MAT ED 267 Unit Calendar Map

E. Fan

IB Biology - Human Health and Physiology

IB Unit Name Digestion The Transport System Defense Against Infectious Disease Gas Exchange Nerves, Hormones, and Homeostasis Reproduction Body System Addressed Digestive System Cardiovascular System Immune System Respiratory System Nervous and Endocrine Systems, Homeostasis Reproductive System Day 2-3 4-6 7-9 11-12 13-15, 17 16-18

Day 1 Lesson03

Purpose Introduce students to the Human Health and Physiology unit and assess students prior knowledge on human anatomy and physiology. Students will learn about the structure and function of the organs associated with the digestive system, as well as identify key digestive enzymes. Continue discussion on digestive system and introduce the structure of villus in relation to its role in absorption and transport within the digestive system. Introduce students to the cardiovascular system with focus on the function of the heart and blood flow

Classroom Activities - Writing prompt on anatomy and physiology - Gallery walk for students to demonstrate prior knowledge - Parts of the digestive system rotating stations in groups

Assessments Pre-assessment handout

Homework Textbook reading notes on Higher Level Biology pgs. 151-156 Labeled diagram of the digestive system with notes on organs Being digested point-of-view writing assignment

Station worksheets

3 Lesson01

- Magic School Bus video1 - Think-Pair-Share activity on villus

- Digestive system Do Now worksheet - Think-Pair-Share participation

4 Lesson02

- Writing prompt - Class vote on the color of blood - Go with the flow handout in pairs - Blood circulation animation video - Listening to heart sounds with stethoscopes - Powerpoint lecture - Measuring heart rate lab

- Handout check-ins (through students obtaining teachers approval signature) - Exit ticket with labeling parts of the heart - Heart rate lab questions

Textbook reading notes on Higher Level Biology pgs. 157-161

Continue discussion on cardiovascular system with focus on heartbeat control, arteries/

Sheep heart dissection procedure and pre-lab guide

http://www.youtube.com/watch?v=F8GLxtLdzHs

MAT ED 267 Unit Calendar Map

capillaries/veins, and different blood cells 6 Visualize the cardiovascular system and solidify student understanding of the anatomy of mammalian heart through dissection Introduce the bodys different methods of defense against pathogens and infectious disease (skin, mucous, phagocytic leukocytes) Understand antigens and antibodies, their production, and their roles within the human immune system Conclude the Defense Against Infectious Diseases mini-unit and allow students to understand how infectious diseases spread within a population Assess student knowledge and understanding of the three body systems covered thus far Introduce students to the human respiratory system with focus on the structure of alveoli Sheep heart dissection Sheep heart dissection lab questions

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Sheep heart dissection lab report

- Immune system video - Powerpoint lecture

Immune system video follow-up questions

Textbook reading notes on Higher Level Biology pgs. 162-167 Group video project on assigned topics for immune system Study for mid-unit exam

- Antigens and antibodies reading think-pair-share - Antigens and antibodies online simulation lab

- Think-Pair-Share participation - Simulation lab follow-up questions

9 Lesson04

- Peer review of student-produced videos - HIV simulation class game - Group discussion on social implications of AIDS

- Pop-quiz on life cycle of HIV - HIV simulation game follow-up discussion questions - Student-produced video projects Mid-Unit Exam

10

Mid-Unit Exam

Textbook reading notes on Higher Level Biology pgs. 168-172 Labeled diagram of the respiratory system with notes on organs Textbook reading notes on Higher Level Biology pgs. 173-179 Labeled diagram of the nervous system with

11

- Respiratory system virtual lab2 - Clay alveoli group activity on surface area - Air-flow animation - Respiratory system demonstration with balloon - Hypothesizing volume and pressure changes group station activity - Action potential simulation

- Respiratory system virtual lab follow-up questions - Alveolar surface area calculations - Demonstration discussion questions participation - Group station follow-up questions Simulation follow-up questions

12

Understand the mechanism of ventilation of the lungs in terms of volume and pressure changes Introduce students to the human nervous system and the principles of synaptic transmission

13

http://virtuallabs.stanford.edu/

MAT ED 267 Unit Calendar Map

E. Fan
notes on organs

14

Understand homeostasis and its vital role within the human body

- Putting stimulus, receptor, integrating center, effector, and response in flowchart based on heating system analogy - Homeostasis within body simulation game3 - Measuring glucose lab - Group reading of scientific articles on diabetes - Reproductive system video with concept map4

Simulation follow-up questions

Textbook reading notes on Higher Level Biology pgs. 180-184

15

Further explore the concept of homeostasis in terms of blood sugar regulation feedback loop Introduce the organs of the reproductive system and their functions

- Lab follow-up questions - Diabetes reading comprehension questions Concept map

Glucose lab report

16

Textbook reading notes on Higher Level Biology pgs. 185-190 In vitro fertilization debate sources and notes Complete Higher Level Biology IB practice questions pgs. 191-192 - Finalize unit project - Study for unit exam

17

Introduce the endocrine system and key hormones of the human reproductive system Understand the process of in vitro fertilization and explore ethical issues associated with IVF

- Hormone (FSH, LH, estrogen, progesterone) stations - Jigsaw reading - In-class debate on ethical issues associated with in vitro fertilization

Annotated graph with hormone levels in menstrual cycle Debate participation

18

19

Conclude unit with jeopardy game to review essential material and concepts Assess student knowledge and understanding of human health and physiology

Jeopardy review game

Post-assessment handout

20

Unit Exam

Unit project

3 4

adapted from http://outreach.mcb.harvard.edu/teachers/Summer09/KarynCoulon/TeacherNotes.pdf adapted from http://sciencevideos.files.wordpress.com/2009/02/hormones-concept-map.png

MAT ED 267 Unit Plan Brandeis University Education Program Learning Experience/Unit Plan

E. Fan

1. Demographics of students: The IB Biology 11 class has 26 students. A number of them have IEPs. These students are on their first year of the two-year IB biology program at JQUS. While a few students are very motivated and have high potential, most would rather spend class time playing on their phones. 2. Lesson Topic: Human Health and Physiology Digestion The Transport System Defense Against Infectious Disease Gas Exchange Nerves, Hormones, and Homeostasis Reproduction 3. Common Core Standards CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.Math.Content.HSS-IC.B.6 Evaluate reports based on data. CCSS.Math.Content.HSS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. 4. Big Idea: (To what big idea or enduring understanding does this lesson connect?) Common core standards arent science-based, so this is the main idea of this unit in relation to the rest of the course. There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine their relationships within body systems of an organism. Homeostasis allows the body to perform its normal functions.

Essential Questions: How do the structures of organs reflect their functions? How do the different body systems interact with each other? Why and how is homeostasis maintained within the human body? 5. Objectives a. Knowledge Outcomes: (What content k nowledge do you want your students to gain as a result of this lesson? Please refer to the MA Curriculum Framework s.)

MAT ED 267 Unit Plan

E. Fan

4.1 Explain generally how the digestive system (mouth, pharynx, esophagus, stomach, small and large intestines, rectum) converts macromolecules from food into smaller molecules that can be used by cells for energy and for repair and growth. 4.2 Explain how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes. Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the excretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes, and the liver removes many toxic compounds from blood. 4.3 Explain how the respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides exchange of oxygen and carbon dioxide. 4.4 Explain how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication among different parts of the body and mediates the bodys interactions with the environment. Identify the basic unit of the nervous system, the neuron, and explain generally how it works. 4.5 Explain how the muscular/skeletal system (skeletal, smooth and cardiac muscles, bones, cartilage, ligaments, tendons) works with other systems to support the body and allow for movement. Recognize that bones produce blood cells. 4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receive half of their genetic information from their mother and half from their father, and that sexually produced offspring resemble, but are not identical to, either of their parents. 4.7 Recognize that communication among cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells. 4.8 Recognize that the bodys systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop. Analyze and interpret results of scientific investigations. (SIS3) b. Skill Outcomes: (What sk ills do you intend students learn or practice?) Make observations, raise questions, and formulate hypotheses. (SIS1) Design and conduct scientific investigations. (SIS2) Communicate and apply the results of scientific investigations. (SIS4)

6. Assessment (How will you determine what the students have learned during and as a result of the lesson? What evidence from the lesson supports your beliefs about student learning?) Formative assessments: science vocabulary journal textbook reading notes Do Now assignments homework pop quizzes Summative assessment: digestive system point-of-view writing assignment unit project poster and presentation mid-unit and unit exam

MAT ED 267 Unit Plan 7. Sequence of the lessons a. Whats the hook to make the lesson interesting? How will you open the lesson? Prediction - predict length of small and large intestines Listening to heart sounds with stethoscopes Video - magic school bus?

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b. Activities (The body of the lesson step by step with directions and your k ey questions. Include plans for each transition within the lesson. Indicate how long each section will tak e. ) Guided practice with teacher Independent practice Differentiation Guided practice Lectures with mini check-ins throughout Rotation groups - observations and explanations Discussions Independent practice body systems diagram labeling brochure project a journey through the systems

c. Materials Stethoscopes Sheep heart Body system diagrams Body system videos d. Sponge Activity (What will students do if they finish early?) Description exercise Body systems comparative anatomy between organisms Comparison of (circulatory) system between different stages of human development Virtual dissections Team pictionary with scientific terms In-class time for Unit Project e. Wrap-Up (How will you pull things together, have students process what theyve learned, pose a question for further consideration? Unit project on body system (EF_UnitProject_HHP) 8. Group Work (If you are groupingWhy are you grouping? How are you grouping? In class, there will be a combination of assigned groups and unassigned ones depending on different activities. Assigned groups will be utilized at times to equalize academic levels between groups and in other times, students will be grouped with others with a similar academic level to incite the most intellectually-stimulating discussions within groups. For the Unit Project, students will be in chosen groups of four. The project will require many hours outside of the classroom and it will be more convenient for groups of friends to be able to work together.

MAT ED 267 Unit Plan

E. Fan

9. Potential Pitfalls (use these to revisit and adjust lesson plans for pitfalls that you can anticipate) mis-estimation of time 10. Reflections