SSumma

Stephanie Summa EDC 448 Dr. Coiro

__The Human Body Systems__
 * Context for using the text set:** For this diverse text set, it is created for a biology classroom with students ranging from 9-12th grade. This text set is designed to teach all the different human body systems unit over a course of multiple weeks. The unit will focus on different human body systems using resources ranging from the textbook to online games. Because the human body contains so many sub-units, it is important for each of the texts that are assigned for a lesson plan to be a key to the success of learning the whole concept of the human body systems.


 * A. Print Resources:**
 * Text # 1: Biology Textbook**
 * Citation à Miller, K., & Levine, J. (2002). //Prentice hall biology.// Uppersaddle River, NJ: Pearson/Prentice Hall
 * Text Summary à This textbook is used in a high school level classroom. The text includes all topics a high school level biology class might learn. Each unit in the textbook has multiple chapters to cover the main unit topic. This biology textbook does a great way of incorporating images and descriptions to connect with students in their own life experiences.
 * Rationale à I selected this text because it does a great way of explaining all the chapters on the human body.
 * Use of text à The particular text I used is the first section that covers the over view of what the Human Body Systems are. This text was very helpful to allow students to read on their own to get a better feel of each body systems we posses. Having this introduction will start off the human body unit in an informational way.
 * Attachment à See attachment number one of the photocopied section of chapter 35 from the textbook.


 * Text # 2: Dr. Frankenstein’s Human Body Book**
 * Citation à Walker, R. (2008//). Dr. frankenstein’s human body book: the monstrous truth about how your body works//. New York, New York: DK Publishing.
 * Text Summary à This book is an example of an adolescent’s trade book. Through out the book there is every type of part to all the human body systems. Each page has different information with detailed pictures.
 * Rationale à I selected this text because of the detailed real life pictures that are explained. On the side of each page, it has many branches of information that is based off the main topic of that page.
 * Use of text à The use of this informational picture book allows students to see the images of a certain system or a part of the body. The images are also in high detail and labeled for the students better understanding. I would use this type of book for group work. Each group would have a different page and be able to work together and explaining what they see.
 * Attachment à See attachment number two of photocopied examples of a page in the book.


 * Text # 3: Body Temperature Chart**
 * Citation à Claydon, S. (2006, March 13). //Homeostasis: body temperature//. Retrieved on March 4, 2010 from ** http://scienceaid.co.uk/biology/humans/homeostasis.html **
 * Text Summary à This is a section in the scienceaid.co.uk website that discusses the homeostasis aspect of the human body.
 * Rationale à I selected this text because it is a chart that breaks down how to maintain your body temperature when you are either hot or cold.
 * Use of text à While introducing all of the main human body systems to the class, homeostasis is an important topic that is discussed in the introduction. Using the chart, it will benefit the student’s knowledge of understanding of why our body’s act differently when we are either hot or cold.
 * Attachment à See attachment number three.


 * Text # 4: News Article**
 * Citation à Bower, B. (2004, May 8). Teen brains on trial: the science of neural development tangles with the juvenile death penalty. //Science News Online,// 299. Retrieved on March 4, 2010 from []
 * Text Summary à This article is an opinionated piece that discusses the development of the human brain. It is about a particular area on teenagers and their ability to control their behavior from areas in their brain. The topic is about the science of neural development that is connected with the juvenile death penalty.
 * Rationale à I selected this particular article because it is focused on teenagers. Since my lesson will be for 9-12th graders, I felt it was appropriate for students to connect with and understand.
 * Use of text à When the lesson on brain functions with in the nervous system comes to play I will be teaching the students about the different sections of the brain and their functions. Having an activity where I would read this article to the class and discuss the information is another tool that can relate to that particular topic. The article might be a bit advanced, so that is the reason why we would do the activity as a whole class rather than groups.
 * Attachment à See attachment number four.


 * Text # 5: A Diagram of the Respiratory System**
 * Citation à Fernandes, K. (2003, June). //Respiratory system.// Retrieved on March 4, 2010 from https://courses.stu.qmul.ac.uk/SMD/kb/microanatomy/respiratory/images/Resp2.gif
 * Text Summary à This is a chart of how the respiratory system works. It shows the concept of when we breathe in and the tracks it follows.
 * Rationale à I selected this text because it is a great diagram to depict the steps of our breathing in the respiratory system follows.
 * Use of text à I would use a chart like this to pass out to my students when I am teaching my lesson on the respiratory system. I think the path we follow when we breathe is important to know and this diagram helps show it in a clear path.
 * Attachment à See attachment number five.


 * B. Media Resources**
 * Text # 6: Image of the Bones in Our Bodies**
 * Citation à [n.a.], . (2007). //Bone bingo//. Retrieved from Simply Science website on March 4, 2010 from http://www.patient.co.uk/showdoc/images/I111_L.JPG
 * Text Summary à This is photograph of the bones in our body with the names labeled to each bone.
 * Rationale à I selected this picture because it has all of the main bones in our body that we will be discussing in the lesson.
 * Use of text à When the topic of the skeletal system comes up in another lesson based on our human body systems, this image is a great way to help students memorize the bones. With this picture, I can make 2 copies. The first time around I will teach the students all the names of the bones and have the students fill them out. The second copy of the image will then be blank for students to use as a study tool to help them memorize what each bone is.
 * Attachment à See attachment number six.


 * Text # 7: Video of The Skeletal System**
 * Citation à Songsofhigherlrng. (2008, October 28). //The skeletal system// [Video file]. Retrieved March 4, 2010 from http://www.youtube.com/watch?v=vya4wpS2fgk
 * Text Summary à This is a video that describes our skeletal system. In this video, there are multiple pictures and a rap song to go along with the images.
 * Rationale à I selected this video as a media resource because it is another good catchy tool for students to remember information about the skeletal system. An important aspect of why I chose this video is because a song is included, which students might like better then another type of lecture.
 * Use of text à After I finish a lecture about the skeletal system and finish completing the bone diagram activity, this video is a good break from lecturing style of learning. I will present the video to my students to help them interpret the skeletal system in a different way.
 * Attachment à N/A


 * C. Online interactive resources**
 * Text # 8: Digestive System Online Game**
 * Citation à [n.a], . (2008, October 28). //University of minenesota: webanatomy: digestive system.// Retrieved on March 4, 2010 from http://msjensen.cehd.umn.edu/webanatomy/game/Digestive.htm
 * Text Summary à This is an interactive game online that is based on the knowledge of the digestive system. When the game opens up, a student just enters their name and plays a jeopardy type trivial game.
 * Rationale à I selected this interactive game because it is very good way to use the knowledge of the information a student just learned and apply it to a fun, interactive online game.
 * Use of text à After my lesson on the digestive system, I would have students work in groups on one computer each. By them working together to accomplish the game it helps them use all of their knowledge and work together to find the correct answers.
 * Attachment à N/A
 * Text # 9: Digestive System Quiz**
 * Citation à Andersson, D. (2007-2009). //Digestive system.// Retrieved from Proposegames website on March 4, 2010 from http://www.purposegames.com/game/1918
 * Text Summary à This is an online quiz students may take about the digestive system. All they do is click on the image to connect the word to the picture.
 * Rationale à I selected this online quiz because it is not just an ordinary multiple-choice quiz. In the digestive system there are many parts of the body that students have to memorize and this online quiz helps students remember each part of the digestive system functions.
 * Use of text à This online quiz can be successful for a student’s individual knowledge. The quiz is not that hard, but it is the memory students need to know. Having a student complete the quiz on his or her own possibly for homework is a great tool for memorization. This could also be completed and brought in the next day with their grade for extra credit points for effort.
 * Attachment à N/A


 * D. Instructional Resources**
 * Text # 10: Human Body Systems Lesson Plan**
 * Citation à National Science Resources Center, . (2006). //Human body systems: teacher’s guide.// Burlington, North Carolina: Carolina Biological Supply Company
 * Text Summary à This is a lesson plan from a textbook teacher’s guide that follows steps in introducing the human body systems.
 * Rationale à I selected this lesson plan because it maps out a great quality of a lesson plan to teach to students on the introduction to human body systems. It highlights key concepts and student objects that teacher should follow while teaching this lesson.
 * Use of text à I would use this type of lesson plan to teach the introduction of the human body. With my first attachment on human body systems from a high school textbook, I would work both this lesson plan and the information from that section in the text to create my own ideas for a lesson.
 * Attachment à See attachment number seven.

The unit on the human body will begin with a lesson plan to introduce the main general points. Student will then be learning more in depth when I teach all of the different body systems. Students will be familiar with all of the systems and their basic functions on the first day introducing the unit on the human body systems. With all the texts listed in this diverse text set, they all connect with one of the body system in a certain way. Using different techniques other then reading the textbook is key with the body systems because a lot of it is images and memorization of key functions in each system. These texts I have chosen are different levels of learning. Some are more advanced and will work best if discussed as a class, while other texts are a fun and creative way to learn the information. With every lesson plan on introducing each body system, I will use the sections in the textbook to teach the students. Then these other texts I have listed are other resources students also might learn.
 * Using these texts together in the classroom:**

After covering all of the lessons of the human body systems, students should develop:
 * Learning Objectives:**

· An understanding of a general knowledge of the organization of the body · Have an understanding of the importance of homeostasis · The key concepts of each body system · The major functions of each body system

· LS4 à Humans are similar to other species in many ways, and yet are unique among Earth’s life forms. · LS4 (9- 11 )- 10 à Students demonstrate an understanding of human body systems
 * Life Sciences Content Area Standards:**

· R-10-2 à Students identify the meaning of unfamiliar vocabulary · R-10-7 à Demonstrate initial understanding of informational texts (expository and practical texts) o R-10-7.1 – obtaining information fro text features, contents, glossary, index, transitions words/phrases, transitional devices, bold or italicized text. o R-10-7.3 – organizing information to show understanding or relationships among facts, ideas, and events. o R-10-7.4 – generating questions before, during, and after reading to enhance understanding and recall. · R-10-12 à Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes
 * Reading Standards:**

Kathleen Regan- I like the use of the homeostasis chart to link the the systems together in the unit. I also like how you vary the instruction of the systems, offering a different experience with each. The emphasis on imagery is a great method, especially with so many facts to label. You include many diverse ways to get attention. I also see an opportunity to make a connection to nutrition and how each system affects another in health issues, perhaps as a interdisciplinary theme.