Teacher Name:Nilesweek: 25

Teacher Name:NilesWeek: 25

Monday 1/30/2017

Course:
Standards: / Health Sciences 1
LAFS.910.L.3.5b, LAFS.910.L.3.6, LAFS.910.SL.2.4, LAFS.910.SL.2.6, 09.0, 09.01, 09.06, 09.02, 09.04
Subject: / Central Nervous System/Peripheral Nervous System / Bellwork / We went over the review questions/study guide the students worked on last week. (Again, as a courtesy to those students absent last Friday when we went over it the first time).
Objective / Students will describe the function of the different parts of the brain and describe the function of the cranial nerves. / Agenda / Bell work
Students reviewed the important terms of the CNS and PNS by playing team hangman.
Essential Questions / What functions of the head and neck are carried out by cranial nerves I, II, V, and X?
Vocabulary
ELL Accommodations: / Cerebrum, frontal lobe, parietal lobe, occipital lobe, temporal lobe, cerebellum, brain stem, medulla, pons, motor nerves, sensory nerves.
Students may use translation dictionary; they will be working with other students.
Ticket Out- finished review questions/study guide
Homework: None

Teacher Name:NilesWeek: 25

Tuesday 1/31/2017

Course:
Standards: / Health Sciences 1
LAFS.910.L.3.5b, LAFS.910.L.3.6, LAFS.910.SL.2.4, LAFS.910.SL.2.6, 09.0, 09.01, 09.06, 09.02, 09.04
Subject: / Central Nervous System/Peripheral Nervous System / Bellwork / Follow the seating chart on the screen and find your new seat.
Objective / Students will describe the function of the different parts of the brain and describe the function of the cranial nerves. / Agenda / Bell work
Students will take the CNS/PNS test on Schoology.
Students will work independently on the Autonomic Nervous System Activity posted to Schoology.
Essential Questions / What functions of the head and neck are carried out by cranial nerves I, II, V, and X?
Vocabulary
ELL Accommodations: / Cerebrum, frontal lobe, parietal lobe, occipital lobe, temporal lobe, cerebellum, brain stem, medulla, pons, motor nerves, sensory nerves.
Students may use translation dictionary; they will be working with other students.
Ticket Out- Schoology test
Homework: finish the activity on the autonomic nervous system

Teacher Name:NilesWeek: 25

Wednesday 2/1/2017

Course:
Standards: / Health Sciences 1
LAFS.910.L.3.5b, LAFS.910.L.3.6, LAFS.910.SL.2.4, LAFS.910.SL.2.6, 09.0, 09.01, 09.06, 09.02, 09.04
Subject: / Autonomic Nervous System / Bellwork / Follow the seating chart on the screen and find your seat.
Objective / Students will identify the two divisions of the autonomic nervous system and describe how the parasympathetic and sympathetic systems affect the heart, digestion, and kidneys / Agenda / Bell work
Students will read page 163 in Scott-Fong text (Autonomic Nervous system)
Students will write a paragraph about the ANS using the following writing prompt:
According to Scott-Fong in Body Structures and Functions, the sympathetic and parasympathetic divisions of the ANS “may be antagonistic in their action.” Explain how the two divisions have an antagonistic effect on the heart. Next, relate the actions of the sympathetic and parasympathetic back to the concept of body homeostasis.
Essential Questions / How do the sympathetic and parasympathetic nervous systems affect the heart, digestion and kidneys?
Vocabulary
ELL Accommodations: / Autonomic nervous system (ANS). Parasympathetic, sympathetic
Students may use translation dictionary; they will be working with other students.
Ticket Out- ANS paragraph
Homework: none

Thursday and Friday assignments are reversed (What is written for Friday I actually did on Thursday, and vice versa)

Teacher Name:NilesWeek: 25

Thursday 2/2/2017

Course:
Standards: / Health Sciences 1
LAFS.910.L.3.5b, LAFS.910.L.3.6, LAFS.910.SL.2.4, LAFS.910.SL.2.6, 09.0, 09.01, 09.06, 09.02, 09.04
Subject: / The Eye / Bellwork / Follow the seating chart on the screen and find your seat.
Objective / Students describe the “pathway of vision.” / Agenda / Bell work
Students will draw or trace into their notebooks the labeled eye anatomy hand-out provided by teacher.
Direct Instruction with Q and A on muscles of the eye (Iris, LevatorPalpebrae, and Orbicularis Oculi)
Students will be asked to write or draw out the vision pathway (light, cornea, pupil, lens, retina, optic nerve, occipital lobe)
Students will be asked to read from Scott-Fong on page 181 “The Effects of Aging on the Eyes.”
Writing Prompt: Scott-Fong on page 181 asserts that aging adversely effects the eyes. Describe three physical changes that occur to the eyes as a person gets older. Next, describe three vision symptoms caused by these physical changes.
Essential Questions / How do the structures of the eye and structures of the nervous system work together to give us the ability to see?
Vocabulary
ELL Accommodations: / Light rays, Cornea, pupil, lens, retina, optic nerve, occipital lobe (pathway of vision)
Students may use translation dictionary; they will be working with other students.
Ticket Out- Effects of Aging on Eyes paragraph
Homework: none

Teacher Name:NilesWeek: 25

Friday 2/3/2017