Science+12

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)-1a====== LS2(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 || Exit slip, t/f science misconceptions wkst, oral || reading, 10% of the human brain,elmo,projector || 1 2 3 || n/a || 1. Define anatomy and physiology 2. Explain how anatomy and physiology are related 3. 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 || Review exit slip from monday ppt notes watch clip from secret life of the brain...pbs || Exit slip: -How could a person understand anatomy without understanding physiology? -oral assessment -review reading 10% of the human brain -Students wrote 6 double entry journals and each student was required to share at least one with the class || 1. pbs.org 2. essential of human anatomy and physiology || 1 2 || n/a || 1. Define anatomy and physiology 2. Explain how anatomy and physiology are related 3. Name the levels of structural organization that make up the human body and explain how they are related || LS1(9-12)-2a || Packet: the human body an orientation
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/ Readings ||~ DOK ||~ Special Considerations ||
 * 9/9/10 || The Human Body Orientation: From atoms to organisms || Students are able to :
 * 9/10 || The Human Body Orientation: From atoms to organisms || Students will be able to:
 * 9/13 || The Human Body Orientation: From atoms to organisms || Students will be able to:

recap of last week || recap :students each write on board one of the systems and one of the six organizations and explain at least one function and organ of each system || Anatomy and physiology, coloring workbook elmo projector || 1 2 3 || finished too quickly. Plan more next time Students did not know the meaning of dynamic or static || -List functions that humans must perform to survive -List the survival needs of the human body -define homeostasis and explain the importance -define negative feedback and its role in maintaining homeostasis and normal body function -compose a creative short story or fable || LS4(9-11)-10b || -warm up creative writing (write a short fable or folklore in attempt to explain a real biological function, an example is given. -notes on homeostasis -two video clips: negative feedback, and positive feedback || exit slip: when we say that the body demonstrates homeostasis, do we mean that the conditions in the body are unchanging? || projector 1.Nova.org 2. essential of human anatomy and physiology 3. Daily warm-ups biology 4. speakers || 1 2 3 || Quick time wouldn,t work correctly had to watch clips in realtime || -List functions that humans must perform to survive -List the survival needs of the human body -define homeostasis and explain the importance -define negative feedback and its role in maintaining homeostasis and normal body function || LS4(9-11)10b || -review exit slip from 9/15 -hand back the human body: an orientation packet and go over answers -review for quiz -video (block 3 and 4) || -exit slip: thirst a negative or postive feed back mechanism?explain -home work research a diseae that effects the assigned body system || 1.projector 2.elmo 3.essential of human anatomy and physiology || 1,2 || block 1 finished way ahead of everyone else so we went to computer lab to work on homework. || -Verbally describe or demonstrate the anatomical position -Use proper terminology to describe body directions, surfaces, amd body planes || LS4(ext)-10bb || -students modeled the anatomical position and discussed the importance in having a standard -powerpoint notes were given -two visual hand outs were given and discussed || - went around the class and verbally assessed every student -exit slip -students also had to act as models while describing body planes || 1.projector 2.elmo 3.essential of human anatomy and physiology || 1 2 3 || Block 4 fell behind an entire lecture, too many personalities in that class....had to do a mini lesson on learning styles north, east, south, west || -locate the major body cavaties and list chief organs within || LS4(ext)-10bb || - students were told to make flash cards with vocab words from this section || -students made drawings of any organism and show the three different body planes (cuts) -exit slip slide 8 ppt || 1.projector 2.essential of human anatomy and physiology || 1 2 3 4 || n/a || LS1(9-11)-1b LS1(9-12)-2a || -students took quiz that included: the body systems, defining anatomy and physiology, homeostasis, and homeostatic control mechanism -went over homework discussed various diseases that affect humans || Quiz ||  || 1 2 3 || n/a || -examine legtimate websites and research a disease that inflicts humans -compose an MLA paper -compose a powerpoint presentation || LS4(ext)-10bb || -went to computer lab to work on project || -every one had to show me evidence of progress on project to get credit for the day || computer lab for students use || 1 2 3 4 || I will be gonemost of the day at a necap session with butler || -examine legtimate websites and research a disease that inflicts humans -compose an MLA paper -compose a powerpoint presentation || LS4(ext)-10bb || -students took a quiz on anterior regional areas of the body -went to computer lab to work more on project || -quiz -every student had to show evidence of progress on project || computer lab || 1 2 3 4 || met with Carri because the rubric didnt work with this project. I had to develpop a rubric for imformative writing || -Discuss what the brain is capable of when pushed to the limit -Recall the chemicals that the brain releases during these stressful times || LS4(ext)-10bb || -students took a quiz on posterior regions of the body -students watched Human body: pushing the limits Brain Part of a 4 part serious || -quiz -informal assesment every student was required to report one fact that was knew knowledge || -projector -computer -slingbox || 1 2 || recorded from science channel and was able to show through sling box next year maybe buy serious || -Identify the sundivisions of the skeletal system as axail or appendicular -list the major functions of the skeletal system -name the four major classifications of bones || LS4(9-11)-10a LS1(9-11)-1b || -went over quizes from last week -Handed and went over new rubric for paper -took notes on skeletal system -exit slip || -exit slip || projector computer || 1 2 || n/a || -Identify the vestegial organs -Describe what appendicitus is -Evaluate what the possible reasons for the vestegial organs || LS1(-11)-1a LS1(9-11)-1B || Student read an article from science daily "what is the appendix gooof for" || -questions before reading during reading after reading -homework research another vestegial organ and hypothesize what the use could have been for before evolution || Science daily.com || 1 2 3 || I was out today, this was a sub assignment || -on a skull diagram, identify and name the bones of the skull -Name the parts of a typical vertebra Explain how the cervial thoacic and lumbar differ || LS4(9-11)-10a || -Review form monday informal testing every student will answer review questions -review reading and go over homework -label and color vertebral column -thoracic cage -skull (three views) -into to debate pick topic and teams || -informal assessment -4 colored workbook pages -homework || Anatomy and physiology, coloring workbook elmo projector || 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 cervial thoacic and lumbar differ -discuss the importance of the invertebral discs and spinal curvature -explain how the abnormal spinal curvature dffer. || LS4(9-11)-10a || -each student had to come to the front of the room and when promted point to the bone of the skull or face that I was asking for -Went over the labeling activity from yesterday -went over reading and homework || - when asked to come to the front of the room to point out the bone of choice student received points for correct answers || -projector -Essientials of -human anatomy and physiology -skeleton (which does not have a name) -colored pencils || 1 2 3 || had a problem with a student that ruined the feel for the class put me off a little || -list the major functions of the skeletal system -name the four major classifications of bones || LS1(9-11)-1b || - Students will take a quiz - students will watch an episode of bones (the TV show) -Students will write down all of the bones mentioned in the episode and look up for homework || -quiz -a list of bones from episode || -projector -computer -slingbox || 1 2 ||  || -create a powerpoint presentation pertaining to their disease(topic) -present their research to the class -critique other students presentations || LS4(ext)-10bb || - students presented their projects || -rubric for ppt -question and answer time for each presentation || -projector -computer || 1 2 3 4 || N/A || -Indentify on a skeleton or diagram the bones of the shoulder girdle -arms -verterbra -thoracic cage || LS4(ext)-10bb LS1(9-11)-1b || -students are still finishing their powerpoint presentations -reviewed from last Thurday the bones of the spine and thoracic cage || -informal assessment called up students one by one from class list to point out various bones on the skeleton -rubric for presentations -went over homework || -projector -computer -skeleton || 1 2 3 4 || N/A || -Identify on a skeleton or a diagram the bones of the shoulder girdle and the hand: carpals, metacarpals,phlanges || LS1(9-11)-1a LS4(9-11)-10 || presentations(cont.) --informal assessment (point out bones on skeleton) || -informal assessment (point out bones on skeleton) -students labeled and colored the bones that make up the hand, arm and forearm || projector -Essientials of -human anatomy and physiology -skeleton (which does not have a name) -colored pencils || 1 2 3 ||  || -compare and contrast the bones of a female hand as it ages || LS1(9-11)-1a LS4(9-11)-10 || -presentation -activity; the aging hand (packet) -examined a females hand as it ages - || -Quiz on verterbral column and thoracic cage -activity; the aging hand (packet) || [|http://teachhealthk-] 12.uthscsa.edu/curriculum /bones/bone.asp ||  ||   || -Identify on a skeleton or a diagram the bones of the shoulder girdle and the hand: carpals, metacarpals,phlanges || LS1(9-11)-1a LS4(9-11)-10 || -had to a little housekeeping today (catch culinary students up) -still doing presentations -problem of the day (review problem getting ready for big test) -finished the aging hand activity from friday || -informal assessment all students lined up to point to various bones on the skeleton -problem of the day (handed in for a grade) -assigned reading (strong bones) to be read and 6 double entry journals || projector -Essientials of -human anatomy and physiology -skeleton (which does not have a name) || 1 2 3 || students in culinaryt are feeling overworked and are falling behind || -Identify on a skeleton or a diagram the bones of the pelvic girdle, leg, and foot -differentiate between the joints -compare between stuructural and functional joints -Analyze a skeleton and determine by looking at pelvic girdle the gender of the skeleton || LS1(9-11)-1a LS4(9-11)-10 || -collected homework -reviewed the bones of the hand and shoulder girdle -took the remaining notes of the skeletal system || -all students lined up to point to various bones on the skeleton -labeled a workshee diagram that had a diagram of a foot and pelvic girdle. || -projector -computer -Essientials of -human anatomy and physiology -skeleton (now we know the sex so we can name him) -Anatomy and physiology, coloring workbook || 1 2 || a big test is scheduled for friday but it may be pushed to monday (i feel as though they need more review) || -name the three major categories of joints, and compare the amount of movement allowed be each -label a whole skeleton (every bone) -Analze pictures of skeleton across a life time and determine the order in which they belong (by age) || LS4(9-11)-10a LS1(9-11)-1b || -students were called up to point to various bones on the skeleton -students labeled a complete skeleton with teacher assistance (on elmo) -students did an activity where they had to cut and paste the correct skeleton with the correct age in life || -all student were informally assesed by pointing to various bones on the skeleton -the activity was collected and graded as 1/2 of a project grade combind with the aging hand activity from last friday -all students labeled the skeleton || -projector -computer -Essientials of -human anatomy and physiology -skeleton -Anatomy and physiology, coloring workbook -elmo || 1 2 3 4 || classes went really well today had to push big test to Monday students needed more review || -particpate in powerpoint jeopardy to review for exam on monday || LS4(9-11)-10a LS1(9-11)-1b LS4(9-11)-10 || -jeopardy students will compete for extra credit points for exam (worth two test grades) || -students will participate in groups of three and answer questions that will help them with the test on monday || -projector -computer || 1 2 3 ||  || 2 3 4 ||   || -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 LS1 LS4(9-11)-10a || -taking notes -labeling diagrams -watching video clips || -informal assesment at the start of class and the end -diagram || -projector -computer -human anatomy and physiology || 1 2 3 ||  || -define meiosis and mitosis -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 LS1 LS4(9-11)-10a || -taking notes -labeling diagrams -video clips || -informal assessment at the start and end of class -diagram -class discussion || projector -computer -human anatomy and physiology || 1 2 3 ||  || -distinguish between meiosis and mitosis -predict the final products of meiosis and mitosis -explain what the secondary sex characterisics are || LS1(9-11)-1a LS1(9-11)-1b LS1(9-11)-2a LS1(9-11)-2aa LS1 LS4(9-11)-10a || -did 2 worksheets that aided in understanding of the material -my daughter broke her finger so students were able to view a real x-ray and determine where the break was -looked at real ossification centers -reviewed from the day before || -3 worksheets counted as an in class grade -informal assessment as well || projector -computer -human anatomy and physiology || 1 2 3 4 || students view worksheets as busy work! || -desribe how the human body can respond when pushed to the limit || LS4(9-11)-10a LS4(9-11)-10aa || -students will watch: When the Human Body is Pushed to the Limit (from sci chanel) || -double entry while watching the movie -discussion after || -slingbox
 * 9/15 || The Human Body Orientation: From atoms to organisms || Students will be able to:
 * 9/16 || 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:
 * 9/17 || The Human Body Orientation: From atoms to organisms || Students are assessed on all of the above objectives || LS1(9-12)-1a
 * 9/22 || The Human Body Orientation: From atoms to organisms || Students will be able to:
 * 9/23 || The Human Body Orientation: From atoms to organisms || Students will be able to:
 * 9/24 || The Human Body Orientation: From atoms to organisms || Students will be able to:
 * 9/27 || The Skeletal System || Students will be able to
 * 9/28 || The Skeletal System || Students will be able to:
 * 9/29 || The Skeletal System || Students will be able to:
 * 9/30 || The skeletal system || Students will be able to:
 * 10/01 || The Skeletal System || Identify the sundivisions of the skeletal system as axail or appendicular
 * 10/4 || The skeletal system || I was out so students went to computer lab to work on digication ||  ||   ||   ||   ||   || I need to make a sub folder, because today I was out and was too sick to send work...students were able to work on digication ||
 * 10/5 || The skeletal system || Students will be able to
 * 10/6 || The Skeletal System || Students will be able to:
 * 10/7 || The skeletal system || Students will be able to:
 * 10/8 || The skeletal system || Students will be able to:
 * 10/12 || The skeletal system || Students will be able to:
 * 10/13 || The skeletal system || Students will be able to:
 * 10/14 || The skeletal system || Students will be able to
 * 10/15 || The skeletal system || students will:
 * 10/18 || The skeletal System || Cummulative Test || TEST || TEST || TEST || TEST || 1
 * 10/19 || The Reproductive System || Students will be able to:
 * 10/20 || The Reproductive System || Students will be able to:
 * 10/21 || The Reproductive System || Students will be able to:
 * 10/21 || The reproductive system || Students will be able to :

-computer -projector || 1 2 ||  || -work in groups of two and generate a persuasive powerpoint presentation about a bioethical question that is provided to them -debate chosing a stance to take on the topic -justify ther stance with a presentation -critique and critisize other classmates presentation || LS4(9-11)-10aa || -work in groups of two in the computer lab -project will be worked on for two days and due the following week || -powerpoint presentaion -research for debate || computer lab || 1 2 3 4 || I was out in DC || -work in groups of two and generate a persuasive powerpoint presentation about a bioethical question that is provided to them -debate chosing a stance to take on the topic -justify ther stance with a presentation -critique and critisize other classmates presentation || LS4(9-11)-10aa || -work in groups of two in the computer lab -project will be worked on for two days and due the following week || -powerpoint presentaion -research for debate || computer lab || 1 2 3 4 || I was out in DC || 2 3 4 || all culinary kids were out || -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 LS1 LS4(9-11)-10a || -reviewed for the quiz on monday || -informal assessment on the whole male reproductive system -students had to participate in labeling a male reprodction diagram and reviewed meiosis and mitosis and what the products are of each || projector -computer -human anatomy and physiology -elmo || 1 2 || culinary kids are falling way behind is causing stress! || -work in groups of two and generate a persuasive powerpoint presentation about a bioethical question that is provided to them -debate chosing a stance to take on the topic -justify ther stance with a presentation -critique and critisize other classmates presentation || LS4(9-11)-10aa || -work in groups of two and presented project || -students had to pursuade the other students to change their mind on a bioethical topic -peer review || -projector -computer || 1 2 3 4 ||  || -identify the organs of the female reproductive system -discuss the function of each of the organs -describe the functions of the vesicullar follicle and corpus luteum of the ovary -define endometrium, myometrium,ovulation -indicate the location of the following regions of the uterus: cevvix, fundas, body || LS4(9-11)10a LS4(9-11)10bb LS1(9-11)1cc || - take notes and have class discussion -finish bioethical issues presentations -exit slip -journal writing || -exit slip -peer review -journal writing -presentations -class vote || -projector -computer -Essentials of human anatomy and physiology by Marieb || 1 2 3 4 ||  || -define and describe oogenesis -describe the influence of FSH and LH on ovarian function -describe the phases and controls of the menstrual cycle || LS4(9-11)10a LS4(9-11)10bb LS1(9-11)1cc || take notes and have class discussion -finish bioethical issues presentations -exit slip -journal writing || exit slip -peer review -journal writing -presentations -class vote || projector -computer -Essentials of human anatomy and physiology by Marieb || 1 2 3 ||  || -define and describe oogenesis -describe the influence of FSH and LH on ovarian function -describe the phases and controls of the menstrual cycle || LS4(9-11)10a LS4(9-11)10bb LS1(9-11)1cc || -start class with an informal assesment(go down the class list asking each student a question from Friday material) -block one finished presentations -notes from ppt || -informal assesment -presentations -exit slip || projector -computer -Essentials of human anatomy and physiology by Marieb || 1 2 3 ||  || -follow the path of an oocyte from oogenesis to leaving the body || LS4(9-11)10a LS4(9-11)10bb LS1(9-11)1cc INSERT WRITING GSE || -class will work on a wkst that is a journey through the ovary finally exiting the body -after filling in the blanks on the worksheet the students will write their own story || -creative writing -wkst filled in -creative short story || projector -computer -Essentials of human anatomy and physiology by Marieb || 1 2 3 4 || I went home early madi was sick || -describe the phases and controls of the menstrual cycle -review material for test on friday see above objectives || LS4(9-11)10a LS4(9-11)10bb || -played a game: I wrapped up all test questions in a giant ball and tossed it around the room while playing music, when I stopped music student urwrapped a question and if answered correctly was allowed to remain standing; last student standing get 10 points for test || -informal assesment during game see left note -also collected wksts from yesterday || projector -computer -Essentials of human anatomy and physiology by Marieb || 1 2 3 ||  || identify the organs of the female reproductive system -discuss the function of each of the organs -describe the functions of the vesicullar follicle and corpus luteum of the ovary -define endometrium, myometrium,ovulation -indicate the location of the following regions of the uterus: cevvix, fundas, body define and describe oogenesis -describe the influence of FSH and LH on ovarian function -describe the phases and controls of the menstrual cycle || LS4(9-11)10a LS4(9-11)10bb LS1(9-11)1cc || QUIZ || QUIZ || Essentials of human anatomy and physiology by Marieb || 1 2 3 ||  || -descrtibe the structure and function of the mammary glands -describe the function of the chemicals estrogen and progestrogen and how they relate to embryonic development -describe a mammogram and what it tests for -compare triple negative breast cancer with other types of breast cancer -report the types of treatments of triple negative breast cancer || LS4(9-11)10a LS4(9-11)10bb LS1(9-11)-2b LS4(9-11)9a || -tudents took notes and labeled a diagram of the mammary gland -watched a video from discovery health that documents three woman with triple negative breast cancer || -students were required to take notes on the video -short question and answer after video || -projector -discovery health -slingbox -essentials of human anatomy and physiology by Marieb || 1 2 3 ||  || -Name the two major types of structures composing the lymphatic system -Describe the proctive function of skin and mucous membranes -Explain the importance of phagocytes and natural killer cells -Compare and contrast B and T cells || LS4(9-11)9b LS4(9-11)10a LS4(9-11)10b LS4(9-11)10bb || -students will complete a webquest -various video and games and websites to answer a variety of questions || -studenst will hand in the webquest worksheet and will be graded and counted for a project grade || -computer lab time || 1 2 3 || I was on a field trip || -illustrate that when an enviroment changes, the survival advantage/disadvantage of some characteristics change || LS3(9-11)8a || -students will take notes in their journal from the film || -informal assessment at the end of the movie and notes will be collected for a grade || -computer -projector -slingbox || 1 2 ||  || -define fertilization and zygote -describe implantation -distinguish between an embryo and a fetus -list the major functions of the placenta || LS1(9-11)1a LS1(9-11)1b LS4(9-11)10bb || -active listening -notes were copied and given out with spaces left blank for students to fill out --clips where added to slide ow show to enhance learing of concepts || -homework: research a homeostatic imbalance of pregnancy and report findings to class -informal assesmenmt at the end of class || -projector -computer -penn state medical clips || 1 2 ||  || -Indicate several ways that pregnancy alters or modifies the functioning of the mothers body -describe how labor is intiated and briefly discuss the 3 stages of labor -define menopause -describe all the different birth control methods || LS1(9-11)1a LS1(9-11)1b LS4(9-11)10bb || -active listening -notes were copies and given out with spaces left blank for students to fill in -many clips and animations will be viewed to help understanding of the concepts -h.w. reading about the placenta || -notes filled in -h.w. 6 double entry journals from reading -informal assesment at the end of class -went over h.w research from previous night || -projector -computer -penn state mediacl clips || 1 2 3 ||  || see above objective from 11/29-11/30 || LS1(9-11)1a LS1(9-11)1b LS4(9-11)10bb || -complete a workbook packet that will access the understanding of concepts learned || -workbook ||  || 1 2 3 || I was out sick || -write 6 double entry journals from "placenta its whats for dinner" || LS1(9-11)1a LS1(9-11)1b LS4(9-11)10bb || -review concepts -corrected worksheets -student led corrections -watched video clips that enhanced understanding || -worksheets -informal assessment
 * 10/25 || Bioethical issues || Students will be able to:
 * 10/26 || Bioethical issues || Students will be able to:
 * 10/27 || Digication project reflection || -Students will write reflections on the three projects that were completed in this class || insert writing GSE || -worked on three reflections that will later be posted on digication || -reflections (3 paragraphs) ||  || 1
 * 10/28 || Film || Students with Mr Donnelly all morning watching a John Wayne Movie ||  ||   ||   ||   ||   ||   ||
 * 10/29 || The Male Reproduction System || -discuss the common purpose of the reproductive organs
 * 11/01 || The male reproductive system || Quiz ||  || Quiz || Quiz ||   ||   || only 45 minute classes-half day sr colleage help in the afternoon ||
 * 11/02 || NO SCHOOL ||  ||   ||   ||   ||   ||   ||   ||
 * 11/03 || Bioethical Debates || Students will be able to:
 * 11/4 || Female Reproductive System || The students will be able to:
 * 11/5 || Female Reproductive System || The student will be able to:
 * 11/8 || Female reproductive system || The student will be able to:
 * 11/9 || Female reproductive system || The student will be able to:
 * 11/10 || Female reproductive system || The students will be able to:
 * 11/12 || Female reproductive system || The students will be assesed on the following objectives:
 * 11/15 || Embyonic Development || The students will be able to:
 * 11/16 || NWEA || NWEA ||  || NWEA || NWEA || NWEA ||   ||   ||
 * 11/17 || NWEA || NWEA ||  || NWEA || NWEA || NWEA ||   ||   ||
 * 11/18 || Food Drive || -students put together all of the food that Beacon raised for the food drive ||  ||   ||   ||   ||   ||   ||
 * 11/19 || Immune System || Students will be able to:
 * 11/22 || NWEA || NWEA ||  || NWEA || NWEA || NWEA ||   ||   ||
 * 11/23 || NWEA || NWEA ||  || NWEA || NWEA || NWEA ||   ||   ||
 * 11/24 || watched Life the movie || Students will be able to :
 * 11/29 || Embryonic Development || Students will be able to:
 * 11/30 || Embryonic development || Students will be able to:
 * 12/01 || Embryonic development || Students will be able to-
 * 12/02 || Embronic development || see above ojectives 11/29-11/30

-student work is displayed on elmo -6 double entry journals || -computer -projector -elmo || 1 2 ||  || -define fertilization and zygote -describe implantation -distinguish between an embryo and a fetus -list the major functions of the placenta || LS1(9-11)1a LS1(9-11)1b LS4(9-11)10bb || -played powerpoint jeopardy -reviewed for test -went over packet and made sure students has corrected their mistakes || -corrections made to packet -extra points were awarded to winning teams || -computer -projector -elmo || 1 2 3 ||  || LS1(9-11)1b LS4(9-11)10bb || -test consisted of 23 multiple choice questions and 4 short answers with clinical applications -students will read the first 3 chapters in 'Cartoon Guide to Chemistry" -some students will do double entry journals -students that are ahead will read more chapters and report to the class on what they read || -TEST || --"cartoon guide to genetics" -Human Anatomy and Physiology || 1 2 3 4 ||  || FT (denotes field trip) || The three students that were left behind worked on make-up work || FT || FT || FT || FT ||   ||   || -describe what a Fermi estimate is -use a Fermi estimate to determine lung capacity for blowing up inflatable devices -define tidal volume -define inspiratory reserve volume, expiratory volume and residual volume -describe the function of respiratory system --analyze the mechanics of breathing -differentiate between respiratory disorders || LS1(9-11)-1a LS1(9-11)-1b LS2(9-11)-5a LS2(9-11)5b LS4(9-11)10b || Students will conduct a lab where they measue their lung capacity by filling a balloon They will use fermi estimate to sovle two real life problems 1. How many breaths will it take and how many minutes to fill an air mattress of a particular size as well as a inflatable device -They will compare data to thier hypothosis || -data collected in lab will be compiled and compared -journal entries will be required --completed pre-lab--formal labe report will also be produced || -balloons -measuring tape -calculater -lab was designed by Dr Butler || 1 2 3 4 || studets played with the balloons when lab was completed and it was vert distracting -some students struggled with the math involved in this lab || -Question and hypothesize lung capacity --organize and report data obtained while doing the lab in a formal format -use evidence to draw conclusions based on data collected -represent, analyze, and interpret data - || LS1(9-11)-1a LS1(9-11)-1b LS2(9-11)-5a LS2(9-11)5b LS4(9-11)10b || The students will work on writing the formal lab report based on the lab conducted in the previous class -lab report criteria and rubric is discussed as a class -went to computer lab || -calculations were checked -calculations were compiled into a class data set to be used in making charts and graphs to embed in lab report || -computer lab -calculater || 1 2 3 4 ||  || -Question and hypothesize lung capacity --organize and report data obtained while doing the lab in a formal format -use evidence to draw conclusions based on data collected -represent, analyze, and interpret data || LS1(9-11)-1a LS1(9-11)-1b LS2(9-11)-5a LS2(9-11)5b LS4(9-11)10b || The students will continue work on the formal lab report that will be due on December 20th || -progress on lab reportwas noted by teacher -students are on many levels with this project || computer lab || 1 2 3 4 || I will not be in school. I will be attending a workshop || -Question and hypothesize lung capacity --organize and report data obtained while doing the lab in a formal format -use evidence to draw conclusions based on data collected -represent, analyze, and interpret data || LS1(9-11)-1a LS1(9-11)-1b LS2(9-11)-5a LS2(9-11)5b LS4(9-11)10b || The students will continue work on the formal lab report that will be due on December 20th || progress on lab reportwas noted by teacher -students are on many levels with this project || computer lab || 1 2 3 4 ||  || -describe similarites and differences in the structure and function of the three types of muscle tissue and indicate where they are in the body -Define and explain the role of the following: endomysium, perimysium, epimysium, tendon, and aponeurosis || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -Students will be asked tro write in their notebook every thing they know about the muscular system and what they would like to know -also what they have read about in recent news articles (steriods) || -notes will be taken and a grade for notetaking and active listening will be given || -computer -projector Essiantials of Anatomy and Physiology:Marieb || 1 2 3 ||  || -describe the microscopic structure of skeletal muscle, and explain the role of actin-and myosin-containing myofilaments -Describe how an action potential is initiated in a muscle cell || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -warm up problem (explain the differences between the three muscle types) -note taking -active listening || -notebook check -problem of the day in notebook as well being able to verbally answer || -computer -projector Essiantials of Anatomy and Physiology:Marieb || 1 2 || -side activity students pick a name out of a hat and must write a nice letter about the chosen person anonomously || -describe the events of a muscle cell contraction -use a word web to construct sentences with new vocabulary words || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -word web vocabulary activity -20 vocabulary words were put up on a ppt slide and students had to make 6 sentences 3 sentences had to have two of the words in it 2 sentences had t have three of the words and 1 sentence had to have three words || -after students wrote sentences they had to share them with the class -as a class we graded each individulals work - || -computer -projector -ppt || 1 2 3 || -students had a hard time articulating || LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -students took notes and were had to complete the first 3 pages of a packet on the muscular system which includes a coloring of the muscle activity || -at the start of class I conducted a informal assessment of material covered last week || -computer -projector -ppt || 1 2 || students had a hard time with vocabulary in this unit || -apply scientific data to develop a logical argument concerning steriod use || LS2(9-11)-5b || -we brainstormed as a class how long a known steroid user should be banned from the sport that they play -we read an article that suggested the effects of steroids never go away -following reading the article students wrote a 5 paragragh essay || -brainstorming participation -5 paragraph essay with two quotes from article || -artricle "pumping up" - || 1 2 3 4 || not all classes had a chance to finish next time they should type this up || -define graded response, tetanus, isotonic and isometric -describe three ways in which ATP is regenerated during muscle contraction and relaxation -describe the effects of aerobic and resistance exercise on skeletal muscle. || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -active listening and notetaking -continue work on muscular system packet (#5,6,7,8) || -went over the correct answers 1,2,3,4 in packet to make sure all students have the correct answers -handed in 5,6,7,8 for an in class assignment grade || -computer -projector - || 1 2 3 ||  || LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb ||  ||   ||   ||   ||   || -Define origin and insertion as they relate to muscles -List some criteria used in naming muscles || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -students had a short review from two weeks ago because we were on vacation -students continued work on muscular system packet -finished notes from ppt slide show || -informal assesment and review -after packet is complete the key was put on elmo and everyone participated in explaining the correct answers || -computer -projector -elmo || 1 2 3 || students were very lost because of vacation || -see all above objectives || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -students participated in a game of jeopardy that focused on the muscular system -the winners get 10 points on test -second place 5 points || -extra points for test were given out -teams were of two so that all students were assessed || -computer -projector || 1 2 2 4 ||  || -explain what rigor mortis the mechanism that causes the muscles to tighten after death || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -students will write an in-class essay: When a person dies rigor mortis sets in as ATP synthesis ceases. Explain why the lack of ATP on muscle cells would cause the muscles to become rigid rather than limp soon after death || -collected essay and reviewed them on the elmo || -elmo || 1 2 3 4 ||  || LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || Exam || Exam ||  || 1 2 3 4 ||  || -digication || 1 2 3 ||  || -Report what the human body does on a daily basis, from skin to reproduction -Analyze what happens if homeostatic balance is disrupted in the body || LS2(9-11)-5a LS1(9-11)-1a LS1(9-11)1b LS4(9-11)-10a || Students watched "The Human Body the Machine" || Students had to take very specific notes while viewing the segment -The notes will be used to construct and essay and take a test || -computer -slingbox National Geo channel || 1 2 3 ||  || -List the general functions of each membrane type-cutaneous, mucous,serous, and synovial-and give its location in the body -Compare the structure (tissue makeup) of the major membrane types -list several important functions of the integumantary system -differentiate between the three different types of tissues || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -Students took notes -active listening -warm up problem(list as many functions of the integumentary system as you can) || -informal assessment -warm up problem in notebook || -computer -ppt presentation -projector -essentials of human anatomy and physiology || 1 2 ||  ||
 * 12/03 || Embryonic development || Students will be able to:
 * 12/06 || Embryonic development || Students will be able to apply the knowledege learned to a pratical test. || LS1(9-11)1a
 * 12/07 || Sr class was on a field trip for film class
 * 12/08 || Respiratory system:lung capacity || The students will be able to:
 * 12/09 || Respiratory system:lung capacity || The students will be able to:
 * 12/10 || Respiratory system:lung capacity || The students will be able to:
 * 12/13 || Respiratory system:lung capacity || The students will be able to:
 * 12/14 || The Muscular System || The students will be able to:
 * 12/15 || The Muscular System || The students will be able to:
 * 12/16 || Smoking Seminar || Health and wellness teacher held a workshop with all students all blocks ||  ||   ||   ||   ||   ||   ||
 * 12/17 || The Muscular System || The students will be able to:
 * 12/20 || The muscular system || The students will be able to describe the events of a muscle contraction || LS1(9-11)-1a
 * 12/21 || The muscular system || Students will be able to:
 * 12/22 || The muscular system || Students will be able to
 * 12/23 || Human body overview || Watch a video that describes one day inside your body || LS1(9-11)-1a
 * 1/4 || The Muscular system || Students will be able to:
 * 1/5 || The Muscular System || Students will be able to:
 * 1/6 || The Muscular System || Students will be able to:
 * 1/7 || The Muscular System || Exam of muscular system || LS1(9-11)-1a
 * 1/10 || Digication || Students should be able to present their final portfolio by Feb 2 ||  || -Work on construction and presentation of final presentation || Students produced a handout at the end of class highlighting what they are missing from digication || -signed out computer cart
 * 1/11 || Human body overview of function || Students will be able to:
 * 1/12 || Snow Day ||  ||   ||   ||   ||   ||   ||   ||
 * 1/13 || Snow Day ||  ||   ||   ||   ||   ||   ||   ||
 * 1/14 || The Integumentary System || Students will be able to:
 * 1/18 || The Integumantary System || Students will be able to:

-Describe the distribution and function of the epidermal derivatives-sebaceous glands, sweat glands, and hair. -Name the factors that determine skin color and describe the function of melanin. || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -Students finished notes -warm up (why can a person shave every day and not bleed) || -informal assessment -warm up problem in notebook || -computer -ppt presentation -essentials of anatomy and physiology || 1 2 ||  || -Explain the importance of the "rule of nines." -Summarize the characteristics of basal cell carcinoma, squamous cell carcinoma, and malignant melanoma. || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -students finished notes -review at the start of class -students worked on a packet on the integumentary system -students picked a disorder of the skin from a list given to them -they will produce a brochure about the disorder -criteria sheet was also handed out || -packet two grades in-class work and extra credit - || -computer -ppt presentation -essentials of anatomy and physiology -skin and the body membranes (workbookm packet) || 1 2 3 || students had a hard time using notes to answer questions....that require them to critically think || System || -compose a brochure that would be useful in a doctors office outlining an assigned skin disorder || LS1(9-11)-1a LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -students went to computer lab to design brochure -elements of brochure include: symtoms, who is at risk, who discovered the disorder, pictures, common name, treartment, diagnosis || -progress will be note -project is due on Monday || -computer with brochure templates || 1 2 3 4 ||  || LS1(9-11)-1b LS4(9-11)-10a LS4(ext)-10bb || -continue work on brochure || -completed brochure handed in the end of class - || -computer lab || 1 2 3 4 ||  || 2 ||   || -each student will be required to answer questions and reflect on where they need concentrate their study. || -informal assessment questioning || -essientals of human anatomy and physiology || 1 2 3 ||  || 2 3 4 ||   ||
 * 1/19 || The Integumantary System || -Differentiate between first-, second-, and third-degree burns.
 * 1/20 || The Integumaentary
 * 1/21 || Snow Day ||  ||   ||   ||   ||   ||   ||   ||
 * 1/24 || The Integumantary System || -continue work on brochure || LS1(9-11)-1a
 * 1/25 || Final Review || -students are expected to make a cheat sheet for final exam (using study guide provided to them) || all standards above assessed || -students have started working on study guide (cheat sheet) (final is cumulative) || -progress on study sheet will be noted ||  || 1
 * 1/26 || Final Review || Continue work on study guide || see above || see above || see above ||  ||   ||   ||
 * 1/27 || Snow day ||  ||   ||   ||   ||   ||   ||   ||
 * 1/28 || Final Review || -prepare students to take final exam || see above || -teacher will ask questions similar to those on final
 * 1/31 || Final Exams || 102 multiple choice questions || see above ||  ||   ||   || 1