Marissa+Brasil

Marissa Brasil Dr. Coiro EDC 448 Section 2 March 26, 2013

**__Diverse Text Set __** __Context For Using the Text Set __: This text set is intended for use in a general biology class. The students who will be using this text set are in the ninth and tenth grades. This text set focuses on the topic of human anatomy. The students are of average ability level. Some students in the class have learning disabilities, and the class also contains students who are English Language Learners. This unit of study will likely take three to four weeks to complete. The content that students will be learning focuses on the fundamental principles of human anatomy and does not focus on the many intricate details of the different body systems. Because this unit is heavily reliant on knowledge-level thinking skills, interactive and hands-on activities will be used to activate higher-order thinking processes.

A. __Print Resources__:

 1. **//Text #1//**: Hole’s Human Anatomy and Physiology, Student Edition  a. //Citation//: Shier, D. N., Butler, J. L., & Lewis, R. (2009). //Hole's human anatomy and// //physiology //(12th ed). New York, NY: Glencoe/McGraw Hill.  b. //Text Summary//: This textbook is a comprehensive overview of human anatomy as well as human physiological processes. According to the textbook’s companion Web site, the book assumes that students have had no prior instruction in the content and therefore extensively covers each body system in thorough detail.  c. //Rationale//: I selected this text to be part of this text set to serve as the primary textbook for students to use for course instruction in this curriculum unit.  d. //Use of Text//: The purpose for students using this text is to provide the foundational information regarding human anatomy. In the context of a biology class, relevant portions of this textbook could be used in place of or as a supplement to the main textbook. This text would also serve well as the main textbook for a course specifically focusing on anatomy and physiology.  e. //Attachment//: This textbook is 1,010 pages, so there is no attachment.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 2. **//Text #2//**: Top Shelf Human Anatomy and Physiology <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: Hudson, D. M. (2006). //Top shelf human anatomy and physiology.// Portland, ME: J Weston Walch. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This book provides a broader overview of the human body systems than does a typical textbook. It is written in simpler language and is mainly comprised of laboratory exercises rather than long sections of reading. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this book to be part of this text set because it is a concise summary of the most fundamental systems in the human body, which is ideal for differentiating instruction. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to provide a simplification of the many intricate details and nuances of human anatomy for those who need an additional study resource. This text would also be useful for students who are reading below grade level or who have learning disabilities that prohibit them from reading lengthy sections of text. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: This book is 94 pages, so there is no attachment.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 3. **//Text #3//**: The Anatomy Coloring Book <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: Kapit, W., & Elson, L. M. (2001). //The anatomy coloring book.// San Francisco, CA: Benjamin Cummings. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This book provides short summaries of each of the individual body systems as well as intricately drawn diagrams of all these systems. These diagrams are in black and white and can be colored in using a color key and art supplies. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text to be part of this text set because it is an excellent resource for all students to better learn and understand the course content in an alternative manner. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to study the human body systems in an enjoyable way. This book would be especially beneficial for students who are visual/spatial learners and are artistically inclined. English Language Learners and other students who read below grade level will also learn most of the course content from a text such as this one due to its immense number of detailed pictures. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: This book is 170 pages, so there is no attachment.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 4. **//Text #4//**: News Article <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: Cell Press. (2012, August 16). Brain scans don't lie about age. //ScienceDaily//. Retrieved from http://www.sciencedaily.com/releases/2012/08/120816121954.htm <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This news article details the results of a study conducted of brain scans that determined that the human brain has certain characteristics that can be attributed to the specific age of the human being. In other words, the brain is has been found to be one of the most accurate indicators of a human’s age. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text to be part of this text set because it is an excellent example of a real-world experience that can be related to course content. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to make a connection between instruction on the human brain and nervous system to something real that is happening inside the head of every human being. Students can learn more about the remarkable ability of the human body to mimic such conditions as age and disease. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: See Attachment #4.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 5. **//Text #5//**: Diagram of the Anatomy of the Human Heart <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: National Heart Lung and Blood Institute. (n.d.) Anatomy of the heart. //National heart, lung, and blood institute.// Retrieved from http://www.nhlbi.nih.gov/health//dci/Diseases/hhw/hhw_anatomy.html <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This is a full-color diagram of the human heart. The picture includes arrows that indicate the direction of blood flow within the heart and major blood vessels. The colors on the diagram represent oxygenated (red) and deoxygenated (blue) blood. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text to be part of this text set because it is a detailed visual diagram that summarizes both the anatomy and physiological function of the human heart and circulatory system. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to make a mental visual of the process of how the heart pumps blood to the rest of the body. This diagram would be beneficial for all students as a summary of the course content, and would be best utilized as a handout or a poster displayed on the wall in the classroom. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: See Attachment #5.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">B. __Media Resources__:

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 1. **//Text #6//**: National Institutes of Health Anatomy Videos <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: A.D.A.M, Inc. (1997-2013). Anatomy videos. //U.S. national library of// //<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> medicine national institutes of health. //<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Retrieved from <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> http://www.nlm.nih.gov/medlineplus/anatomyvideos.html <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This Web pages contains an archive of numerous short video clips pertaining to many different topics in human anatomy. The videos were all created by and credited to different medical professionals. These videos pertain to both major physiological processes and manifestations of diseases in the human body. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text to be part of this text set because it provides students with an alternative presentation of course content in a video format so as to differentiate instruction. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to serve as an alternate perspective that brings content taught in class lectures to life. While not all of the videos in this collection pertain to elements of the curriculum, it provides the teacher with the flexibility of picking and choosing which video clips would be beneficial and relevant based on the needs of the individual students and classes. The students can use these videos to create a visual connection to physiological processes and the effects of certain diseases on the body, both topics that are appropriate extensions of the human anatomy curriculum unit. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: See Attachment #6.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 2. **//Text #7//**: Human Brain Photo Gallery <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: National Geographic Society. (1996-2013). Photo gallery: Brain. //National geographic//. Retrieved from http://science.nationalgeographic.com/science/photos/brain/#/brain-slice_850_600x450.jpg <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This photo gallery shows many pictures that pertain to the human brain. These photographs include diagrams, pictures of actual human brains, and images of MRI scans. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text for use in this text set because it provides students with visuals to accompany studying of course content. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to demonstrate real-life photographs of parts of the human body that cannot be seen with the naked eye. In order to make the connection between course content and real-world experience, these pictures will provide students with realistic views of human brain anatomy. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: See Attachment #7.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">C. __Online Interactive Resources__:

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 1. **//Text #8//**: Healthline Body Maps <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: Healthline Networks. (2005). Healthline body maps. Healthline. Retrieved <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> from http://www.healthline.com/human-body-maps/ <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This interactive Web site provides detailed profiles of the different systems in the human body. One can select a specific portion of the body to focus on and examine its different bones, muscles, organs, nerves, and vessels. The Web site gives a visual, a 360° animated view, and a written in-depth description of what is shown in the picture. The site also gives the option of taking a video tour of the entire body. This Web site is available both online and as an app for the iPad. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text to be part of this text set because it provides students with a hands-on exploratory activity that incorporates technology and reinforces content taught in the classroom. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to create a visual and, to a degree, callisthenic connection to course content through the use of technology. The visuals on this Web site would be especially helpful for English Language Learners and other students whose reading level is below that which is required by the course. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: See Attachment #8.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 2. **//Text #9//**: Hole’s Human Anatomy and Physiology Essential Study Partner <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: The McGraw-Hill Companies, Inc. (2001). Essential study partner version 2.0: anatomy & physiology. //McGraw-Hill Education.// Retrieved from http://www.mhhe.com/biosci/esp/2002_general/Esp/default.htm <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This interactive Web site is a companion site for Text #1. This study tool has demonstrations, diagrams, and videos of the different body systems and physiological processes. It is intended to be supplementary to the instructional information provided in the textbook. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text to be part of this text set because students can use the Web site as a study tool for independent instruction at home as well as reinforcement of course content. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for students using this text is to provide visual representations of the material that is taught in course instruction and lecture. Having these videos and other interactive elements are essential for students to make a tangible connection between the curriculum and real-world experiences. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: See Attachment #9.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">D. __Instructional Resources__:

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 1. **//Text #10//**: Skeletal System Lesson Plan <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> a. //Citation//: Hutchings, C. (2009, May 5). Not bare bones at all: Investigating the complex significance of bones. //The New York times.// Retrieved from http://www.nytimes.com/learning/teachers/lessons/20090505tuesday.html <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> b. //Text Summary//: This lesson plan is one of many in a collection of unit plans developed by New York Times contributors that incorporate articles from the newspaper as part of the lesson. This lesson plan details instruction that involves researching the topics of how and why the human body is composed of a skeleton. The lesson also incorporates a hands-on project where students create a skeletal system exhibit as a summative alternative assessment. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> c. //Rationale//: I selected this text to be part of this text set because it is an excellent resource for teachers such as myself to research ideas and new instructional strategies for the classroom. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> d. //Use of Text//: The purpose for teachers using this text is to provide teaching enrichment for educators who are looking to improve their instruction and incorporate new laboratory and investigative techniques into their lessons. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> e. //Attachment//: See Attachment #10.

__<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Using These Texts Together in the Classroom __<span style="font-family: "Times New Roman","serif"; font-size: 16px;">: In the classroom, the majority of these texts would be used by all students. Text #10 is a teaching instructional resource and is not appropriate for direct student use, but the activities suggested within will be adapted for use at the end of the curricular unit. The remaining texts are all beneficial for use by all students because it is important for every student to be able to receive, understand, and study the content in a variety of ways. Those students who are reading below grade level, have learning disabilities, or are English Language Learners would rely more heavily on the texts that are interactive and picture-oriented. This would be best for differentiation of instruction for them so that they can still receive the appropriate content knowledge, but in a visual manner that they can more easily comprehend. However, these pictures, photographs, and videos are just as useful for the rest of the students because they, too, need visual and interactive resources for effective learning. The main textbook would be used most often for reading sections of text, and the rest of the texts in this set are intended to supplement this book.

__<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Learning Objectives __<span style="font-family: "Times New Roman","serif"; font-size: 16px;">:

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">1. National Science Education Standards: <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Life Science Content Standard C: <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> As a result of their activities in grades 5-8, all students should develop understanding of <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> structure and function in living systems <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> + Reproduction and heredity <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> + Regulation and behavior <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> + Populations and ecosystems <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> + Diversity and adaptations of organisms

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">2. Common Core Reading Standards for Science and Technical Subjects Grades 6-12 <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Grades 9-10 <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 4. Determine the meaning of symbols, key terms, and other domain-specific words and <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> phrases as they are used in a specific scientific or technical context relevant to grades 9–10 <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> texts and topics.