UNIT: DEPARTMENT: A.Y. 2015 - 2016 LASALLIAN NxGEN BLENDED LEARNING MODULE Teacher:Bago, Angeline; San Jose, Kareen; Romero, Reynaldo Grade/Year Level: Grade 8 Subject: Biology Term: 2, Module 2 Unit Topic: Time Frame: 20+ periods Unit I: ANATOMY: Human Body Systems CONTENT STANDARDS PERFORMANCE STANDARDS Demonstrate understanding of human organ systems which promote proper nutrition and wellness. Manifest an understanding of human organs systems through active engagement in activities that promote proper nutrition and overall wellness LASALLIAN GUIDING PRINCIPLES Check applicable LGPs ✔ LGP 1: Challenge learners to realize their full potential. ✔ LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners. ✔ LGP 3:Are dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and respectful. ✔ LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the betterment of society. ✔ LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and church. STAGE 1: ESTABLISHED DESIRED RESULTS TRANSFER GOALS: Students will independently use their learning to… Create a family health portrait personalized to your family including a treatment plan for a specific family disease. ENDURING UNDERSTANDING: Awareness of human body systems encourages people to engage in activities that promote proper nutrition and overall wellness The human organ systems encourages one to engage in activities that promote nutrition and overall wellness There is coordinated functions and interactions among cells, tissues, and organ systems that maintain the life of an organism Form follows function ESSENTIAL QUESTIONS: How does the understanding of human organ systems promote proper nutrition and overall wellness? Why do we study human organ systems? How is the life of an organism maintained? Explain the role of hormones involved in the female and male reproductive systems (S10LT-IIIb-34) 8. Identify healthful practices that affect the digestive system (S8LT-IVc-15) 4.S.hhs. informative and persuasive.e. Describe the feedback mechanisms involved in regulating processes in the female reproductive system (e. you will use your knowledge of the body systems by researching about this particular disorder. Your family health history portrait must be scientific.UNIT: DEPARTMENT: A. and (5) Circulatory.action GRASPS NARRATIVE OF TRANSFER TASK GOAL: You will create a family health portrait personalized to your family including a treatment plan for a specific family disease. Explain how the respiratory and circulatory systems work together to transport nutrients. Surgeon General’s office for your family . interview any family member directly related to you i. Describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis (S10LT-IIIc-36) STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING & TRANSFER You will create a family health portrait personalized to your family including a treatment plan for a specific family disease. making you aware of things you may do to improve. AUDIENCE: Family members and classmates SITUATION: You decide to do a family health history. delay or even prevent future health problems. Describe the parts of the reproductive system and their functions (S10LT-IIIa-33) 7. (2) Respiratory.g. essentially checking on you and your family’s (paternal and maternal sides) health and lifestyle choices. menstrual cycle)(S10LT-IIIc-35) 9. ROLE: You are a student learning body systems. grandfather. gases. assimilation and excretion (S8LT-IVa-13) 2.gov/fhh-web/home. 2015 . giving you a chance to reflect on how proper nutrition and overall wellness affect the human body.2016 How do organisms perform their life functions? How are tissues important in the performance of multiple functions? How do the digestive system and other parts of the human body bring food to the cells? How does the respiratory system bring oxygen to the cells? How does the circulatory system bring nutrients and other materials to the cells? How does the nervous system control and coordinate the activities of the body? How are activities of the body regulated? What are the functions of both the male and female reproductive systems? ACQUISITION GOALS: Competencies (DepEd Code): 1. detected and treated (S8LT-IVb-14) 3. quality and concept accuracy. Your work will be evaluated according to the following criteria: research content. Your disorder must come from any of these systems: (1) Digestive.Y.S. including a lifestyle treatment plan. Surgeon General’s office for your family health history. You will construct your family health portrait and treatment plan before presenting it to your family. (4) Nervous. You will use a program revised from the U. Once you have identified at least one common family disorder. (3) Endocrine. father. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems (S9LT-Ic-27) 6. Revised and retrieved from: https://familyhistory. etc.Explain how diseases of the digestive system are prevented. absorption. Constructing your own family health portrait will enable you to identify some medical problems common to your family. PERFORMANCE: You will use a program revised from the U. (at most 1-2) and collate all your data. and other molecules to and from the different parts of the body (S9LT-Ia-b-26) 5. Explain ingestion. mother. Interpret data gathered from health self-test to develop understanding related to their health to make wellinformed. Once you have identified at least one common family disorder. including a lifestyle treatment plan. (5) Excretory. interview any family member directly related to you i. etc. (4) Nervous. (2) Respiratory.e. and (6) Circulatory. Nervous Reaction Time Experiment Digestive Tests for Starch.Explain the components of the body systems and how they interrelate to teach other APPLICATION . mother. Pre-Test Formative You are what you eat activity Endocrine Systems Case activity You are what you eat activity Endocrine Systems Case activity You are what you eat activity Endocrine Systems Case activity Summative Assessments. 2015 . Your disorder must come from any of these systems: (1) Digestive. grandfather. healthy decisions . You will construct your family health portrait and treatment plan before presenting it to your family.2016 health history. Protein and Fats Experiment Vital Signs Activity Reflection Journal Reflection Journal Self-Assessment Scaffold for Transfer Checklist Rubric RELATED FACETS OF UNDERSTANDING EXPLANATION . reflect on your lifestyle choices) APEC activity (You are what you eat) Vital Signs Activity (Experiment) Performance Task ASSESSMENT TOOLS (Unit Assessment Map) TYPE KNOWLEDGE PROCESS UNDERSTANDING PRODUCT/ PERFORMANCE KWHL PreAssessment/Diagn ostic KWL. STANDARDS: Your work will be evaluated according to the following criteria: research content. (3) Endocrine. quality and concept accuracy. you will use your knowledge of the body systems by researching about this particular disorder. SCAFFOLD FOR TRANSFER LEVEL 1 Directed Prompt LEVEL 2 Open Prompt LEVEL 3 Guided Transfer LEVEL 4 Independent Transfer Classroom discussions Classroom-based activity i.Y.e. Protein and Fats Experiment Vital Signs Activity Assessments. father.Apply understanding of the body systems by preparing a plan of action showing consumption of nutritious foods and healthy habits to maintain proper functioning of organ systems INTERPRETATION .UNIT: DEPARTMENT: A. Protein and Fats Experiment Vital Signs Activity Assessments. (at most 1-2) and collate all your data. Performance Task (Scoring Rubric) CUA Nervous Reaction Time Experiment Digestive Tests for Starch. Nervous Reaction Time Experiment Digestive Tests for Starch. or solutions to EQ. problem solving. issue or problem situation. Students check every now and then how they are accomplishing the learning goals they set for themselves. STAGE 3: LEARNING PLAN FLOW . problem or situation. think-pair-share chat rooms.Showing empathy by assuming the role of a patient suffering from malfunctioning body systems who needs to decideon a course of treatment to survive . AUTHENTIC Students transfer their learning to real life situations. situation or problem. video tutorials. activity planner/organizer. Students take on roles to complete a group work. skills demonstrations. concept presentation. collaborative mobile apps graphic organizers (illustrated or printed) oral recitation/defense. scoring rubrics.Reflective Essay BLENDED ACTIVITIES/TOOLS ENVIRONMENT ATTRIBUTES ACTIVE Students investigate the Essential Question or a given situation. Students research in different sources and activities for information related to the EQ.UNIT: DEPARTMENT: A. portfolio making self-made website project presentation simulation-based experiment. problems. self-made website graphic organizer. Students integration GOAL-DIRECTED Students reflect on their learning process. situations. CONSTRUCTIVE Students produce the content related to the knowledge and process competencies. games interactive activities. Students manifest the 7Cs of 21st century learning in their performance and product. simulationbased experiments. answers. issue or problem. apps.Demonstrate self-knowledge of their own health and how they can alter it over time in a positive/negativeway through their lifestyle EMPATHY . Students answer the EQ and discuss the EU and justify their ideas with supporting examples.emails.2016 PERSPECTIVE . Students in their performance task show practical applications and solutions to the EQ. Students manage their way of working. 2015 . discussion.Y. FACE-TO-FACE E-LEARNING oral recitation. COLLABORATIVE Students work in groups and discuss their ideas. and scenarios.Develop perspective on different health issues – short report on current health news SELF-KNOWLEDGE . Students form generalizations and conclusions based on different texts. TASK 3 – Introduction of the Lesson (Slides) Classes will follow regular class routine (prayer and checking of attendance). organs. and each organ system has its own respective organs. with help of online survey).g. 2015 . organ systems. They will then prepare a plan of action for themselves (based on the results of health self-test) with a focus on healthy foods and habits to maintain proper functioning of their body. and the structure and functions of the four primary tissues. The objectives will be introduced and EQs. Each organ system has its general function.. TASK 2 – Motivation (Game) The teacher tells the class to recall the concept of the levels of organization of an organism (cell. organs. the pair with the most number of organs in their list wins. Students will be asked to answer a health self-test. tissues. and each organ has its own specific function. ASK: From the organs you listed. organism. and each organ has its own specific function. students will write down on a sheet of paper all the organs of the human body that they know. tissues. Students will be asked to select a one body system and research any current health news related to that . Each organ system has its general function. and each organ system has its own respective organs.Y. 1 – Pre Test of Body Systems (Formative) Students will answer the Pre-Test for Body Systems. In pairs. organism. Students engage in Goal-Setting. DAYS/PERIODS 1-2: INTRODUCTION TO BODY SYSTEMS AND TISSUES Objectives: Describe the levels of organization found in living things: (i) cells (ii) tissues (iii) organs (iv) organ systems (v) organisms Relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole TASK 1 – Assessment No.) You are an organism organized into different organ systems.2016 LESSON PROPER INTRODUCTION Teacher introduces topic and asks Essential Question. Each student must write one organ at a time. Teacher notes variety of ideas and motivates students to find out which ideas are correct. Students give their ideas or prior knowledge about the Essential Question in Map of Conceptual Change. Use a model of a human torso or a picture of the human body to point at the different components of each system. Why do we study human organ systems? How is the life of an organism maintained? How do organisms perform their life functions? How are tissues important in the performance of multiple functions? TRANSITION STATEMENT: Recall the concept of the levels of organization of an organism (cell. Teacher may probe prior knowledge with diagnostic test or misconception check (e. The students will be introduced to the different organ systems. their functions.) You are an organism organized into different organ systems.UNIT: DEPARTMENT: A. in which system do they belong? What are the functions of the human body systems? Present an overview and functions of the body systems. At the end of one minute. organ systems. water. there are several important accessory organs that help your body to digest food but do not have food pass through them. and large intestines. and proteins. and tissues combine to form organs. pharynx. It connects all your body cells and is divided into three major parts: the heart. digestive juices. Each student will be asked report a short summary of their news article and reflect on it. salivary glands. 2015 . The students will be introduced to the circulatory system. muscle and nervous. ASK: What happens to the food inside the body? . and pancreas. enzymes and bile Proper nutrition DAYS/PERIODS 6-8 Classes will follow regular class routine (prayer and checking of attendance). Food passes through a long tube inside the body known as the alimentary canal or the gastrointestinal tract (GI tract). Have the students name the foods they ate recently. Accessory organs of the digestive system include the teeth. List them on the blackboard. SAY: The digestive system is a group of organs working together to convert food into energy and basic nutrients to feed the entire body. The alimentary canal is made up of the oral cavity.UNIT: DEPARTMENT: A. Are they the same? SAY: The circulatory system is responsible for transporting materials throughout the entire body. what do you think is the largest organ of the body? Why do you think that? DAY/PERIOD 3-5: Classes will follow regular class routine (prayer and checking of attendance). Ask the students to count their heart rate (right hand on left side of chest) and pulse rate. Discuss through powerpoint/lecture/video: Functions of the circulatory system Components/Parts of the circulatory system Composition of blood (structures and function) Veins. arteries and capillaries . connective. Discuss through powerpoint/lecture/video: Types of digestions Different digestive organs and their functions Passage of food through digestive tract Digestive glands.The digestive system What happens to the digested food? . The students will be introduced to the digestive system. In addition to the alimentary canal.The food is digested What system of the body does this job? . gallbladder.The undigested food becomes feces. The learning goals will be introduced. fats. liver. the blood. small intestines. Cells combine to form four primary tissues: epithelial. Compare the two.2016 body system. TRANSITION STATEMENT: Like plants. What happens to the undigested food? . stomach. animals and humans are made up of different tissues. and blood vessels. tongue.The digested food passes to the blood and goes into the cells. Have the students classify the foods into carbohydrates. esophagus. and oxygen to your millions of body cells and carries away wastes such as carbon dioxide. The learning goals will be introduced.Y. It transports nutrients. Discuss through powerpoint/lecture/video: The structure and functions of the four primary tissues ASK: Knowing that cells combine to form tissues. It includes the pulmonary circulation.000 gallons (7.UNIT: DEPARTMENT: A. about 2. Students can also download and use the app Explore the Heart in 3D. TRANSITION STATEMENT: In the average human. Present the circulatory system to illustrate the network of blood vessels and to differentiate the circulations. 2015 .The systemic circulation is the portion of the circulatory system is the network of veins. services the body's cells and then re-enters the heart. which is made up of plasma. symptoms and treatments of some cardiovascular diseases Present a model of a heart to point out the different chambers. An average adult has 5 to 6 quarts (4. blood. arteries and blood vessels that transports blood from heart. which runs through the rest of the body to provide oxygenated blood. and blood vessels make up the cardiovascular component of the circulatory system. parts and trace the pathway of blood.6 liters) of blood.000 miles (96.572 liters) of blood travel daily through about 60. It also incorporates the systemic circulation. white blood cells and platelets.Y. TRANSITION STATEMENT:The heart.2016 Parts of the heart Pathway through the heart Pulmonary and systemic circulations Causes. red blood cells.560 kilometers) of blood vessels. . Show the students a sample complete blood count to emphasize importance of each component of the blood. a "loop" through the lungs where blood is oxygenated.7 to 5. Normal breathing rate is 12-20 per minute. Repeat the procedure this time after jogging in place for 2 minutes. soda. The students will be introduced to the nervous system. nice. bitter. What is the effect of exercise on the rate of breathing? (Breathing rate increases after strenuous activity.Y. feeling their chest rise and fall. cake. taste. There are three major parts of the respiratory system: the airway. The students will be introduced to the respiratory system. Discuss through powerpoint/lecture/video: Structures and functions of the respiratory system Trace path of air through the respiratory tract Gas exchange in alveoli in lungs External and Internal Respiration Breathing mechanism No to smoking: some conditions of the respiratory system Present a model of the respiratory system to differentiate the structures and trace the path of air through the respiratory tract. What do they notice when their diaphragm contracts (descends) and relaxes (ascends)? SAY: Humans breathe by flattening and contracting the diaphragm for inhalation. and to illustrate gas exchange in the lungs. the lungs and the muscles of respiration. Ask the students to breathe in and out slowly. tooth. Have them count each other’s breathing for one minute.e.) ASK: What system is involved in breathing? What parts of your body participate in breathing? SAY: The human body requires a constant stream of oxygen to stay alive.UNIT: DEPARTMENT: A. heart. DAYS/PERIODS 11-15: Classes will follow regular class routine (prayer and checking of attendance). A false memory test may also be done wherein the teacher will read out loud a list of words: 1. Test the students’ reaction times by doing different activities that’ll test their ability to react and how fast they do i. which can be lethal if allowed to accumulate. tossing coins/balls to students for them to catch etc. sugar. The intercostal muscles assist. The learning goals will be introduced. slamming your hands on the table to regain their attention. and relaxing the diaphragm for exhalation. the tiny sacs that are the basic functional component of the lungs. The learning goals will be introduced. Students will work in pairs to determine their breathing rates at rest and after exercise. injection. good. sour. . honey.2016 DAYS/PERIODS 9-10: Classes will follow regular class routine (prayer and checking of attendance).The exchange of oxygen and carbon dioxide occurs in the alveoli. 2015 . The respiratory system provides oxygen to the body’s cells while removing carbon dioxide. chocolate. candy. heart rate and digestion are among the many processes regulated by the actions of hormones. sensory organs. ASK: How would you feel in the situation given? SAY: The endocrine system includes all the glands of the body and the hormones produced by those glands. You are biking in a neighborhood park.) An example: being chased on your bike by a dog. hurt. planning. . wake. where information is processed and responses originate. SAY: The brain and spinal cord together form the central nervous system (CNS). rest. sweet. drowsy Afterwards. He is growling. barking and showing his teeth. and digestion. somatic and autonomic nervous systems Sympathetic and parasympathetic nervous systems The five sense organs Effects of stress Students will create a concept map of the nervous system to differentiate central vs.2016 eat and pie 2. hurt (The idea here is that the different lists lead many people to believe that they heard sweet. eye. The brain. thread. DAYS/PERIODS 16-19: Classes will follow regular class routine (prayer and checking of attendance).UNIT: DEPARTMENT: A. dream. while enabling you to understand what you’re reading. in reading and writing. 2015 . sewing. tired. blood pressure. thimble. awake. nap. The students will be introduced to the endocrine system. sympathetic. Present a scenario for fight or flight (adrenaline. The learning goals will be introduced. the seat of higher mental functions such as consciousness. As you slam the door. slumber. Your heart begins to pound. Together. he breaks free from his leash and comes straight toward you. You race to your parent's car. sexual development. You are safe now but your heart is still pounding. needle. thorn. snooze. bed. somatic vs. house. these organs are responsible for the control of the body and communication among its parts. Discuss through powerpoint/lecture/video: Sensory and motor neurons Synapse and impulse transmission among neurons Structural and functional divisions of the nervous system Major regions of the brain and their functions Central and peripheral nervous systems. spinal cord. snore. also controls lower body functions such as the maintenance of respiration. the nervous system controls the functions of the eyes and the muscles of the hands. haystack. and sleep. sharp.) BRAINSTORM: What are all the things that the nervous system needs to control and coordinate in order to perform an activity? (For example. blanket. sugar and mineral homeostasis. parasympathetic vs. cloth. Out of the corner of your eye you see a large. ask the students if they heard the following words: taste. Cellular metabolism. vicious looking dog lunging at you. book. pin. blanket. peace. reproduction. sleep. By regulating the functions of organs in the body. and all of the nerves that connect these organs with the rest of the body. autonomic. needle. peripheral. your hands get sweaty.Y. the dog jumps up against the window. green.) SAY: The nervous system consists of the brain. prick. yawn. knitting 3. heart rate. and your muscles tighten up. Suddenly. and voluntary actions. these glands help to maintain the body's homeostasis. Neurons are the basic structural and functional unit of the nervous system. injection. memory. doze. syringe. point. gigantism. 2015 .e. etc. . Diabetes I and II. Addison’s disease. The students will be introduced to the male and female reproductive systems.Y.UNIT: DEPARTMENT: A.2016 Discuss through powerpoint/lecture/video: Structure of the endocrine glands and their hormones Physiological effects of hormones Hormone regulation Common endocrine disorders – i. hyperthyroidism. The learning goals will be introduced. dwarfism. DAYS/PERIODS 20-23: Classes will follow regular class routine (prayer and checking of attendance). Present a short video about puberty to students. Have students list the secondary sex characteristics and separate these into female and male. Cushing’s disease. goiter. hypothyroidism. intake. II. ASK: Who among the class were born premature (less than 9 months)? Who were born via the normal childbirth procedure? Caesarian procedure? Briefly explain fertilization. Digestive System ENHANCEMENT: Experiment (not given due to scheduling conflict of APEC week) Students will test different foods for the presence of proteins. 2015 . implantation and stages of human development Common sexually transmitted diseases Differentiate male and reproductive systems by presenting both models. Provide experiment sheet titled Tests for Starch.UNIT: DEPARTMENT: A.Y. amounts. Aside from your diet. carbohydrates and fats. (See attached. what else can you do to ensure the health of your digestive system? Date BREAKFAST TIME OF MEAL LUNCH TIME OF MEAL MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY Circulatory and Respiratory Systems ENHANCEMENT: DINNER TIME OF MEAL SNACKS TIME OF MEAL . Teacher conducts formative assessment. taking note of the time you ate. including gonads that produce gametes. The major organs of the reproductive system include external genitalia and internal organs. TRANSITION STATEMENT: The union of male and female gametes form a zygote. Take a look at your food intake – what can you infer from your eating habits. Teacher sets up different ways of blended learning. 1.2016 SAY: The reproductive system is a collection of organs that work together for the purpose of producing a new life. implantation and the stages of human development through a video. one cup of rice. Why is it important to take into consideration the nutritional needs suitable for your age group? 3. sperm production Menstrual cycle Fertilization. Discuss through powerpoint/lecture/video: Structure and functions of the male and female reproductive organs (primary and accessory) Trace path of sperms through male reproductive tract Trace path of egg cell through female reproductive tract Egg production vs. Protein and Fats. servings/amount ex. Teacher provides different ways of accessing content and developing required knowledge and competencies. etc. Do you need to decrease/increase any particular food item/group? 2.Flipped Classroom) Record your food intake for the entire week. Life begins from the time of fertilization and not from the time of birth.INTERACTION Students engage in varied activities to revise their prior knowledge and develop and deepen their new knowledge and answer to the Essential Question. Compare your weekly consumption to the food pyramid and answer the questions below. etc. two glasses of water. how many times you ate.) Activity (APEC WEEK . etc. weight. 2015 . Procedure Before the Activity Gather materials and get copies of the worksheet through downloading from the Notes and Homework site Share the Vital Signs worksheet to the class through the projector. but may also include other measurements. etc. blood glucose. walking and jogging) for one minute each before taking your . Background Oversee students as they measure the three given vital signs [10 minutes (temperature) + 2 minutes (pulse rate) + 2 minutes (respiratory rate)]. The three main vital signs routinely monitored by healthcare providers include body temperature. pulse rate (or heart rate) and respiration rate. Have students work in pairs. pulse and respiratory rates.) Why is it important to routinely monitor your vital signs? (Possible answers: for health maintenance. With the Students . using the worksheet to guide their testing and data collection. (See attached.) Learning Objectives After this activity. students should be able to: (students will formulate their own objectives for the experiment) Materials List Each group needs: axillary thermometer watch with a second hand stethoscope (if available) Vital Signs worksheet (from Notes and Homework site) To share with the entire class: iPad and projector to show the Vital Signs worksheet to the class Introduction/Motivation Vital signs are measurements of the body's most basic functions. Can you think of other vital signs that doctors test? (Possible answers: blood pressure. baseline data.2016 Experiment Students will be working in pairs to obtain their temperature.Y.) In the experiment today you are going to measure your temperature.Explain all the parts and review the instructions so they are clear to students.UNIT: DEPARTMENT: A. Perform following activities (sitting. height. pulse and respiratory rates after doing a series of activities. standing. Place your hand on your stomach to count the number of respirations for one full minute after doing different activities. Allow 2 minutes for the student pairs to measure the respiratory rate. 2. Switch places with your partner. You will perform each activity for one minute before taking your pulse. Keep it in the armpit until the digital thermometer beeps. Allow 10 minutes for student pairs to measure temperature. Perform each activity (see table below) for one minute before taking your pulse. Record your observations on the table. Use the pads of the index and middle fingers of one hand and put over the site where the pulse is to be measured (on the side of the neck. or on the inside of the elbow). students should be able to: (students will formulate their own objectives for the experiment) Materials List Each group needs: meter-length ruler. Remove the thermometer when numbers show up in the "window." Record your observations on the table. Switch places with your partner. Do not press too hard. Each long mark is the same as 1 degree. pulse and respiratory rates.Y. wooden or plastic . Have them hold their arm down tightly at their side.2 degrees. Wrap-Up: Wrap up the lesson/experiment by leading a post laboratory class discussion using the results and analysis questions as prompts. 2015 . Nervous System ENHANCEMENT: Experiment Students will perform a series of tests to test their reaction time. Turn the thermometer until you see the line. 1. You may also do this by observing the rise and fall of your stomach area in one minute. Hold the thermometer at eye level.UNIT: DEPARTMENT: A. Assessment After measuring their vital signs. If using a glass thermometer: Keep it in the armpit for 5 minutes. Consider student answers and/or discussion contributions to gauge their comprehension. Allow 2 minutes for the student pairs to measure the pulse rate. 3.2016 temperature. Record your observations on the table. Record your observations on the table. The Reaction Time Experiment Sheet will be given (See attached. Count the beats for one full minute after doing different activities. Short marks are the same as 0. Then either have students answer the results and analysis questions in writing as part of their laboratory report to be turned in for grading. Remove the thermometer without touching the tip. One respiration consists of one complete rise (inhalation) and fall (exhalation) of the chest. the wrist. have students share and discuss as a class their findings. If using a digital thermometer: Put the tip of the thermometer securely in your partner's armpit.) Learning Objectives After this activity. A reflex is a fast automatic response. Some reflexes are processed in the brain.UNIT: DEPARTMENT: pen light Reaction Time worksheet (from Notes and Homework site) A. blushing. etc. Allow 25 minutes for student pairs to conduct Part 1: The Ruler Station (testing reaction times). Can you think of instances in which it would be important for the body to react swiftly in order to protect the body so that it makes sense that it reacts without sending a message to the brain first? (See what scenarios students suggest. 2015 . Reflexes require at least two neurons.2016 To share with the entire class: iPad and projector to show the Reaction Time worksheet to the class Introduction/Motivation Your nervous system allows your body to react to different stimuli (external events). sneezing. Then let the student pairs proceed to conduct their own tests and collect data. pupillary light reflex. Then switch roles and repeat the tests and data collection. hands touching hot objects. using the worksheet to guide their testing and data collection. blinking. As necessary. As you collect data. changing pupil size as you move from daylight into a tunnel or shady area and back into full sunshine. Possible answers: Pulling back your hands or limbs quickly from touching something hot. fill in the worksheet data table. while others are processed in the spinal cord. to protect the body. whereas motor neurons give information (output) to muscles and joints.Y. demonstrate for students the ruler drop-n-catch set-up. you will perform two variations of a reaction test. Procedure Before the Activity Gather materials and get copies of the worksheet through downloading from the Notes and Homework site Share the Reaction Time worksheet to the class through the projector.) What are some human reflexes that you know about or have heard about? (Possible answers. In your groups. With the Students 1. eye reflex and calf tension. Explain all the parts and review the instructions so they are clear to students. Reactions can be voluntary or involuntary. Sensory neurons take in information (input) from the outside world. Have students work in pairs. Background Oversee students as they conduct four short exercises (25 minutes + 10 minutes + 3-5 minutes for the last two) on the hand reaction times (ruler station). . many of them mentioned in the associated lesson: knee jerk reflex. to function. or nerve cells. pupillary reflex. etc.) In the experiment today we are going to test our own reflexes and reactions. sharp or unknown. If possible. this time shining a light in the left eye while observing the right. Your partner will then wait a little while for the pupil to readjust and repeat the experiment. try their best to distract you etc. but not touching. Your partner will briefly shine the penlight in your left eye (5-10 cm on the side. and observe the size of the pupil in the left eye. try to catch it as quickly as you can using only your thumb and index finger. Both of you must remain quiet for this part of the experiment.) You will then switch roles and repeat the experiment. You will write your observations on your experiment sheet. Your partner will hold a piece of paper at your hose. For Part 3: Eye Reflex and Calf Tension. 2015 . separating your left and right eyes. away from the face). the zero centimetre bottom end of the ruler.Y. For Part 2: Pupillary Reflex. Eye Reflex . As your partner releases the ruler. You will perform three trials for this part and record your results. the lights in the room will be dimmed. while you place your thumb and index finger close to.UNIT: DEPARTMENT: A. allow 3-5 minutes for both short tests. 2. You will then repeat this experiment under distracted conditions (i.e. 3. allow 10 minutes for the student pairs to conduct this test. your partner will talk to you. I.2016 You will ask your partner to hold the top end of the ruler. 2016 Your partner will sit down and look directly at you. You will suddenly clap your hands in front of your partner's face. making you aware of things you may do to improve. Note any changes in tension in the calf muscles. The students will then research and decide which particular endocrine gland and hormone are covered in their cases studies of choice and answer the questions. III. PERFORMANCE: You will use a program revised from the U. manifest the 7Cs of 21st Century Learning in their work. reflect on their learning process and on how well they achieved their goals. connect their learning with the related Lasallian Guiding Principles. Wrap-Up: Wrap up the lesson/experiment by leading a post laboratory class discussion using the results and analysis questions as prompts. Assessment After testing their reaction times through the different tests. This will serve as a scaffolding activity leading up to the performance task. delay or even prevent future health problems. You will then repeat the clapping procedure several times. Then either have students answer the results and analysis questions in writing as part of their laboratory report to be turned in for grading.UNIT: DEPARTMENT: A. wherein the students will choose two endocrine system cases from six given scenarios. giving you a chance to reflect on how proper nutrition and overall wellness affect the human body. ROLE: You are a student learning body systems.S. essentially checking on you and your family’s (paternal and maternal sides) health and lifestyle choices. informative and persuasive. pulse and respiratory rate. Surgeon General’s office for your family .Y. provides closure to lesson. Your family health history portrait must be scientific. Endocrine System Activity: (to be given during Endocrine System discussion) Provide Endocrine System Cases activity. INTEGRATION The students: make conclusions about their findings or results of investigating the EQ. The teacher: provides scaffolding for students' performance task. Consider student answers and/or discussion contributions to gauge their comprehension. II. INTEGRATION Introduce performance task: GOAL: You will create a family health portrait personalized to your family including a treatment plan for a specific family disease. network with the world and share with a real world audience their performance task. Calf Tension Have your partner lean forward from an upright position. conducts summative assessments. wherein the students will partner up to get each other's temperature. Activity: (to be given after Respiratory System discussion) Provide experiment sheet for Vital Signs activity. have students share and discuss as a class their findings. AUDIENCE: Family members and classmates SITUATION: You decide to do a family health history. 2015 . complete a map of conceptual change and compare their prior with their new knowledge. Constructing your own family health portrait will enable you to identify some medical problems common to your family. Wang. Concepts in Biology (9th Ed). and (6) Circulatory.UNIT: DEPARTMENT: A. (2009).youtube. Singapore: Marshall Cavendish Int’l. (5) Excretory.com/2012/10/how-to-grocery-shop-at-whole-foods-on-a-budget. V..https://www. E. Singapore: Cengage Learning Villamil.com/watch?v=Rsj6dW6qKRc – Puberty Websites: a. S.Weekly Menu Planning and Budget Template c. (2) Respiratory.M. *Refer below for the rubric REFERENCES: Books: Dela Cruz.youtube. Your disorder must come from any of these systems: (1) Digestive. and collate all your data.C.) Body Structures and Functions.xml . E. L.php?url=collection/umo_/activities/umo_ourbodies/umo_ourbodies_lesson03_activity5. (2000). you will use your knowledge of the body systems by researching about this particular disorder. E. Other Options: portfolio. scrapbook. lifestyle choices etc. Technology and Society: Biology. STANDARDS: Your work will be evaluated according to the following criteria: research content. album etc. Lam. (also the Teacher’s Guide) Dorado-Lindio. Quezon City: Sibs Publishing House Enger. Singapore: McGraw Hill Higher Education Scott.com/watch?v=IHs1XY7p8zQ – From conception to birth http://www.pdf . You will construct your family health portrait and treatment plan before presenting it to your family. interview family members (mother and father).S.additional info on body systems d.D. Quezon City: Phoenix Publishing House Inc. Environment. Science.. http://www. (2000).Stimulus Response http://www. (4) Nervous. (2010). Hong Kong: Longman Asia Limited Videos: https://www.com/ . 2015 .. quality and concept accuracy.teachengineering. (2009). A. (as long as all data and pictures are presented) IMPORTANT: Information provided within the family health portrait will be treated and maintained with the utmost confidentiality.html .Y. Fong.B. A.Y. http://crazyadventuresinparenting.K.org/view_activity. Salandanan. http://www. (1997.Biology Matters. P. Phoenix Next Century: Biology. (3) Endocrine.) Science and Technology Laboratory Manual II. medicine.stanford.2016 health history.edu/group/lpchscience/cgi-bin/wordpress/images/2012/11/Nervous-System-BS. (1992). Yang G. eLabs Lab Manual: Introductory Anatomy and Physiology.com/watch?v=h6-evXswaQs .. SAMPLE FAMILY HEALTH PORTRAIT FORM (DAD) (Include a little summary) FAMILY HEALTH PORTRAIT FORM (MOM) (Include a little summary) - Santos Family Health Portrait Interview pictures HYPERTENSI BRIEF INFORMATION – Which side of the family? General information about disease etc.livescience. Once you have identified at least one common family disorder. including a lifestyle treatment plan. S. www. Biology Today: Experimental Workbook.) REFLECTION Long folder can be used as backbone.youtube.innerbody. (2013. TREATMENT PLAN (food.. Yip.Nervous System Reaction Time experiment e.com –additional info on body systems b. a specific disease and treatment.hhs. https://familyhistory. www. Text has a several errors in grammar and spelling. Presentation is concise and includes most of the salient points. but information can still be improved on. http://www. Most of the information presented is accurate.pdf . resulting in being a valuable source of information. and includes all the salient points.action . Too little information is presented which does not support the report.) areappropriately included and properly labeled. Presentation is concise. body system/s.ufl. and can be a good source of information that can be used as reference. Limited information is presented. All relevant information (photos.portlandschools.) Project shows a quite unclear understanding of structure and function of human systems.Endocrine Systems Cases worksheet g. figures. a specific disease and treatment.2016 . factual and relevant.Endocrine cases j.com .gov/fhh-web/home. Text is written in correct grammar and spelling. a specific disease and treatment. figures.pdf .Y. factual and relevant.edu/~behrensb/documents/210wk1Vitals.Performance Task i. Research is in-depth and covers pertinent family health information. Very limited information is presented. 2015 .com. http://www. with information needing a lot of improvement. (x2) .Performance Task ADVANCED PROFICIENT CRITERIA Research Content (family health research and body systems information) Quality (overall appearance of presentation) Concept Accuracy APPROACHING PROFICIENCY DEVELOPING BEGINNING TEACHER’ S RATING (5) (4) (3) (2) (1) All information presented is completely accurate. Project shows mastery of structure and function of human systems using appropriate terms and can be a valuable source of information that can be used as reference. Few information (photos. Text has many errors grammar and spelling. etc. Interrelationships among systems are not quite clear (if more than one Project shows a very unclear understanding of structure and function of human systems and does not use appropriate terms. Interrelationships among systems are explained (if more (x2) (x2) Project shows adequate understanding of structure and function of human systems while using accurate terms. All information presented is accurate. Research is in-depth and covers all pertinent family health information. etc. and is clearly well laid-out. using terms not quite accurate. figures etc. Interrelationships among systems are clearly explained (if more than one system is cited). Research is not quite satisfactory and covers only some pertinent family health information. Material either includes too much unnecessary information or too little of the salient points.html . a specific disease and treatment.mccc. body system/s.Nervous Reaction TIme experiment f. Some more relevant information are included as well.Vital Signs worksheet h. Research is satisfactory and covers somewhat pertinent family health information.cpet. figures etc.edu/wp-content/uploads/2013/03/Human-Body-Systems-Project-and-Rubric. with information either very unclear or not provided.yournursingtutor. body system/s. a specific disease and treatment. body system/s. Project shows superior understanding of structure and function of human systems using appropriate terms. body system/s.) are appropriately included and properly labeled. http://www. Research is not satisfactory and does not or only covers few pertinent family health information. www.org/pages/LResults/CS/Fitness/Perf.) are appropriately included and properly labeled. Text has a few minor errors grammar and spelling. and relevant. Presentation is concise and includes all the salient points. Interrelationships among systems are somewhat explained (if more than one system is cited.) are appropriately included and properly labeled.nursingtutor. Some relevant information (photos. Text is written in correct grammar and spelling.Performance Task k. factual. Relevant information (photos.UNIT: DEPARTMENT: A. ) A. 2015 .UNIT: DEPARTMENT: than one system is cited.2016 system is cited.) TOTAL /30 .Y.
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