Jaclyn M.

Easter Understanding By Design

Grade Level 11th/12th Established Goals: Common Core Standards I) Understand and apply knowledge of the behavior of organisms (Iowa Department of Education [IDE], 2012; National Research Council [NRC], 2003). A) Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. (IDE, 2012). II) Understand and apply knowledge of the cell (IDE, 2012; NRC, 2003). A) Communication between cells is required to coordinate their diverse activities. Some cells

Stage 1 Desired Results Content Area/Topic Life Science/Nervous System Meaning Enduring Understandings: The human body is a system that communicates with itself through neural processes. Living systems retrieve, store, transmit, detect, and respond to information essential for life.

Unit Length 15 days

Essential Questions: How is the human body a system of communication? To what extent are our body systems essential to everyday life?

Knowledge & Skills Acquisition Students will know (What facts, concepts, and other types of knowledge will students learn in this unit?) The nervous system is the master controlling and communicating system of the body. The nervous system sends messages and communicates with amazing speed to perform even simple tasks. Tasks (e.g. catching a ruler) involve a discreet neural circuit. Body communication occurs through neurotransmission. Neurotransmission is a sequence of Students will be able to (What skills or abilities will students acquire in this unit?) Collaborate and communicate appropriately and respectfully. Compare and contrast neural communication/transmission with interpersonal communication. Gather and interpret evidence to make predictions and support conclusions regarding questions or problems. Utilize models to think about and explain processes that happen beyond the detection of the naked eye, too slowly, or too quickly to be observed.

Jaclyn M. Easter Understanding By Design

secrete substances that spread to nearby cells or are carried in the bloodstream to all cells. Along nerve cells, electrical impulses carry information much more rapidly than is possible by diffusion or blood flow (NSDL, n. d.). B) In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not. (NSDL, n. d.). events involving chemical and electrical processes. All thoughts, feelings, and movements involve communication among neural circuits. Vocabulary Reaction Time Stimulus Transduce Central Nervous System (CNS) Brain Spinal Cord Peripheral Nervous System (PNS) Nerve Sensory Input Sensory Neurons Sensory Receptors Integration Interneurons Motor Output Motor Neurons Nerve Endings Reflex/Reflex Arc Dendrites Axon Myelin Sheath Cell Body/Soma Nodes Knobs (Axon Terminals) Threshold Action Potential (Electrical Impulse) Neurotransmission Identify and explain the basic components and structure of the nervous system, including major regions of the brain. Describe the functions and interactions of the basic components of the nervous system. Explain how a message is relayed from the body to the brain (via PNS and CNS). Compare and Contrast common nervous system diseases/injuries: o Alzheimers o Parkinsons o Huntingtons o CVAs o Contusion/Concussion o Congenital disorders o Senility

Jaclyn M. Easter Understanding By Design

Synapse Synaptic Cleft Neurotransmitters Cerebral Hemispheres Autonomic Nervous System Para/Sympathetic N. S. Neural processes Neurotransmission Nature of science. o Science uses models. o Science is collaborative. o Science is based on evidence, but that evidence must be interpreted.

Jaclyn M. Easter Understanding By Design

Stage 2 Evidence (Assessment) Performance Tasks (Students will apply their understandings by) Summative Task In groups of 2, students will select a disease, disorder, or injury that originates in the nervous system (e.g. Brocas Aphasia, Alzheimers disease, Epilepsy, etc.). Students will research the signs, symptoms, causes, and treatment. They will also determine how the disease affects communication with the rest of the body, using concepts and vocabulary from the unit (e.g. describe the neural pathways, brain anatomy, neurotransmission/neurotransmitters, etc.). Finally, students will develop two tests, both of which would be useful to a doctor in diagnosing the disease. Students will present/perform their tests and explain the rationale in class. Each member of the group will take one turn in the role of the doctor, and one turn in the role of the patient. Role Doctor/Neurologist Audience Potential future patients, classmates Format Presentation of disease/neural communication and created tests Topic Neural disorders, diseases, injuries nervous system communication Additional Information *Students will be given the assessment expectations on Day 1 of the unit. By Day 4, students will be required to submit a written request (between to 1 page) to obtain permission for their disease/disorder/injury of choice why theyre interested, brief description of plan for research, and a timeline with member roles. I will immediately, verbally address any major issues. Otherwise, students will be provided with written feedback the following day (Day 5). *Throughout the unit, I will provide students with time in-class to collaborate with group members, conduct research, write, practice presentations, get feedback, etc. I will have the laptop cart reserved for electronic resources, and request for the school librarian to take students in groups to 2 and help them find tangible resources. Out of class work-time may also be necessary. *By Day 8, students will also provide me with an annotated bibliography (100 word minimum summary) of at least three primary, peer-reviewed sources. They will also schedule an interview at this time to discuss concerns/progress, or ask questions in regards to task or criteria. *Days 13/14 In class presentations will take place. *Students will evaluate themselves and their group member after presenting rating scale and reflection questions. **See attached (F) **Rubric See attached (C), Assignment sheet (B)

Jaclyn M. Easter Understanding By Design

Other Types of Assessment (Selected Response, Short Answer, Extended Response, Personal Communication Students will additionally demonstrate their knowledge and skills by) Pre-assess + Formative Students will have daily Science Journals. This is my personal take on a K-W-L chart to push for selfassessment and reflection: Begin with an extension question or two students use the knowledge they learned that day, PLUS tell me what they already know for the next days activities (Example What is a limitation of using models to study neural pathways? What are other ways doctors/neurologists study reflexes and neural communication?). What questions do you have about todays lesson? How do you know whether or not you learned today? What activities or strategies worked for you? Which activities or strategies did not? **See attached rubric (D) evaluation criteria Formative Lots of personal communication daily in class sharing whole group, sharing small group, sharing whips, etc. See lesson plans for examples of personal communication. Formative Short Answer/Extended Response, Think/Ink/Pair/Share (TIPS) activities to check for understanding. Opening questions for review of the previous days material while I input attendance (on days with homework this will be the same as the homework question Think, Pair, Share). See lesson plans/pacing calendar for examples of questions. Summative Extended response test for anything not covered in the Performance Task. **See attached (E)

Jaclyn M. Easter Understanding By Design

Stage 3 Learnng Plan Pre-assessment: Students will be pre-assessed at the beginning of the unit, and before every new or advanced piece of information. Students will be asked a series of exit questions and opening questions each day. They will answer these questions as part of their Science Journal. Based on student responses, I will make adjustments for future lesson plans. For students who are struggling, I will respond via science journal and/or re-teach, as needed. I will also take into account the activities and strategies that worked for individual students, and whether or not students are being honest about their learning. If I disagree with a student (based on CFU) who says, Yes, I learned, I will reply to the student in the journal or have a brief conversation with the student to further determine understanding. For students who have already acquired the knowledge and skills I plan to teach, there are extension activities available (see Differentiation in Lesson 1-5) involving choice, interest, and higher-level thinking skills. Unit Sequencing: How many days will your unit last? 15 days. See pacing calendar. What activity or instructional strategy will you use to hook or engage students in your unit? How will you hook students on a daily basis? See hook listed on each lesson plan and/or pacing calendar. How will you ensure students know where the learning is headed in this unit? Will you use a daily agenda? Will you share your daily learning objectives with your students? Will you introduce the Enduring Understandings and Essential Questions at the beginning of the unit and post them in your classroom? When will you refer back to the EUs and EQs in the unit? How will you foster reflection and revision in this unit? Essential questions will be listed on the board throughout the unit. They will be introduced with Lesson 1. Students and I will discuss EUs/EQs most days, and tie our daily objectives in with the EUs/EQs. Reflection and revision in this unit is fostered via reflective science journals. Students will reflect on their own learning, and I will take student reflections into consideration for subsequent lessons.

Jaclyn M. Easter Understanding By Design

How will you sequence/organize learning in this unit, so that students will acquire the knowledge and skills you have previously identified? See pacing calendar. The previous days activities are typically reviewed and discussed at the beginning of the following class period. What active instructional strategies/learning activities might you use to engage students in learning? (You need to use at least 3 different types of instructional strategies) http://olc.spsd.sk.ca/DE/PD/instr/index.html. Independent Journals/Homework, Interactive Peer Partner Learning/Discussion/TPS/Laboratory, Experiential Models, Direct Lecture/Structured Overview, Indirect Inquiry/Reflective Discussion/Problem Solving How will you formatively assess student learning and provide remediation or acceleration, if needed? Students will be formatively assessed through various extended writing/TIPS activities, lots of personal communication, and science journals. Minor, common issues will be addressed at the beginning of each class period. Major concerns will be addressed individually. Students requiring acceleration can participate in the differentiation/extension activities. The concepts build on one another. Most students will need to attend/participate in classroom discussion, but can work ahead, and do extension activities, as appropriate. How will you scaffold student learning in this unit? Modeling/scaffolding is present for note-taking and skills-based activities using Gradual Release of Responsibility (GRR). I also move back and forth along a continuum of both concrete and abstract representations (Developmental Learning Theory), and have selected developmentally appropriate standards and objectives. How will you differentiate for individual student needs in this unit? What differentiated instructional strategies might you use? (e.g., Student choice, flexible grouping, jigsaw, choice boards or menus, tiered assignments, etc.). See Lessons 1-5 under Differentiation.

Please See Attached Lesson Plans

Jaclyn M. Easter Understanding By Design

Resources Iowa Department of Education (2012). Iowa Core curriculum: Science grades 9-12. Retrieved from http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2464&Itemid=4561 National Research Council. (2003). National science education standards (9th ed.). Washington, DC: National Academy Press. (These standards are the same as Iowa Core science standards in grades 9-12.) National Science Digital Library. (n. d.). Science literacy maps. Retrieved from http://strandmaps.nsdl.org/?id=SMS-MAP-1405