Comparative Anatomy

1. Co-Requisite – Content Standard SB3Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. a. Relate the complexity and organization of organisms to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism.

2. Comparative Anatomy • What a queer, funny, little bird a frog are. • When he sit, he squat most. • When he jump, he hop most. • And he ain’t got no tail at all, hardly most.

3. BIG IDEAS • Cellular Organization/ Specialization • Adaptations • Energy and Matter Transformation • Cellular and Bulk Transport • Metabolic Processes • Growth, Development and Reproduction • ETC.

4. Essential Questions • How does multicellularity develop in embryos? • Why do some organisms eat and others don’t? • How does an organism change stored energy into usable energy? • How are organisms adapted to (transport, metabolize, excrete, etc.) matter and energy? • Since all organisms perform similar processes, what might you expect about the stuff of which they are made? • ETC.

5. Enduring Understandings • The student will understand that some organisms consume complex organic compounds, and others have the ability to organize these compounds from inorganic materials using solar or chemical energy. • The student will understand that very small organisms perform some functions seen in larger, more complex organisms. • The student will understand that all organisms carry out metabolic activities within their cells to transform energy into the chemical energy of ATP. • The student will understand that all organisms develop through specialization of structures, with multicellular organisms forming specialized tissues for specific functions.

6. Students will know: • The developmental progress of multicellular organisms due to specialization of cells. • The relationships and differences between autotrophic and heterotrophic. • The Chemical and Mechanical processes of (digestion, transport, absorption, storage, excretion, etc.) • ETC.

7. Students will be able to: • Design experiments to test problems derived from careful observations. • Demonstrate appropriate technique in all laboratory situations. • Collect, organize, and graph data to show results of their experimental design. • Write lab reports with an introduction of important concepts, a hypothesis, procedure, organized results, and a conclusion that evaluates the results in terms of the important concepts. • Use data as evidence to support scientific arguments and claims in written or oral presentations.

8. UNIT DESIGN - EXCRETION Big Ideas • Cellular and Bulk Transport • The ExcretoryStructure- Simple to complex • Small organisms to large organisms – Comparative anatomy • The Process of Excretion

9. Essential Questions - Excretion Why is diffusion and osmosis the only processes of excretion needed by many organisms? • What is the relationship between metabolism and excretion? • How is excretion accomplished in small and large, multicellular organisms? • Why is an understanding of simple excretory structures and functions important to understanding complex structures?

10. Skills -Students will be able to: • Analyze the chemical makeup of excretory waste products. • Write a lab report to include a discussion of concepts, a hypothesis, a report of procedures, results that are organized, and a conclusion that discusses the results in terms of the important concepts.

11. Knowledge - Students will know: • That the role of excretion in metabolism is to remove the wastes given off during physiological processes. • That diffusion, osmosis, and active transport are involved in accomplishing excretion. • That the excretory structures are similar in all multicellular organisms. • The sequence of filtration, reabsorption and concentration accomplishes excretion of wastes in complex organisms.

12. Evidence of Understanding - Excretion • Explain the role of excretion in metabolic processes. • Compare and contrast the excretory functions of unicellular and multicellular organisms. • Compare and contrast the excretory structures of small, simple organisms and large, complex organisms • Explain the processes of filtration, reabsorption, and concentration of waste products as they occur in the human kidney.

13. Learning Activities - Excretion • Large Group Discussion - Excretion • Technology – Virtual Urinalysis http://www.gen.umn.edu/courses/1135/lab/urinalysislab/urinalysislab.htm • Small group activity – Reading about and analyzing role of urinalysis in society • Lab activity – Analyzing synthetic urine • Lab activity – comparative anatomy Worm, crayfish, pig • Graphic organizers – diagrams, concept maps, etc.