OUR WILD WONDERFUL NERVOUS SYSTEM ELAINE HARDMAN ALTA HIGH SCHOOL

OUR WILD WONDERFUL NERVOUS SYSTEM

ELAINE HARDMANALTA 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.• 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

Malesfemales

Current Grade Distribution & Latest Science CRT Test Scores

Current GPA

3.0+2.0-2.991.0-1.99below 1.0

Latest CRT Results

Level 4Level 3Level 2Level 1not tested

PLAN Test Results 2012 - 2013

PLAN Test results - Science

PLAN Test

Above BenchmarkBelow Benchmark

Student Survey

Technology and Students

Task AnalysisObjective 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

• 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

• 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

• 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 reportLesson 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.•

Development Document

• 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 pre-test 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.