danielle+morgan+lesson+plan


 * Human Body Systems **

** Miss Dani **

** Grade: 9th **

=Human Anatomy =

** Five days fifty minutes per day **

** SSS: ** SC.912.L.14.46- Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.

SC.912.L.14.48- Describe the anatomy, histology, and physiology of the ureters, the urinary bladder and the urethra.

** NETS-S: ** Creativity and Innovation, Communication and Collaboration, Research and Information Fluency, Critical Thinking, Problem Solving, and Decision Making


 * **__A __****nalyze Learners ** ||
 * # Class size: approximately 18 students
 * 1) Gender of students: 10 females & 8 males
 * 2) Age Range: 14-15 year olds
 * 3) Mental, Social, Physical, Social Notes such as:
 * There are no known disabilities within the class
 * There are no known learning differences
 * A small percent of students are of Hispanic decent

> (Estimate % of Students) Day one will contain a brief overview of section (10 min). Students will be provided with one food item and will consume that item, which will lead into our active discussion on where the digestive tract beings (30 min). Students will be required to participate in active discussion in order to begin their thinking process on how the digestive system works (10 min). Participation points will be freely given to students who participate. Students will know and understand how the point system works. Day two will be a continuation of the digestive tract containing online resources and handouts for each student to follow along pertaining to the stomach and the small intestines (35 min). Day two will also include intestines activity (15 min), which involves yarn and/or any other string available. Students will be asked how long the intestinal tract is and represent it in the use of the string. Again participation is a must in this section. In requiring students to be involved with classroom activities each student will have the opportunity to experience kinesthetic learning. Day three will include the end of the digestive system (30 min). The class will begin our absorption activity to understand how nutrients are taken into the body through digestion (20 min). The attention of students will be kept in providing hands on activities. Day four will include the introduction to the urinary system (40 min). Students will be given specific page numbers in order to follow along with the lecture that will be displayed at the beginning of class (5 min). At different points within the lecture students will be asked key point questions to insure their focus for the lesson (5 min). Day five will conclude the urinary section (20 min). The remaining class time will be utilized by students to sum up what they have learned within the weeks lesson by creating a five minute presentation containing a power point (30). ||
 * 1) Students will be in their first year of high school which is considered the prime time for learning about the human body systems.
 * 2) Types of learners with the class: Visual, auditory and kinesthetic learners
 * Visual: 29%
 * Auditory: 35%
 * Kinesthetic: 36% ||
 * **__S __****tate Objectives ** ||
 * Blooms Taxonomy Levels: Knowledge, comprehension and analysis
 * 1) 1. Students will be able to locate, identify and define the functions of the digestive system and the urinary system based on their individual power point presentations.
 * 2) 2. Students will be able to indicate where the digestive system begins and where it ends and its main purpose to us during classroom discussion time.
 * 3) 3. Students will also be able to contrast the digestive system with the urinary system.
 * 4) 4. Students will be competent in putting together a five minute long presentation on what they have learned pertaining to the human digestive system and the urinary system. Thus the input of collective data into power point.
 * 5) 5. Students will combine knowledge on human body systems with their peers. ||
 * **__S __****elect Methods, Media,, and Materials ** ||
 * Materials and Media:
 * o Classroom textbook- for references and diagrams pertaining to the human body systems
 * o One food item per student- for the purpose of consumption and to show where the digestive system begins
 * o Red ribbon or any piece of string available- to represent approximately how long the human intestinal tract is.
 * o Coffee filter, clear glass, 1 tsp sugar, 1 tsp cocoa, 1 spoon- to represent the absorption process of digestion.
 * o Classroom computer and projector- For use in viewing online resources such as pictures, processes, text and creating power point activities.
 * o Promethean interactive white board- for students to interact and observe the steps of the human body systems.
 * o Handouts- available for each student to follow along with online resources. ||
 * **__ U __ tilize Media, Materials, and Methods ** ||
 * # 1. Prepare the materials: insure each student has at least one food item to consume for the beginning of the lesson, provide each student with one classroom textbook, connect classroom computer to inter web and confirm power point as an active resource, set up string for length of intestines activity (day 2), set up absorption activity (day 3), make copies of student handouts that coincide with the lesson, provide computer access (if needed in classroom) to students who are completing their power point presentations.
 * 1) 2. Prepare the environment: set lighting fixtures for students, adjust temperature of classroom to insure students’ comfort.
 * 2) 3. Prepare the learners: engage in a brief overview of the section, include objectives and activities to be performed throughout the section.
 * 3) 4. Provide the learning experiences: Inform students of participation grades within the course. Students must be present at the time or each interactive activity for the lesson. ||
 * ** Require Learner Participation ** ||
 * Five class sessions, fifty minutes each.
 * **__E __****valuate & Revise ** ||
 * Student Performance: Students will be assessed using the rubric presented below. In order to enhance student performance and ease of use, the lesson will be revised accordingly after it has been taught. ||


 * **Indicator of performance ** || **Quality ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Scale ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Score given ** ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Understanding of systems ** || Student can identify main parts of each human body system and can briefly describe how each works. Student is able to state when and where the digestive tract begins and ends. Also the student understands the absorption process. Student is able to tell the difference between the two main body systems in section. || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">0 - 25 ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Participation ** || Student actively participated in classroom discussions, classroom activities and also showed focused interests in course material. || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">0 - 10 ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">presentation ** || Student had a well developed presentation. Student did not exceed amount of time given for presentation. Student was confident in presenting information. Student was not side tracted and presented main information provided. || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">0 - 15 ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Total ** ||  || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">50 ||   ||