Animal Tissue: Structure, Function and (cell)

Modification 3 hours and 20 mins

Introduction 5 mins
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A. Communicate Learning Objectives

(NOTE: PLEASE DO THE MOTIVATION BEFORE DOING THE INTRODUCTION)
1. Introduce the following learning objectives by flashing and writing it on the board and allow the
students to have it written in their own words.
1. Classify different animal tissues and specify functions of each. STEM_BIO11/12-Ia-c-4
2. Describe some cell modifications that lead to adaptation to carry out specialized functions.
STEM_BIO11/12-Ia-c-5
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Motivation 10 mins
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A. PINOY HENYO CLASSROOM EDITION

Divide the class into two groups. Instead of having the typical Pinoy Henyo 1:1, in PINOY HENYO
CLASSROOM EDITION only one student will be having the mystery word card on his/her forehead while
the entire group will ONLY answer OO, HINDI or PWEDE. Penalties or disqualification can be given if the
team will yell or tell other clues to the guesser. Have at most 3 representatives per group to guess the mystery
word card in 1.5 minutes (per guesser).
At the end of the activity ask 1-2 students what they think will be the learning objectives of todays lesson.
Then immediately proceed with the introduction
Make sure that you mention the words you chose in your discussion (you may refer to the content
section) or you can have the connection of the term every time the group was able to figure out the word.
For the students to see the connection of the activity in this lesson.
NOTE: the highlighted parts are the improvements done for the teaching guide based on the comments
given by the evaluator.

B. Real Talk: Biology in Action (Everyday Life Application)

Divide the class into four groups. Give each group a white board or a chalkboard where the group may write
their answers (types of animal tissues). The teacher must be able to prepare pictures/figures or even videos that
will show animal tissues in real life action (or disease etc.) The teacher must also prepare a set of information
about the picture so that the groups may answer which type of animal tissue it falls under. Below are some
sample figures that may be used in class.

Picture: Muhammad Ali, considered one of the greatest boxers of all time had developed Parkinson’s disease

Answer: Nervous tissue

Picture: Kobe Bryant with his torn Achilles tendon; Kobe Nike shoes that supports Achilles tendon of athletes.

Answer: Connective tissue

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Instruction/Delivery 110 mins

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Review 5 minutes
1. Start the class with a short review on: a.) Hierarchy of Biological Organization and
b.)Unifying theme in Biology: Form fits Function
a. Hierarchy of Biological Organization:

 Mention that new properties arise with each step upward the hierarchy of life- EMERGENT
PROPERTIES
 Ask the class, what are the levels of Biological organization. You must expect that students must
be able to answer this since this is just a review. If in case the class will not respond to your
question, you may lead them by mentioning the first level of the hierarchy
o Start with the CELL, since it is the most basic unit of life that shows all life properties
o Cells- tissue- organ- organ system- multicellular organism. You can show this by showing
pictures of the actual hierarchy using not so popular Endemic animals found in the Philippines
(Pilandok, Dugong, cloud rat to name a few)

b. Unifying theme in Biology: Form fits Function

 Ask the class what is the relation of form/ structure to function and vice versa
 Then ask for examples of form fits function. Ex. Torpedo shape body of dolphins (mammals
 with fishlike characteristics); birds bone structure and wing shape in relation to flying
 Make sure that you relate structure to function, try to mention the role of fossils in determining
the habits of extinct animals. By doing this, it will make a strong connection and relevance as to
why to study the structure and function in Biology. Then you may now start with the new topic
on Animal Tissues.

Lesson Proper (90 minutes max)

 For the main lesson, you may start your presentation by showing that animals are composed of
cells. So you can easily jump into the discussion of Animal tissue and define what a tissue is
(Groups of cells with a common structure and function):

Teaching strategy suggestions:

 (OBSERVATION: w/o microscope 10-15 minutes; w/ microscope 20-30 min)

a.) setting up microscopes (if available) with prepared slides showing one example per
tissue type: i.) Epithelial ii.) connective iii.) muscle and iv.) nervous. Make sure that the
labels are covered because you will be asking which microscope number represents a
specific tissue type as you go along with your discussion.
b.) if microscope is unavailable, you may prepare cut out of pictures or drawing showing
an actual: i.) Epithelial ii.) connective iii.) muscle and iv.) nervous. Make sure that the
drawings or photos are not labeled, as you will be asking them during your lecture.
c.) Do not immediately label the descriptions that you will be presenting the class so they
can choose which microscope or picture matches the description of the structure and
function that you will be giving during your discussion.

3. After the observation of the students with the prepared slides/ drawings/photos of Plant
tissues. Proceed to the actual lecture. Teachers may choose from the following teaching strategy:
a.) With computer/laptop/projector: Using power point presentation, have the
description and function of the tissue shown first then ask the students which microscope
or picture number fits the information. After the students answered, you can flash or
show the following slide with the picture of the specimen with the tissue name.
b.) Withoutcomputer/laptop/projector: You may prepare flash cards/ manila paper
with the structure description and function of the plant tissue. After the students
answered, you reveal the tissue type that fits the information.
Content from Campbell Biology 9th Edition. (Campbell et. al. 2010)
•Epithelial tissue

o This type of tissue are commonly seen outside the body as coverings or as linings of organs and
cavities. Epithelial tissues are characterized by closely joined cells with tight junctions (a type of
cell modification). Being tightly packed, tight junction serves as barriers for pathogens or
 mechanical injuries and even fluid loss.
o Cells under this tissue type can have distinct arrangements such as: cuboidal for secretion),
simple columnar (brick-shaped cells, for secretion and active absorption), simple squamous
(plate-like cells, for exchange of material thru diffusion), stratified squamous (multilayered and
regenerates quickly, for protection), and pseudo-stratified columnar (single layer of cells they
just looks like stacked because they are varying in height, for lining of respiratory tract; they are
usually lined with cilia, a type of cell modification, to sweep the mucus).

Image obtained from Campbell Biology 9th Edition. (Campbell et. al. 2010)

 Connective tissue
o composed of:

a) blood- made up of plasma (liquid extracellular matrix) contains water, salts and dissolved
proteins; erythrocytes which carry oxygen(RBC), leukocytes for defense (WBC) and platelets for
blood clotting.
b) connective tissue proper (CTP)- made up of loose connective tissue which is found in the skin
and fibrous connective tissue which is made up of collagenous fibers found in tendons and
ligaments. Adipose tissues are also example of loose connective tissues that store fats which
functions to insulate the body and store energy.
c) cartilage- characterized by collagenous fibers embedded in chondroitin sulfate. Chondrocytes are
the cells that secrete collagen and chondroitin sulfate. Cartilage function for cushion between bones.
d) bone- is a mineralized connective tissue made by bone forming cells called osteoblasts which
 deposits collagen. The matrix of collagen is combined with calcium, magnesium, and phosphate
ions to make the bone hard. Blood vessel and nerves are found at a central canal surrounded by
concentric circles of osteons.

Image obtained from Campbell Biology 9th Edition. (Campbell et. al. 2010)

 Muscle tissue
o Composed of long cells called muscle fibers that allow the body to move whether voluntary or involuntary.
Movement of muscles is response to signals coming from nerve cells.
o In vertebrates, these muscles can be categorized into: skeletal (striated, voluntary movements), cardiac (striated
with intercalated disk for synchronized heart contraction, involuntary), and smooth (not striated, involuntary)
 Image obtained from Campbell Biology 9th Edition. (Campbell et. al. 2010)

 Nervous tissue
o Nervous tissues are composed or nerve cells called neurons and glial cells that function as support cells. These
neurons sense stimuli and transmit (electrical) signals throughout the animal body.
o Neurons connect to other neurons to send signals: the dendrite is the part of the neuron that receives impulses
from other neurons, while the axon is the part where the impulse is transmitted from to other neurons.

Image obtained from Campbell Biology 9th Edition

Cell modifications
Cell modifications are specialization or modifications re acquired by a cell after cell division. These
 modifications help the cell in different beneficial ways that will allow efficient function promoting survival of
the organism. Here are examples of plant and animal cell modifications
Animals

 Microvilli
 cilia
 stereo cilia
 flagella
 muscle cell
 red blood cells

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REPORTING or PRESENTATION OF INFOMERCIAL 60 mins

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REPORTING or PRESENTATION OF INFOMERCIAL (50 minutes + 10 minutes critiquing)

Divide the class into 6 groups: 4 groups will be reporting on the Animal Tissue while 2 groups will be doing
an infomercial about the disease caused by the malfunction of the tissue type (each of the group will have 2
tissue types).
Each group will be given 5-8 minutes to report/ show their infomercial at the end of each presentation a 5-
minute critiquing must be facilitated by the teacher. The teacher must make sure to get feedbacks from the
students and clarify misconceptions from the reports. The report or the infomercial/ news on diseases will not
be graded (formative assessment).
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Evaluation 15 mins
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You may choose from A and B

A. Answer the following questions briefly and clearly as possible:
1. What do you think is the importance of having a tissue level in the hierarchy of biological organization?
2. Epithelial tissues have distinct arrangement. How does this characteristic affect the function of the
epithelial tissue? What do you think will happen if there will be mutations in their shapes?
3. What is the general function of Connective tissues? What is the common function to all the types of
connective tissue? (1 point)
4. If there is a problem with the chondrocytes of an organism (a dog or a human being) what will be
its effects on the organism?
5. Do bones still get nutrition from the body? If yes, Give a solid proof that bones received such
nutrition?
6. Muscle fibers are multinucleated. Why is it so?
7.Why are there voluntary and involuntary muscle tissue functions? (2 points)
8. Explain the importance of the structure of neurons (based on structure to function correlation)?
 9. Why are messages transmitted in neurons in the form of electrical impulses?
10. If there is an absence of glial cells in nervous tissues, what will happen?
11. Name 2 cell modifications and state its function. Why do cells need to modify?
The teacher can make his/her own list of questions that will allow students to practice critical thinking skills.
Having this short quiz done by group of 2s or 3s will allow students to discuss and decide among themselves.
If a student opts to answer individually, allow him/her. The teacher can prepare a multiple-choice type of
evaluation if he/she is not comfortable with this type of exam.

B. What if. Supply the possible outcome of the following scenarios or events.
1.The small intestines are devoid of mircrovilli.
2.The squamous epithelia will be swapped with stratified squamous.
3. The human red blood cell will bear nucleus.
4. Muscle fiber with only one nucleus.
5. Muscles are directly attached to bones (without tendons).
6. Absence of cartilage in joints.
7. Cardiac muscles without intercalated disks.
8. Neurons will be left to do everything, glial cells will be losing its function.
9. Dendrites will have significant decrease in its brances.
10. Skeletal muscles will comprise the lining of the digestive tract.
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Reflection 0 mins
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Reflection. After the discussion topic or after the quiz, ask your students to answer the following questions?

 What part/s in the topic do you like the most? Why?

 What part/s in the topic do you like least? Why?
 Do you have misconceptions before having the discussion? Were these misconceptions clarified?
 Did the discussion help you to connect the discussion to your everyday life?