oise-is-biology-2011-2012.wikispaces.comoise-is-biology-2011-2012.wikispaces.com/file/view/Dail… · Web viewWhat is TB? Tuberculosis (TB) is a serious disease caused by a germ,

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Organ SystemsLesson No 1 Lesson Title: Digestive SystemTeacher: Saralyn Covent Date: November 4, 2011

Curriculum Expectations addressed:A1.11 communicate ideas, plans, procedures, results, conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, sim-ulations, models)B2.1 use appropriate terminology related to human cells, tissues, organs, and systems, including, but not limited to: absorption, anaphase, capillaries, concentration, differentiation, diffusion, interphase, metaphase, osmosis, prophase, red blood cells, regeneration, and telophaseB3.3 explain cell organization by describing the link between cells, tissues, organs, and systems in the human bodyB3.4 explain the general function of some of the systems in the human body (e.g., the function of the circulatory sys-tem is to transport materials through the body; the function of the digestive system is to absorb nutrients; the function of the respiratory system is to bring oxygen into and remove carbon dioxide from the body)Big Idea: All animals are made of specialized cells, tissues, and organs that are organized into systems.

Assessment Tasks/Activities, Strategies and Recording Devices: Tasks/Activities Assessment Strategies Assessment

TypesRecording Devices

Draw the digestive System Teacher Observation Assessment for Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Exploring knowledge with a kinetic activity and gallery walk Explaining new knowledge

Student Groupings: Groups of 4

Differentiation Strategies: (Learning Style) This lesson includes visual, auditory, kinetic and reading components with students working

groups to accomplish the main task

Adaptations/Accommodations for Exceptional Students: Written description (handout) of the task will be provided to students who need it, as well as a full class verbal

outline, and an outline posted on the board. Students working in groups will be able to help each other and make use of all students’ strengths. Font choice for all work uses the most easily recognizable ‘a’ and ‘g’ forms

Notes and Reminders Have all materials ready. Students’ prior knowledge cells and tissues.

Lesson OutlineObjectives (learning goals): By the end of class students will be able to use list the organs of the digestive tract in order. By the end of class students will be able to sketch the digestive system and state it’s function.

Min

ds

On

Student Teacher IntroductionPicturing food Students close their eyes and picture their favour-

ite foods. Students describe them. Are their mouths watering? Why?

Materials and Resources Required

Student handouts Markers Paper cut outs Chart paper Chalk Tape

15

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Introduction Teacher will introduce the digestive tract to the

students, using the board. Students will provide the next steps. Students work in groups of 3-4 to draw their own

copy of the digestive system. Students use paper cut-outs to describe what hap-

pens to food in each place. Annotate the drawing.

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Summarize: Students present 1 part of their work to the class. Discuss the similarities/differences what happens

at each stage. Summary hand-out is worked on as a class.

Key Vocabulary Digestion Mouth Esophagus Stomach Small/large intestine Anus Liver Gall bladder Pancreas Carbohydrates Fats Proteins

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Next class, digestion video.5

The Digestive System

What does the digestive system do?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the digestive tract?____________________________________________________________________________________________________________________________________

Underline the organs of the digestive tract Star the organs that assist in digestion but that are not a part of the digestive tract.

List the path that food follows as it goes through the digestive tract:

Mouth _______________________ _________________________ small intestine

_____________________________ Rectum ___________________________

What are the 3 groups of nutrients that our bodies digest?

___________________________ ____________________________ _____________________________

Today’s Key Vocabulary:

Digestive Stystem Digestion MouthEsophagus Stomach Small intestine Large intestine Rectum AnusLiver Gall bladder Pancreas Carbohydrates Fats Proteins

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Organ SystemsLesson No 2 Lesson Title: Digestive SystemTeacher: Saralyn Covent Date: November 8, 2011




Video Questionnaire Marked Assessment of Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Visual display of concepts with a video Note taking

Student Groupings: Whole class

Differentiation Strategies: (Learning Style) This lesson includes visual, auditory, reading components with students working groups to

accomplish the main task




Lesson OutlineObjectives (learning goals): By the end of class students will be able to describe where the various nutrients (carbs, fats and

proteins) are digested. By the end of class students will be able to name several auxiliary structures involved in digestion.

Min

ds

On

Review Students discuss their work from last time in

groups Then the students review one step per person what

happened


Student handouts Video/TV Work from last class Markers Chalk Tape

10

Acti

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Add in the Auxiliary Organs Teacher uses the board to introduce the auxiliary

organs. Students finish worksheet from last week Students get new worksheet and time to read the

questions Watch the video

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Summarize: Take up questions Check for questions from the video

Key Vocabulary Liver Gall bladder Pancreas Salivary Glands Bacteria Epiglottis Chime Carbohydrates Fats Proteins

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Quiz next class be ready.5

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Organ SystemsLesson No 3 Lesson Title: Respiratory SystemTeacher: Saralyn Covent Date: November 9, 2011




Quiz Marked Assessment of Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Quiz Placemats Tableau

Student Groupings: Whole class; individual; small group

Differentiation Strategies: (Learning Style) This lesson includes visual, auditory, kinetic, reading components with students working groups to





Lesson OutlineObjectives (learning goals): By the end of class students will be able to use the important vocabulary in a sentence. By the end of class students will be able to describe how respiration works and state it`s importance.

Min

ds

On

Quiz Students will write a quiz from about the digestive

system.


Student handouts Video/TV Work from last class Markers Chalk Tape

20

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Respiratory System Teacher leads a breathing activity (count breaths) Placemats brainstorming Take it up as a class Hand out the respiratory system handout and label

the parts Create a 3 part tableau to describe respiration.

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Summarize: Do the back of the respiration handout. Take it up

together.

Key Vocabulary Nasal Cavity Pharynx Larynx Trachea Bronchi Lungs Bronchioles Alveoli Oxygen Carbon Dioxide

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Review all the vocabulary The next day’s activity will be marked.5

Why is respiration important?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Which gasses are exchanged during respiration?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Do all animals respire the same way?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Give an example of an animal that respires differently:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________





Quiz (redo)Activity

Marked Assessment of Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Quiz







Lesson OutlineObjectives (learning goals): By the end of class students will be able to describe how respiration can be hampered by the

environment or illnessM

ind

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nQuiz Students will write a quiz from about the digestive

system. (redo) Review the Respiratory System – make sure all the

parts and the why are known


Student handouts Work from last class Markers Chart paper Chalk Tape

20

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Applications Teacher provides the students with articles to read.

The need to answer some questions based on the articles.

The purpose of this exercise is to relate what they read about to how the respiratory system works.

How do these things affect the goal of respiration Draw pictures to illustrate what is happening.

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Summarize: Mini-presentations of the new knowledge Answers to the questions are handed in. Presenters

get bonus marks.

Key Vocabulary Nasal Cavity Pharynx Larynx Trachea Bronchi Lungs Bronchioles Alveoli Oxygen Carbon Dioxide

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Tomorrow we are learning about the circulatory system.

5

Tuberculosis

What is TB?

Tuberculosis (TB) is a serious disease caused by a germ, a bacteria called Mycobacterium tuberculosis. TB usually infects the lungs and fills them with bacteria cells that don’t belong there. TB can also infect other parts of the body, including the kidneys, spine and brain.

The main TB symptoms are a bad cough, fever, losing weight, and feeling weak.

TB is contagious. People who are sick with active TB disease spread TB germs through the air. It's important for people with TB to get treatment right away. TB treatments can cure TB and prevent it from spreading to others.

How do people catch TB?Most people catch TB from someone at their home or work who has active TB disease. People with active TB disease spread TB germs in the air by:

coughing laughing sneezing singing playing a wind instrument (for example, the flute), or talking

TB germs can stay in the air for hours. When people breathe air infected with TB germs, they bring TB germs into their lungs. Most people have strong immune systems that fight the TB germs and stop them from taking hold. But sometimes people's immune sys-tem can't fight the TB germs. The TB germs settle inside them, and they get inactive TB infection.

**From http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/what-quoi/index_e.php

Questions:

1. What part of the respiratory system does TB affect?2. How does this disease affect the respiratory system? (think about what it does physically)3. Why should we be a little concerned about this disease? (not too concerned it is rare in

Canada)4. How can we avoid catching TB or other infections?5. Draw some pictures to help illustrate what is happening.6.

http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/what-quoi/index_e.php

http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/what-quoi/index_e.php#inactive

http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/what-quoi/index_e.php#immune

http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/what-quoi/index_e.php#immune

http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/what-quoi/index_e.php#active

http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/treatment-traitement/index_e.php

http://www.lung.ca/diseases-maladies/tuberculosis-tuberculose/signs-signes/index_e.php

The Iron Lung

Ms Odell was believed to be the world's longest-surviving victim of polio to have spent almost her entire life inside an iron lung, a now virtually obsolete medical device that keeps patients alive by forcing air in and out of their paralysed bodies.

She had been confined to the 7ft, 750lb metal tube – which mostly remained in the living room of her par-ents' home 80 miles north-east of Memphis – since 1950, when she had fallen victim at the age of three to a severe case of "bulbo-spinal" polio.

This crippling disease, which has since been eradicated in the developed world through vaccination pro-grammes, forced doctors to encase her in a sealed cylindrical metal container, which produced altern-ately positive and negative pressure that allowed her lungs to expand and contract. Although experts at the time gave her just a few years to live, Ms Odell remained lying on her back, with only her head ex-tending from the mechanical device, for nearly six decades.

She was cared for by her close family together with a community of friends and admirers, with whom she made eye contact through an angled mirror. Despite the difficulties of Ms Odell's condition, she managed to get a high-school diploma, take college courses, and even write a children's book about a "wishing star"' called Blinky – all from the confines of the living room of her home at 133 Odell Street.

From: http://www.independent.co.uk/news/world/americas/a-lifetime-in-an-iron-lung-courage-in-the-face-of-a-

cruel-disease-836775.html

Questions:1. From what you know about the respiratory system, how does the iron lung work like your

lungs?2. Why would someone who is paralyzed need a machine to help them breath? (think about

how we breath)3. Do we still use and iron lung today? Why not?4. Draw some pictures to help illustrate this machine.

http://www.independent.co.uk/news/world/americas/a-lifetime-in-an-iron-lung-courage-in-the-face-of-a-cruel-disease-836775.html

http://www.independent.co.uk/news/world/americas/a-lifetime-in-an-iron-lung-courage-in-the-face-of-a-cruel-disease-836775.html

Air Pollution and Human HealthPeople have no choice but to breathe the air around them. When it is polluted, they breathe in ozone, particles and harm-ful gases that can hurt their lungs, heart, and overall health. Air pollution can cause coughing, burning eyes, and breathing problems. Fortunately, people usually start to feel better as soon as the air quality improves, but not always.

63 people died in Belgium in 1930, 20 people died in Pennsylvania in 1948, and more than 4,000 died in London in 1952 as a result of severe air pollution. Breathing small amounts of air pollution over many years is also considered dangerous. It may even contribute to life-threatening diseases such as cancer.

The elderly, the young, and those with cardiopulmonary disease, such as asthma or severe bronchitis, are the most vul-nerable to air pollution exposure. Children are at greater risk because their lungs are still growing. Also, they play outside and are active. As a result, pound for pound they breathe more outdoor air pollution than most adults.

Although people have no choice but to breathe the air around them, they do have choices that can help them stay healthy. They can choose to stay indoors or be less active on poor air quality days. They can avoid high-traffic and highly industri-alized areas whenever possible. They can also choose to support collective efforts and take individual steps that reduce air pollution. Such actions are a positive response to a problem that can literally steal one’s breath away.

From: http://www.windows2universe.org/earth/Atmosphere/health.html

Questions:1. What part of the respiratory system does pollution affect?2. How does pollution affect the respiratory system? (think about what it does physically)3. Why should we be concerned about pollution? 4. How can we reduce pollution?5. Draw some pictures to help illustrate what is happening.

1.

http://www.windows2universe.org/earth/Atmosphere/health.html

http://www.windows2universe.org/earth/Atmosphere/airpollution_intro.html

http://www.windows2universe.org/earth/Atmosphere/particulates.html

http://www.windows2universe.org/earth/Atmosphere/ozone_overview.html

Choking

Just as Kevin took a bite of his hot dog, his friend Peter made a goofy face and it cracked Kevin up. But it's hard to laugh and swallow food at the same time. A piece of the hot dog slipped down Kevin's throat and got stuck. He couldn't talk, he couldn't breathe — he couldn't make any sound at all.

At first Peter thought Kevin couldn't catch his breath because he was laughing so hard. But when Kevin started waving his hands and grabbing at his throat, Peter knew his friend was in trouble. He yelled for help.

A teacher rushed over to Kevin and performed a technique called the Heimlich maneuver (say: hime-lik mah-noo-ver), which caused the hot dog piece to shoot out of Kevin's mouth and land a good 6 feet away. Gross, yes. But that teacher saved Kevin's life.

Questions:

1. What part of the respiratory system does choking affect?2. How does choking affect the respiratory system? (think about what it does physically)3. Why should we be a little concerned about choking? 4. How can we prevent or reduce the risk of choking?5. Draw some pictures to help illustrate what is happening.

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Organ SystemsLesson No 5 Lesson Title: Circulatory SystemTeacher: Saralyn Covent Date: November 11, 2011




Assessment of Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Coloring Pulse checking







Lesson OutlineObjectives (learning goals): By the end of class students will be able to use the new vocabulary effectively in sentences. By the end of class students will be able to describe the function of the circulatory system.

Min

ds

On

Review Assignments are returned with a mark Students will orally review, taking turns one thing

they remember about the digestive system or the respiratory system


Student handouts Pencil crayons Chalk

20

Acti

on

Introduction Teacher leads students in feeling and counting

their pulse What is a pulse? Discussion of the heart and it’s parts Colouring with blue/red Colour the heart and some capillaries Students try to answer questions

40

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Deb

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Summarize: Questions are reviewed

Key Vocabulary Heart Veins Arteries Capillaries Aorta Right/left atrium Right/left ventricle Valve

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5

The Circulatory System

Legend

Blood with Oxygen

Blood without Oxygen

Name:Date: November 11, 2011

Circulatory System Questions

1. What is blood made of? (What cells and what other stuff)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why does our blood need to travel to all the tissues in our body?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How do we get our blood to all the different parts of our body?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Why is it dangerous to lose a lot of blood?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Why is it good for your body to donate blood?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How can you remember the difference between arteries and veins?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________





Quiz Marked Assessment of Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Quiz Organizers







Lesson OutlineObjectives (learning goals): By the end of class students will be able to describe how all three body systems work together in the

functioning of a cellM

ind

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nQuiz Students will write a quiz from about the respirat-

ory and circulatory systems


Student handouts Work from last classes Chalk

30

Acti

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System Integration Teacher recaps each system Teacher leads students through the production of a

flow chart linking the 3 systems. Students add illustrations to their flowcharts to

show where these connections occur.

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Summarize: Student recap what needs to happen so a person

can: Wiggle their toe Smile Think Breath

Key Vocabulary 1

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Review all the vocabulary5

Respiratory and Circulatory Systems Quiz

1. The body normally takes in air through the __________________ because the __________________ in that organ help to clean the air.

2. The two gasses that are exchanged during respiration are ___________________ and _____________.

3. Your voice box is also known as your ___________________________.4. The __________________ is protected by rings of cartilage and the _______________ are protected

by the rib cage.5. In the lungs the air from the trachea divides into two tubes called ________________ and then

into smaller tubes called __________________________.6. The _____________________ are the sacs only one cell think where the gasses are exchanged.

Word Bank(These words may be used

more than once or not at all)

NoseChokingEpiglottis

Carbon DioxideHeartLarynx

TracheaLungs

BronchiTuberculosis

OxygenAlveoliHairs

Diaphragm EsophagusBronchioles

PollutionNasal Cavity

Iron LungRibs

CapillariesNitrogen

Side: _____________ ________________________Colour: _____________ _________________________

7. Blood that had oxygen is coloured _______________ blood without oxygen is _________________.8. Blood without oxygen goes from the heart to the _________________ to get ___________________.9. Blood with the oxygen leaves the heart in the _____________________ to go to the whole body.10.The ________________ is the strongest muscle in the body.11.In your body cells blood arrives in a(n) _______________________ with oxygen and leaves in a(n)

___________________ without oxygen.12.Blood circulates the whole body to bring _____________________, ______________________ and all

other nutrients to the body cells so they can make energy.

Word Bank(These words may be used

more than once or not at all)

OxygenGlucose

RibsCapillaries

Right Atrium Body CellsLeft Atrium

AortaBlue

TracheaRightNose

Left VentricleRed

ArteryVein

Right VentricleCellular Respiration

LungsLeft

Nutrients

Connecting the Respiratory, Digestive and Circulatory Systems

The one thing all organisms need to live in energy. Energy is used by all cells so that they can survive. If your cells die you die. Many of our organ systems are designed to help our cells get what they need to make energy so that we can live. This diagram shows you how:

So what happens if one of the systems does not work?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Digestive System

Cells get the oxygen, glucose and nutrients

they need.

Mitochondria make usable energy and proteins needed to

function.

Waste products are made and gotten rid of.

Circulatory SystemRespiratory

System

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Organ SystemsLesson No 7 Lesson Title: Integrating the SystemsTeacher: Saralyn Covent Date: November 15, 2011




Comic Strip Marked Assessment of Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Interactive Review Individual work time

Student Groupings: Whole class, individual






Lesson OutlineObjectives (learning goals): By the end of class students will have begun a visual and written description of how body systems and

cells work togetherM

ind

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nTake Up Quiz Possible option to rewrite Take up Quiz Tell them Test next Monday on Everything Oral Review cells to systems


Student handouts Quizzes to hand back Chalk

30

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Task Outline Teacher introduces the new task. Teacher leads class through an example with pizza Students begin to work on their own comic strips All students should be using a different food and a

different action

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Finish Comic Strips0

Cells to Systems Comic Strip

______________________________________________________________________

Task: Create a comic strip that illustrates how

cells and body systems to work together including:

o A food that the main character will eat that will make its way through the digestive system.

o An activity for the main character that will require him/her to need energy.

o A challenge that makes it harder (but not impossible) for at least one of the systems to work.

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Organ SystemsLesson No 8 Lesson Title: Integrating the SystemsTeacher: Saralyn Covent Date: November 16, 2011




Comic Strip Marked Assessment of Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Interactive Review Individual work time

Student Groupings: Whole class, individual







functioning of a cell

Min

ds

On

Finish Comic Strip Students get more time to finish the work they

began in the last class. Students need to prepare to present their comic

strip to the class (*ie tell the story they have cre-ated)


Student handouts Work from last classes Chalk

30

Acti

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System Integration Students present their stories to the class Classmates get to ask questions

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Summarize: Students do text book pages _________________ Find words they don’t know and write them down Each student should find 2 words to ask the

teacher. Teacher will answer student questions

Key Vocabulary 2

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Class reminder that the test is Monday and tomor-row is a full review.5

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Cells to SystemsLesson No 9 Lesson Title: ReviewTeacher: Saralyn Covent Date: November 17, 2011




LabelingVocabulary ReviewBrainstorming, applications

Verbal feedback Assessment as Learning

Student Review

Instructional Focus:Teaching/Learning Strategies: Labeling Vocabulary review Applications

Student Groupings: Whole class, small group, individual

Differentiation Strategies: (Learning Style) This lesson includes visual, auditory, kinetic components with students working groups to






functioning of a cell

Min

ds

On

Labelling Teacher sets up 5 drawings for students to label

(cell, cell division, respiratory, circulatory and di-gestive.

The students work at the board on labelling the drawings

Students are in groups, each student takes turn writing the labels…but others can help.

When they are finished the other groups get to edit their work.


Student handouts Chalk

20

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Round Robin Parts Review Students receive a handout with all the vocabulary

they have learned. Each student gets 5 words to define Students share their definitions with the class

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Summarize: In pairs or groups of 3 students they brainstorm 2

things that could disrupt the functioning of the body. They need to determine how the thing dis-rupts the body in relation to what we know of cells and body systems

Key Vocabulary See attached2

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Class reminder that the test is Monday so they need to study!5

Cells to Body Systems Vocabulary ReviewVocabulary What it is? What it does?Cell

Mitochondria

Cell Membrane

Vacuole

Ribosome

Golgi Bodies

Endoplasmic ReticulumNucleus

Nucleolus

DNA

Chromosomes

Spindle Fibers

Centrioles

Prophase

Metaphase

Vocabulary What it is? What it does?Anaphase

Telophase

Tissues

Organs

Organ Systems

Digestive Sys-temRespiratory Sys-temCirculatorySystemMouth SalivaSalivary GlandsEsophagusStomachStomach AcidBileDuodenumPancreasLiverGall BladderSmall IntestineLarge IntestineRectumAnusVocabulary What it is? What it does?NoseNasal CavityEpiglottisLarynxTracheaCartilageBronchi

BronchiolesAlveoliLungsOxygenCarbon DioxideHeartAorta(L/R)Atrium(L/R)VentricleArteryVeinCapillariesGlucoseNutrientsCellular Respira-tionOrganelle

Diagrams to Know

Right Atrium

LeftAtrium

Heart

Circulatory System at the Cells

Digestive System

Animal Cell

Mitosis (Cell Division)

Respiratory System

Daily Lesson PlanCourse: Grade 10 Applied Science Course Code: SNC2PUnit Title: Biology Topic: Cells to SystemsLesson No 10 Lesson Title: TestTeacher: Saralyn Covent Date: November 21, 2011




Test Marked Assessment as Learning

Teacher Notes

Instructional Focus:Teaching/Learning Strategies: Test

Student Groupings: individual

Differentiation Strategies:

Adaptations/Accommodations for Exceptional Students: Font choice for all work uses the most easily recognizable ‘a’ and ‘g’ forms Word bank provided for all students

Notes and Reminders Have all materials ready.

Lesson OutlineObjectives (learning goals): By the end of class students will have demonstrated their knowledge of cells to organ systems

Acti

on

5 minutes for last minute questionsTest


Tests Chalk

75

Key Vocabulary See attached

Cells to Organ Systems Answer SheetUse this page to record your answers. The word bank for the entire test is on this page.

Multiple Choice: (write your letter choice in the space) /101._____ 2._____ 3.______ 4.______ 5._______6._____ 7._____ 8.______ 9.______ 10.______

True/False: (circle T or F and rewrite the sentence as true if it is false) /81. T F ____________________________________________________________________________

2. T F ____________________________________________________________________________

3. T F ____________________________________________________________________________

4. T F ____________________________________________________________________________

5. T F ____________________________________________________________________________

Labels: (write the appropriate labels in the spaces here) /10

1.______________________________ 2._________________________________

3.______________________________ 4._________________________________

5.______________________________ 6._________________________________

7.______________________________ 8._________________________________

9.______________________________ 10.________________________________

Word Bank (all words can be used any number of times or may never be used)Cellular Respiration Mitochondria Cell Membrane Vacuole Ribosome Endo-plasmic Reticulum Golgi Bodies Nucleus Nucleolus DNA Chromosomes Spindle Fibers Centrioles Prophase Metaphase Anaphase Telophase Tissues Organs Organ Sys-tems Digestive System Respiratory System Circulatory System Cell Mouth Saliva Sali-vary Glands Esophagus Stomach Acid Stomach Bile Duodenum Pancreas Liver Gall Bladder Small Intestine Large Intestine Rectum Anus Nose Nasal Cavity Epiglottis Larynx Trachea Cartilage Bronchi Bronchioles Alveoli Lungs Oxygen Carbon Dioxide Heart Aorta (L/R)Atrium (L/R)Ventricle Artery Vein Capillaries Glucose Nutrients Organelle

Name: _______________________ Mark:Date: ________________________ /40

Short Answer:(Write your answers in sentences to the following questions)

/121. Why do cells have so many organelles? Give 2 examples.

/3

2. Why do cells undergo mitosis?

/2

3. How are nutrients gotten out of food in the digestive system?

/3

4. Explain how the digestive, circulatory and respiratory systems work together to help your toes make energy.

/4

Cells to Organ Systems TestMultiple Choice:(Write your answers in the space provided on the first page)1. Which part of the cell is known as the brain?

a. Cell membraneb. Nucleusc. Mitochondriad. Eyes

2. Which organelle makes usable energy for the cell?a. Cell membraneb. Nucleusc. Mitochondriad. Ears

3. Which organelle produces spindle fibers during mitosis?a. Teethb. Vacuolec. Mitochondriad. Centrioles

4. During which phase of mitosis do the chromosomes move apart?a. Prophaseb. Metaphasec. Anaphased. Telophase

5. What are tissues?a. Groups of organs that work together.b. Groups of people who work together.c. Individual cells living on their own.d. Groups of cells that work together.

6. Where are oxygen and carbon dioxide exchanged during respiration?a. Alveolib. Bronchic. Trachead. Nasal Cavity

7. When the blood in the heart has no oxygen where does the heart send it?a. To the brainb. To the bodyc. To the lungsd. To the moon

8. Which organs help with digestion but are not a part of the digestive tract?a. Esophagus and teeth

b. Stomach and Salivary Glandsc. Salivary Glands and Liverd. Small Intestines and Rectum

9. What is the correct order of organs past when air flows into the lungs?a. Nose>Nasal Cavity>Larynx>Trachea>Bronchi>Bronchioles>Alveolib. Nose>Nasal Cavity>Bronchioles>Bronchi>Larynx>Trachea>Alveolic. Nose>Mouth>Liver>Stomach>Small Intestines>Duodenum>Alveolid. Nose>Alveoli>Bronchioles>Bronchi>Trachea>Larynx>Nasal Cavity

10.Where do the circulatory system and the respiratory system work together?a. The Tracheab. The Bronchic. The Alveolid. The Heart

True and False:(Write your answer on the answer sheet. If the sentence is false correct it and write a correct ver-sion on the answer sheet.)

1. T F Golgi bodies are involved in making proteins.2. T F Cell membranes store food and wastes for the cell.3. T F During metaphase the chromosomes have already separated.4. T F We need the respiratory system to get glucose to make energy.5. T F We need the heart to push blood to our brain and to our toes.

Labeling:(For each of the following diagrams label the numbered parts on the answer sheet)

1.

2.

3.

4.

5.

6.

7.

Short Answer:(Please answer these questions in sentences on the answer sheet.)5. Why do cells have so many organelles?

Give 2 examples.6. Why do cells undergo mitosis?7. How are nutrients gotten out of food in the digestive system?8. Explain how the digestive, circulatory and respiratory systems work together to help your

toes make energy.

8.

RightAtrium

LeftAtrium

9.

10.

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