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Introduction
• Name
• School and grade
• Have you taught the Human body?
• What is your comfort level with the human body systems?
What Kind of Notebook?
Composition book
• lined or graph paper
Spiral notebook
3 ring binder
Paper folder
Little pieces of paper
SEPUP Notebook
Setting up the Notebook:
Title Page
Table of Contents
Number the pages
Date your entry
Appendices
Reflection
If you only had time to teach 3 body systems, which 3 would you teach? WHY?
1.
2.
3.
Activity 11: Traffic Stop
White spaceWhat do you know about the effects of alcohol on the body?
Challenge: What human body systems are affected by alcohol?Vocabulary: impaired, evidence, qualitative, quantitativeProcedure: How to do a role play.Pre-read, read, post-readThree level reading guide
Activity 54: Traffic Stop
Data: AQ #1
Conclusion Analysis question 3 &4: qualitative & quantitative
What did I learn?Re-visit of white space – What can I add?
Notes to myself: Talk to parents about the effects of alcohol.
Activity 12: What’s Happening Inside!
White space
List as many organs as you can in 30 secs.
Challenge: What do you know about the organs and systems of the human body?
Background: What is a system?
Vocabulary: all systems, function and structure
Procedure: four parts
A – Draw body organs. Label & function
Part B – Card sort & Do worksheet 12.1
Part C – Do model
Part D – Review using body system sheets and Fun Facts
Conclusion Review your drawing. What have you learned
AQ 5 or AQ 6 as Assessment?
Notes to myself: AQ 7 reflection
What is happening inside?
White space
How does learning about your body help you?
Challenge: How does your liver help to keep your body in balance?
Vocabulary: Regulate, toxin
Procedure:
Pre-Read – what do you know? Step 1
How do you do the role play?
Activity 13 : Living with your Liver
Activity 13 - Liver
Data: Notes from role play
Conclusion Do analysis question 3 for reflection
What did I learn?
Notes to myself: Is there an liver disease in your family?
Activity 14: Breakdown
White space
Your mother tells you to chew your food?
Why?
Challenge: Why is it important to chew your food?
Background: Notes
Vocabulary: Surface area, mechanical breakdown, chemical breakdown
Procedure:
Part A: do and stop
Part B: Inquiry
Activity 14: Breakdown
Data: Part A – variables and end point
Part B - full lab write up (TR-151 - appendix)
AQ 1 for conclusion
Conclusion Do analysis question 4 for assessment of understanding
What did I learn?
Notes to myself: Why do I need to chew my food?
Activity 15: Digestion: Absorbing Tale
White space
Talking drawing
Burrito(Next slide)
Challenge: How does your digestive system work?
Vocabulary: Absorb, cross section, nutrients
Procedure:
Reading/ Stop to think
Drawing
Chart
Cross section
Activity 15: Digestive System
Data: Stop to think
Drawings: Cross section (next slide)
What are nutrients?
Chart AQ 2
Conclusion:Word sort AQ #5
Re-visit white space answer.
What did I learn?
Activity 16: Support System
White Space
Have you ever looked carefully at a chicken wing?
Anticipation guide
Challenge: How do the structures of the chicken wing or the human arm perform its function?
Vocabulary: bones, muscles, tendons, ligaments, cartilage, joint
Procedure: Part A - pre
Part B - dissecting
Part C - reading
2 pages
Data: observations and drawingsConclusion
AQ 2 thru 6
Re-visit white space answer.
What did I learn?
Notes to myself: can you recognize muscles, ligaments, tendons and cartilage in other foods?
Chicken Wing
Activity 17: Gas Exchange
White space
Anticipation guide (B-85)
Challenge: How much carbon dioxide is in your exhaled breath?
Background: BTB and safety
Vocabulary: Indicator, respiratory system, structure, function, control
Procedure:
Part A: Set up
Part B: Experiment
Activity 17: Gas Exchange
Data: Data Table in journalConclusion: Composition of air AQ #2
What it I learn?
AQ 1 for control
AQ 5 for review of qualitative and quantitative
Re-visit anticipation guide.
Label and functions on diagram
Notes to myself: Extensions
Activity 18: Circulation Game
White space
KWL (B-101)
Challenge: What does blood do as it travels around your body?Vocabulary: cardiovascular
Procedure: Part A: set up
Part B: game•Model it•Try it•Make corrections try again•Change roles•Blockage
Activity 18: Circulation game
Data: KWL
Functions chartConclusion: do AQ 5
AQ 4 for assessment?
What did I learn?
Reflection: Why is the circulatory system so important?
Activity 19 : Heart-ily Fit
Pulse rate lab
How have you done this before?
Activity 19 : Heart-ily Fit
Pulse rate lab
How have you done this before?
Activity 20 : Great Aunt Lily’s will
New issue
How would you spend a million dollars to help fight heart disease?
How do we promote good health?
Role play
Aunt Lily’s will
Data: How would you spend the money?
Conclusion: Tradeoffs
Assessment : AQ 5
Re-visit white space answer.
What did I learn?
Notes to myself : reflection AQ 6
Activity 21: Inside the Pump
White spaceWhat are the functions of the heart?
Use your journal.
Challenge: What type of pump is better for pumping water? What does this tell you about the structure of the heart
Vocabulary: model, structure and function
Procedure: messy procedure
Draw this. What does it look like inside
Activity 21: Inside a pump
Data: drawings
AQ 2Conclusion:
What did I learn?
Which pump is like the heart? Why?
Activity 22: The Heart: A Muscle
White spaceHow is your heart muscle different from your arm muscle?
Challenge: How can you measure how hard your heart muscle works?
Vocabulary: no new words
Procedure:
Connect to pulse rate - Act 19
Roles
Read chart
Activity 22: The heart as a muscle
Data: Data Table in journalConclusion: How does your volume compare
to the chart?
Why the difference?
Re-visit KWL
Return to white space
What did I learn?
Notes to myself : How can I make my heart work better?
Activity 23: Heart Parts
White spaceDoes the blood in the body flow in one direction? Why?
Challenge: How does your heart work as a double pump?
Vocabulary: Arteries, veins, atrium, ventricle, valves, aorta, capillaries
Procedure: Reading
Direct instruction?
Do stop to think
Label and color diagram
Activity 23: Heart Parts
Data: DrawingsConclusion:
Word sort
Venn diagram
Revisit vocabulary
Assessment – AQ #3 & 4 or AQ 7
What did I learn?
Notes to myself: computer animation
Activity 24: Round and Round
White space
Design a model.
Challenge: How can your group design a model to show circulation to the lungs and body?
Vocabulary: blood vessels, model
Procedure:
Design the model
Activity 24 Round and Round
Data: Draw model
Color, labels, arrowsConclusion: Reflect on the success of your
model.
Turn in drawing for a grade. Setting criteria.
What did I learn?
Closing activities
25 - Healing heart - reading
26 - Heart Sounds - You be the doctor
27 - Pressure is On - model high blood pressure
28 - Heart problems - what happens with blockage
29 -Helping Heart - finding your risk
SEPUP Lesson Plan
Assessment: Final Thought
Establish Criteria
Are there clear expectations?
Scoring Guide
4 Above and beyond
3 Complete and correct
2 Incomplete
1 Incorrect
0 No response/wrong
question
ReflectionWho owns the learning?
How are we giving ownership of the learning to the students?
3 ideas
