BDuffy

Brianne Duffy

EDC448 – Dr. J. Coiro

Thursday, March 1, 2012 ** Diverse Text Set ** __ Human Anatomy and Biology __ __ Context for Using this Diverse Text Set: __ This diverse text set is mostly designated for a higher-level science student in high school. The resources below would be complimentary to an introduction, lesson, unit or class on the human body. Due to the complex nature of the human body, it is necessary that other resources be used in addition to the suggested textbook to excel learning. Each bodily system or process needs to be discussed slowly and very thoroughly. Units may need to be broken down into smaller content areas throughout total instruction.

A) Print Resources

Mader, S., Windelspecht, M. (2102). //Human biology// (12th ed.). Boston, MA: McGraw Hill Summary: In its most recent edition, this textbook is dedicated to analyzing, exploring and teaching the anatomy the human body; it’s systems, maintenances, growth and development. The text is broken down into clear chapters and sections that are easily understood and followed. Rationale: This text was selected because of its unique understanding and dedication to complimenting a course on Human Anatomy. Use of Text: Such a text would be the main resource other than the instructor and class time for students enrolled in such a class. If executed correctly, this text could compliment a class a teacher’s instruction very well. Human Anatomy Model, Anatomy Chart, Anatomical Chart. (2011, June). //Innerbody your guide to human anatomy online//. Retrieved from http://www.innerbody.com/htm/body.html Summary: This website provides an excellent in school and at-home resource for students to use to aid assist their learning of the human systems. The site provides interactive charts, in addition to explanatory sections describing structures and functions. Pages can be printed out for in-school work as well. Rationale: This site was selected because it is extremely thorough, interactive and simple to use. All of the information is located at one main home screen, allowing easy navigation. Use of Text: Again, this website can be used at home and at school as a complimentary resource and study tool when learning the systems. Interactive models create a greater learning opportunity for visual learners. The texts and explanation sections help assist those who learn more efficiently through reading. Schmidt, S. (2011). New contract will enable baseball to test for h.g.h. //The New York Times.// Retrieved from http://www.nytimes.com/2011/11/20/sports/baseball/baseball-is-to-begin-blood-testing-for-hgh.html?_r=1&ref=humangrowthhormone. Summary: This article is a more recent issue regarding hormones, professional sports, and the controversies regarding the human growth hormone. The article explores the legality and ethics of using hormones to increase performance. Rationale: Such an article would compliment the endocrine system nicely, as it can make a connection to those who follow baseball, players or teams, or those who are simply a fan of sports. Using such context in a class can also encourage discussion and new discoveries. Use of Text: Handing this article out at the beginning of a class following a lesson on hormones or the endocrine system would be an ideal use for this text. Parker, S. (2008). //The human body book//. (1st ed.). Dk lishing. Summary: Vivid, attractive, huge and illustrated – this three-dimensional book, provides a colorful, exciting way to explore the human body. Though it may not be the most in depth of resources, this book is an excellent way to get all types of learners involved and attracted to the human body. Rationale: This book provides a collection of detailed illustrations that can excite students and draw them into the subject matter. This would be a nice resource to have around any science classroom, particularly during a human body section. Use of Text: To introduce the human body in an informal, approachable manner, a teacher may want to consider showing the pictures of the topics prior to formal instruction. #5: Diagram – The Heart Chung, M.K., and Rich, M.W. Introduction to the cardiovascular system. // Alcohol Health and Research World // 14(4):269–276, 1990. Summary: To understand the circulatory system, one must fully understand the heart; it’s pathways and how it functions. Using a model, poster, etc. is the best way to help students learn this major organ. This diagram gives a basic outline that can allow for modification and arrows to help understand the pathways. Rationale: Every circulatory lesson needs and accurate, clean, concise diagram of the heart. This happens to be a great one. Use of Text: Complimentary diagram for taking notes and drawing pathways when teaching students the heart and circulatory system.
 * 1) 1. Text Book – //Human Biology, Twelfth Edition//
 * 1) 2. System Charts –//The InnerBody//
 * 1) 3. News Article – //Hormones//
 * 1) 4. Book – The Human Body Book

B) Media Sources #6: Video – Homeostasis  heauk (2010, March 25). //Feedback loops// [Video file]. Retrieved February 28, 2012 from, http://www.youtube.com/watch?v=_QbD92p_EVs.  Summary: The video is brief, simply and an excellent model to show the use of positive and negative feedback in the role of homeostasis.  Rationale: The video is esthetically pleasing, well understood and very simple. It is a short clip and would take up little class time, and can also be accessed at home.  Use of Text: This resource would best be used in class as a complimentary source to learning about regulation in the human body.  #7: Photo – Cancer  Robert’s review (2012). //Cancer Pictures.// [0]. Retrieved from http://www.robertsreview.com/ cancer_pictures_all.html.  Summary: This photo is a simple, clear model of a healthy lung vs. a smokers lung. The picture could compliment a respiratory system unit well, or a unit on cancer. Rationale: The image is harsh and obvious. Sometimes photographs have a greater impact than words. Use of Text: Showing the photo (or other photos) during a lesson on cancer, or the respiratory system.

C) Online Interactive Resources #8: Calcium Calculator – Skeletal System/Bones  Best bones forever. (2011, June). //Calcium Calculator.// Retrieved from http://www.bestbonesforever.gov/index.cfm  Summary: Here, is a great way for students to measure their overall calcium intake. Nutrition is an important part of the human body, and this needs to be emphasized during lessons. Calcium and bone health go hand in hand.  Rationale: Having students fill out a nutrition piece is a great way to help them apply the material to themselves. It is also a good way to get students thinking about the material they are learning.  Use of Text: This text would best be used as a homework assignment. It would allow students to explore the website on their own time, track their meals, and discover their findings on their own. Results can then be discussed in class.  #9: Online Quizzes  Grass, J. (2012, February 27). Retrieved from http://www.lrn.org/Content/Quizzes/ Quizlist.html. Summary: This website provides students with a way to quiz their knowledge on all of the body systems. It is an informal assessment with thought provoking questions. It is nonthreatening and an easy way for students to self assess. Rationale: This text provides an accessible resource for students and teachers to use. It is easy to navigate and all quizzes can be retaken. Use of Text: Online content quizzes would be a great resource for students to uses at home or when studying. Time does not necessarily need to be taken out of class to explore this text, though it should be highly recommended to use a home.

D) Instructional Resources #10: Online Lesson Plans and Resources  //Lesson plans inc.//. (2012). Retrieved from http://www.lessonplansinc.com/biology_lesson_ plans_human_body_systems.php  Summary: This website can assist any teachers instruction and provides many resources for all types of lessons, contents, and units regarding the human body. Resources include: quizzes, PowerPoints, experiments, worksheets, etc.  Rationale: As a future teacher of science, this website seems to have it all and can aid any teacher struggling to find enough, or the necessary materials for a lessons. Looking at others resources can also spark new ideas in another.  Use of Text: This text can be used to generate new ideas, to find materials, and network with other educators. It is recommended as a complimentary piece of information and not the sole resource to a teacher.

__ Use of Diverse Text Set in the Classroom: __ Some of these texts will be used and referenced daily in the classroom (#1 and #10). Others are complimental pieces to instruction and can aid learners of all different styles. Students may not need to read every given piece of text, and some may choose to use resources more than others. Many of these texts are flexible, making them great resources. The textbook should be something the students and teacher are comfortable with using, as it is a main resource and basis of the class.

__ Learning Objectives __ Personal Objectives –
 * Students should understand the design, processes, systems, complexities and organizations within the human body.
 * Basic identifications should be made.
 * Major functions of human body and its elements should be understood.
 * Students to know the importance and role of diet and nutrition in the human body.

Rhode Island GLEs and GSEs – Common Core Standards for Life Sciences

LS3: Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry). LS4: Humans are similar to other species in many ways, and yet are unique among Earth’s life forms. LS1: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).

Reading Standards – Brianne, great job with your text set. I really liked how you took a topic which can be difficult to engage students in and made it into an engaging, interactive experience. The resources I really liked was your use of the HGH news articles, and the calcium calculator. Good job! -Dan
 * R-10-2: Students identify the meaning of unfamiliar vocabulary
 * R-10-7: Demonstrate initial understanding of informational texts (expository and practical texts)
 * R-10-12: Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes
 * R-10-7.1 – obtaining information fro text features, contents, glossary, index, transitions words/phrases, transitional devices, bold or italicized text.
 * R-10-7.3 – organizing information to show understanding or relationships among facts, ideas, and events.
 * R-10-7.4 – generating questions before, during, and after reading to enhance understanding and recall.\
 * Comments**