Transcript 9th Grade Biology 26 August 2013

9th Grade Biology
26 August 2013
Learning Targets:
1.
Create my interactive notebook for science.
Must Do: On the notecard, please write the following things:
O Your first and last name (use your preferred name, ex: Nick instead of Nicholas)
O Your email address
O On a scale of 1-5, how much do you like science?
O On a scale of 1-5, how good are you at science?
O Which creature (animal, plant, bacteria, protist, fungi, mythical, other) do you feel best
represents you? Briefly explain your choice.
Words Worth Knowing:
O Inquire: to ask; to investigate; from the Latin, “to seek”
9th Grade Biology
27 August 2013
Learning Targets:
1.
Create my interactive notebook for science.
2.
Analyze my brain to determine strategies for success as an IB
Learner.
Must Do: Glue the article I gave you to your next right side page.
Read it to yourself. On the left side page next to it, write 4 “what
if” statements related to the topic.
Words Worth Knowing:
O Analyze: to examine methodically by breaking something into
its parts and studying how those parts relate
Agenda:
O
Must do
O
Set up notebooks
O
Ticket out the door
9th Grade Biology
28` August 2013
Learning Targets:
1.
Analyze my brain to determine strategies for success as an IB
Learner.
2.
Identify an example of a feedback mechanism in the brain.
Must Do: In your notebook (right side page), write down 3 things
you know about the human brain.
Words Worth Knowing:
O Feedback Mechanism: a signal that starts/speeds up or
stops/slows down a process.
Agenda:
Must do
Your brain
Work time
Formative assessment
Analyze Your Brain.
4 Regions of the Brain
Nerves form the brain’s tissue…
…and nerves are made of neurons*.
*neuron = nerve cell
We can further analyze the
parts of a neuron:
A neuron is made up of a cell body, dendrites, and an
axon. Dendrites bring information into the cell body;
information travels through the axon and exits the cell
through axon terminals
What can we infer from this
investigation?
Image and following text from “The Brain” (NIH)
Feedback loops and brain
development
O
Positive regulators of neural growth. People first used the saying “use it or lose it” in
reference to physical fitness. Now the saying also seems valid for learning and brain
function. Practicing a task appears to improve the brain’s efficiency.10 For instance, when
a person first learns to play the piano, he or she uses a large amount of the motor section
of their brain. However, professional piano players who have been playing for many years
devote a much smaller region of their motor cortex to finger dexterity.16 How is this
possible? By repeatedly stimulating the same region of their body (fingers) for the same
action (piano playing), their brains have strengthened the related synapses. Thus, fewer
neurons are needed to perform the same task.
O
Negative regulators of neural growth. One negative regulator of neural growth is
deprivation, the opposite of the positive factor of enrichment. Mice, rats, nonhuman
primates, and humans all show lower ability to learn tasks and less dendrite branching
when raised in environments deprived of stimulation. Poor nutrition, lack of social contact,
and absence of mental engagement can all contribute to deprivation. Another major factor
known to have a negative effect on neural growth is stress. Scientists have shown
consistently that animals and humans living under constant stress conditions show less
neural growth and/or learning than their less-stressed counterparts do.7
Summarize this on a left side page
9th Grade Biology
29 August 2013
Learning Targets:
1.
2.
Define and give an example of homeostasis.
Identify an example of a feedback mechanism in the body.
Must Do: Why do your eyes do this? Propose an
explanation using as much evidence as you can.
Words Worth Knowing:
O Homeostasis:
The ability of the body or a cell to seek
and maintain a condition of
equilibrium or stability within its
internal environment when dealing
with external changes.
Homeostasis and Your Body: A Test
*Copy the table below into your notebook (left side page).
*Work with a partner to record data on yourself using the
table.
*Record your resting heart rate first.
*Exercise for 1 minute.
*Record your heart rate for 15 seconds, wait 15 seconds, then
record again.
Time
Interval
0-15
30-45 60-75 90105
120135
150165
180195
210255
270285
Beats /
15sec
Beats /
Minute
Resting Pulse Rate: _________/15 sec x 4 = __________ beats/minute
Analyze your data & draw
conclusions:
O Graph your data (heart rate vs. time
interval). Graph paper can be found on the
supply shelf.
O Were our predictions supported? Explain
with evidence (your data and
observations).
O What physical processes does your body
exhibit while it maintains homeostasis
during exercise? List all you have observed.
O Read the rest of the handout on
homeostasis and add to your conclusions.
Learning Target: Plan & conduct an investigation to
provide evidence that feedback mechanisms maintain
homeostasis.
O Background research
O Question
O Hypothesis
O Procedure
O Data
O Analysis
O Conclusion
How is the brain part of
feedback mechanisms in our
bodies?
O Fight or flight response
O Promotes social intelligence
Formative Assessment
O Reflect our analysis of the brain – we discussed its
regions, nerve bundles, neurons and parts of
neurons
O We also discussed how these parts related to each
other.
O On the notecard, analyze another system. It could be
something mechanical, something organic (living),
something geological, something astronomical… Be
sure to a) identify the parts that build the larger
system, b) describe the function of those parts and c)
discuss how those parts relate to each other.
Engineer an Assembly Line
O Disassemble your pen.
O Sort the like pen parts onto separate paper
plates. (Example: all ink cartridges on the
same plate)
O Discuss with your group the function of each
part. Write these functions on the paper
plates.
O Individual Time:
Assembly line time:
Which was faster?
O Did every step in your assembly line process
work the way you had imagined?
O What could you do to improve your process,
resulting in faster pen assembly? Make any
changes before we complete Trial #2.
Individually, we are one drop. Together, we
are an ocean.
-- Ryunosuke Satoro
O What behaviors, ways of communicating,
roles, or IB attributes helped your group
collaborate successfully? Make a list of 4.
O What behaviors, ways of communicating,
roles or non-IB attributes challenged your
ability to collaborate successfully with your
group? List 4 again.
9th Grade Biology
26 August 2013
Learning Targets:
1.
Create my interactive notebook for science.
2.
Collaborate to develop essential agreements during a class
discussion.
Must Do: Glue the article I gave you to your next right side page.
Read it to yourself. On the left side page next to it, write 4 “what
if” statements related to the topic.
Words Worth Knowing:
O Collaborate: to work together, especially in an intellectual
endeavor
Agenda:
O
Must do
O
Set up notebooks
O
Ticket out the door
9th Grade Biology
28 August 2013
Learning Targets:
1.
Identify and contrast observations and inferences to
formulate a scientific argument.
2.
Collaborate to develop essential agreements during a class
discussion.
Must Do:
Words Worth Knowing:
O Observation: When you take a good look at something, noticing
facts or taking measurements, you are engaging in observation,
something a little more intense than just a quick glance.
O Inference: A logical conclusion based on evidence.
Agenda:
O Must do
O Set up notebooks
O Ticket out the door