Due when presentation is given)

Group Presentation:

10-15 minutes long

Contains at least 3 different audio-visuals

Pictures

Charts

Tables

Diagrams

Etc.

Use at least 1 of the following in your presentation

Liquid Crystal Display

TV/VCR

Overhead Projector

PowerPoint Presentation

Develop and present 3 test items

Demonstrate Presentation Skills

Every group member must participate

Cooperation:

Students will be graded on participation and teamwork.

Each student must accomplish his/her specific task.

Scoring Guide:

Tri-fold Brochure:

Overall Professional Image 0 1 2 3

Contained Detailed Information 0 1 2 3

Contained Graphics 0 1 2

Contained Color 0 1

Handed Rough Draft in on-time 0 1

Handed Final Draft in at time of presentation 0 1

Presentation:

Contains at least 2 different audio-visuals 0 1 2 3

Use at least one multi-media item 0 1 2

Developed 3 test items 0 1 2

Demonstrate Professional Presentation Skills 0 1 2 3 4

Cooperation:

Student participated and contributed 0 1 2 3 4

Student accomplished their specific task 0 1 2