how can tissue types be identified?

The Impact of Environmental Factors on Changes in pH and Student Section Dissolved Oxygen Levels in Pond Water- A Probeware Based Activity

Maria Winston 2006 Frontiers in Physiology Research Teacher Scarsdale, NY APS Works in Progress © 2007 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.

35

How can Tissue Types be Identified? A Lesson on Identifying and

Classifying Animal Tissues

Ramona Lundberg Deuel High School

Clear Lake, South Dakota Summer 2006

Research Host: Dr. Kaia L. Kloster

Avera Research Institute/ University of South Dakota

School of Medicine

Lesson # 10

Appropriate citation: Lundberg, R. How Can Tissue Types Be Identified? A Lesson on Identifying and Classifying Animal Tissues (APS Archive of Teaching Resources Item #3710). [Online]. Bethesda, MD: American Physiological Society, 2006. http://www.apsarchive.org/resource.cfm?submissionID=3710.

Editor’s notes: Website URLs listed in this resource were current as of publication, but may now be obsolete. If you know of a replacement URL, please suggest it in the resource’s “Comments” section http://www.apsarchive.org/resource.cfm?submissionID=3710. The APS encourages teachers to give students a copy of the “ABC” (Appropriate, Beneficial, Caring) rules for use of animals in the classroom, to discuss the rules, and to ask students to sign the “ABC” rules contract (see References). Also, teachers should have a plan for short term care of the animals (with supporting references for appropriate care guidelines) and for disposal or long-term care of all classroom organisms. Teachers should carefully review any stimulus or environmental change for an animal being used in experiments or observations before students are allowed to use that stimulus. This is especially important if the stimulus could cause pain or distress to the organism. Teachers may be able to identify a less stressful stimulus for the students to use in their experiment. Although mammals provide excellent opportunities for observational studies, they require particular care in terms of handling and may cause allergic reactions in some students. The teacher should check local and state guidelines before using mammals in the classroom. Disclaimer: This activity was created by the author and reviewed by the American Physiological Society. Any interpretations, statements, or conclusions in this publication are those of the author and do not necessarily represent the views of either the American Physiological Society or the funding agencies supporting the professional development program in which the author participated.

Frontiers in Physiology © The American Physiological Society www.frontiersinphys.org Permission is granted for workshop/classroom use with appropriate citation

How can Tissue Types be Identified? Teacher Section A Lesson on Identifying and Classifying Animal Tissues

Ramona Lundberg 2006 Frontiers in Physiology Research Teacher Sioux Falls, SD APS Works in Progress © 2007 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.

Page 136

PURPOSE The purpose of this inquiry is for students to develop and test a scheme to identify the major types of tissues and to identify similarities and differences in animal tissue types.

OBJECTIVES Upon completion of this activity, students will be able to: • recognize similarities between all types of tissues using evidence from

each tissue. • recognize the differences between major types of tissues. • develop a scheme to identify/categorize tissues into related groups. • identify each of thirteen tissues according to their identification scheme. • test their identification scheme by identifying four addition tissues using

their identification. • share their identification scheme by developing a concept map of their

tissue identification. • discuss how tissues can be categorized and recognized. • compare and evaluate the merits of their identification scheme • communicate and justify explanations

GRADE LEVEL This is an advanced lab recommended for second year Biology students, 11th or 12th grade.

PRIOR KNOWLEDGE

This lab is part of the cells, tissues, and organization of animals unit. Students should have knowledge of cells and cell organelles.

INCLUDING ALL STUDENTS

The lesson utilizes both visual and written modalities to address a variety of learning styles. Constructing the concept map may also address the tactile learning style. Teacher Note: In my school, each secondary student has a laptop provided by the district so computer access during school is not an issue. Internet access after school hours may still be an issue for some students and must be addressed. Students of varying abilities will thoughtfully be paired together and partnerships will be male and female when possible.



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QUESTIONS TO ASK ALONG THE WAY

I. Activity1 Introductory questions with the squid article: • How many of you have seen a live squid? • What does the article say the size of the Giant Squid is? • How can scientists identify the structures within the squid so that

other scientists will know and understand what structures are being described, particularly if only pieces of the whole are available?

• Students may want to share some of their own experiences relating to ocean creatures.

• Students could be asked if they have seen Pirates of the Caribbean and if the creature the Kraken actually exists, and if the movie portrayed the animal accurately.

Optional extension activity for Activity 1 Give each pair of students a long length of string and challenge the students to measure 60 feet without a measuring device. Students must “invent” another way to estimate the length by referencing their own eight or the height of a doorway, or the length of their step. A prize for the partnership that was the closest could be given. If facilities are a problem, students could still compare 60 feet to the size of one dimension of their classroom.

II. Activity 2 KWL questions: • What is their definition of living tissues? • What do they already know about tissues? • What would they like to know about tissues?

III. Activity 3 • Ask students what they found for a definition of tissue. • What part of the history of tissues is interest to you? • What is interesting about the derivation of the word “tissue?”

IV. Activity 4 This portion of the lesson provides a great opportunity to talk with students one to one. It is anticipated that that students will need to look at the whole set of tissue slides several times and that different pairs of students will have different classification schemes. Questions to ask student partnerships while the students are developing and using their identification schemes: • What do you see that makes all of the slides similar? • What do you see that makes the some slides different from others? • How have you decided to use the similarities or differences you have

identified?

V. Activity 5 As you circulate around the room, ask students if the unidentified tissue slides fit into the identification scheme they devised or if they need to make some modifications of their original scheme. Perhaps some partnerships will need encouragement to make modifications.



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NATIONAL SCIENCE EDUCATION STANDARDS

K-12 Unifying Concepts and Processes Systems, order, and organization Evidence, models, and explanation Form and function

Grades 9-12 Science as Inquiry Abilities necessary to do scientific inquiry Understanding about scientific inquiry Life Science Matter, energy, and organization in living systems History and Nature of Science

Science as a human endeavor Nature of scientific knowledge Historical perspective

SOUTH DAKOTA STATE STANDARDS

9-12.N.1.2 Students are able to describe the role of observation and evidence in the development and modification of hypothesis, theories and laws. • Recognize and analyze alternative explanations and models.

9-12.N.2.1

Students are able to apply science process skills to design and conduct investigations. • Revise explanations and models based on evidence and logic. • Use technology and mathematical skills to enhance investigations,

communicate results and defend conclusions.

MATERIALS

Teacher Tip: Ideally, Internet access is needed for each student, pairs of students or the class as a whole. All of the necessary information and websites for this computer based lab activity are included except the software, Inspiration, used for assessment. See the Assessment section for alternative suggestions.

The identification for each image in Activity 4 are as follows: Image 1: ciliated pseudostratified columnar epithelium Image 2: simple cuboidal epithelium Image 3: cardiac muscle Image 4: loose aerolar connective tissue Image 5: high power simple squamous epithelium Image 6: dense connective tissue Image 7: adipose tissue Image 8: elastic cartilage Image 9: blood Image 10: striated muscle Image 11: nervous Image 12: hyaline cartilage Image 13: bone

The images are from Tyler Junior College, Department of Life Science and Agriculture (see References).



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MATERIALS

The identification for each image in Activity 5 are as follows are as follows: Image A: simple cuboidal epithelium Image B: skeletal muscle Image C: hyaline cartilage Image D: bone

The images of the slides for Activity 5 are from the University of Kansas, Department Anatomy and Cell Biology (see References).

SAFETY

There are no particular safety considerations with this activity.

PREPARATION This lab is an introduction to tissues and is designed as an inquiry so that students will discuss and wrestle with how tissues can be identified. The resources included are referenced articles from the Internet, a KWL for tissues, tissue slides reprinted here with permission for classroom use, an example of a scoring rubric for the student identification scheme. Also included are suggestions for the teacher. These suggestions as well as directions for each of the activities should be read ahead of time for familiarity with the lesson contents. The teacher should also check to see that all websites are still active. No other advanced preparation is necessary.

PROCEDURE

I. Activity 1 Two short articles available from the Internet are used to peak students’ curiosity and interest. The articles also provide practical examples of where knowledge of tissues is important and helpful to scientists. The first article is on the Giant Squid from the Cryptozoo.monstrous.com website (see References section). This is a short article and picture to entice students to think about the myths and the huge size of the Giant Squid. The other article on the Giant Squid is from the U-Haul SuperGraphics website (see References section). Both articles should capture students’ interest about the Giant Squid. Information is given about sightings and locations where remains of the Giant Squid have been found. Also includes good pictures of dead specimens from Fisheries and Oceans Canada especially relating to the size of these animals.

II. Activity 2 The KWL provides the teacher information about prior knowledge the students have relating to tissues and what they are interested in knowing. Students should pair-share while completing their KWL and if you prefer complete only one form. Students need approximately 15-20 minutes to complete the KWL and should NOT use any outside resources. Class discussion should occur after students write their KWL.

III. Activity 3 After reading the short article on tissues, the class should define tissues and the class definition should be posted for students to refer to during the other activities.



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PROCEDURE

IV. Activity 4 With their partner, students will develop an identification scheme to categorize each of the 13 tissue slide samples (see References). It is not anticipated that each partnerships’ identification will be the same but that students will develop an understanding of the use of similarities and differences in organizing the tissues into similar categories. No more than 5 categories of tissues should be necessary and this is not the development of a dichotomous key.

V. Activity 5 Students will construct concept maps illustrating their identification scheme and then will test their identification using 4 additional tissue slide samples.

VI. Activity 6 Ask students to look at their original KWL and write in answers for the L column - what students have learned. Have students orally share statements of what their learning about tissues. Posting a list of student responses is a positive follow up.

WHERE TO GO FROM HERE

Some possible next steps include: • Discussing the way the biologists describe and organize tissues and

relating what the students have developed to the more formal biological identification of four major tissue types.

• Growing tissue cultures utilizing a prepared kit such as Wards Natural Science Kit #84-8553 Animal Tissue Culture or Kit #84- 8556 Comprehension Tissue Culture or Carolina Biological Supply Kit #AW-3245. All three kits work well but have perishable items so advanced planning is necessary. The kits also use chick embryos which must be incubated for seven days in advance and ordered separately.

• Introducing students to stem cells and the advantages of stem cell tissue culture for research.

SUGGESTIONS FOR ASSESSMENT

I. Activity 1 Informal assessment. Class participation should be encouraged.

II. Activity 2 Check to see that both partners are contributing and that the students have at least two entries for each part of the KWL

III. Activity 3 Informal assessments as students respond.

IV. Activity 4 Each partners’ involvement should be noted and the interaction within partnerships rewarded points.

V. Activity 5 The scoring rubric for the concept map is included at the end of this lesson. The concept map of the student developed identification scheme including all 13 tissue samples using Inspiration (Inspiration Software,



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SUGGESTIONS FOR ASSESSMENT

Inc.), contributions to class discussion relating to development of identification scheme and concept maps can all be graded. It has been my experience when students first make concept maps, they want to just put sentences into bubbles. This is not the purpose or structure of concept maps. A good reference for teaching students how to construct concept maps is “Clarify with concept maps: A tool for students and teachers alike” (Novak, J., 1991, see References). If the software, Inspiration, is not available for classroom use, students can construct a concept map using sticky notes and newsprint. Sticky notes work well for the main concepts and separate sticky notes for the connecting links. This way as students can easily make adjustments to their positioning their bubbles and connecting links.

REFERENCES AND RESOURCES

1. Chief of the Squids http://www.uhaul.com/supergraphics/squid/two.html Information is given about sightings and locations where remains of the Giant Squid have been found. Also includes good pictures of dead specimen from Fisheries and Oceans Canada especially relating to the size of these animals.

2. The Giant Squid http://cryptozoo.monstrous.com/the_giant_squid.htm For students to think about the myths and the huge size of the Giant Squid.

3. Inspiration Software http://www.inspiration.com/ Published by Inspiration Software Inc, version 7.1, 2006. This is a software tool for constructing concept maps that support student development of visual learning and thinking by linking concepts together in a visual web-like diagram. A free trial can be downloaded.

4. Novak, J. (1991). Clarifying with Concept Maps: A Tool for Students and Teachers Alike. The Science Teacher. 58(7): 45-49. This article describes how to help students construct concept maps and has helpful examples.

5. Slide Images of Tissue Samples http://science.tjc.edu From Tyler Junior College, Department of Life Science and Agriculture.

6. Slide Images of Tissue Type Samples http://www.kumc.edu/instruction/medicine/anatomy/histoweb/ From the University of Kansas, Department Anatomy and Cell Biology. Click on the Natural Sciences box. From the list of instructors, click on Dennis Mayfield. On his homepage, click on Bio 1409. Finally, click on Images for Lab.

How can Tissue Types be Identified? Student Section A Lesson on Identifying and Classifying Animal Tissues


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Name: ______________________ Date:_______ I. Activity 1: Brief WebQuest

Read the two short articles about the Giant Squid found by clicking on the two links below. Answer the questions that follow.

Site 1: http://cryptozoo.monstrous.com/the_giant_squid.htm

1. Who created this website (organization, etc.)?

2. Why did they create it? (check all that apply) 3. How credible (accurate) do you think the info is?

To provide factual information Very accurate To influence the reader’s opinion Somewhat accurate To sell a product or service Not very accurate I’m not sure I’m not sure Site 2: http://www.uhaul.com/supergraphics/squid/two.html

1. Who created this website (organization, etc.)?

2. Why did they create it? (check all that apply) 3. How credible (accurate) do you think the info is?

To provide factual information Very accurate To influence the reader’s opinion Somewhat accurate To sell a product or service Not very accurate I’m not sure I’m not sure

1. How large is the giant squid? 2. Where has the giant squid been seen? 3. If only parts of the giant squid have been found, how do scientists world wide share their information without confusion? 4. Have you seen any huge ocean organisms? If so, when and where?



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Tissue Identification Name: ______________________ Date:_______ Scoring Rubric

IV. Activity 4: Your next task is, working with your partner look closely at each of the tissue slides provided below. These tissues are identified by Image number only and it is your job to develop an identification scheme that can be used to identify all 13 tissues by grouping them by their common structures. You may group them into no more than 5 groups. A scoring rubric is provided so you know the expectations for this task. You may ask your teacher questions but the identification scheme is yours to develop.

Scoring levels A - Clearly illustrates identification of differences between sample tissues. Effectively uses details of slides for identification. Creatively illustrates relationships between slides. B - Partially illustrates identification of differences between tissues. Consistently uses details of slides for identification. Moderately illustrates creativity of relationships. C - Ineffectively illustrates identification of differences between tissues. Inconsistently used details of slides for identification. Vaguely illustrates creativity of relationships between slides.

Slide number

Identification details used Creativity used

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.



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Tissue Slides Image 1

Image 2

Image 3



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Image 4

Image 5

Image 6



7

Image 7

Image 8

Image 9



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Image 10

Image 11



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Image 12

Image 13



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V. Activity 5: Now that you have completed your identification scheme, look at the following site: http://www.kumc.edu/instruction/medicine/anatomy/histoweb/ Your new task is to decide how each of these 4 tissues will be identified using your identification scheme. If these four tissues do not fit into your scheme, perhaps you will need to make modifications to your original scheme. Check with your teacher before you decide on modifications. Below are four unknown tissues for you to identify using the identification scheme you and your partner developed. Write the category next to each picture. Image A

Image B



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Image C

Image D

The Impact of Environmental Factors on Changes in pH and Student Section Dissolved Oxygen Levels in Pond Water- A Probeware Based Activity

Maria Winston 2006 Frontiers in Physiology Research Teacher Scarsdale, NY APS Works in Progress © 2007 The American Physiological Society, Bethesda, MD Permission granted for workshop/classroom use with appropriate citation.

Page 152

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