Transcript our wild wonderful nervous system

OUR WILD WONDERFUL
NERVOUS SYSTEM
ELAINE HARDMAN
ALTA HIGH SCHOOL
Analysis
• Learning Goals – Students will learn that all
living organisms are able to maintain
homeostasis. These will be taught in the four
content areas of: Science, Math, Language
Arts and Social Studies. Students will
understand the relationship between
structure and function of organs and organ
systems.
Science
• The nervous system is one of eleven human
body systems.
• Students will understand the importance of
the nervous system.
• Students will learn how the nervous system
functions and the structures of the nervous
system
Math
• Students will apply math skills by analyzing
data, mapping data and graphing data.
• Math skills are integrated in to all of the
nervous system lab activities.
Language Arts
• Students read a history of neuroscience, how
scientists developed brain maps.
• Students read from their Biology textbook,
and find information. We do explicit
vocabulary study during each lesson.
• Students write up lab reports, using a lab
write up template that we have been using all
year. Using the Scientific Method.
Social Studies
• Students study the historical development of
the brain maps. How present day
understanding of the brain, its structures and
functions came a little bit at a time. They will
understand how discoveries about the brain
are helping doctors and scientists today in
treating brain injuries and illnesses.
The Utah State Biology Core: Standard #3
• Students will understand the relationship between
structure and function of organs and organ systems.
• I will give a pretest on organs and organ systems to
assess the background knowledge of students taking
Biology.
Learner Analysis
• Demographics –
– 10th – 12th grade students enrolled in general High
School Biology.
– Three classes of Biology taught on the Block
Schedule. Each class period lasts about 84
minutes.
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1st period - 22 males and 12 females;
4th period - 23 males and 12 females;
8th period - 20 males and 15 females.
Total
65 males 39 females
Hardman’s Biology Students
Males
females
Current Grade Distribution & Latest Science CRT
Test Scores
Current GPA
3.0+
2.0-2.99
1.0-1.99
below 1.0
Latest CRT Results
Level 4
Level 3
Level 2
Level 1
not tested
PLAN Test Results 2012 - 2013
PLAN Test results - Science
PLAN Test
Above Benchmark
Below Benchmark
Student Survey
Technology and Students
Task Analysis
Objective 1: Describe the structure and function of
organs
• Diagram and label the structure of the primary
components of representative organs in plants and
animals
• Describe the function of various organs
• Relate the structure of organs to the function of organs.
• Compare the structure and function of organs in one
organism to the structure and function of or organs in
another organism.
• Research and report on technological developments
related to organs.
Objective 2 : Describe the relationship between structure
and function of organ systems in plants and animals.
• Relate the function of a organ to the function of
an organ system
• Describe the structure and function of various
organ systems
• Examine the relationships of organ systems
within an organism and describe the relationship
of structure to function in the relationship.
• Relate the tissues that make up organs to the
structure and function of the organ.
Context for instruction
• The lessons outlined in this thematic unit are
designed to be taught to General Biology students,
enrolled in Biology at Alta High School. Biology is a
core science course and is a lab based science
course. Three science courses are required for high
school graduation in the state of Utah. Two of the
three courses must be core science courses.
Students earning their credits for Biology will
complete the requirement of completing one core
science credit.
Resources
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Teacher desktop computer
Desktop computer for student use
Document camera
Video projector
Audio enhancement
Smart clickers
Computer laser printer
Computer color inkjet printer
Various and sundry lab equipment – microscopes, dissection
materials, test tubes, hot plates, beakers, chemicals etc.
• Copier machines in school
• Paper and school supplies
• Video/DVD player
Delivery Methods
• Lecture and note-taking : Cornell Method notes,
submitted at the end of the unit to be graded.
• Small group discussion
• Class Discussion this works as an informal assessment
tool
• Lab work: by doing labs, students learn the process of
science, follow a procedure, learn how to test a
hypothesis, measure results, present their data and
draw conclusions.
• Using models: Models help teach students how things
work. They use models to learn complicated scientific
concepts and processes.
More delivery methods
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Reading text
Primary Source reading
Research
Worksheets
Videos
Website: biofunhardman.weebly.com
Tutorials
SMART clickers
The Design
• Goals and Objectives of Instruction:
Learning Objective: Students will learn that structure relates to
function. Organs and organ systems function together to provide
homeostasis in organisms. The functioning of organs depends upon
multiple organ systems.
Objective 1: Describe the structure and function of organs.
• Relate the structure of organs to the function of organs.
• Compare the structure and function of organs in one organism to
the structure and function of organs in another organism.
• Research and report on technological developments related to
organs.
Objective 2: Describe the relationship between
structure and function of organ systems in Humans
and other animals.
• Relate the function of an organ to the function of
an organ system.
• Describe the structure and function of various
organ systems (i.e., digestion, respiration,
circulation, protection and support, nervous)
and how these systems contribute to
homeostasis of the organism.
Prerequisites and Learner characteristics:
• Students in my Biology classes are taking Biology to
earn a Core science credit toward graduation.
According to the student survey that I administered to
my Biology classes (see analysis document), students
have a desire to do well in school. Their parents expect
them to do well in school and most say that they do
well in their classes. Most of my students (between
75% - 82%) have GPA’s of above 2.0, 60% are above
3.0. Most have taken the CRT, of those who took the
CRT last year 86% were 3 or 4, which is considered
proficient in Science. Most students intend to take
Chemistry next year, and intend on going to College
after graduation.
Testing and Evaluation:
• Pre-test to assess prior knowledge
• Compare and contrast body systems having
similar functions in humans and other organism
• Quizzes: frequent quizzes to assess understanding
of new material and to guide instruction
• Formative evaluation: daily check points and
review with discussion to guide instruction.
• Project : Rubric
• End of unit test: to assess learning
Feedback mechanisms and practice activities
• Guided learning: re-teaching when needed.
• Practice test and review sheets on line
• Internet links to tutorials on my class Weebly site, which
teach about body systems.
• Daily assignments and worksheets to assess learning, and
inform instruction.
• Class discussion: formative assessment to identify gaps in
learning.
• Body mapping for all of the body systems studied.
• Explain models of body systems,
• Compare and contrast body systems in different organisms
• Diagram and label body systems studied
Introductory presentation of instruction
• Demonstration of distortion glasses
• Invitation to learning: What is happening with our
vision when we put on the glasses, what is
happening to the brain, what will happen to our
vision if it is altered for an extended time period.
• Talk about the nervous system; eyes are sensory
organs, and how the brain processes information
from the nervous system
• Have several students try the glasses and then
see how it affects them.
Motivational Strategies
• Class simulates the way neurons work at a
neuromuscular junction, by role-playing different
chemicals and receptors.
• Students will work with partners to test their
cranial nerve function.
• Students will work with partners to test reaction
time and measure speed of an impulse.
• Students will test different parts of the skin to
determine the distance that neurons are located
from each other.
Basic plans for instructor materials
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Assemble materials and practice Demonstration
Assemble materials for cranial nerve testing
Assemble materials for reaction time testing
Assemble materials for skin receptor testing
Assemble materials for modeling neuromuscular junctions
Print neuron map worksheet
Print brain map worksheet
Check out video: Secrets of the Teenage Brain
Make worksheet for the teenage brain worksheet
Preview PowerPoint lectures and edit if needed
Bring in brain model, eye model from lab room
Develop rubric to grade project
Print worksheets and other materials needed.
Computer lab or mobile lab – schedule for unit project
Curriculum Map – Scope and Sequence
Lesson 1 –
• Pretest: Nervous System; 15 – 20 questions
• KWL about nervous system
• Demonstrate “distortion glasses”
• Notes: Neurons
• Book assignment: neurons and their function
Lesson 2 –
• Go over book assignments to assess understanding
• Class role play: neuron function and neuromuscular junctions
• Clicker quiz: neurons their structures and how they function
• Lab: Cranial Nerve Testing
• Class discussion of what they learned during the lab;
• Turn in lab report
Lesson 3• Quick quiz : sequence nerve impulse transmission
• Read article about how injuries to the brain have helped scientists
develop a map of the brain
• Brain mapping activity
• Homework: 31.2; due next class
Lesson 4 –
• Hand in homework
• Think pair share about events that make their heart race
• Notes: sympathetic and parasympathetic nervous system
• Fight or Flight need quick responses
• Lab: Measuring Reaction Time; convert distance to time in
milliseconds
• Go over lab and turn in a lab report
Lesson 5 –
• Clicker quiz: sympathetic and parasympathetic nervous system
• Describe color to a blind person, describe the taste of salt to
someone who has never tasted it before.
• Blind folded taste testing to demonstrate how multiple sense
organs are involved in detecting nervous stimuli.
• Skin receptor testing; determine locations on the body that are
more sensitive to touch; where touch receptors are closer together.
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Development Document
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Students are studying structure and function organs and organ systems. (Utah
State Biology Core Standard 3).
The human body is a complex system. The coordinated functions of many
structures support life processes and maintain homeostasis. Study and
understanding of the Nervous System is critical for all students. The nervous
system, allows the body to detect information and respond to that information in a
way that assures survival of the organism. In this unit we will study the Nervous
System both on a micro level (neuron) and a macro level (brain, spinal cord,
peripheral nerves).
By the time this unit is taught, students have learned about the integumentary
system, (the tissues of the body) they know that specialized cells function together
to build tissues, which form organs and which work together to form organ
systems. They know the different types of tissues that build organs.
At the beginning of the Human Body Systems unit, all students took a pretest and these tests have were evaluated to determine prior knowledge. Prior to
teaching the unit on the Nervous System, review questions; 62-76, which assess
prior knowledge specifically about the Nervous System.
Thematic Unit
• elaineedtechendorsement.weebly.com
Evaluation
Lesson 1
• For the start of the lesson, I have students make a KWL chart and start
filling out the K part to write down what they know, and write a couple of
questions in the W column. After this I will have students share with their
table partner and choose a couple of groups share with the class what
they already know.
• At the end of the lesson, I will have them write two things in the L column.
We will be adding to this document throughout the unit.
• At the end of the lesson I will do a reaction survey, using the SMART
clickers set on anonymous mode. (See clicker survey on lesson 1)
• I will do a reflection about things that would make the lesson better.
• At the beginning of lesson 2, I will give my students a quiz on neuron
structures and functions, to see how well they mastered the objective in
Lesson 1. (quiz is posted on development document, lesson 2)
Lesson 2
• Quick Quiz: Label the parts of a neuron
• Thumbs-up/ thumbs-down to check for understanding to review
notes from last time (see development document lesson #2)
• Lab processing: Why do neurologists do these tests if a patient
comes in complaining of headaches, or after a head injury?
Lesson 3
• Evaluate students understanding of nerve transmission by having
students work with their table partner and put in sequence the
events of nerve transmission. Stick pick students to explain it to the
class by drawing it on the board. Clear up any misunderstandings.
• Have students fill in the “L” part of their KWL chart with things they
have learned since their first entry, have them write down
questions they have and discuss these as a class.
• Lesson 4
• Students take a quick quiz about the brain parts
and what they do.
• During lab processing, students will discuss
reaction time and how the body learns reactions
and what a reflex is.
• Lesson 5
• SMART quiz on the content covered so far during
this unit.
• Lab processing – discuss responses of students to
the skin testing. Talk about skin sensitivity and
distance of touch receptors. Review the types of
touch receptors.
End of Lesson Evaluation
• For each lesson I will have my students use “stick-it”. I will have the
lesson objectives posted, and students will stick up a paper writing
one thing they learned and one question they have. Also I will have
them write one thing they liked and one thing they disliked about
the lesson. They have to write their names on these and I will
quickly go through them after each lesson and they will receive
completion points (two points) for their participation.
• I will also write a reflection about the lesson and use that to tweak
lessons if necessary.
• This will help me to make decisions to make my lessons better.
Evaluation of the ADDIE Model
• I liked the ADDIE mode for its thoroughness. If a
teacher consistently uses the ADDIE model in
course design, she/he has a greater chance to
direct student learning and be assured that
learning has taken place.
• I thought the ADDIE model was very time
consuming, but I think like anything, the more it
is used the more proficient the teacher will
become in using this model, and the less time it
will take to design instruction.