February

2013
Pacing Calendar 15 day unit
Monday Tuesday Wednesday Thursday

Nervous System Jaclyn Easter

Friday 1 End of previous unit. Give preassessment as exit slip. Evaluate results over the weekend, and create mixed-ability groups. Write or draw to explain the following: 1) What is the nervous system? 2) How does our body perform a simple task, such as catching a falling item? Explain the internal processes, pathways, etc. 3) To what extent is the nervous system involved in this process?

4 Lesson 1 Begins - Hook - $5 bill demonstration. Think, Pair, Share (TPS) - Why do you think catching the $5 bill was so difficult? How do you think the body knows how to react in certain situations? Introduce Essential Questions and Enduring Understandings (Posted) Tie EUs into Objectives, Introduce Vocabulary Opening Activity TPS of Homework, then whole group discussion Exit Slip for Lesson 1 Evaluate Nature of science (NOS) question to what extent are models useful in science? How is this model useful in representing the pathway of nervous system communication? Describe that pathway utilizing any brain or nervous system structures/anatomy.

5 Opening Activity TPS of homework/practice. Whole group discussion. End of Lesson 2 Lesson 3 Begins Hook Move to Family and Consumer Sciences Room + Food! Review EUs + Vocabulary + Direct Instruction GRR with creating neurons out of hot dogs and crescent roll dough

6 Opening Activity Whole group discussion of exit slips and posters Hook Student posters displayed throughout the classroom will be adding to them. Objectives + Vocabulary + Review from yesterday Direct Instruction for the rest of neurotransmission Draw and Label GRR Synapse

7 Hook Video of previous years neurotransmission dance!

Student-led discussion with me as moderator to determine which outline they will utilize. Student-led activity with me as facilitator roles, practice, filming the neurotransmission dance. TIPS - Now that we have created posters and acted out neurotransmission, describe a more

Inquiry Ruler Activity/Handout GRR for the skill of dropping the ruler appropriately. Homework What can you do to improve your reaction time? -How can you keep your brain and nervous system sharp at all times? -What might happen if you had a slower-than-usual reaction time while driving? What factors could hinder your reaction time? Introduce Summative Performance-Based Assessment Neurological Disorders Project. Science Journal Reflection Same questions every day posted in the classroom What questions do you have about todays (yesterdays) lesson? How do you know whether or not you learned today (yesterday)? What activities or strategies worked for you? Which activities or strategies did not?

Lesson 1 Ends/Lesson 2 Begins Hook Models of the Nervous System displayed. Revisit Pre-Assessment question: What is the nervous system? Lesson Objectives + Vocabulary Student picture model draw CNS and PNS structures TPS - How might the Central and Peripheral Nervous Systems have been involved in the ruler drop activity? TIPS Using the vocabulary from todays lesson (on the board) describe the exact pathway involved in the ruler drop activity. Go through the sensory input, integration, and motor output steps. Practice/Homework Use the familiar example a doctor testing your knee-jerk reaction: write and/or draw to describe the exact pathway involved in that reflex. Use the vocabulary from todays lesson. Go through the sensory input, integration, and motor output steps. Science Journal Reflection

Practice - draw a picture of a neuron, labeling the parts. They will then write a paragraph describing the first two steps of neurotransmission. Exit Slip After travelling through the neuron, where do the electrical signals go? How do they get to where they are going? Science Journal Reflection

posters. Some collaboration. Writing activity is independent. Closing activity Create a handson activity (involving lots of movement!) to depict neurotransmission. You will be using yourself and your classmates as the various structures involved (steps 1-5). This could be a dance, recorded video, assembly line, etc. Descriptive one-page outline of what this would look like, what students would wear, what students would do, etc. These ideas will be used in the next class period and acted out! Inform Mrs. Easter in advance of props you would like to use!! Science Journal Reflection

exact pathway of what is occurring at the cellular level in the ruler drop activity. TIPS Compare and contrast nervous system communication with interpersonal communication while completing this activity. Exit Slip - Compare and contrast the ruler drop activity with a more automatic response (e.g. blinking, breathing, etc.). (This is a brief review of the knee-jerk question, and introduction to tomorrows lesson.) Science Journal Reflection

11 Hook Demonstration Electric Kettle (like our thermoregulatory system) automatically switches off when water boils, and on when water cools. EUs + Objectives + Vocabulary TPS What internal functions does your body regulate? How does the

12 Hook Brains, brains everywhere! Preserved brains, models of brains, pictures of brains, etc. I may or may not wear a bike helmet. EUs + Objectives + Vocabulary Hands-on activity Work in pairs white swim caps, overhead projector pens take turns drawing

13 Hook Various perception pictures. TPS What do you see when you look at this image? Difference between sensation (black splotches on white space) and perception (a meaningful interpretation of the splotches a Dalmatian leaning down for a drink

14 Hook Concrete demonstration of the eardrum (+ pictures of the four sensory organs). Large bowl wrapped tightly with plastic wrap. Place sugar on the wrap. Make a loud sound by banging a piece of metal with a metal spoon. The sugar on the eardrum will dance as the sound waves vibrate it.

15 Hook Video of drug addicted babies. http://www.youtube.com/watch?v=_ gT2Yx2DjUw Activate Listening Writing What does it mean to be addicted to something? When a mother uses drugs during pregnancy, how does this affect her baby?

body monitor itself? Peripheral Nervous System Tree Diagram + Vocabulary Kinesthetic Activity Difference between Somatic and Autonomic branches of the PNS TPS What are some other examples of behaviors controlled by the somatic and autonomic nervous systems? Online Activity Need laptops Parasympathetic and Sympathetic divisions. www.biology.com Exit Slip Compare and Contrast the two divisions of the autonomic nervous system. Include examples of resulting effects. Science Journal Reflection

the lobes of the brains on one another. Think of a way to demonstrate the functioning of each brain part you labeled. Discussion Brain and Spinal Cord Injuries TIPS To what extent can safety equipment such as helmets or seatbelts, protect us from harm? Practice Laptops Build a brain online (www.biology.com). Math the brains functions to the responsible structures. Determine which parts are involved in real-life situations. Science Journal Reflection

of water from a puddle. If you see the Dalmatian, your brain was formed a perception by converting a sensation to a meaningful image! TIPS Why are our perceptions sometimes different and sometimes the same? TIPS Do we have the same sensations? Why or why not. Discussion of Sensory Receptors Pain, Thermoreceptors, Mechanoreceptors, Chemoreceptors, Photoreceptors Practice Which receptors can be stimulated in the hands? In what ways can these receptors be simulated? Provide two examples for each. Exit Slip Why are these sensations important in everyday life? Science Journal Reflection

Discussion of hearing and balance. TIPS How is your sense of hearing related to your sense of balance? Hands-on with the eye In pairs one partner will look at pupillary movements as the other partner looks near and far. Discussion of vision. TIPS Predict what will happen if you shine a light on one eye, but not the other? Formulate a hypothesis, and work together with your partner to investigate this phenomenon. Based on your observations, what can you conclude? Discussion of smell and taste. To what extent are your senses of smell and taste similar? Different? Science Journal Reflection TPS Other than drugs or cigarettes, what types of things of adolescents addicted to? (Exercise, chocolate, video games, etc.). Reading, p. 629, on tolerance and addiction. Revisit questions above. TIPS How are additions and habits similar and different? Why are addictions so difficult to overcome? Discussion of drugs. Physiological dependence vs. psychological dependence. Effect on neurotransmitters. Practice Describe two ways drugs affect the actions of neurotransmitters. Why might individuals with diseases or disorders seek out certain drugs? Exit Slip Distinguish between the effects of stimulants and depressants on the body. Science Journal Reflection Work Time + Meet with students about projects/annotated bibliographies. PRACTICE presenting! Laptops available, librarian present for extra help.

Work Time + Begin Meeting with students about projects/annotated bibliographies. Laptops available, librarian present for extra help.

Work Time + Meet with students about projects/annotated bibliographies. Laptops available, librarian present for extra help.

18 Review for test!! Jeopardy Game + Handout Test today!

19 Half Work Day In the classroom and the media center. Practice presenting!! Cameras available so students may record and watch themselves. Begin (2) Presentations

20 4 Presentations

21 Finish (4) Presentations

22

Work on projects when finished. In the media center librarian and associate to monitor. PRACTICE presenting! Cameras available so students may watch themselves.