Science12

1.identify and discuss common misconceptions about the human body 2. Explain how the 10% brain misconception started 3. Explain how human do indeed use 100% of their brain 4. Compare and contrast if humans did not use 100% of thier brains. || LS1(9-12)-1aLS2(9-11)-5a LS2(9-11)-5b || T/F wkst worked alone then together, then as a class, students took additional notes on wksts. went over syllabus read alone an article called "10 percent of our brain myth" || played last word as a group about article t/f science misconceptions wkst, oral || reading, 10% of the human brain,elmo,projector || 1 2 3 || N/A || -define anatomy and physiology -explain how anatomy and physiology are related -name the levels of structural organization that make up the human body and explain how they are related || LS1(9-11)-1b LS2(9-11)-5a LS2(9-11)-5b || -pretest (unit one) -questions from ppt why is it important to study anatomy nd physiology and list some professions that need to study A&P - took notes -got in groups and brainstormed how many sytems can you think of? || -pretest -oral -group brainstorm answers || -essential of human anatomy and physiology || 1 2 || N/A || -List functions that humans must perform to survive -List the survival needs of the human body -compose a creative short story or fable || LS1(9-11)-10b || -recap of last week -finish notes on ppt slide show -start rough draft of fable ready to type in computer lab tomorrow || -rough draft of fable -oral assessment || -essential of human anatomy and physiology || 1 2 || students had a hard time writing creatively in science class || -compose a creative short story -describe what the appendix does -evaluate what the possible reasons for the vestigial organs || LS4(9-11)-10a LS1(9-11)-1 LS1(9-11)-1b || -students went to computer lab to type fable -illustrated fable -read an article from science daily "what is the appendix good for" || -5 double entry journals with article -H.W research another vestigial organd and hypothisize what it could have been used for -fable final product || science daily.com || 1 2 3 ||  || -list functions that humans must perform to survive -list the survival needs of the human body -define homeostasis || LS4(9-11)-10b || -students shared one double entry journal with the class -stidents shared HW (vestigial organ) -watched Dr oz (healthy stool and urine) -POD practice with content -notes || -pod -double entry journals -HW presented || -Dr oz -essentials of human anatomy and physiology || 1 2 3 ||  || -explain the importance of homeostasis -define negative feedback and its role in maintaining homeostasis -define positive feedback and its role in maintaining homeostasis || LS4(9-11)-10b || -POD -watched a video clip explaining negative feedback and video clip of anerexia and the role of positive feedback in the disease -The human body: an orientation packet -colored systems of the body || -POD -reflect verbally on video clips -packet -HW if packet is not complete - || -pbs video (dying to be thin) -smart board -projector || 1 2 3 ||  || -packet check and go over correct answers and coloring on elmo || -quiz -packet check || elmo || 1 2 3 4 ||  || -verbally describe or demonstrate the anatomical position -use proper terminology to describe body directions, surfaces, and body planes -locate the major cavaties and and list chief organs within -explain the importance of homeostasis and its role in normal body function. || LS4(ext)-10bb || -students were givin a handout with anatomical positions diagram and vocabulary words. They made flash cards for all anterior vocab words:one side with the word the other with a definition and a sketch of something that will help them remember the word. -students were also givin a handout with anatomical directions and had to answer practice questions using the wkst as a tool || -questions from ppt -note cards -h.w look up a disease of the assigned system of the body and prepare a short presentation outlining the disease (homeostatic imbalance) -guided open ended HW || -projector -colored pencils || 1 2 3 ||  || -verbally describe or demonstrate the anatomical position -use proper terminology to describe body directions, surfaces, and body planes -locate the major cavaties and and list chief organs within || LS1(9-11)-1a LS1(9-11)-1b || -each student presented the homework (disease effected the system given to them -students drew each of the anatomical body plane cuts in their notebook using any organism they wanted -started watching 'The human body: incredible machine" || -drawings -exit slip -presentation || -netflix || 1 2 3 ||  || -verbally describe or demonstrate the anatomical position -use proper terminology to describe body directions, surfaces, and body planes -locate the major cavaties and and list chief organs within || LS1(9-11)-1a LS1(9-11)-1b || -students took quiz -students took notes from documentary "the human body: incredible machine || -quiz anterior body regions -notes from movie (checked) -informal questions || netflix || 1 2 || most students did well on quiz some students failed and I think they did not study I have to find out if that is the case or are the vocab words to hard || -verbally describe or demonstrate the anatomical position -use proper terminology to describe body directions, surfaces, and body planes -locate the major cavaties and and list chief organs within || LS1(9-11)-1a LS1(9-11)-1b || -students took a quiz on posterior body regions -students took notes from documentary "the human body: incredible machine finished movie || -quiz Posterior body regions -notes from movie (checked) -informal question || netflix || 1 2 || students did better overall probably beacuse less words. || -identify the subdivisions of the skeletal system as axial or appendicular -list the major functions of the skeletal system -name the four major classifications of bones -describe the differant types of fractures -model how bone formation occurs || LS1(9-11)-1b || -I handed back quizes from last friday and went over them (made students write in correct answers) -students took notes from ppt -POD -H.W bring to class two possible diseases to do a research paper and powerpoint on || -notes (checked notebook) -POD -corrections from quiz -informal ||  || 1 2 ||   || -on a skull diagram, identify and name the bones of the skull || LS4(9-11)-10a || -we went over HW (students had to bring in two possible diseases that they want to do their research project on -I handed out all criteria sheets and rubrics for project (due october 10th) -reviewed from friday -notes and coloring of skull -identified on skull the bones || -informal review questions -skull colored and labeled -HW ||  || 1 2 3 ||  || -examine legimate websites and scientific journals and research a disease that inflicts humans -compose a research paper -compose a powerpoint based on the paper and present to the class - || LS4(ext)-10bb || -students went to computer lab to work on project || -progress on project ||  || 1 2 3 4 || I had to leave at 10:20 to go to a funeral and will miss part of block 3 all of block 4 and part of block 1 || -examine legimate websites and scientific journals and research a disease that inflicts humans -compose a research paper -compose a powerpoint based on the paper and present to the class || LS4(ext)-10bb || -students worked on computer cart one on project -I handed out the school wide reflection criteria sheet and went over it -I informed them that they had to hand in a digication proof of phase one reflection with both projects || -progress on project as a participation grade || computer cart one || 1 2 3 4 ||  || -examine legimate websites and scientific journals and research a disease that inflicts humans -compose a research paper -compose a powerpoint based on the paper and present to the class || LS4(ext)-10bb || -students worked on computer cart one on project -I handed out the school wide reflection criteria sheet and went over it -I informed them that they had to hand in a digication proof of phase one reflection with both projects || -progress on project as a participation grade || computer cart one || 1 2 3 4 ||  || -examine legimate websites and scientific journals and research a disease that inflicts humans -compose a research paper -compose a powerpoint based on the paper and present to the class || LS4(ext)10bb || -students worked on computer cart one on project -I handed out the school wide reflection criteria sheet and went over it -I informed them that they had to hand in a digication proof of phase one reflection with both projects || -progress as a participation grade || -computer cart two || 1 2 3 4 || many students were out today for a culinary trip || -on a skull diagram identify and name the bones of the skull -name the parts of a typical vertebra -explain how the cervical and thociac and lumbar differ || LS4(9-11)-10a || -each students had to come to the front to point out a different bone of the skull for review -POD (skeletal factoids) -notes from ppt -colored three views of skull || -identify bones of the skull for a point -color coded picture -pod in notebook ||  || 1 2 3 ||  || -name the parts of a typical vertebra -discuss the importance of the discs and spinal curvature -explain how the abnormal spinal curvature differ || LS4(9-11)-10a || -each students had to come to the front to point out a different bone of the skull for review -POD -notes from ppt -colored three views of vertebra and thoracic cage || -identify bones of the skull for a point -color coded picture -pod in notebook ||  || 1 2 3 ||  || -identify on a skeleton or diagram the bones of the shoulder girdle -arms -vertebra -thoracic cage -hands : carpals, metacarpals,phalanges || LS1(9-11)-1a LS4(9-11)-10a || -each students had to come to the front to point out a different bone of the spine and rib cage -POD (spinal curvature) -notes from ppt -colored the hand and femur || -identify bones of the spine and rib cage -POD in notebook -notes from ppt -color coded picture ||  || 1 2 3 ||  || -on a skull diagram identify and name the bones of the skull -name the parts of a typical vertebra -explain how the cervical and thociac and lumbar differ || LS1(9-11)-1a LS4(9-11)-10a || I handed out each student an individual white board. I asked various questions to review for the test on friday. They had to write the answer down and hold it up || -informal assessment of answers on white boards -labeled the pelvic bone -each student shared homework (skeletal system disease) || mini whiteboards || 1 2 3 || students loved writing on the whiteboard -every students was engaged. This activity worked out really well. || -take quiz and score 70% or more on first half of skeletal system -identify on a skeleton or a diagram the bones of the shoulder girdle and the hand (carpals, metacarpals, phalanges) -identify on a skeketon or a diagram the bones of the pelvic girdle, leg, and foot -analyze a skeketon and determine by looking at the pelvic girdle the gender of the skeleton. || LS4(9-11)-10a LS1(9-11)-1b || -students took the first half of the skeletal system quiz (took half of the block) -labeled and colored a pelvic bone, leg, and hand -took notes || -quiz -colored diagram ||  || 1 2 3 || quiz took half of the block || -create a powerpoint presentation pertaining to their disease -present their research to the class -critique other students presentations in a helpful way -reflect on their progress and final work over the past three weeks || LS4(ext)-10bb || students presented their projects || -ppt presentation -Q and A time for each presentation || -computer -projector - || 1 2 3 4 || block one only 4 students were in two of which had their project I got the computer cart so they could finish up -very frustrating! || -create a powerpoint presentation pertaining to their disease -present their research to the class -critique other students presentations in a helpful way -reflect on their progress and final work over the past three weeks || LS4(ext)10bb || continued presentations || -ppt presentation -Q and A time for each presentation || -computer -projector || 1 2 3 4 ||  || -create a powerpoint presentation pertaining to their disease -present their research to the class -critique other students presentations in a helpful way -reflect on their progress and final work over the past three weeks || LS4(ext)10bb || continued presentations || -ppt presentation -Q and A time for each presentation || -computer -projector || 1 2 3 4 ||  || -participate in an oral assessment with white boards in order to prepare for skeletal test tomorrow || LS4(9-11)-10a LS1(9-11)-1b LS4(9-11)-10 || -students were all given a white board I pointed out bones on the skeleton and each student had to respond on the white board || -written responses -informal ||  ||   || This method works really well, forces all students to participate and I can immediatly see who is struggling || - -identify on a skeleton or diagram the bones of the shoulder girdle -arms -vertebra -thoracic cage -hands : carpals, metacarpals,phalanges || LS1(9-11)-1b || -students watched an episode of bones (the TV show -students wrote down all of the bones mentioned or visual in the episode || -students will be graded on a scale based on how many bones they wrote down from episode ||  || 1 2 3 ||   || LS1(9-11)-1b LS1(9-11)-2a LS1(9-11)-2aa LS4(9-11-10a ||   ||   ||   ||   ||   || -discuss the common purpose of the reproductive organs -when provided with a model or diagram, identify the organs of the male reproductive system and discuss the composition of semen -trace the pathway followed by a sperm from a testis to the body's exterior || LS1(9-11)-1a LS1(9-11)-1b LS1(9-11)-2a LS1(9-11)-2aa LS4(9-11-10a || -students took notes from a ppt slide show -filled in diagrams (male reproductive organs, sperm, life cycle) || -informal -diagrams filled in correctly -notes in notebook ||  || 1 2 3 ||   || -distinguish between meiosis and mitosis -define spermotogenesis -describe the structure of sperm and relate its structure to its function -describe the effects of FSH and LH on testis functioning || LS1(9-11)-1a LS1(9-11)-1b LS1(9-11)-2a LS1(9-11)-2aa LS4(9-11-10a || -students took notes -labeling of diagrams -video clips || -informal assessment -filled in diagram -class disscussion || -projector -elmo -textbook -coloring book || 1 2 3 ||  || -distinguish between meiosis and mitosis -predict the final products of meiosis and mitosis -explain what secondary sex characterisics are in a male || LS1(9-11)-1a LS1(9-11)-1b LS1(9-11)-2a LS1(9-11)-2aa LS4(9-11-10a || -students worked on a packet that helped in understanding of the material presented in notes - || -completed worksheets for a grade -informal assessment || -projector -computer -elmo || 1 2 3 ||  || -work in groups of two or three and generate a persuasive powerpoint presentation to aid in bioethical debate -debate chosing a stance to take on the chosen topic -justify their stance with a presentation -critique and critisize other classmates presentations -grades are based on my feedback as well as classmates || LS4(9-11)-10a LS4(9-11)-10aa || -worked in groups on project || -progress on project || -computer cart || 1 2 3 4 ||   || -identify the organs of the female reproductive system -discuss the functions of each of the organs -describe the function of the vesicullar follicle and corpus luteum of the ovary -define endometrium, ovulation, mometrium || LS4(9-11)-10a LS4(9-11)-10bb LS1(9-11)-10CC || -students took notes and had class discussion -exit slip -journal writing POD || -notes -exit slip -informal assessment ||  || 1 2 3 ||  || -indicate the location of the following regions of the uterus, cervix, fundas, and body -describe oogenesis -desrcibe the influence of FSH on ovarian function || LS4(9-11)-10a LS4(9-11)-10bb LS1(9-11)-10CC || -start class with review from friday (all students answer at least one question) -note taking -POD || -informal assessment -notes in notebook -POD in notebook ||  || 1 2 3 ||  || -describe the functions of the vesicullar follicle and corpus luteum of the ovary -define endometrium, myometerium, and perimetrium layers of the uterus || LS4(9-11)-10a LS4(9-11)-10bb LS1(9-11)-1cc || -start class with assessment from yesterdays material -notes from ppt -wkst || -assessment -notebook (notes) -questions ffrom ppt as we move along -wkst (label female reproductive organs and answer various inquiry questions based on material presented to students) -collected wkst and graded for an in-class grade ||  || 1 2 ||  || -outline embryonic development from conception to birth || LS4(9-11)-10a LS4(9-11)-10bb || Students watched a discovery documentary "from conception to birth" || -students took notes from movie and I will use the notes to produce test questions and generate discussion topics || -movie -projector -computer || 1 2 3 ||  || -define and describe oogenesis ||   ||   ||   ||   ||   ||   ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/8/11 || The Human Body Orientation: From atoms to organisms || Students are able to :
 * 9/9/11 || The Human Body Orientation:From atoms to organisms || Students will be able to:
 * 9/12/11 || The Human Body Orientation:from atoms to organisms || Students will be able to:
 * 9/13/11 || The Human Body Orientation:from atoms to organisms || Students will be able to:
 * 9/14/11 || The Human Body Orientation:from atoms to organisms || Students will be able to:
 * 9/15/11 || The Human Body Orientation:from atoms to organisms || Students will be able to:
 * 9/16/11 || The Human Body Orientation:from atoms to organisms || * all above standards are assessed (quiz) || all standards above || -quiz
 * 9/19/11 || The Human Body Orientation:from atoms to organisms || Students will be able to:
 * 9/20 || The Human Body Orientation:from atoms to organisms || Students will be able to:
 * 9/21 || The Human Body Orientation:from atoms to organisms || Students will be able to:
 * 9/22 || The Human Body Orientation: from atoms to organisms || Student will be able to:
 * 9/23 || The skeletal system || Students will be able to:
 * 9/26 || The skeletal system || students will be able to:
 * 9/27 || Research Project || Students will be able to:
 * 9/28 || Research Project || Students will be able to:
 * 9/29 || Research Project || Students will be able to:
 * 9/30 || Research Project || Students will be able to:
 * 10/3 || Skeletal System || Students will be able to:
 * 10/4 || Skeletal System || Students will be able to:
 * 10/5 || Skeletal System || Students will be able to:
 * 10/6 || Skeletal System || Students will be able to;
 * 10/7 || Skeletal System || Students will be able to:
 * 10/12 || Skeletal System || Students will be able to:
 * 10/13 || Skeletal System || Students will be able to:
 * 10/14 || Skeletal System || Students will be able to:
 * 10/17 || Skeletal System || Students will be able to:
 * 10/18 || Skeletal System || Cummulative test || all above standards || TEST || TEST || TEST ||  ||   ||
 * 10/19 || Skeletal System || Students will be able to:
 * 10/20 || Students were with Mr Donnelly for my class watching a film at stadium ||  || LS1(9-11)-1a
 * 10/21 || The Reprductive System || Students will be able to:
 * 10/24 || The Reproductive System(male) || -define meiosis and mitosis
 * 10/25 || The Reproductive System(male) || Students will be able to:
 * 10/26 || The Reproductive System(male) || Students will be able to:
 * 10/27 || The Reproductive System(male) || continued work on project ||  ||   ||   ||   ||   ||   ||
 * 10/28 || The Reproductive System(male) || continued work on project ||  ||   ||   ||   ||   ||   ||
 * 10/31 || The Reproductive System(male) || reviewed for test and continued work on project ||  ||   ||   ||   ||   ||   ||
 * 11/01 || The Reproductive System (male) || Test || all standards as listed above are assessed ||  ||   ||   ||   ||   ||
 * 11/02 || The Repoductive System (male)/bioethical issues || Presentations || LS4(9-11)-10aa || -students all had to grade each others group presentations || -students grades -my grades (were combined together for a final grade) ||  ||   || making students grade each kept them fully engaged in presentations ||
 * 11/03 || The Reproduction System (female)/ bioethical issues || Continued Presentations || LS4 (9-11)-10aa ||  || -students in block one were taken to the computer lab to write their refections phase one and two in digication ||   ||   ||   ||
 * 11/04 || The Reproductive System (female) || Students will be able to:
 * 11/7 || The Reproductive System (female) || Students will be able to:
 * 11/8 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/9 || The reproductive System (female) || Students will be able to:
 * 11/10 || The reproductive system (female) || Students will be able to:
 * 11/11 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/14 || The Reproductive System (female) || Students will be able to:
 * 11/15 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 11/16 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 11/17 ||  ||   ||   ||   ||   ||   ||   ||   ||