Week 1 Experimental Biology Daily Lesson Plans (samples).pdf

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Experimental Biology Daily Lesson Plans:

A Pre-AP, Honors, IB Biology or General Biology Course Based

on Inquiry Learning

(Sample Week of Lesson Plans)

The full-year curriculum includes:

• 170 sequential lesson plans covering the General Biology course requirements for all 50

states, including NGSS, college preparatory study skills and lab skills.

• A pacing calendar, a materials list, student handouts and grading rubrics for all activities

and labs.

• 100% hands-on learning so the teacher can provide a student-centered (flipped)

classroom environment with no lecture and project-based learning.

• Content, skills and processes covered using lab experiments, games, model building,

debates, projects and other activities designed to promote critical thinking.

Please visit our website at www.CatalystLearningCurricula.com to download additional sample

lesson plans or to place an order.

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Experimental Biology

Daily Lesson Plans Curriculum

A Pre-AP and General Biology Course Based on Inquiry Learning

Table of Contents

I. Overview and Teaching Tips

II. Full Year Calendar

III. Materials List

IV. Daily Lesson Plans Curriculum for Biochemistry – 24 Days

V. Daily Lesson Plans Curriculum for Cell Biology – 29 Days

VI. Daily Lesson Plans Curriculum for Genetics – 31 Days

VII. Daily Lesson Plans Curriculum for Anatomy and Physiology – 28 Days

VIII. Daily Lesson Plans Curriculum for Botany – 27 Days

IX. Daily Lesson Plans Curriculum for Ecology – 31 Days

X. Notes

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Experimental Biology Curriculum

Anatomy and Physiology Unit

(Sample Week of Lesson Plans)

Day 1

I. Topic: Immune System

II. Warm-up: 5 minutes

Prior to class, write the following on the board: “Take one petri dish of

E. coli from the supply desk. DO NOT open the container. Gather with

your lab group and make observations about the growth of these

bacteria.”

III. Activity One: Disease Transmission 45 minutes

Objectives:

a) The learner will (TLW) examine the growth of bacteria and other potential

pathogens to determine what factors affect the growth patterns of these

organisms.

b) TLW practice the scientific process of observation, questioning the design

of a repeatable scientific procedure.

Materials:

For the class: 5 sealed petri dishes with LB nutrient agar and various

stages of bacterial growth (prepared according to step 1, below); one large

spool of Parafilm; a new, disposable inoculating loop (or toothpick); one E.

coli slant tube. For each lab group: 10-20 petri dishes spread with LB

nutrient agar; scissors; a permanent marker.

Procedure:

1. One to two days prior to class, streak one petri dish with E. coli bacteria for each

lab group. Streak each plate in a reducing pattern, such that one portion of the

plate is thickly covered with bacteria colonies and other parts of the plate have

less dense growth. A common streak pattern is shown below:

First streak Second dilution streak Third dilution streak

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For the second and third streak, use a new disposable inoculating loop, toothpick

or other sterile tool to reduce the number of colonies that will grow along the

streak path.

2. Seal all bacteria plates with Parafilm. Label the side of each plate with the date,

the medium (LB), and the species (E. coli). Allow the bacteria to grow in an

incubator or in a warm, moist place out of direct sunlight. When the bacteria

colonies have grown enough that white colonies can be seen throughout the

regions of the plate that have been streaked, move them to the refrigerator to

inhibit further growth.

3. On the day of this lesson plan, take the bacteria out of the refrigerator and place

them on the supply desk for collection as the students enter class.

4. After the students have had a few moments to make observations about the

growth of the bacteria on the prepared plates, open the discussion by asking

some of the following questions:

a. Where are E. coli found naturally? What is their host organism?

b. What are the habitat needs for E. coli?

c. What do you think limits the growth of E. coli?

d. Why do you think they are able to grow in the petri dishes?

e. If you were trying to deter the growth of E. coli on your food, your kitchen

counters, or on your hands, how would you attempt to do so?

f. What other pathogens are normally on your hands or your kitchen

counters?

5. Tell the students they are going to participate in a class-designed experiment

using nutrient plates. Tell them that as a class they will be gathering data for the

following question: Do we transmit more pathogens with dry, unwashed hands;

wet, unwashed hands; wet, washed hands; or dry, washed hands?

Special Note: Rather than conduct this experiment with the class, you may decide to

allow the students to conduct experiments of their own design, with their lab groups. If

so, realize that there are many hazardous pathogens that could potentially grow on a

simple LB nutrient agar. If you allow the lab groups to work independently, it will be

imperative that you approve the procedure, monitor each experiment closely, and

require that all petri dishes remain sealed until the moment they are inoculated, then

resealed and never opened again. Finally, all petri dishes must be properly disposed of

by you (the teacher), using bleach or an autoclave to sterilize the cultures.

6. Ask the students to each write down a hypothesis that answers the question in

step 5, above. In other words, what results do they think they will observe?

Insist that every time your students write a hypothesis, they include a

“because…” statement that explains why they think their educated guess is

rational and scientific. Let them know that the “because” part is the part you are

grading, since it helps you see if they are thinking scientifically. Help your

students understand that, like all scientists, they are still learning about the world

around them and so they are not expected to understand something before they

have had time to explore it. So, it is not the correctness of the hypothesis you

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are grading, but the thinking behind the hypothesis. (Please see the Special

Note at the end of this lesson plan.)

7. Ask each lab group or pair of students to come up with a scientific procedure to

test the class question. Realize that there is no need to add any pathogens to

the hands of any of the students who participate in an experiment to test the

question above; there will already be plenty of bacteria and yeast spores on the

students’ hands for use in the experiment. So, you will NOT use the E. coli slant

or any other prepared bacteria samples for any of the student-designed

experimentation.

8. Ask the students, groups or pairs to share their procedure with the class in a

peer-review fashion. Be sure all students ask questions and clarify each

procedure that is proposed (resulting in the best procedure possible) before

moving on to the next group. Do not allow the students to pass over any obvious

flaw in a procedure, even if stopping to fix the procedure means that the class will

spend more than one day on this step of the process.

9. When all the procedures have been presented and revised where necessary, ask

the students to vote on the procedure they think has the greatest scientific

strength—clear, repeatable, good sample size, limited variables, etc.

10. Once the class has decided on a particular procedure, ask the winning group to

choose one person to type up the procedure for homework and bring in a printed

copy to share with the class on the next class day. The student who types and

prints the procedure will be exempt from the homework described in the next

step and mentioned again, below.

11. Ask the students to each design an appropriate data collection chart to present to

the class. You may require that all data charts be printed from a computer so

that they’re legible when shared during the next class period.

Special Note: When the lab is conducted tomorrow, you may see results that you did

not expect. For the most part, dry hands convey fewer particles, so there will be less

growth on the “dry hands” media plates than on the “wet hands” media plates. Your

students might predict this and they are likely to readily accept it. However, the

“washed hands” might reveal more, the same amount, or only slightly less conveyed

particles because there are bacteria and fungal particles in the air and on the paper

towel. Some students have a hard time believing that bacteria and fungi are so readily

available for repopulation on their hands after washing and that soap does not remove

all organisms. You might notice that there are fewer fungal growths (yellow glossy

plaques or yellow/white stringy masses) than bacterial colonies (white fuzzy dots) after

washing. Do not let on as to the probable results; allow the students to guess and

explain their thinking based on their own logic and prior knowledge. At some point the

students will need to face their preconceptions and misconceptions when they are

writing their conclusions, and you may find they have a hard time giving up their ideas.

Below is a photo of two series of plates from this experiment. In this case, the towel that

was used to dry the washed hands was a laundered bathroom hand towel hung on a

rack one day before the experiment.

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HW: Ask the students to each write the Methods section of their lab report, including a

list of materials needed and the step-by-step procedure they will follow.

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Experimental Biology Curriculum

Anatomy and Physiology Unit

Day 2

I. Topic: Nonspecific Immune Response

II. Warm-up: 5 minutes

Prior to class, write the following on the board: “Collect the necessary

supplies for your lab group and a copy of the lab procedure, and prepare

to conduct the Disease Transmission Lab experiment. Read the

procedure to make sure it is written in the best way possible to address

the question of interest. Do not begin the procedure until told to do so.”

III. Activity One: Disease Transmission 30 minutes

Objectives:

a) The learner will (TLW) conduct a scientific experiment to explore the topic

of disease transmission.

b) TLW practice using lab skills and working in a group.

Materials:

For each student: a copy of the lab procedure (typed up by one of the

students and photocopied for the class); paper towels with which to dry

their hands. Also, you will likely need 5 or more LB nutrient petri dishes

for each student, as well as hand soap, paper towels; a permanent

marker, scissors, and Parafilm for each lab group; and any other supplies

as determined by the procedure selected during the previous class.

Procedure:

1. One hour prior to class, take the LB plates out of the refrigerator and place them

upside down on the supply table so they can warm to room temperature. You

may want to arrange the plates in stacks, so the students can pick them up with a

minimum of confusion and handling mishaps. It is very important that the plates

not be opened except during the brief moment when they are being inoculated

for the experiment (in this case the “inoculation” will probably be when the

student presses or rubs their hand against the nutrient agar to transfer any

existing bacteria or fungi to the growth medium). If you are concerned whether

your students will be able to follow this rule, do not allow them to take the plates

to their desks until the moment they will be used. Place enough Parafilm strips

and scissors on the supply table so that each lab group will be able to reseal their

petri dishes immediately after use. If there are any additional supplies, such as

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hand soap, hand gel, or paper towels, these should also be set on the supply

table so lab groups can pick them up as they enter.

2. When class begins ask the students to help you create a data chart on the board

that would be most appropriate for this lab experiment. Have the students edit

one another’s ideas until they arrive at a data chart that is mutually agreed upon.

Ask the students to copy the data chart in their notes.

3. Before conducting the experiment, discuss the rules that must be followed when

working with nutrient plates: Do not open a plate unless you are inoculating it,

reseal all inoculated plates, and do not open a plate after it has been inoculated.

4. Ask the students to label their petri dishes with the permanent marker before they

begin and discuss with their lab group how they will proceed.

5. Allow the students to follow the printed version of the procedure that was

approved in the previous class period.

6. Be sure to monitor the sealing of the inoculated petri dishes with Parafilm.

Inoculated plates should not be opened by students for any reason, due to the

risk of infection after organismal growth has begun.

7. After all the nutrient plates have been inoculated and sealed, ask the students to

move the plates into an incubator or a warm, moist area out of direct sunlight so

the bacteria and yeast have ample opportunity to grow.

IV. Activity Two: Nonspecific Immune Response 15 minutes

Objectives:

a) TLW explore the active ways the human immune system responds to

potential pathogens.

b) TLW understand what makes a body part vulnerable and the various

means of defense available.

Materials:

For the class: one large knitting needle; one salt shaker; one bottle of acid

(it will be used as a prop, so you could substitute an empty brown bottle

with a large label that says “ACID”); one hair dryer; one toy shield; one

end segment of a garden hose; one bouquet of flowers; one glue trap (for

catching rats); one piece of shag rug or a thick bristled brush. For each

student: one nametag/shirt sticker; one copy of the “First Line of Defense”

handout and the “Lab Report Requirements” handout, both of which follow

this lesson plan.

Procedure:

1. Prior to class, place all of the items (props) listed in the materials list on a table in

the middle of the room.

2. To begin the activity, divide the students into two groups: pathogens and

vulnerable body parts.

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3. Ask the students in the “vulnerable body parts group” to each represent a body

part that is vulnerable to the immediate environment. Allow them time to think of

which parts they could be, while you give instructions to the pathogens group.

Some body parts that are vulnerable to pathogens include: skin, ears, mouth,

eyes, nose, stomach, lungs, urethra, mammary ducts, vagina, and anus (tell the

students you will excuse them from representing the mammary ducts, vagina,

urethra and anus for the sake of helping them stay focused). Each of the first

seven body parts on the above list should be represented. If the class is large,

multiple students can represent the same body part; if the class is small, one or

more students can each represent multiple body parts. Have the students each

place a sticker on their shirt that states the body part they represent.

4. Ask the students in the “pathogens group” to each choose a specific pathogen

they will represent. If your students are not able to name specific pathogens, ask

them to refer to their textbook, Internet or peers to come up with a specific

pathogen for each person in their group (for example, “Streptococcus” or the

“rabies virus”, not just “bacterium” or “virus”). In addition, the members of this

group must ensure that there is at least one pathogen to attack each of the

following parts of the body: skin, ears, mouth, eyes, nose, stomach, and lungs.

Also, they must represent a variety of living and nonliving pathogens. Living

pathogens might include bacteria, viruses, parasites, and pollen, while nonliving

pathogens might include items such as dander, a glass shard, or a splinter. Give

the group a few minutes to organize themselves. Once they have decided on the

specific pathogens they’ll represent, have each student place a sticker on their

shirt that states the pathogen they represent.

5. Explain to the students in the vulnerable body parts group what each of the props

on the front table represents: the knitting needle—lysozymes or other enzymes

that burst cells; salt shaker—salt, which causes lysis or deters cell growth); bottle

of acid—low pH, which kills cells or deters cell growth; hair dryer—dryness,

which desiccates cells or deters cell growth; toy shield—impervious layer of

tightly bound cells or a sphincter with limited entry; end of garden hose—the flow

of mucus, urine, sweat, tears, and other fluids or expelling force, such as a cough

or sneeze, that pushes pathogens out of the vulnerable area; bouquet of

flowers—“good” bacteria that live on the body and maintain the natural

environment or help with the processes of that part of the body; sticky glue

traps—mucus membranes; and a brush or piece of shag rug—ear or nose hairs

or the cilia of the mucus membranes.

6. Ask the students in the vulnerable body parts group to determine which defenses

each of the body parts exhibits, from the categories listed in step 5 above (the

Teacher’s Version of the “First Line of Defense” handout has a detailed

description of the defenses for each body part). For example, the group should

decide if the skin has all of the various types of protective defenses or just some

of them. Give the group a few minutes to organize themselves; they may use

their textbook, the Internet, or guidance from peers to make their decisions.

7. When both groups are ready, direct the students as follows:

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a. Ask the first pathogen to step forward and state their name (for example,

H1N1 virus, urushiol from poison ivy, E. coli, etc.) and list the part(s) of the

body they would be likely to attack.

b. The part(s) of the body being attacked should then step forward.

c. The pathogen will now pretend to attack the body part(s), and the body

part(s) will use the defense mechanisms (items from the props table) that

it would normally use to defend itself, while narrating what it’s doing. For

example, the nose might say, “Mucus [while holding up the sticky rat traps]

is used to trap foreign particles; cilia [while gesturing with the rug scrap]

will sweep the foreign particles to the pharynx for swallowing or will expel

the pathogen with a sneeze [while holding up the hose to represent an

expelling force]; and salt [while holding up the salt shaker] in the mucus

will kill the pathogen by desiccation [while brandishing the hair dryer]; local

flora [while holding the bouquet] defend the nose tissues by taking up

space and not allowing the pathogen to find an adequate host tissue on

which (or in which) to reproduce.”

d. You may help guide the students who go first, but use questions to guide

them, so that they begin to take over or look for guidance from their peers.

8. After all the pathogens have attacked each of the body parts, distribute the “First

Line of Defense” handout and ask the students to complete the chart, to reinforce

their understanding of the concepts.

HW: Ask the students to read the journal article on hand washing among health care

workers (HCW) that is cited below. Like most peer-reviewed scientific publications, this

article follows the same format as a lab report, so besides giving the students additional

information about the topic they are studying, it will help them understand what type of

information is included in the Introduction section of a lab report. After the students

have read the article, ask them to list the topics the author has included in her

Introduction section. Next to each topic listed, they must explain why this particular

topic was discussed in the Introduction section of the lab report/article. Ask the

students to also answer the following question, based on what they’ve read: “If you

were a governing officer of a hospital, what recommendations would you make

regarding hand washing? Cite data from the article to support your recommendations.”

If you feel this article is too long for your students, cut and paste the critical portions of

the article that you would like for your students to read, focusing on the topics included

in the Introduction section and that pertain to the above discussion question (“If you

were a governing officer of a hospital…”).

Journal: Clinical Infectious Disease, 2000 University Chicago Press

http://www.journals.uchicago.edu/doi/pdf/10.1086/313888

Special Section: Health Care Epidemiology - A. Weinstein, Section Editor

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Replace Hand Washing with Use of a Waterless Alcohol Hand Rub? Andreas F.

Widmer, Division of Hospital Epidemiology, University Hospitals, Basel, Switzerland, pg.

136-143 CID 2000:31 (July).

HW: Distribute the “Lab Report Requirements” handout and ask the students to each

write an outline for the Introduction section of their immune system lab experiment,

using the handout to identify the elements that should be included in this section.

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The First Line of Defense

Nonspecific Immune Response

Check off the types of protection that defend each part of the body:

Vulnerable

Body Part

Dry

surface

Sticky,

wet, waxy

mucus

Low pH

Hair or

cilia

Salt

Expelling

force or

liquid flow

Defensive

local flora

Lysozymes

or lytic

secretions

Physical

barrier(s),

sphincters

Skin

Ears

Mouth

Eyes

Nose

Stomach

Lungs

Mammary

ducts

Urethra

Vagina

Anus

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The First Line of Defense

Teacher’s Version

Nonspecific Immune Response

Check off the types of protection that defend each part of the body:

Vulnerable

Body Part

Dry

surface

Sticky,

wet, waxy

mucus

Low pH

Hair or

cilia

Salt

Expelling

force or

liquid flow

Defensive

local flora

Lysozymes

or lytic

secretions

Physical

barrier(s),

sphincters

Skin

√

pH 3-5

√

Oil,

sweat

√

Ears

√

Low pH

√

Wax

√

Mouth

√

Saliva

√

Eyes

√

Tears

√

Nose

√

Sneeze

√

Stomach

√

pH 2

Acid

√

Lungs

√

Cough

√

Mammary

glands

Breast

milk

√

Urethra

√

Low pH

Urine

√

Vagina

√

Low pH

Vaginal

fluid

√

Anus

√

Feces

√

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Lab Report Requirements

All laboratory reports should be typed, neat and legible, with correct spelling,

punctuation, and grammar usage. All pages of the report should be on 8.5x11-inch

paper in black ink (do not use markers, color printers, or color graphs).

Title

• The title should describe the topic studied in one complete and extremely detailed sentence that

includes the subject, location, and duration of the study.

Introduction

• Background information for all topics that will be discussed should be defined and described in

detail, including an explanation about why the topics are useful for this study (written in the

present tense).

• Clearly state the purpose (there may be more than one) of performing this lab (written in the future

tense).

• Explain exactly how you intend to achieve the purpose(s) described (written in the future tense).

• Give a clearly stated hypothesis that tells what you think will be the answer to the question you are

studying (written in the future tense).

Methods

• List all of the equipment needed to conduct this experiment.

• Describe in paragraph form, using complete sentences, how the procedures of this experiment

can be repeated (written in the present tense).

• Do not include any unnecessary information.

Results

• Include a data chart that contains the data collected and that is neat and clearly structured.

• Include an appropriately labeled and titled graph for all data collected, separating information into

individual graphs as needed.

• Include a paragraph describing all major trends or lack of trends, averages, and directly or

inversely correlated data (written in the past tense).

Conclusion

• State any conclusions that can be drawn from the data you collected (written in the past tense).

• Revisit your purpose and your hypothesis, comparing what you thought before you gathered your

data to what you found after you analyzed your data (written in the past tense).

• Report any potential errors, avoiding exaggeration, overstatement, or minimization of errors

(written in the past tense).

• Explain other experiments that might be performed to supplement the conclusions of this

experiment (written in the future tense); where does your data lead you next?

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Experimental Biology Curriculum

Anatomy and Physiology Unit

Day 3

I. Topic: Immune System

II. Warm-up: 5 minutes

Prior to class, write the following on the board: “First, check on nutrient

plates. Make observations in your lab notebook and return the plates to

the incubator for continued growth. Next, draw a picture of cells on your

body that are exposed to the outside environment (such as skin cells, cells

in your lungs, or in your mouth, etc.) and include in the picture the cellular

structural defenses you imagine they must have to protect themselves

against pathogens, based on the simulation we performed in the last

class. Think about how the defenses we simulated might look at the

cellular level—for instance, how can a group of cells sweep pathogens

away from their surfaces?”

III. Activity One: Vulnerable Epithelial Tissues 35 minutes

Objectives:

a) The learner will (TLW) examine samples of epithelial tissue to see how the

structure of these cells suits the function they serve in an organism.

b) TLW compare the similarities and differences of various types of epithelial

cells.

Materials:

For each student (or pair of students): one compound microscope; one

slide of an example of epithelial tissue (it is important to have a diverse set

of tissue samples, such as: different skin cross sections; lining of multiple

regions of the gastrointestinal tract; lining of bladder; lung/bronchial tissue,

etc.); one copy of the “Tissues - Part I” handout which follows this lesson

plan.

Special Note: There are very high-quality images that can be found easily on the

Internet and projected in the classroom, if you do not have access to the number of

slides or microscopes needed to outfit each of your students. You may also choose to

use projected images for parts of this activity in order to point out certain structures to

the entire class.

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Procedure:

1. Prior to class, draw an outline of a human figure on the board and label the major

organs represented by the slides of tissue samples you have chosen (ex: lungs,

GI tract organs, bladder, etc.). Next to your drawing write the title of each slide

that will be used in class today, and then draw an arrow to indicate the location

where this sample tissue was taken from the body. For example, if the slide is

titled “Mammal Duodenum,” you would draw an arrow to the first section of the

small intestine to let the students know that this tissue was removed from the

internal lining of the small intestine. For students who do not know the terms

used for various parts of the body, the slide titles sometimes add an additional

layer of mystery that inhibits them from understanding the main concepts. Each

time you use samples or slides, try to make clear any unfamiliar terms; the

students will learn the vocabulary when they are ready for more information.

2. When the students are settled, begin the class by going over the warm-up:

a. What types of protection do cells and tissues have to ward off pathogens?

(Hairs, cilia, mucus, waxes, oils, salts, low pH, lysozymes, local flora,

dryness.)

b. What evidence of these protective defenses would we see if we were to

examine a cell up close? (Glands, hair follicles, vesicles of secretions

moving to the cell membrane, numerous lysosomes, cilia, cells bound to

one another tightly, layers of dead cells on top of live tissue, etc.) Some

students may want to share their drawings with the rest of the class if they

have completed this part of the warm-up.

c. Which cells in the body are most likely to display these first-line-of-defense

features? (Cells that come into contact with the outside environment.

Called epithelial tissues, these are the cells that make up our skin and line

our respiratory, digestive and excretory tracts.)

3. Ask the students (or pair of students) to each set up their compound microscope

and place their slide on the stage with the power adjusted to the lowest setting. If

you have not reviewed the handling and parts of a microscope, you will probably

want to do so at this point.

4. Ask the students to examine their sample while changing the light, to decide

which light setting is best.

5. After they have focused and observed the sample on low power, ask the

students to move up to medium power, and again change the light setting to find

the best visual effect.

6. After they have focused and observed the sample on medium power, ask the

students to move up to high power, and again change the light setting to find the

best visual effect.

7. Ask the students to decide which magnification and light setting were the overall

best for this particular slide. Ask them to tell you if they see any evidence of

structures on the cells that might be helping the organism defend itself against

pathogens.

8. Distribute the “Tissues - Part I” handout and ask the students to read the

instructions. Clarify any questions and tell the students they will be looking at

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several different slides today without changing their microscope setting

significantly, so that they can look at as many sample slides as possible during

this activity.

9. Allow the students time to add any information to their handout, based on the

slide they set up, and then ask the students to leave their slide in place and

rotate to the next microscope.

10. Give the students a few minutes at each microscope, having them rotate around

the room until all have had a chance to see every tissue sample.

IV. Activity Two: What’s in an Introduction? 10 minutes

Objectives:

a) TLW compare the Introduction topics they think are relevant to the topics

their peers think are relevant.

b) TLW back up their ideas with reasoning and include or eliminate topics in

their Introduction outline as deemed necessary.

Materials:

Each student will need their Introduction section outline completed for last

night’s homework, and their copy of the “Lab Report Requirements”

handout (from Day 2 of this unit).

Procedure:

1. Ask the students to show you their Introduction outline for the immune system lab

experiment. If any student has not completed their outline, ask them to sit alone

and finish their work (without getting credit for this assignment).

2. Ask the class to divide into lab groups and compare their outlines to make a

composite outline for their group. Tell them they must include all the necessary

background information in their lab to get full credit; their Introduction must be

thorough. They should also consult the “Lab Report Requirements” handout to

make sure they have all the necessary components in their outline.

3. After the students have decided on the items that should be included, they can

use any remaining time to talk about details that might be discussed under each

main topic.

HW: Ask the students to each write the complete Introduction section of their lab report.

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pg. 18

Tissues - Part I

Epithelial Tissues

Move around the room looking at each sample slide of epithelial tissue. The samples

will reveal evidence of traits that help defend the body against pathogens. When you

find an example of cells that secrete oils, salts, mucus, or acids—or if you observe cells

that are shielded by hairs or cilia, or cells that are tightly bound to neighboring cells in

order to shield interior tissues—do the following:

1. Write the title of the slide in the empty box to the right of the structure (hair, cilia,

etc.) listed in the second column, below.

2. In the same space, draw a diagram of the protective structure(s).

3. If you need a description of the items listed in the chart, follow the asterisks to the

descriptions below the chart.

Evidence of the First Line of Defense in Epithelial Cells

Physical shields:

Hair

Cilia*

Cell junctions **

Secretions:

Mucus, oil, or

sweat glands

*Cilia are short hairs made of protein that help sweep pathogens over the surface of a cell.

**Cells can be tightly bound together by cellular junctions to make a strong, flexible sheet that is

impenetrable to pathogens. There are three types of cellular junctions you can look for:

(1) tight junctions in which proteins on the cell membrane intertwine and pinch two cells

together;

(2) anchoring junctions (aka desmosomes) in which cells are fastened together by keratin

proteins bound to internal intermediate filaments;

(3) gap junctions in which cytoplasm can move freely between neighboring cells through

protein channels.

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pg. 19

Experimental Biology Curriculum

Anatomy and Physiology Unit

Day 4

I. Topic: Specific Immune Response

II. Warm-up: 5 minutes

Prior to class, write the following on the board: “Check on your nutrient

plates. Make observations in your lab notebook and return the plates to

the incubator for continued growth. When you’re finished, find a partner

who is also finished and describe all the ways your immune system reacts

to a mild injury—such as falling and scraping your knee—from the

moment the injury occurs until about 10 days later.”

III. Activity One: Second Line of Defense/Inflammatory Response 30 minutes

Objectives:

a) The learner will (TLW) discover that the second line of nonspecific

immunological defense relies on cell-signaling proteins and phagocytic

cells.

b) TLW identify the cascade of events that occurs when a pathogen invades

tissues of an organism.

Materials:

For each student: one pair of scissors; one copy of the “Nonspecific

Immune Response - Second Line of Defense - The Inflammatory

Response” and “Second Line of Defense Inflammatory Response Flow

Chart” handouts, both of which follow this lesson plan; tape or glue; one

nametag/shirt sticker.

Procedure:

1. Distribute the two handouts and the lab supplies.

2. The following activity does not require explanation or a lecture; there are enough

clues that students will be able to deduce the relationships by reading and

thinking about what they already know. Tell the students they may use their

textbook or consult with a partner only after they have made their own best guess

of how the processes are related. Remember that any time you do the thinking

for your students you are depriving them of the opportunity to think for

themselves. In addition, students tend to learn on a “need to know” basis—they

will ask for additional information as they need it. So, being receptive to

questions and thinking of questions you can pose yourself, to induce curiosity

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pg. 20

and engagement, will be more beneficial during this stage than telling the

students everything up front.

3. Ask the students to cut out the descriptions and illustrations from the

“Nonspecific Immune Response - Second Line of Defense Inflammatory

Response” handout.

4. Ask the students to arrange the descriptions and illustrations on the flow chart so

that the events of the inflammatory response are mapped in the correct

sequence.

5. Ask groups of 4-6 students each to act out the process of the inflammatory

response in a short skit, with each person wearing a nametag sticker that states

their role in their skit. Or, to make these skits more thought-provoking for the

audience, ask each group to perform their skit without nametags, and then ask

the audience to try to identify the role each student played.

IV. Activity Two: Diverse Connective Tissue 15 minutes

Objectives:

a) TLW observe and identify different types of connective tissue cells on

prepared slides.

b) TLW discover how the size and location of a cell relates to its function.

Materials:

For each student (or each pair of students): one compound microscope;

one prepared slide of human blood (commercially prepared slides only; it

is illegal to use real human blood in the classroom); one prepared slide of

each of the following (or you may use digital images, if slides are not

obtainable): spongy bone, red blood cells, white blood cells, platelets,

bone marrow stem cells, and osteoblasts; one copy of the “Tissues - Part

II” handout which follows this lesson plan.

Procedure:

1. Distribute the “Tissues - Part II” handout and allow time for each student to view

the tissue slides they have been given and take notes.

2. You may want to take a few minutes to share digital images of SEM photos of

blood components and the bone cells from which they arise.

HW: Ask the students to read their textbook and create a mind map for specific

immune response (aka the third line of defense, or antibody and cell-mediated

response) similar to the flow chart they created today during class.

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pg. 21

Nonspecific Immune Response

Second Line of Defense - The Inflammatory Response

Cut out each text and diagram box below; then place each item in the appropriate spot

on the flow chart that follows.

Macrophage, monocytes Platelets arrive at site of Natural killer cells

and neutrophils (aka WBCs) injury and begin to bind consume body

consume free pathogens with protein fibers to make cells that have been

a clot or scab invaded by viruses

Cells nearby shut down Monocyte, macrophage, Histamine and

protein synthesis to neutrophil and natural prostaglandins are

inhibit the growth of killer cells (aka WBCs) released by injured

viral pathogens follow the protein signals cells and WBCs

to the site of the injury

Interferon is released The temperature of the

by cells infected with body rises to inhibit

viral pathogens the growth of bacteria

or viruses

Capillaries dilate so Chemokine proteins are Pyrogens are

platelets and WBCs released by the injured released by WBCs

can move from the cells to set up a path that and as a reaction to

bloodstream to the directs WBCs and platelets proteins released

site of the injury to the site of the injury by some pathogens

white blood cells red blood cell epithelial cells virus particle

damaged epithelial cells

nasal

passage

capillary

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pg. 22

Second Line of Defense

Inflammatory Response Flow Chart

Phagocytic White

Diagram Cell Signal Proteins Blood Cells

Step 1 Virus particles invade the throat tissue; epithelial cells in the throat are vulnerable to

invasion by the virus; nearby capillaries contain red and white blood cells, platelets

and other blood proteins.

Step 2

Step

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pg. 23

Tissues - Part II

Connective Tissue

1. After examining a slide tissue sample, draw the three major components

of blood in the correct relative sizes and abundance.

2. Explain why each blood component is the particular shape and size that it

is, based on the function this type of cell serves in the body.

3. Explain how cells of the immune system communicate with one another.

What type of macromolecule is involved? How does one cell send out

information to another cell? How does a cell receive information from

another cell?

4. White blood cells, red blood cells, and platelets are three types of

connective tissue. What other types of cells are made of connective

tissue?

5. Blood cells are manufactured in the marrow of certain bones. Bones are

also a type of connective tissue. Draw and label osteoblast cells—the

bone cells that release collagen fibers and minerals that harden into

bones.

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pg. 24

Experimental Biology Curriculum

Anatomy and Physiology Unit

Day 5

I. Topic: Vaccinations, Allergies and Related Issues

II. Warm-up: 5 minutes

Prior to class, write the following on the board: “Check on your

nutrient plates. Make observations in your lab notebook and return

the plates to the incubator for continued growth. Then pick up a

copy of the “Graphing Scientific Data” handout and create a graph

for Data Set A.”

Special Note: If you have already performed the following activity (creating good

scientific graphs) in another unit from Catalyst Learning Curricula, then you may

want to instead guide the students through a deeper concept related to the

immune system, such as: how vaccinations boost immunological resistance,

how the human body reacts to allergens, the biology of the AIDS virus or another

immunological disorder, such as Lupus or rheumatoid arthritis, etc.

III. Activity Two: Creating Scientific Graphs 30 minutes

Objectives:

a) TLW analyze the attributes of a good scientific graph.

b) TLW correct their own graphing techniques and incorporate new

methods.

Materials:

For each student: one copy each of the “Guidelines for Creating

Scientific Graphs” handout and the “Graphing Scientific Data”

handout, both of which follow this lesson plan; graph paper; a ruler.

Procedure:

1. Ask the students to divide into pairs and compare the graphs they made

for the warm-up.

2. Ask the student pairs to identify the best aspects of their two graphs and

discuss how each graph could be improved.

3. Distribute the “Guidelines for Creating Scientific Graphs” handout and go

over each item, giving examples when necessary. Some students may

feel comfortable showing their own graphs as good or poor examples of

particular qualities.

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pg. 25

4. Allow the students to work in pairs and practice graphing Data Sets B and

C, using the “Guidelines for Creating Scientific Graphs” handout as a

reference.

5. Ask the student pairs to critique their work, sign both their names to their

“Graphing Scientific Data” handouts and turn them in for grading.

IV. Activity Two: Lab Results 15 minutes

Objectives:

a) TLW explore different ways to represent collected data in a visual

format.

b) TLW determine the parts of a graph that must be included in a final

draft.

Materials:

Each student will need the data collected from their immune system

lab experiment.

Procedure:

1. Ask the students to divide into lab groups and create a graph or graphs of

the data they gathered for the immune system lab experiment.

2. Remind the students that all graphs will be graded for the quality and

accuracy of five components:

a. A title that includes the two items that were compared and any

other relevant information, such as location or duration of the

experiment;

b. Independent and dependent axes labeled with units;

c. Even increments on each axis and good use of the graphing area

(not small and squashed, not bursting off the page);

d. Neatness and clarity (use of graph paper and a straightedge are

required);

e. Appropriateness of the graph chosen: the graph should tell the

viewer, in a single glance, what the experiment was about and what

happened (a picture is worth a thousand words).

3. Ask each group to identify trends and conclusions, based on their data.

4. Tell the students they will be expected to finish writing the Results and

Conclusion sections of their lab report for homework, so now is a good

time for them to clarify any ideas or get help from their peers, as needed.

HW: Ask the students to finish writing the Results and Conclusion sections of

their lab report, making sure each meets the criteria on the “Lab Report

Requirements” handout.

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pg. 26

Guidelines for Creating Scientific Graphs

Please adhere to the following rules when you are creating a graph:

1. A graph is a picture worth a thousand words. Be sure that your graph is a

visual summary of your data, conveying what happened in the experiment.

2. All graphs must be on graph paper and drawn with a straightedge or ruler.

Graphs can also be computer generated, if you are able to execute all of

the items on this list on your computer.

3. All graphs must have a scientific title that includes the topic, the organism

of study, the time period, the variable, and all other relevant data. A

scientific graph title is often a sentence that begins with a capital letter and

ends with a period.

4. Use the appropriate type of graph for your data. Pie graphs are only to be

used with categorical data that represent a portion of 100%.

5. Your independent variable must go on the x-axis (time is often the

independent variable).

6. Your dependent variable must go on the y-axis.

7. Each axis must be clearly labeled with the topic and the units.

8. Each axis must have evenly spaced increments.

9. Each axis must exceed the range of the data.

10. All symbols must be clearly defined.

11. All graphs must include a figure caption.

12. All graphs must be discussed in written form in your results section.

13. Do not use 3-D graphs unless your data contains a third dimension.

14. Do not use sharply contrasting patterns or colors (it can make one data

set look larger or smaller than it actually is and create bias).

15. Use the entire space of the graph to represent your data (do not put a few

lines in the bottom corner of a large sheet of graph paper).

16. Do not allow your data to project to the top or side limits of your graph (it

gives the impression that the data exceeds the limits of the graph).

17. Do not connect the dots of data points that do not represent the same

individual or the same study group.

18. Ask your teacher if you may use color in your graphs.

Additional resources on creating scientific graphs:

Pechenik, Jan, A Short Guide to Writing About Biology, Harper Collins College

Publishers, pp. 63-83, 1993.

AP Biology Lab Manual for Students, College Entrance Examination Board, pp.

147-161, 2001.

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pg. 27

Graphing Scientific Data

Please graph the following data by hand, using graph paper and a straightedge.

If the data would be best represented by a pie graph, please use a protractor or

trace the base of a cylinder to draw the graph.

Data Set A: Number of reported cases of Pertussis (Whooping Cough) in

the U.S. and Brazil from 1980 to 2008

Year

United States (population

~300,000)

Brazil (population ~200,000)

2008

13,213

1275

2007

10,454

596

2006

15,632

797

2005

25,616

1328

2000

7867

764

1990

4570

15,329

1980

1730

45,752

http://www.who.int/

Data Set B: Percentage of deaths by preventable diseases worldwide for

children under 5 years in 2002.

Preventable disease

Percentage of the 1.4 million preventable

deaths

Measles

33%

Hib

27%

Pertussis

20%

Neonatal tetanus

13%

Tetanus

Polio, diphtheria, yellow fever

http://www.who.int/

Data Set C: Annual deaths due to tobacco use estimated worldwide, 1950-

2030.

Date

Developed Countries

Undeveloped Countries

1950

0.3 million

1975

1.3 million

0.2 million

2000

2.1 million

2030

3 million

7 million

http://www.who.int/

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pg. 28

Graphing Scientific Data

Teacher’s Version

Data Set A: Number of reported cases of Pertussis (Whooping Cough) in

the U.S. and Brazil from 1980 to 2008. (This graph could also be a column

graph or scatterplot.)

Data Set B: Percentage of deaths by preventable diseases worldwide for

children under 5 years in 2002.

Data Set C: Annual deaths due to tobacco use estimated worldwide, 1950-

2030. (This graph could also be a column graph or scatter plot.)

Number of cases of Pertussis

reported by the WHO

Deaths due to tobacco use

(in millions)

Time (in years)

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pg. 29

Special Topics Curricula $175 (per licensed user)

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(22 lesson plans covering 30-42 class periods)

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