12.01.15 Period 2 Ms. Kelley
LEARNING TARGET. / KEY POINTS.What knowledge and skills are embedded in the learning target?
I will describe the role of the nervous system and investigate my sensory neurons.
MN standard 9.4.1.1.2: Describe how the functions of individual organ systems are integrated to maintain homeostasis in an organism. / -There are two major parts of the nervous system with distinct jobs.
-Sensory neurons send us information about our surroundings.
ASSESSMENT.
Formative assessment will occur throughout the class through student-teacher and student-student conversations. The lab that students complete on sensory neurons will illustrate gaps in understanding. Students will also show their success on a quiz next week.
DO NOW (“Catalyst”) ~ 5 minutes / EXPECTATIONS AND PROCEDURES / OBSERVED STUDENT ACTIONS
On the board - “Name as many parts of the nervous system as you can. Which is the most important?”
Students are given a few minutes at the beginning of class to respond.
As a class we then review possible answers. This is a new system so they are brainstorming. I expect many students to say the brain and by having an opinion students are more invested. / Students respond to do-now when the class begins.
They do so on their weekly catalyst sheet.
This is a brainstorm/opinion question. As such they can ask those around them what they think and try to make a convincing case.
OPENING
How will you communicate connections to previous lessons? / EXPECTATIONS AND PROCEDURES / OBSERVED STUDENT ACTIONS
Verbalized to class “This unit is all about how organisms stay in balance. Before we can talk about the way the nervous system actively contributes to homeostasis, we must have a clear idea of how it works. Today is all about how the nervous system works.” / Prepared to take notes.
3. INTRODUCTION OF NEW MATERIAL (15 min.) / EXPECTATIONS AND PROCEDURES / OBSERVED STUDENT ACTIONS
Students and teacher complete a notes through a teacher led presentation.
This material builds from a general review to technical and new.
Students will use this information collaboratively during the next portion of our class. / As information is given students copy down necessary content and label a picture to help them describe the sequence.
2. GUIDED PRACTICE (5 min.) / EXPECTATIONS AND PROCEDURES / OBSERVED STUDENT ACTIONS
I will quickly overview the Sensory Neuron Lab directions. Students will be grouped for the lab. / Students will read and then respond to the question on the board.
Students will move into their groups quickly.
3. INDEPENDENT PRACTICE (remaining mins.)
How will you provide opportunities for remediation and extension? / EXPECTATIONS AND PROCEDURES / OBSERVED STUDENT ACTIONS
Students will work with their groups to first complete the pre-lab, then set up and conduct the experiment. I will circulate to help students succeed. / Students are actively discussing and completing the lab in a respectful manner.
5. CLOSING (last 3 min.)
How will students summarize and state the significance of what they learned? / EXPECTATIONS AND PROCEDURES / OBSERVED STUDENT ACTIONS
Students will wrap up their lab and data collection.
Students will organize their materials and space, they will return any lab materials to the front of the the room. / Students tidying and wrapping up their data collection.