Teacher: Kimberly Simms Date:10-17-16 to 10-21-16 Subject: Anatomy & Physiology Block:4th
Alabama COS: standardsALCOS ## 6. Obtain, evaluate, and communicate information regarding how the central nervous system and peripheral nervous system interrelate, including how these systems affect all other body systems to maintain homeostasis.
a. Use scientific evidence to evaluate the effects of pathology on the nervous system (e.g., Parkinson’s disease, Alzheimer’s disease, cerebral palsy, head trauma) and argue possible prevention and treatment options.
National Generation Science Standards
SEP #8-Obtaining, Evaluating, and Communicating Information
SEP #2-Developing and Using Models
SEP # 3-Planning and Carrying Out Investigations
ACT Aspire/ACT Standards
Interpretation of Data
· (IOD 302) Scientific Terminology
· Understand basic scientific terminology.
· (IOD 505) Analyze
· Analyze given information when presented with new information.
· (IOD 702) Analyze Information
· Analyze presented information when given new, complex information
Technology Standards:
12. Use digital tools to publish curriculum-related content.
Examples: Web page authoring software, coding software, wikis, blogs, podcasts
13. Demonstrate collaborative skills using curriculum-related content in digital environments.
Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment
15.Forecast technology innovations based on trends.
Literacy Anchor Standards:
1. [RST.11-12.1] Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
2. 4. [RST.11-12.4] Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
3. 4. [WHST.11-12.4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Resources
1. ACT Aspire/ACT Standards
2. Global Scholar
3. USA Testprep
ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:
x / Bell Ringer / x / Say Something / x / Anticipation Guide / x / Lecture / Graphic Organizer/VLT / X / Chunkingx / Chunking / x / Turn and Talk / Think-Pair-Share / Reading / Pictograph / x / Acronyms/Word
x / Summarizing / Concept Map / x / Vocabulary Overview / x / Model / x / Diagram / Other: ______
x / Role Playing / Frayer Model / Daily Language Practice (DLP)______/ x / Hands-on / x / Mind Map/Visual Guide
Engagement Strategies:
- Collaborative Group Work - Writing to Learn - Literacy Groups Other:______
- Questioning Techniques - Scaffolding Text -Classroom Talk
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers Computer Program:______Other:______
PROCEDURAL CONTENT (application)
Monday / Tuesday / Wednesday / Thursday / FridayEssential Question / 1. What are the structures of the nervous system?
2. How do the central and the peripheral nervous systems differ?
3. What are the sensory organs?
4. What are the diseases and disorders of the nervous system? / 1. What are the structures of the nervous system?
2. How do the central and the peripheral nervous systems differ?
3. What are the sensory organs?
4. What are the diseases and disorders of the nervous system? / 5. What are the structures of the nervous system?
6. How do the central and the peripheral nervous systems differ?
7. What are the sensory organs?
8. What are the diseases and disorders of the nervous system? / 9. What are the structures of the nervous system?
10. How do the central and the peripheral nervous systems differ?
11. What are the sensory organs?
12. What are the diseases and disorders of the nervous system? / 13. What are the structures of the nervous system?
14. How do the central and the peripheral nervous systems differ?
15. What are the sensory organs?
16. What are the diseases and disorders of the nervous system?
Objective(s) / 1. To identify structures of the nervous system.
2. To explaining differences in the function of the peripheral nervous system and the central nervous system
3. To labeling parts of sensory organs, including the eye, ear, tongue, and skin receptors
4. To recognizing diseases and disorders of the nervous system / 1. To identify structures of the nervous system.
2. To explaining differences in the function of the peripheral nervous system and the central nervous system
3. To labeling parts of sensory organs, including the eye, ear, tongue, and skin receptors
4. To recognizing diseases and disorders of the nervous system / 1. To identify structures of the nervous system.
2. To explaining differences in the function of the peripheral nervous system and the central nervous system
3. To labeling parts of sensory organs, including the eye, ear, tongue, and skin receptors
4. To recognizing diseases and disorders of the nervous system / 1. To identify structures of the nervous system.
2. To explaining differences in the function of the peripheral nervous system and the central nervous system
3. To labeling parts of sensory organs, including the eye, ear, tongue, and skin receptors
4. To recognizing diseases and disorders of the nervous system / 1. To identify structures of the nervous system.
2. To explaining differences in the function of the peripheral nervous system and the central nervous system
3. To labeling parts of sensory organs, including the eye, ear, tongue, and skin receptors
4. To recognizing diseases and disorders of the To demonstrate or identify the different types of body movements
Preview
(Before) / Interactive Bell Ringer
1. What are the two great controlling systems of the body?
2. Reconnect- Students will reconnect on what was done on the previous day at school. / Interactive Bell Ringer
1. List the structures of the CNS and the PNS.
2. Reconnect- Students will reconnect on what was done on the previous day at school. / Interactive Bell Ringer
3. Name the four types of cutaneous sensory receptors. Which of the cutaneous receptors types is most numerous?
Pain receptors; Pacinian corpuscles (deep pressure) and Meissner’s corpuscles (light pressure); temperature receptors (e.g., Ruffini’s corpuscles [heat]). The pain receptors are most numerous because pain indicates actual or possible tissue damage. (p. 229)
4. Reconnect- Students will reconnect on what was done on the previous day at school. / Interactive Bell Ringer
1. 1. What is the function of the following: Thalamus, Hypothalamus, and the cerebellum.
The thalamus is a relay station for sensory impulses ascending to the cerebral cortex for interpretation.
The functions include body temperature regulation, body water balance, and metabolic control; it also serves as an important center for emotions and drives (sex, rage, pleasure, satiety/appetite, thirst). The cerebellum coordinates skeletal muscle activity (initiated by the cerebrum) and controls balance and equilibrium in accordance with signals received from the inner ear, the eyes, and the proprioceptors of the muscles and tendons. (pp. 240–241)
2. Reconnect- Students will reconnect on what was done on the previous day at school. / Interactive Bell Ringer
3. What are the two functions of the spinal cord?
Major reflex center; pathway for ascending sensory impulses and descending motor impulses.
(p. 247)
4. Reconnect- Students will reconnect on what was done on the previous day at school.
Instruction
(During) / 1. Interactive Notes: Students will take notes on the Nervous System.
2. Peer Partner Activity: Students will complete Worksheet # 132-133
Turn in Notebooks / 1. Notes Quiz: Students will be quizzed on the information they learned on the previous day.
2. Interactive Notes: Students will take notes on the Brain. / 1. Turn in Spring Break Package
2. Peer Partner Activity: Students will complete Worksheet # 120 & 121
3. Notes Quiz #2: Students will be quizzed on the Reflex Arc and the Brain. / 3. 1. Vocabulary Quiz: Students will complete their Vocabulary Quiz
4. Peer Partner Activity: Students will complete Worksheet # 122 & 123 / 3. Vocabulary Quiz Part 2: Students will complete their Vocabulary Quiz
4. Define Vocabulary Words Chapter 8 (1-11)
5. Interactive Notes: Students will take notes on the Central and Peripheral Nervous System.
(After) / Axons normally carry information ______the nerve cell body. Dendrites carry information ______the nerve cell body.
a. away from; toward
b. away from; away from
c. toward; away from
d. toward; toward
e. first toward and then away; toward
***A*** / The peripheral nervous system includes:
a. the brain and cranial nerves.
b. the spinal cord and spinal nerves.
c. the cranial and spinal nerves.
d. receptors and nerves.
***C*** / Exit Slip:
A rapid, predictable, and involuntary responses to stimuli is known as:
a. reflex arc
b. reflex
c. autonomic reflex
d. somatic reflex
***b*** / Exit Slip:
What is the largest portion of the brain?
***Cerebrum*** / Exit Slips
Verbal Reflection
Which of the following is true of the autonomic, but not the somatic, nervous system?
a. Neurotransmitter is acetylcholine
b. Axons are myelinated
c. Effectors are muscle cells
d. Has motor neurons located in ganglia
D
Homework / HW: Worksheet 135
Study for Notes Quiz Tomorrow / Study for Vocabulary Quiz Part 1 (1-12) / Study for Notes Quiz
Study Study for Vocabulary Quiz Part 2 (13-24)