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TEN DAILY LESSONS PLAN UNIT 10. REPRODUCTIVE SYSTEM Introduction to the Human Body. Skeletal, muscular and integumentary system. Students will be working in differentiated teams with no more than 4 students per team. They will complete several differentiated tasks based in their level of readiness. They will be presented a variable human model showing bones, muscles and teguments. Additionally, students will solve supplementary questionnaires after their team deliberations. A final debate will end the class to show short video-clips to analyze movement. How the human body would look like without skeletal-muscular system? How could we compare the hierarchies in society with the organs and systems in the human body? Are the bones cells alive or dead? • List and describe the 4 types of tissues that make up • List 3 types of joints with examples the human body and explain their function • Distinguish between the 3 types of muscles • Distinguish between axial and appendicular skeleton • Describe structure of muscle fibers • Explain function and structure of bones • Explain how muscles move bones TextBook, videos, organizers, diagrams of human body specifics for muscle skeletal system, interactive models for muscles and bones, human model skeletal. Diagrams for skin and teguments in general. Diverse Marzano’s strategies. Flash cards pictures with vocabulary, terms and functions. Questioners and additional reading material. Dictionary of pronunciation, meaning and translation web http://www.howjsay.com/ Introduce the idea by using Cues and questions and pictures or computer models in the screen or smart board. Make the students to work with their teams with a particular model and then fill the diagrams with labels. Initiate a debate about the functions of the muscles and bones and the possible abnormalities. Ask a short research for homework. Read next chapter introduction. Assessment of learning. Participation will be considered and the diagrams will be reviewed. Homework will be randomly asked
DAY 1 . OVERVIEW Assessment Evaluation DAY 2 OVERVIEW Essential Questions GOALS Procedures Resources Materials GOALS Essential Questions
Circulatory and respiratory systems Students will work with a partner in an inquiry activity to introduce the concept of circulation and respiration. They will study the main parts of circulatory and respiratory systems and their functions with a differentiated kinesthetic model. Why do we need oxygen? How a classmate pulse changes when is moving, it increases or decreases? Why the blood is red? List and describe the main organs of the circulatory and respiratory system Trace the flow of blood through the heart and body and the direction or circulation Distinguish between pulmonary and systemic circulation Describe 3 functions of the lymphatic system
They may pay more focus in information about diseases of in the physiology of the immune system. Procedures Resources Materials ! DAY 3 . Activities not decided THE INFECTIOUS DISESES AND THE IMMUNE SYSTEM Students will be presented a short lecture about the immune system and they will work independently to learn the basics of the immune system by using the different resources available in the classroom and computer room. What are the differences between human cells and bacterial cells? What causes the symptoms of a cold. Then they will share information with the class. a virus or the immune system response? The red cells are really red and the white cells are really white? Identify and describe components of immune system Explain and compare the functions of T cells versus B cells Compare and contrast allergy versus autoimmune disease TextBook. Flash cards pictures with vocabulary. videos.com/ After a short lecture with power point. Diagrams and pictures. ! DAY 4. draw. meaning and translation web http://www. diagrams of human body specifics for circulatory and respiratory systems. Assessment of Learning. terms and functions. videos. terms and functions. interactive and kinesthetic models. Homework: research about one disease related with circulatory or respiratory systems to share with the class. OVERVIEW Short quiz to self-evaluation for the 2 previous chapters. The whole class will help to organize the information in a table. Flash cards pictures with vocabulary. Diagrams labeled will be reviewed Participation will be considered.howjsay. Dictionary of pronunciation. the students will seek individually information related with the immune system. A video will be presented if there is time left. organizers. Diverse Marzano’s strategies.Assessment Evaluation TextBook. interactive models.com/ Students will review differentiated kinesthetic models for circulatory and respiratory system and they will formulate a theory about their function. power point presentation for immune system. diagrams of human body specifics for immune system. Questioners and additional reading material. verbal. Students will see a short computerized model showing the function and they will explain their interpretation in their preferred format (paper. diagrams to label and pictures. diagram. etc). Homework is to describe the steps that a disease goes through in the human body. Dictionary of pronunciation. Diverse Marzano’s strategies. LAB for Muscle Skeletal and tegumentary systems or Circulatory and Respiratory system. Questioners and additional reading material from magazines and journals. OVERVIEW Procedures ResourcesM aterials GOALS Essential Questions .howjsay. meaning and translation web http://www. organizers.
Students will see a short computerized model showing the function and they will explain their interpretation in their preferred format (paper. They will analyze the labels of junk food and will talk in groups of 3-4 students to present information with the rest of the class. diagrams of human body specifics for digestive and excretory systems. This activity will have place in interests’ differentiated teams.com/ After a short demonstration of digestion models. Diverse Marzano’s strategies. Information will be extracted during the presentation to summarize tables of similarities and differences. The whole class will help to organize the information in a table. diagrams to label and pictures. Homework: summarize from textbook and hand outs information about one abnormality related with digestive and excretory systems to share with the class. power point presentation for digestive and excretory system. A video will be presented if there is time left. meaning and translation web http://www. videos. interactive models. terms and functions. Report of information research Questioners. students will lead this activity on the board. diagram. TextBook. Dictionary of pronunciation. Homework consists in a research of one disease of digestive or excretory system to share with the class. draw. etc).Assessment Evaluation Learning assessments. Questioners and additional reading material from magazines and journals. verbal. students will have a short lecture with power point to help them identify the organs of digestive and excretory systems. Learning assessments Participation will be considered. organizers. DIGESTIVE AND EXCRETORY SYSTEM Students will review differentiated kinesthetic models for digestive and excretory systems. OVERVIEW Assessment Evaluation Procedures Resources Materials GOALS Essential Questions . Each team will present a healthy one-day menu for children. Diagrams and tables will be reviewed The class will criticize the Healthy Menu and will accommodate a whole week of healthy food menu with a nutritional analysis description ! DAY 5 . Why some vitamins can cause diseases in overdoses and others do not? Is water a nutrient for the human body? Why? What is the function of saliva? How do we digest fat? Why some people have overweight and other do not? List the 6 nutrients needed by the human body List the principal organs of the digestive system Identify similarities and differences between mechanical digestion and chemical digestion Define the term homeostasis List the functions of each of the major excretory organs Define excretion and explain the process of filtration. Flash cards pictures with vocabulary. reabsorption and tubular secretion and identify the organ where it occurs. Students will complete information by drawing and labeling diagrams and non linguistic representations of digestive and excretory systems.howjsay. Voluntary presentations of comparative tables. Homework is to describe the steps that a disease goes through in the human body. teenagers or adults.
Diverse Marzano’s strategies. Homework is to investigate information about one disease of nervous system to share with the class. Specific activities not decided. terms and functions. central and peripheral as well as its structure and function. diagrams of human body specifics for nervous system and for sense organs. organizers. One student from each team will be summarizing the information in an organizer on the board for the class to have it too. Learning assessment Presentations will be evaluated Homework will be evaluated Participation will be considered ENDOCRINE SYSTEM Students will be introduced to endocrine system. videos. Students will work in groups of 3 . we will watch a video. Flash cards pictures with vocabulary. Essential Questions Labs for immune.DAY 6 OVERVIEW DAY 7 OVERVIEW Assessmen t Evaluation DAY 8 OVERVIEW Essential Questions Procedures Resources/M aterials GOALS STDS. structure and function. If time is left. Additionally students will work on teams of 3-4 members to comment on their theories and perform demonstrations to analyze and solving critical questions What is a hormone? Where are the hormones? What are the functions of the glands? . NERVOUS SYSTEM AND SENSE ORGANS Students will be introduced to the organization of the nervous system. interactive models.com/ Students will have a short review for nervous system and will be working on teams to present a 5-7 minutes explanation of one organ sense (5 teams). They also will fill labels in the diagrams for nervous system. Dictionary of pronunciation meanings and translation in the web http://www. digestive and excretory system. diagrams to label. Questioners and additional reading material from magazines and journals. Explain how the central nervous system is protected from injury Summarize the functions of the nervous system organs Describe how a stimulus is transmitted Describe the structure of a neuron TextBook. Short Quiz for self-evaluation about the last two chapters. They will work individually to complete various tasks and activities throughout the chapter. kinesthetic models for nervous system and for sense organs. They will work in a team to practice an experience for the system of their interest.4 students to present structure and function of one organ of sense How the nervous system and sense organs are related? What is a neuron? What is the difference between sympathetic and parasympathetic nervous system? What is a neurotransmissor? What is its function? Identify and list the organs of nervous system and its divisions.howjsay.
Flash cards pictures with vocabulary. gelatin. Questioners and additional reading material from magazines and journals.Resources Materials Assessment/ Evaluation DAY 9 . Dictionary of pronunciation meanings and translation in the web http://www. OVERVIEW Essential Questions Resources Materials Procedures GOALS Procedures Explain the basic structure and function of endocrine system Identify similarities and differences between exocrine and endocrine glands Identify similarities and differences between amino-acid based hormones with steroid hormones Describe two ways that hormones affect their target cells Distinguish hormones from prostaglandins TextBook. organizers.howjsay. glasses. . Additionally they will work on 4 teams to draw structure of female or male reproductive system or germinal cell. After a consensus on their team. terms and functions. Material for table demonstrations (vitamins. they will perform at least two demonstrations to probe their theories. Students will build tables to identify similarities and differences between exocrine and endocrine glands and similarities and differences between amino acid based hormones and steroid hormones. Learning assessments Participation will be considered. Students will place results in a table on the board to proceed to graphic and comment on the results. Questioners and additional reading material from magazines and journals.com/ I will lecture the class with power point and we will have a interactive and participative class while filling a comparative table in the board. diagrams to label. Results will be graded. We will watch a video if time is left. Diverse Marzano’s strategies. Why are so many sperm produced by the male reproductive system? Is the sperm a cell? Describe and identify the structure of germinal human cells Identify the major parts of the male and female reproductive system Compare the structure and functions of male and female reproductive system on a comparative table Trace the path that sperm follow in leaving the body. Diverse Marzano’s strategies.com/ Students will skim reading material and will propose a demonstration with the material on their tables. kinesthetic models and videos for reproductive system. cooking oil) Flash cards pictures with vocabulary. GOALS STDS.howjsay. They will work on teams to draw a poster size of female or male reproductive system to show to the class. They will take notes from my class and from the textbook. organizers. kinesthetic models for endocrinous system videos. will record results and analysis results. REPRODUCTIVE SYSTEM Students will be introduced to reproductive system structure and functions by a power point class. interactive models. interactive models. diagrams to label. They will build a comparative table for the class. Homework will be to make a short description of endocrine system (structure and function). They will formulate questions and answer themselves in the classroom. Dictionary of pronunciation meanings and translation in the web http://www. terms and functions. TextBook.
Dictionary of pronunciation meanings and translation in the web http://www. variations and effects. TEST FOR THE UNIT TO TAKE HOME What might happen if more than one egg were simultaneously released from the ovaries? Why is important for a pregnant woman to eat healthy foods and avoid unhealthy substances? Describe the menstrual cycle and explain how it is regulated Describe the process of fertilization. Personal elaboration of a 3 analytical questions to interchange with a partner. Students will be presented the concepts of menstruation.Assessment Evaluation DAY 10 . Video about pregnancy.howjsay. questions. Report of their performance with the questions. interactive models. OVERVIEW Essential Questions Resources Materials Procedures Assessment Evaluation GOALS Participations will be considered Presentations will be graded REPRODUCTIVE SYSTEM 2.com/ Samples of diverse contraceptives to show to the class. The students will be introduced the concepts of contraceptives. They will watch a video about pregnancy and development. Learning assessments They will present a report of their questions and partner’s answers. Short power point presentation interactive with participations. Additional reading material from magazines and journals. computerized models and videos for pregnancy. organizers. terms and functions. Diverse Marzano’s strategies. Participations will be considered ! . diagrams to label. cleavage and implantation Summarize the changes that take place during the development of an embryo List the 3 stages of pregnancy and describe them TextBook. Flash cards pictures with vocabulary. cues and organizers to resume information.
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