Human Body Systems - Project Lead the Way
Transcription
Human Body Systems - Project Lead the Way
HBS Human Body Systems PLTW Wisconsin Conference HBS VS. Anatomy Class Human Body Systems HBS An interactive approach to studying how different human body systems interact with and affect each other. Anatomy & Physiology A very detailed study of the body systems structure and function incorporating anatomical language. Unit 1 Helpful Hints • Case Study-have a rubric for the write up and be very clear in what you want students to write in their case study. • DNA Lab-preparation notes Helpful Hints • Activity 2.2.2-Neurotransmitter Release – Calcium ions are involved in this process • Activity 2.4.4 • There are not any websites provided for students to answer the questions about myopia and hyperopia. • See my sqorwl • Activity 3.2.6 • New Activity on ATP-uses the molecular modeling pieces. 3.4.3 Helpful Hints • A great way to get the students interested in the idea of water balance is to begin with a simple demonstration on volumes in the human body. Prior to class, fill four beakers with the following volumes of water. • • • • 1200 mL 125 mL 1 mL 1500mL • On the board or overhead, write the following situations and ask the students to make an educated guess about which volume represents each situation. • • the volume of blood passing through both kidneys in one minute the amount of glomerular filtrate that is produced by both kidneys in one minute the volume of urine that is produced by both kidneys in one minute the volume of urine produced by an average adult in one day • • Helpful Hints continued Color the liquids in the following way: 1200 mL – pink colored water = volume of blood 125 mL – clear water = glomerular filtrate 1 mL – yellow water = volume of urine (1 minute) 1500mL – yellow water = volume of urine (1 day) Nephron poster-give the ions that you want students to complete. Na, Cl, K. H+/NH3 and HCO3. 4.1.1 Helpful Hints • There was some confusion between condyloid joint and ball and socket joint—student wanted to know the difference between them—the condyloid joint occurs with the oval shaped “head” of a bone fitting into an elliptical cavity of another one(the metacarpal and first phangeal bone)—whereas the ball and socket is a sphere shaped “head of one bone connecting with the cup shaped socket of another bone. The movement allowed at each joint is slightly different. There is limited rotation at a condyloid joint and there is full rotation that occurs at the ball and socket. 4.4.1 This was a hard activity for the students. They did not know where to find the information. They were frustrated that the answers were not right in front of them. Students need help with distinguishing between anaerobic verses aerobic respiration and isometric verses isotonic exercises. 5.2.2 X-rays with broken bones—be sure to take the heel one out—it doesn’t show anything broken and in the activity notes it says that heel bone breaks are hard to identify in an X-ray. Two of the X-rays show dislocations (shoulder and hip) Number each of the X-rays so that way they can put them all into a chart so then they can classify each bone. Have them create a chart instead of doing all of the post-itnote stuff. (columns should be-names of bones involved, fracture type, organs that are protected by the bones) Final Project Human Body Systems Mystery Disease Introduce Project in February Delegate Monday’s as Project Work Days Provide Timeline Grade the parts as students complete them per the timeline. Involve Advisory Board Mystery Disease Continued Provide an evaluation form for the Advisory Board Members to complete. Share that form with the students after they have completed it. Invite administrators, other teachers and parents to the event. Community Involvement • Look for ways to get students involved in community events and relate content to the outside world. • Contact local chamber of commerce and local health care facilities. • My HBS students are going to take Activity 3.2.5-Metabolism and use it to do a presentation on Nutrition at a Women’s Wellness Day Event. Portfolios Human Body Systems Portfolio Requirements • Statement of Learning • You will need a statement of learning page that is about a half to one full page in length, double spaced and typed, which includes the following: • The reason that you are in the Biomedical Sciences course (why did you sign up?) What you hope to get out of this program? What you think about learning in general – how you learn, what helps you learn best, etc? Portfolio con. • Unit Summary – What body systems did this unit contain and how did it connect them to each other? – ½ page explanation of your understanding and learning from the unit. – Why do you think this unit’s information was important to learn? • 4-5 Activities designated by PLTW (be sure students take pictures and get them developed) Best Works Artifact Reflection Reflection: Each reflection should be typed, double spaced and 3 paragraphs long with about 3-5 sentences in each paragraph. Each reflection should discuss the following: • What was the background and reason for completing the assignment? As in, what were we studying that led us to this assignment? Where are we going next? Think about what unit we are in and what that unit is all about. How does this activity fit in that? • What did you learn from the assignment? What skills did you develop? Did you learn new content? Did you get to practice your researching skills? Lab skills? Etc? • How does this activity connect to other topics or classes (Bio, Chem, Math, etc.) • How will this activity help you as you pursue your career – will it give you basic skills you need such as presentation skills, typing skills, etc? How about content information – knowing the bones when you want to be a physical therapist is important! • Why you chose to highlight this activity? What made it special to you / stand out for you? Portfolio con. Career Reflection • You will need one TYPED reflection page for the Career section discussing the following (not 1 for each career, just 1 total for the whole tab): – What was the background/reason for completing career journals? – What did you learn from the assignment – what skills did you develop? – Why you chose to highlight these specific careers Class Reflection Type a two-page reflection on how this class has impacted your life. Some questions to consider in your response: • “After taking this class, do you want to go into a biomedical field? Why or Why not?” • “Is there a certain career that you researched in this class that interests you the most? Why?” • “What was the most interesting unit you studied this year and why?” • “How can you use what you learned in this class in college? Explain. (Think about: research, organization, presentation skills, etc.) E-Portfolio • Create a digital portfolio using the LMS LMS • How is the LMS being used in HBS? – Upload career journals – Upload the Case Study – Upload pictures of maniken (as the portfolio often requires pictures of the maniken after it has been built) – Quizzes (body terminology quiz) – E-mail reminders to students as a group and individual students. – Announcement Feature-good for sending information to students. – E-portfolio Ideas for other ways to use the LMS? Surviving the Extremes Human Body Systems Surviving the Extremes How to fit it into HBS over the course of the year Prologue-Read at the beginning of the year (2nd week of school assign it) Jungle-Unit 2 • There are several references to the brain and all of the lobes and different parts. • There are also many references to different dangers of the jungle that do affect other systems Desert-Unit 3 • This chapter is referenced in one of the activities in unit 3 • Describes a man’s survival story of surviving in the desert-takes a look at urinary, digestive and recycling of ATP. • Also has many references to skin and how the skin functions. Surviving the Extremes Con. High Altitude-Unit 3 or Unit 5 • Describes breathing and what happens at high altitude (respiratory system) • Also describes blood and what happens at high altitudes (blood—protection) High Seas-Unit 3 • Describes a lot about metabolismcarbs-fats-proteins • Describes water use and need and how you cannot drink seawater STE Continued Underwater-Unit 4 • Makes reference to the ear and pressure • Discusses joint and muscle issues • Relates oxygen need and blood issues Outer Space-Unit 5 • Describes the ear and its structural features (the ear is not covered at all in HBS but it will be in MI) • Describes what happens to bones up in space • Describes G-forces and what they do to the body Surviving the Extremes Project • Presentation Board Questions? Jennifer Doran [email protected]