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Andrea Chen
(New Orleans - United States)I am a high school English teacher in New Orleans taking the year off to read good books and relax. I currently work for the New Orleans Center for Creative Arts, designing an arts-integrated academic curriculum to prepare students for a rapidly changing ...
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- From: Integrating Technology into Secondary Curriculum - 7533
- Contributed By: James Moore
Introduction:
This is a unit on Nutrition, Health, and Well-being. The purpose of this unit is to teach students the importance of hygiene, diet, exercise, and positive life choices as they pertain to individual health and well-being. The material assumes that students have shown competence with basic biology and anatomy/physiology principles as these lessons are distinctly tied to concepts and applications of biology. However, it is possible to use parts of this unit in conjunction with basic biology and anatomy/physiology lessons. The Nutrition, Health, and Well-being unit consists of the following lessons: 1) Human Body 101: A Review of Human Anatomy and Physiology 2) Microorganisms In, On, and Around You: The Importance of Personal Hygiene 3) We are What We Eat: Why We Eat Healthy 4) A Look in the Mirror: Determining Our Body Composition 5) How Do You Feel: The Importance of Mental Health The lesson plan below is the first lesson of the Nutrition, Health, and Well-being unit; Human Body 101: A Review of Human Anatomy and Physiology. This lesson is intended to review basic biology and anatomy/physiology principles while setting the stage for the rest of the unit. Students will utilize computer simulations or textbooks to focus on the following body systems: digestion, circulatory, nervous, and immune. Computer simulations are strongly suggested as they will offer a more interactive and stimulating approach to learning the material. However, textbooks may serve as an appropriate substitute when computer availability is limited. Students are expected to complete a worksheet for each system that summarizes the components, functions, and importance of that system.
Group Size: Any
Learning Objectives:
Students will be able to accurately recognize and describe the basic principles associated to the processes and necessity of the digestive, circulatory, nervous, and immune systems.
Guiding Question:
What are the components of the {digestive/circulatory/nervous/immune} system? How does the {digestive/circulatory/nervous/immune} system function? What is the importance of the {digestive/circulatory/nervous/immune} system?
Materials:
Computer and simulation software (1 per student) or Anatomy/Physiology Textbooks (1 per student) Writing Utensil Digestive System Worksheet (1 per student) Circulatory System Worksheet (1 per student) Nervous System Worksheet (1 per student) Immune System Worksheet (1 per student)
Procedures:
The instructor may follow one of the two proposed procedures. Procedure 1: The instructor may begin the class with a short video describing the human body and its systems. Students will then use interactive computer simulations or textbooks to learn about the digestive, circulatory, nervous, and immune systems and to complete the four worksheets. Students may work individually or in pairs. The instructor may provide mini lectures on each system or on topics that the class is struggling with. Uncompleted worksheet may be finished as homework. The use of computer simulations or textbooks is up to the instructor's discretion.
Procedure 2: The instructor may divide the lesson into two days. The first day will be spent in a computer lab, utilizing the simulation software to reinforce the material and to complete the worksheets while under the supervision of the instructor. The second day is devoted to class lecture and discussion of the components, functions, and importance of each body system (digestive, circulatory, nervous, and immune systems) that was shown in the simulations. If this proposal is used, then the instructor is strongly encouraged to use computer simulations instead of textbooks.
Assessment:
Student performance will be determined by the completion and accuracy of the worksheets.
Benchmark or Standards:
SC.912.L.14.21 Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.
SC.912.L.14.23 Identify the parts of a reflex arc.
SC.912.L.14.24 Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.
SC.912.L.14.34 Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.42 Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.46 Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.
SC.912.L.14.49 Identify the major functions associated with the sympathetic and parasympathetic nervous systems.
SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
This is a unit on Nutrition, Health, and Well-being. The purpose of this unit is to teach students the importance of hygiene, diet, exercise, and positive life choices as they pertain to individual health and well-being. The material assumes that students have shown competence with basic biology and anatomy/physiology principles as these lessons are distinctly tied to concepts and applications of biology. However, it is possible to use parts of this unit in conjunction with basic biology and anatomy/physiology lessons. The Nutrition, Health, and Well-being unit consists of the following lessons: 1) Human Body 101: A Review of Human Anatomy and Physiology 2) Microorganisms In, On, and Around You: The Importance of Personal Hygiene 3) We are What We Eat: Why We Eat Healthy 4) A Look in the Mirror: Determining Our Body Composition 5) How Do You Feel: The Importance of Mental Health The lesson plan below is the first lesson of the Nutrition, Health, and Well-being unit; Human Body 101: A Review of Human Anatomy and Physiology. This lesson is intended to review basic biology and anatomy/physiology principles while setting the stage for the rest of the unit. Students will utilize computer simulations or textbooks to focus on the following body systems: digestion, circulatory, nervous, and immune. Computer simulations are strongly suggested as they will offer a more interactive and stimulating approach to learning the material. However, textbooks may serve as an appropriate substitute when computer availability is limited. Students are expected to complete a worksheet for each system that summarizes the components, functions, and importance of that system.
Group Size: Any
Learning Objectives:
Students will be able to accurately recognize and describe the basic principles associated to the processes and necessity of the digestive, circulatory, nervous, and immune systems.
Guiding Question:
What are the components of the {digestive/circulatory/nervous/immune} system? How does the {digestive/circulatory/nervous/immune} system function? What is the importance of the {digestive/circulatory/nervous/immune} system?
Materials:
Computer and simulation software (1 per student) or Anatomy/Physiology Textbooks (1 per student) Writing Utensil Digestive System Worksheet (1 per student) Circulatory System Worksheet (1 per student) Nervous System Worksheet (1 per student) Immune System Worksheet (1 per student)
Procedures:
The instructor may follow one of the two proposed procedures. Procedure 1: The instructor may begin the class with a short video describing the human body and its systems. Students will then use interactive computer simulations or textbooks to learn about the digestive, circulatory, nervous, and immune systems and to complete the four worksheets. Students may work individually or in pairs. The instructor may provide mini lectures on each system or on topics that the class is struggling with. Uncompleted worksheet may be finished as homework. The use of computer simulations or textbooks is up to the instructor's discretion.
Procedure 2: The instructor may divide the lesson into two days. The first day will be spent in a computer lab, utilizing the simulation software to reinforce the material and to complete the worksheets while under the supervision of the instructor. The second day is devoted to class lecture and discussion of the components, functions, and importance of each body system (digestive, circulatory, nervous, and immune systems) that was shown in the simulations. If this proposal is used, then the instructor is strongly encouraged to use computer simulations instead of textbooks.
Assessment:
Student performance will be determined by the completion and accuracy of the worksheets.
Benchmark or Standards:
SC.912.L.14.21 Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.
SC.912.L.14.23 Identify the parts of a reflex arc.
SC.912.L.14.24 Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.
SC.912.L.14.34 Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.42 Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.46 Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.
SC.912.L.14.49 Identify the major functions associated with the sympathetic and parasympathetic nervous systems.
SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
