Unit Plan

UNIT PLAN BIOLOGY: TISSUES, ORGANS AND SYSTEMS
Grade: 10, Applied

Overall Curriculum Expectations for the Unit:
B1. Analyse some current technologies or substances that have an impact on human tissues,
organs, or systems and evaluate their effects on human health;
B2. Investigate cell division, cell specialization, and the organization of systems in animals,
including humans, using various laboratory techniques;
B3. Demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs,
to systems in animals, including humans.
Length of Unit: 20 Days
Overview of Unit:
In this unit, students will explore the study of living things by gaining an understanding of the organizational
hierarchy as seen in living things as well as demonstrating how these structures work together and are
studied. Students will be introduced to the technologies used to study aspects of biology, and the different
systems that make up both humans and plants. Students will have the opportunity to explore topics such as
animal and plant cells, using a microscope, cell division, organs and systems of the human body and
organs and systems of plants.
Learning Goals for the Unit:
By the end of this unit, students will be able to:
Distinguish between an animal cell and a plant cell
Describe the structure and functions of organs in animal cells and plant cells
Explain the organizational hierarchy of cells in living things
Properly handle and utilize a microscope
Explain how organ systems work together to maintain
Explore diseases and disorders that affect the systems of plants and animals
Culminating Task for the Unit:
At the end of this unit, students will work in pairs to create a map of an organ system of their choice.
Assessment Tools Used Throughout the Unit:
Checklists
Rubrics
Written Tests
Anecdotal Records and Observations
Integration of Other Subject Areas in this Unit:
Language
Mathematics
Technology
Art
Health
DAY ONE
DAY TWO
Lesson Topic
What is a Cell?
Specific Expectations
A2.2 Identify scientists, including Canadians (e.g.,
Maude Abbott, Paul Kebarle, Reginald Fessenden,
James Hillier), who have made a contribution to the
fields of science under study
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 telophase
B3.2 Describe the structure, function, and
importance of specialized cells and tissues in multicellular organisms (e.g., neurons have many
branching dendrites and long axons to receive and
transmit messages; muscle cells have a higher
concentration of mitochondria, which produce
energy)
Lesson Content
Introduction
Watch Video:
https://www.youtube.com/watch?v=gFuEo2ccTPA
Body
A living thing can be composed of one cell
or many cells
There are two categories of cells:
prokaryotic and eukaryotic
Cells can be highly specialized with specific
functions and characteristics
Cell Theory
Conclusion
Review concepts using a Kahoot!
Assessment Task and Tools
Choice of one of the following tasks:
1. Write a dialogue between a prokaryote and
a eukaryote arguing over who is the BEST
type of cell out there. Make sure your
dialogue includes examples of each,
similarities, and difference
Lesson Topic
Life Cycle of a Cell
B2.4 Compare, on the basis of observation (e.g.,
using pictures, videos, or images), the division of
cancerous cells and non-cancerous cells, and
describe the impact of cancerous cells on the
human body
B3.1 Describe the cell cycle in animals, and explain
its importance for the growth of cells and repair of
tissues
Lesson Content
Introduction
Discuss Regeneration and have students ThinkPair-Share on the ethics of regenerating human
body parts from donors
Body
Why do cells divide?
The life cycle of a cell
The process and stages of mitosis
Learn the mitosis dance
Conclusion
Watch Video
https://www.youtube.com/watch?v=L0k-enzoeOM
Mitosis Flip Book students will be provided with
the pages necessary to create a flip book. Students
will colour and assemble the pages to create a flip
book that demonstrates cell division or mitosis.
A checklist will be used to evaluate product.
DAY ONE
2. You are the mayor of Cville (Cell-ville). Tell
us about your citizens! Who lives in cville?
What do all the citizens of cville have in
common? What are some things that make
them different?
3. Own Choice
A rubric will be used to evaluate product.
Integration of Other Subjects
Language and Art
Multiple Intelligences
Linguistic lesson delivery and assessment task
Spatial lesson delivery and assessment task
Musical introductory video, possibly assessment
Bodily-Kinesthetic possibly assessment
Technology
PowerPoint or SmartBoard presentation for lesson
delivery
YouTube video for introduction
DAY TWO

Language, Art
Linguistic lesson delivery and assessment task
Spatial lesson delivery and assessment task
Musical lesson delivery
Bodily-Kinesthetic lesson delivery
Technology
delivery
YouTube video for conclusion
DAY THREE
DAY FOUR
Lesson Topic
Exploring the Cell & Introduction to the Microscope
A1.2 Select appropriate instruments (e.g., a
microscope, laboratory glassware, an optical bench)
and materials (e.g., prepared slides, an aquarium,
lenses, acid-base indicators) for particular inquiries
B2.2 Examine cells under a microscope or similar
instrument to identify the various stages of mitosis in
animals.
B2.3 Investigate, using a microscope or similar
instrument, cell specialization in the human body,
focusing on different types of human cells (e.g.,
muscle cells, epithelial cells, nerve cells), and draw
labelled biological diagrams of each type of cell
B2.4 Compare, on the basis of observation (e.g.,
using pictures, videos, or images), the division of
cancerous cells and non-cancerous cells, and
describe the impact of cancerous cells on the
human body
Lesson Content
Introduction
Show students pictures of everyday items under a
microscope and have them brainstorm what they
might be looking at.
Body
History of the microscope
Types of microscopes
Structure and function of a microscope
Practice using a microscope
Conclusion
Ask students the following wrap-up questions
1. What stage of mitosis was most common?
Why do you think that is?
2. How can you tell the difference between a
cancerous and non-cancerous cell under
the microscope?
3. General observations and opinions on the
use of a microscope
Lesson Topic
Assessment & Introduction to Tissues
energy)
B3.3 Explain cell organization by describing the link
between cells, tissues, organs, and systems in the
human body
Lesson Content
Introduction
1. Labelling plant and animal cells quiz
matching style
2. Family Feud Question Name four things
you might find in a closet (Answers:
bathroom tissue, tissue boxes, tissue paper,
and facial tissue). All the answers have the
word tissue in it introduces topic of
tissues!
Body
Cells group together to make tissues
Many different types of tissues in humans
with specific functions (muscle tissue, skin
tissue, etc.)
Many different types of tissues in plants with
specific functions
DAY THREE

Students will label the diagram of a microscope and
draw a cell as seen in the field of view of a
microscope.
DAY FOUR
Conclusion
Fill in chart with the following headers for tissues in
animals and plants: type, structure (a picture), and
function.
Students will complete their quiz to review plant and
animal cell structure. Quizzes will be marked based
on correct or incorrect placement of terms on the
diagram.
A checklist will be used for evaluation.

Art
Linguistic lesson delivery and assessment
Logical-Mathematical diagram drawing
Spatial diagram drawing and labelling picture
Bodily-Kinesthetic using the microscope
Technology
Microscopes
delivery
Students will complete their charts. An anecdotal

record of completion will be completed.
N/A
Linguistic lesson delivery and assessment
Spatial lesson delivery and assessment
Technology
delivery
DAY FIVE
DAY SIX
Lesson Topic
Exploring Tissues & Functions
concentration of mitochondria which produce
energy)
human body
Lesson Content
Introduction
Review concepts from previous class on the types of
tissues use a Kahoot!
Body
Using clay/playdoh students will work to build the
different tissue types as introduced from the
previous day
Conclusion
Have students take photos of their creations and
upload them onto a tablet. Students will then label
their models on the tablet.
Lesson Topic
What is an Organ? Plants vs. Animals
human body
A checklist will be used to evaluate the products.

Art and Technology
Spatial creating a model
Linguistic labelling their models
Anecdotal record as students participate in Kahoot!

Technology
Linguistic delivery of lesson and review of
concepts
Lesson Content
Introduction
Have a regular conversation with your students
about their day, weekend plans, etc. but utilize
organ puns whenever possible (just liver little, youre
in no state to be here you shouldve colon sick, etc.)
Body
Organs found in aquatic organisms
Organs found in the human body
Organs found in plants
Structure and function of all of the above
Conclusion
Review structure and function of each, and inform
students of upcoming dissections. Students should
read dissection procedure in preparation.
Students will either print or electronically submit their Use a Kahoot! or similar to review concepts from the
labelled diagrams.
lesson.
DAY FIVE
Technology
Tablets
Kahoot!
Camera
DAY SIX
Technology
Mobile devices/Kahoot!
delivery
DAY SEVEN
Lesson Topic
Introduction to Lab Exams
DAY EIGHT
Lesson Topic
Lab Perch and Earthworm Dissection &
Assessment
B2.1 Use appropriate terminology related to human B2.1 Use appropriate terminology related to human
cells, tissues, organs, and systems, including but not cells, tissues, organs, and systems, including but not
B2.5 Locate, through a laboratory or computersimulated dissection, the organs of a specific system
of an animal (e.g., a worm, a frog, a fish), and
describe their interrelationship
energy)
Lesson Content
Lesson Content
Introduction
Introduction
Review the organs of different organisms (plants,
1. Hand students back their diagrams from
humans, aquatic) and their functions (use a soccer
previous lesson. Complete a peerball with the name of organs written on it, students
evaluation by having students correct each
stand in a circle and toss the ball, whichever organ
others diagrams prior to starting the
their right thumb lands on the student must describe
dissection.
its function they are allowed one pass)
2. Review procedure for dissection
Body
Body
Dissections students will be dissecting an Students will work in small groups to complete the
dissection. If available, provide students with the
earthworm, perch and a flower
option to dissect on a real specimen, or have them
What are dissections?
complete a virtual dissection.
What are lab exams?
Conclusion
Conclusion
Students should clean up their work spaces and
Provide students with procedures for upcoming
review required knowledge for lab exam.
dissections.
Students will fill in diagrams of structures on the
Teacher will use an anecdotal record to assess
perch, earthworm and flower.
students as they progress through the dissection.
This will be done by the teacher stopping at groups
A checklist will be used for assessment.
and asking them to point out different structures and
verbally inform the teacher of the function.
This will be handed back to students to use during
their dissections for reference.
DAY SEVEN
N/A
Bodily-Kinesthetic soccer ball review activity
Linguistic lesson delivery and conclusion
Technology
delivery
DAY EIGHT
Technology (Possibly)
Bodily-Kinesthetic dissecting
Linguistic verbal communication during dissection
Technology
Computers for a virtual dissection if available.
DAY NINE
DAY TEN
Lesson Topic
Lab Flower Dissection & Assessment
energy)
Lesson Content
Introduction
1. Review structures on the flower as shown
on students diagram and ensure they are
correct.
2. Review procedures for dissecting.
Body
Students will work in small groups to complete the
dissection. If available, provide students with the
option to dissect on a real specimen, or have them
complete a virtual dissection.
Conclusion
Students should clean up their work spaces and
review required knowledge for lab exam.
Lesson Topic
Mock Lab Exam & Review Day
energy)
Lesson Content
Introduction
Students will review a series of slides that contain
what they should know how to do for their lab exam.
They will complete a self-assessment to determine
how ready they feel for their exam (i.e., a slide will
show a success criteria such as I can list and
describe the organs of a flower and students will
use a scale to determine how successful they would
be at that).
Body
Students will participate in a mock lab exam that will
demonstrate how their actual lab exam will go.
Conclusion
Students will complete the same task as the
introduction and compare how theyre opinions of
their success on the lab exam have changed after
participating in a mock set up and having time to
study.
Self-Assessment done at the beginning and end of
class to determine their readiness for their exam.

Teacher will use an anecdotal record to assess
students as they progress through the dissection.
This will be done by the teacher stopping at groups
and asking them to point out different structures and
verbally inform the teacher of the function.
Anecdotal record will be used to evaluate.
DAY NINE
Technology (Possibly)
Bodily-Kinesthetic dissecting
Linguistic verbal communication during dissection
Technology
Computers for a virtual dissection if available.
DAY TEN
N/A
Bodily-Kinesthetic mock lab exam
Technology
PowerPoint or SmartBoard presentation for mock
lab exam and self-assessments
Socrative Website/App will be used for students to
submit self-assessments
Mobile Devices
DAY ELEVEN
DAY TWELVE
Lesson Topic
Lab Exam - Assessment
energy)
Lesson Content
Students will participate in their lab exam and peerevaluation will be used to evaluate students on their
success in the lab exam.
Lesson Topic
Organ Systems - Respiratory
human body
B3.4 Explain the general function of some of the
systems in the human body (e.g., the function of the
circulatory system 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)

Lab Exam bell ringer style
Marks will be given based on correct or incorrect
responses done by peers (peer-evaluation)
N/A
Lesson Content
Introduction
Ask a series of questions that pertain to respiratory
system (e.g., what types of things does our body do
without us telling it to? What about things our body
does when we want it to? Whats the difference
between voluntary and involuntary actions?)
Body
Review of organs in the respiratory system
How do these organs work together
Main function of the respiratory system
Breathing/Ventilation
Conclusion
Students will have the opportunity to use a
spirometer to measure their lung capacity. As a
class, students will provide teacher with their lung
capacities and graph them to, then discuss what
affects lung capacity.
Students should be able to explain what lung
capacity is while using the spirometer, as well as
explain the process of ventilation. Teacher will make
anecdotal notes as students complete the task.
Health and Technology
DAY ELEVEN
Spatial lab exam is visual using pictures and
actual specimens
Bodily-Kinesthetic students are moving around the
room, actual specimens available to touch
Technology
N/A
DAY TWELVE
Bodily-Kinesthetic participating in using the
spirometer to measure lung capacity
Spatial lesson delivery
Technology
delivery
Computer with Excel for graphing purposes
DAY THIRTEEN
DAY FOURTEEN
Lesson Topic
Organ Systems - Circulatory
human body
Lesson Content
Introduction
Ask a series of questions that pertain to the
circulatory system (e.g., after learning about the
respiratory system, what system would work directly
with the respiration system in the human body?
What is the most important organ in the body? Etc.)
Body
Review organs of the circulatory system
How the heart works/parts of the heart
review
Path of blood through the body
Blood and how it travels (veins, capillaries,
arteries)
Connection with the respiratory system
Conclusion
Students will use a sphygmomanometer to measure
their blood pressure. Results from the class will be
recorded and graphed, then discussed for
observations about similarities and differences.
Students will participate in measuring blood
pressure and should be able to explain how the
sphygmomanometer works to measure blood
pressure using proper terms (arteries, pressure,
etc.). An anecdotal record will be used to assess.
Lesson Topic
Organ Systems - Digestive
human body
Lesson Content
Introduction
Ask students what facts they know about eating and
digestion (for example, dont swim for 30 minutes
after eating).
Body
Review organs of the digestive system
Accessory organs versus other organs of
this system
Path of food through the digestive system
Enzymes and their role
Conclusion
Students will obtain a laptop and work through a
Gizmo an interactive virtual experience of the
digestive system and answer associated questions.

Students will hand in their answered questions from
the Gizmo.
Self-assessment will be done the following day to
evaluate their responses from the Gizmo.
DAY THIRTEEN
Health, Technology, Math
Linguistic lesson delivery
Bodily-Kinesthetic using the sphygmomanometer
Technology
delivery
Computer with Excel for graphing purposes
DAY FOURTEEN
Health, Technology, Math
Linguistic lesson delivery
Technology
Computers and Gizmo from
https://www.explorelearning.com/
DAY FIFTEEN
DAY SIXTEEN
Lesson Topic
Culminating Task Day One
human body
Lesson Content
Introduction
1. Review answers to the gizmo from the
previous day
2. Review facts about the information they
have learned so far
Body
Students will work in groups of three to map their
bodies. They will trace a friends body onto large
paper, and use this as their map. They will fill in the
body outline accurately with organs from the
respiratory, circulatory and digestive system.
Conclusion
Students will most likely not complete this task in
one day. Will continue into the next day.
Students will hand in their maps.
Lesson Topic
Culminating Task Day Two
human body
Lesson Content
Students will continue to work on their maps of the
human body activity with the goal of having it
completed by the end of this lesson.
A rubric will be used to evaluate the product.

Art
Spatial drawing the organs
A rubric will be used to evaluate the product.

Art
Spatial drawing the organs
For students that finish early, have them pick one of

the following for bonus points:
1. Trace the path of food through the digestive
system including all the organs and
accessory organs that are involved
2. Trace the path of a blood cell through the
circulatory system including all the organs
that are involved
3. Explain the process of ventilation including
all the organs that are involved.
Students will hand in their maps.
DAY FIFTEEN
Technology
Mobile devices for research if needed.
DAY SIXTEEN
Technology
Mobile devices for research if needed.
DAY SEVENTEEN
DAY EIGHTEEN
Lesson Topic
Systems Working Together
B3.5 Describe the interaction of systems in the
human body (e.g., the respiratory system brings
oxygen into the body, and the circulatory system
transports oxygen to cells), and explain why these
interactions are necessary for survival

Students will hand in their ad.
Lesson Topic
Disorders and Technology for Organ Systems
B1.1 Analyze, on the basis of research, medical
imaging technologies (e.g., ultrasound, X-rays,
computerized axial tomography [CT or CAT] scan,
magnetic resonance imaging [MRI], microscopy,
biophotonics) used in Canada to explore, diagnose,
or treat the human body, and communicate their
findings
B1.2 Evaluate the effects that use of or exposure to
a technology, substance, or environmental factor
(e.g., cellphones, X-rays, UV radiation, personal
audio players, cigarette smoke, pesticides, food
additives/preservatives, vitamins, gene therapy
(may have on the function of human tissues,
organs, or systems
B2.6 Use scientific investigation skills to research
health problems related to tissues, organs, or
systems in humans (e.g., asthma, sickle-cell
anemia, heart disease, Crohns disease), and
communicate their findings
Lesson Content
Introduction
Have students put on lab coats (dressing up is fun!)
and welcome them to ______ Hospital and
Research Facility (e.g., Lakehead Hospital and
Research Facility, or St. Ignatius Hospital and
Research Facility). Divide students into teams and
assign them the case for that day.
Body
Students will work as a team of doctors to diagnose
their given patients. Students must determine the
disorder, which system(s) it affects, treatment and
what medical technology would be used to help
diagnose and treat.
Conclusion
Students will present their findings in the same
manner as Greys Anatomy interns do (show a clip
of Greys Anatomy for reference)
Students will present their findings.
A rubric will be used for assessment of the product.
A checklist will be used to evaluate their diagnosis.
Lesson Content
Introduction
Ask students to think-pair-share about their favourite
activity (e.g., a sport). What organ systems are
required for you to participate in that activity? List
them.
Body
How do the different organ systems of the
human body work together to maintain
homeostasis?
Conclusion
Students will create an ad for their favourite activity
that they would put out to the different organ
systems (i.e., an ad that says calling all respiratory
systems individual wanting to play the tuba
requires a large lung capacity, apply now!)
DAY SEVENTEEN
Art and Technology
DAY EIGHTEEN
Technology
Spatial drawing their ad
Linguistic lesson delivery and research
Technology
delivery
Mobile devices/computers for research if necessary
Linguistic performing research
Technology
Mobile devices/computers for research if necessary
DAY NINETEEN
Lesson Topic
Review Day Preparation for Unit Test
Given it is a review day for the unit test, the review
will cover all specific expectations that were covered
throughout the unit
Lesson Content
Introduction
Begin by building a list of success criteria with the
students that will guide them while studying for the
unit test.
Body
Students will divide into groups and be given a
certain section of the unit to review. They must
provide a thorough over view of what someone
should know to successfully pass a test from that
given section. Students will place their review on
chart paper and present it to the class (a placemat
exercise). Other students may comment and add to
the groups placemat (peer-evaluation). The teacher
will then take photos and make available to the
students. Students may also take photos to use
during studying.
Conclusion
If time remains, students can study their newly
created placemats.
Students will complete their placemat for their given
section.
A checklist will be used by the teacher to determine
if they have covered all success criteria. A peerevaluation will be done as students are presenting.
N/A
Linguistic writing placemat
Technology
Mobile device or camera to take photos of
placemats.
DAY TWENTY
Lesson Topic
Assessment Day Unit Test (Written)
Given it is an assessment day, the unit test will
cover all specific expectations and learning goals
that were presented throughout the unit
Lesson Content
Students will write a unit test that covers all the
material presented from the unit. The test will have
areas of Knowledge and Understanding, Thinking,
Communication and Application.

Written unit test.
Marks will be determined based on correct/incorrect
responses to a variety of questions that fall under
K/U, A, T, and C.
N/A
N/A
Technology
N/A

Unit Plan

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UNIT PLAN BIOLOGY: TISSUES, ORGANS AND SYSTEMS

Grade: 10, Applied

Integration of Other Subjects

Assessment Task and Tools

A checklist will be used for evaluation.

Students will complete their charts. An anecdotal

A checklist will be used to evaluate the products.

Anecdotal record as students participate in Kahoot!

Assessment Task and Tools

Anecdotal record will be used to evaluate.

Assessment Task and Tools

Assessment Task and Tools

A rubric will be used to evaluate the product.

A rubric will be used to evaluate the product.

For students that finish early, have them pick one of

Assessment Task and Tools

A rubric will be used for assessment of the product.

A checklist will be used to evaluate their diagnosis.

Assessment Task and Tools

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