UNIT PLAN

The Nervous System and its Interaction with the Endocrine System.

Big Idea: The students will learn about the anatomy and physiology that is the structure and function of Nervous system and how it works with the endocrine system to control the physiological functions. Students will know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. Students will know how the feedback loops in the nervous and endocrine systems regulate conditions in the body. Students will know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses and the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response. The students will aid from interactive lectures and will use various readings, technology, and classroom activities to demonstrate an understanding of how their bodies automatically control the vital functions.

Subject Area: Health Science 20Grade: 11Curriculum Outcome and Indicators: Outcome: HS20-HB1: Analyze the Anatomy and Physiology of a healthy Body.Indicators:

Describe the basic anatomy (structure) and physiology (function) of the human Nervous system.

Provide examples of how two or more body systems work together to support various bodily functions.

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Student Objective: I Can Statements:

1. I can describe the basic anatomy (structure) and physiology (function) of the human nervous sytem.

2. I can provide examples of how nervous system and endocrine systems work together to support bodily functions.

3. I can show how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

4. I can demonstrate that feedback loops in the nervous and endocrine systems regulate conditions in the body.

5. I can explain the role of neurons in transmitting electrochemical impulses.

6. I can explain the functions of different glands and hormones produced by them in the endocrine system.

7. I can draw and show the components of a reflex arc.8. I can identify neurotransmitters and their pathways.

Broad Areas of Learning:

Students will construct knowledge about the body systems aiming at applying this knowledge throughout their lifespan for a better quality of life for themselves and others. Students would reflect and act on their personal responsibility to understand and respect their bodies and make personal decisions that contribute to living in harmony with others and the natural world.

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Cross Curricular Competencies:

Students will actively engage in various observations and in creating models and doing hands on experiments. They will develop understanding of their own body systems and will become knowledgeable about how to care for their body systems. Throughout the unit students will gain skills of analyzing, collecting data, observing and representing ideas.

Unit Details

Instructional ProceduresStep-by-step instructions for the unit1. Students will do a quick visual mind game and then they will make their first graphic organizer, the KWL chart. They will fill in the parts "What I know about the nervous system" and "What I want to know about the nervous system”.2. Next students will be presented with a power-point presentation of Brain and they will do an activity to learn sheep brain dissection.3. Students will do sheep brain dissection and learn about brain areas and function. 4. And Power Point presentation about the Nervous system will be shown. 5. At the end of the class, students will fill out their learning logs (journals) if they did not have time to complete it during the lecture. This will be like the exit slip part of the class.6. Unit will continue to parts of Nervous system and then into the topic of how it interacts with the endocrine system to control physiological functions.

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7. Students will get into expert groups and learn about how endocrine and nervous system work together.8. During this expert group time, I will spend about a minute with each student for our oral quizzes. This is more of a casual conversation to see where they are in the unit, and to see if there is anything I need to go over again.9. Students will present power-point or poster or presentations to demonstrate their understanding of how endocrine and nervous system work together and provide an example from their life situation when they know both systems worked together. 10. At the end of the unit, portfolios of the student work will be put together. This will include their completed KWL charts, journals, and results of online quizzes.12. Unit exam is administered

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Accommodations for Differentiated Instruction

Students with Special NeedsGuided Notes-given out, and they are designed to go along with the unit lecture will help special needs students stay focused and on-track with a proper outline that correlates with the lectureGraphic Organizers-provides an organized way to hold informationWord Wall - posted in the classroom, will have vocabulary words visually displayed

EAL Learners:Guided Notes -given out, and they to go along with the unit lecture to provide the nonnative speaker with written forms of the words that I am verbally speakingGraphic Organizers- provides a way to organize new/difficult English science words/concepts for our unitWord Wall-posted in the classroom, will have vocabulary words visually displayed so nonnative speakers know how to spell them.

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Assessments:  We will use different kinds of assessments throughout this Unit. Below is a list and description the of assessments used (Assessment Plan) and the first assessment (Entry-Level Assessment).

Pre- Assessment:Below is a sample of a KWL chart for the Unit on the Nervous and Endocrine Systems. 

How does it work.KWL stands for "Know, Want to Know, and Learn." The first column (What I Know) will help me understand how much students already know, or think they know about the Unit. The second column (What I Want to Know) will let me know what interests students about this topic. The last column (What I Learned) will be filled in throughout the Unit with the answers to What I Want to Know questions, as well as additional information the students learned.

Each lesson will have their own KWL chart and KWL charts will be frequently referred and filled in throughout the unit.

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Assessment Plan: Below are the assessment timeline and the assessment summary.

Assessment timeline:This is how and when you will be assessed for this Unit.

Assessment summary:

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This is the explanation of the purpose for each assessment

Word Wall In the classroom – Put up before the start of the unit:

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action potential: reversal of electrical charge across the membrane of a resting neuron that travels down the axon of the neuron as a nerve impulse

autonomic nervous system (ANS): division of the peripheral nervous system that controls involuntary activities not under conscious control such as heart rate and digestion

axon: long extension of the cell body of a neuron that transmits nerve impulses to other cells

brain: central nervous system organ inside the skull that is the control center of the nervous system

brain stem: lowest part of the brain that connects the brain with the spinal cord and controls unconscious functions such as heart rate and breathing

cell body: central part of a neuron that contains the nucleus and other cell organelles

central nervous system (CNS): one of two main divisions of the nervous system that includes the brain and spinal cord

cerebellum: part of the brain below the cerebrum that coordinates body movements

dendrite: extension of the cell body of a neuron that receives nerve impulses from other neurons

drug abuse: use of a drug without the advice of a medical professional and for reasons not originally intended

drug addiction: situation in which a drug user is unable to stop using a drug

interneuron: type of neuron that carries nerve impulses back and forth between sensory and motor neurons

motor neuron: type of neuron that carries nerve impulses from the central nervous system to muscles and glands

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myelin sheath: lipid layer around the axon of a neuron that allows nerve impulses to travel more rapidly down the axon

nerve: one of many cable-like bundles of axons that make up the peripheral nervous system

nerve impulse: electrical signal transmitted by the nervous system nervous system: human body system that carries electrical

messages throughout the body neuron: nerve cell; structural and functional unit of the nervous

system neurotransmitter: chemical that carries a nerve impulse from one

nerve to another at a synapse peripheral nervous system (PNS): one of two major divisions of the

nervous system that consists of all the nervous tissue that lies outside the central nervous system

psychoactive drug: drug that affects the central nervous system, generally by influencing the transmission of never impulses in the brain

resting potential: difference in electrical charge across the plasma membrane of a neuron that is not actively transmitting a nerve impulse

sensory neuron: type of neuron that carries nerve impulses from tissue and organs to the spinal cord and brain

sensory receptor: specialized nerve cell that responds to a particular type of stimulus such as light or chemicals

somatic nervous system (SNS): division of the peripheral nervous system that controls voluntary, conscious activities and reflexes

spinal cord: thin, tubular bundle of nervous tissue that extends from the brain stem down the back to the pelvis and connects the brain with the peripheral nervous system

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synapse: place where an axon terminal meets another cell adrenal glands: pair of endocrine glands located above the kidneys

that secrete hormones such as cortisol and adrenaline endocrine system: human body system of glands that release

hormones into the blood gonads: glands that secrete sex hormones and produce gametes;

testes in males and ovaries in females hypothalamus: part of the brain that secretes hormones pancreas: gland near the stomach that secretes insulin and glucagon

to regulate blood glucose and enzymes to help digest food parathyroid glands: pair of small glands in the neck that secrete

hormones that regulate blood calcium pineal gland: gland of the endocrine system that secretes the

hormone melatonin that regulates sleep-wake cycles pituitary gland: master gland of the endocrine system that secretes

many hormones, the majority of which regulate other endocrine glands target cell: type of cell on which a particular hormone has an effect

because it has receptor molecules for the hormone thyroid gland: large endocrine gland in the neck that secretes

hormones that control the rate of cellular metabolism throughout the body

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Lesson One

Grade Level: Grade 11 Time: 60 mins

Brief Summary of the Lesson Plan: In this lesson students will learn about the structure of brain and will do an activity to learn about dissection of the brain.

Curriculum Outcome(s):

HS20-HB1: Analyze the Anatomy and Physiology of a healthy Body.

Curriculum Indicators(s):

.

Prerequisite Learning(s): Students will have learnt anatomical terms in the introduction to anatomy unit.

Lesson Preparation: Order Laptop Cart for the class, give students link to mind games, prepare brain PowerPoint, give link to the sheep brain activity, guided notes and graphic organizers for special needs and EAL learners.

Assessment: Cold Calling, KWL Chart, Online Quizzes.

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Presentation:

Set:

Teacher Says:  "Like a tiny, ever-alert judge seated inside your head, your brain is constantly making decisions about evidence brought to it by way of your senses, to give you as clear an understanding as possible of what you're seeing, feeling, tasting, etc. Sometimes you can catch your brain trying to, well, make up its mind about how to present such information. Lets try it together."

Materials / Resource Visual Mind Games [ Go to Site ]Challenge your student's brains with the well-known Necker cube and other optical brainteasers in this Nova Interactive.

Classroom Management:

Walk around class and talk to student to make sure they are on task.

Time:

5 minutes

Development:

Distribute the following student notes so that the class can follow along as the power point is presented The Brain PPT. 

Materials / Resource

Brain Notes Page 1 [ View Image ] [ Download Original ]Student copy to accompany Brain PPT.

Brain Notes Page 2 [ View Image ] [ Download Original ]Student copy to accompany Brain PPT.

Guide your students through some of the wonders of the

For the formative assessment in the power-point cold call student so everyone is involved. Use a remote control to change slides and keep moving in the class. Maintain eye contact with

30 minutes

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brain in this informational PowerPoint (PPT) presentation.  Have students follow along in the notes page provided. 

*There is an informal assessment/CFU at the end of this presentation.

Materials / Resource

The Brain [ Download ]Informational PPT.

students.

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Closure:

Students do this activity to get ready for the sheep brain dissection for the next day.

Brain Quiz & Sheep Dissection 

This resource is composed of web based activities

The following resource is composed of two web based activities (Left or Right Brain Quiz, and Sheep Brain.  Have the students follow the directions at the top of the handout and proceed to complete each activity.

Resources and Materials

o Brain Quiz and Sheep Dissection Activity [ Download ]Web based student activities.

Sit with EAL and special needs students and help them get through the material and show them the graphic organizers on the board and walk around the class and talk with students to get an idea of how they are understanding the material.

25 minutes

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Lesson Two

Grade Level: Grade 11 Time: 60 mins

Brief Summary of the Lesson Plan: In this lesson there are instructions and procedures about how the students will perform the sheep brain dissection.

Curriculum Outcome(s):

HS20-HB1: Analyze the Anatomy and Physiology of a healthy Body.

Curriculum Indicator(s):

Prerequisite Learning(s): Students will have learnt anatomical terms in the introduction to anatomy unit. Students will have learnt how to dissect the sheep brain by viewing the online activity in the last lesson.

Materials: Preserved Sheep Brain, dissection pan, dissection kit: brain, scalpel, probe, scissors, lab coats, gloves, eye goggles.

Precautions: Sheep brain is preserved in a preservative solution so to avoid drying of hands have students wear gloves, if someone is allergic to latex gloves use vinyl gloves.

Lesson Preparation: The instruction sheet. Enough sheep brains for whole class to dissect in pairs and dissection kits. Exit slips.

Presentation:

Set:Welcome to the class, so today is

Classroom Management: Time:

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our sheep brain dissection day. Why are we dissecting a sheep brain?Possible Answer: Sheep brains, although much smaller than human brains, have similar features so we can see what the cerebrum, cerebellum, spinal cord, gray and white matter, and other parts of the brain look like!

Have students to brainstorm answer to this question and have

them add to it and all answers are welcomed.

5 minutes

Development: Students will have sheets of these directions as well.

Observation: External Anatomy

1. Set the brain down so the flatter side, with the white spinal cord at one end, rests on the dissection pan. Notice that the brain has two halves, or hemispheres. Notice the difference between the cerebrum and the cerebellum. The ridges (called gyri) and grooves (sulci) in the tissue look different.

2. Turn the brain over and identify the medulla, pons, midbrain, optic chiasm, and olfactory bulbs. Find the olfactory bulb on each hemisphere. These will be slightly smoother and a different shade than the tissue around them. The olfactory bulbs control the sense of smell. The nerves to the nose are no longer connected, but you can see ends where they were. The nerves to your mouth and lower body are attached to the medulla; the nerves to your eyes are connected to the optic chiasm.

Check everyone has gloves on and have all the material needed to start the dissection.

Keep walking in the lab and see everyone is on task and check if anyone needs help and are not playing with scissors and scalpels.

At this point show this picture to students.

45 minutes

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Using a magnifying glass, see if you can find some of the nerve stubs.

Dissection: Internal Anatomy1. Place the brain with the curved top side of the cerebrum facing up. Use a scalpel (or sharp, thin knife) to slice through the brain along the center line, starting at the cerebrum and going down through the cerebellum, spinal cord, medulla, and pons. Separate the two halves of the brain and lay them with the inside facing up.

2. Use the labeled picture to identify the corpus callosum, medulla, pons, midbrain, and the place where pituitary gland attaches to the brain. (In many preserved specimens the pituitary gland is no longer present. It is not pictured.) Use your fingers or a teasing needle to gently probe the parts and see how they are connected to each other.

The corpus callosum is a bundle of white fibers that connects the two hemispheres of the brain, providing coordination between the two.The medulla is located right under the cerebellum. In this the nerves cross over so the left hemisphere controls the right side of the body and vice versa. This area of the brain controls the vital functions like heartbeat and respiration (breathing).

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For internal Anatomy show this picture to students.

At this point give this labelled picture to all the students.

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The pons is next to the medulla. It serves as a bridge between the medulla and the upper brainstem, and it relays messages between the cerebrum and the cerebellum.The pituitary gland, which produces important hormones, is a sac-like area that attaches to the brain between the pons and the optic chiasm. This may or may not be present on your specimen.3. Look closely at the inside of the cerebellum. You should see a branching "tree" of lighter tissue surrounded by darker tissue. The branches are white matter, which is made up of nerve axons. The darker tissue is gray matter, which is a collection of nerve cell bodies. You can see gray and white matter in the cerebrum, too, if you cut into a portion of it.

4. You can also use the letter labels on the internal anatomy picture to try to find the following:

Ventricles contain cerebrospinal fluidThe occipital lobe receives and interprets visual sensory messagesThe temporal lobe is involved in hearing and smell. You can find this by looking on the outside of one of the hemispheres. You will see a horizontal groove called the lateral fissure. The temporal lobe is the section of the cerebrum below this line.The frontal lobe also plays a part in smell, plus dealing with motor functionThe parietal lobe handles all the sensory info except for vision,

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hearing, and smell.The thalamus is a "relay station" for sensory information. It receives messages from the nerve axons and then transmits them to the appropriate parts of the brain.The pineal gland produces important hormones.Do some more research to find out about these structures in detail.

5. If you are done then you can take a microscope, slice off a very thin section of the cerebrum and put it on a slide, covering it with a drop of water and a coverslip. Look at it under 100X and 400X magnification. Follow the same procedure with a section of the cerebellum, then compare and contrast the two.

Closure:

Have students clean up their tables and have them dispose of the dissected material in the garbage can and have them write there exit slips and add to their KWL charts.

Ensure all tables are cleaned up and Instruct students to remove their gloves after the cleanup and wash their hands after it and then instruct them to fill their exit slips and KWL charts.

10 minutes

Assessment: Learning Journal,

Exit slips with the question

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1. Were you able to tell the difference between the cerebrum and the cerebellum and how? Do the ridges (called gyri) and grooves (sulci) in the tissue look different?

2. What does that opening inside the corpus callosum lead to? How many different kinds of tissue you saw and felt?

KWL charts.

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Lesson Three

Grade Level: Grade 11 Time: 60 mins

Brief Summary of the Lesson Plan: In this lesson students will learn about the neurons and nerve impulses and how they are generated and transmitted across the nerves.

Curriculum Outcome(s):

HS20-HB1: Analyze the Anatomy and Physiology of a healthy Body

Curriculum Indicator(s):

Prerequisite Learning(s): Students will have learnt anatomical terms in the introduction to anatomy unit. Students will have learnt how to dissect the sheep brain by viewing the online activity in the last lesson.

Materials: Cell Phone, marbles, balloons, plates, paper, pipe cleaners.

Lesson Preparation: Smart board and laptop, power-point presentation and material for demos

Presentation:

Set:

Question: What is an action potential/ nerve impulse?

The cell phone activity:

Rationale: When an external stimulus is applied on our body, it reacts to it, the stimulus generates a signal an electrical impulse which travels

Classroom Management:

When student enter class have a picture of cell phone attached to earphone on the projector and then guide their attention towards the picture and then ask the question and wait for answer and then do the cell phone activity.

Time:

5 minutes

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all the way to the brain and brain gives a signal to respond. The cell phone connected with the headphone represents the neuron. The cell phone is the soma, where the signal starts and the headphone cord is the axon which helps the signal to travel to the axon end so that it could be transmitted to the next neuron. Say, we touch the cell phone cover (body) and the phone gets a stimulus and ipod (sensor receptors) is stimulated and it sends the electrical signal via the headphone cord (axon) to the ear buds (brain) and we can hear the song.

Development:

Power point presentation about neurons and nerve impulses.With the neuron slide students will learn about the neuron structure by constructing a neuron form Pipe Cleaners.

Procedure: 1.Ask students to take the pipe cleaners and make a neuron! This neuron had 5 different colour pipe cleaners: one color each for the dendrites, cell body, axon, myelin sheath and synaptic terminal. Any colors will do.

First ask them to take one pipe cleaner and roll it into a ball. This is will be the cell body.2. Next ask them to take another pipe cleaner and

Walk around the classroom. Ask a lot of question. Try to ask a question from everyone in the classroom.

The activities and demos and neuron construction are an addition to power-point to make the lecture interactive and so that students needing help also understand the difficult concepts with the activities and demos.

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Neuron- 10 minutes

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attach it to the new "cell body" by pushing it through the ball so there are two halves sticking out. Take the two halves and twist them together into a single extension. This will be the axon.

3. Take other pipe cleaners and push them through the "cell body" on the side opposite the axon. These are dendrites. These can be shorter than your axon and you can twist more pipe cleaners to make more dendrites.

4. At the end wrap small individual pipe cleaners along the length of the axon. These will represent the myelin sheath. And then wrap another pipe cleaner on the end of the axon. This will be the synaptic terminal.

So the neuron is ready.

After this the power-point presentation is resumed and we get into nerve impulse and action potential and know I will do the demos to demonstrate the action potential.

A liitle bit of lecture: Electrical charge and chemical gradient drive the movement of the ions. There is a difference in electrical charge inside relative to outside of the

Action Potential- 20 minutes

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neuron membrane. “Resting Membrane Potential” is between -60 to -70 mV, determined by the ion concentration. Excess negative charge is present inside neuron relative to outside of the membrane.

At rest, the Na+/K+ pump exchanges 3 Na+ ions (out) for 2 K+ ions (in), resulting in relative negative charge inside. All electrical signals are a result of the brief change in the resting membrane potential. At rest the membrane is polarized.

The first phase of action potential (Depolarization): Demo: Having a plate standing vertical representing the voltage gated Na+ ion channels and having + signs on one side of it representing the Na+ ions outside the cell membrane.

Second Phase of Action Potential (Repolarization):

Demo: Having a plate standing vertical representing the voltage gated K+ ion channels and having + sign representing the Na+ ions and marbles representing K+ ions all on one side because the Na+ ions have entered the cell in Depolarization phase .

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Last phase of Action potential (Hyperpolarization): The resting membrane potential is -70mV and it has now reached -93mV so it is overshooting. The Na+/K+ pump is still doing its work exchanging 3 Na+ ions (out) for 2 K+ ions (in) and it helps bring the membrane potential back to the resting membrane potential -70mV and brings an end to the action potential.

One important thing about action potentials or nerve impulses either they happen or they don’t. If the stimulus is strong enough to cause the membrane potential to reach the threshold, this will start an action potential. The action potentials start at the axon hillock and then travel all the way down to the axon terminals.

Student activity: short and fun:To demonstrate the All-or-None nature of Action Potential: • Divide the students into the groups of four.• Give them a piece of high strength paper towel.• Give students a jar of marbles.

• Have the students lay the paper towel on the sink or on some raised surface having some empty space below it.• Ask students to put one marble on the paper towel and

Guide the student through the activities and give them clear instructions and ask them what are different things representing.

Neurotransmission:20 minutes

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then second and they give putting it on till the paper towel breaks.

Next on the power point is neurotransmission across the synapses and this is explained to students with the short little activity.

Activity: In the activity, students role-play to help convey the concept of neurotransmitters’ receptor-substrate specificity. In the role-play, students use balloons to represent receptors and “pop-ice” to represent synaptic vesicles with neurotransmitters. “Pop-ice” is aPopsicle-like frozen treat, but the liquid is formed in a plastic envelope rather than on a wooden stick.

Students work in groups of four, or you can select four students for a demonstration. In the role-play, each student’s body is the soma, one arm is a dendrite,and the other arm is an axon. One person in the group puts balloons of one color on the fingertips of the dendriticarm; these represent a specific type of receptor.The other three students each hold a different color “pop-ice” synaptic vesicle in their axonal hand and stand around the student with the balloons on the dendritic hand. These

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students attempt to “synapse” with the postsynaptic neuron. But the dendritic arm accepts only one type of neurotransmitter—the neurotransmitterthat is the same color as its balloon receptors. The type of neurotransmitter accepted determines the action on the postsynaptic terminal. The following is an illustration of the set-up. Presynaptic terminals with pop-ice synaptic vesicles.Axonal hand A with red pop-iceAxonal hand B with green pop-iceAxonal hand C with blue pop-icePostsynaptic terminal with balloons

Dendrite hand with blue balloons on fingertipsWith this scenario, the dendritic receptor will only recognize the neurotransmitter released from axonal hand C.

After establishing the neurotransmitter-receptorspecificity, you can go on to use different colors to represent different types of neurotransmitters and their corresponding receptors. You can also tell the studentsif the neurotransmitters are excitatory or inhibitory. Using the same role-playing props, three presynaptic neurons (each with a different

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neurotransmitter) will attempt to synapse with a postsynaptic neuron that nowhas several types of receptors (different color balloons) on its dendritic hand. The following is an illustration of the setup:Presynaptic terminals with pop-ice synaptic vesicles Axonal hand A with red pop-ice (representing GABA, an inhibitory neurotransmitter)Axonal hand B with green pop-ice (representing glutamate, an excitatory neurotransmitter)Axonal hand C with blue pop-ice (representing glycine, an inhibitory neurotransmitter)Postsynaptic terminal with balloonsDendritic hand with green balloons on three fingertips and one red balloon on one fingertipThe students can now deduce if these convergent actions will result in an excitatory or inhibitory postsynaptic potential. The dendritic hand will only accept the glutamate (green) and GABA (red). This scenario produces produces an excitatory postsynaptic potential (EPSP) because there are more green receptors than red. Green represents glutamate, with is excitatory. Closure:

Have students clean up everything and write down on their KWL Charts.

Give students five minutes at the end to clean up and if they do add to their KWL Charts.

5 minutes

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Assessment: This lesson has a lot of formative assessment as there is a lot of questioning in between the demos and activities.to clear the concepts. KWL Chart

Learning Journal

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Lesson Four

Grade Level: Grade 11 Time: 60 mins

Brief Summary of the Lesson Plan: In this lesson students will learn about the reflex arcs in the body and how they are generated and they will do a jigsaw activity to learn how nervous system coordinates with the endocrine system to control physiological functions of the body.

Curriculum Outcome(s):

HS20-HB1: Analyze the Anatomy and Physiology of a healthy Body

.Curriculum Indicator(s):

Prerequisite Learning(s): Students know that nervous system mediates communication between different parts of the body and the body’s interaction with the environment. Students know that the feedback loops in the nervous and endocrine systems regulate the body conditions. Students know the function of neurons in transmitting the nerve impulses. Students know the anatomy and physiology of endocrine system.

Materials: Smart Board, Laptop

Lab-quest, EKG sensor, reflex hammers, 3 electrode tabs, accelerometer (all these materials are to be enough for students to use in pairs).

Lesson Preparation: Notes for jigsaw activity, materials for reflex arc lab, power-point presentation for reflex arc.

Presentation:

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Set: Show this picture of hammer touching the knee. Ask students what happens after the hammer strikes the knee. The response would be when hammer hit the knee the foot jerked up. Ask why it happened. Possible responses would be the knee reacted to the stimulus.

Classroom

Management:

Welcome students into the classroom and guide their

attention towards

the picture on the smart-board

and then ask them

the question.

Time:

2 min

Development:

Part 1: There will be a power point presentation of the reflex arc ..\Desktop\reflex arc.pptx

Next to understand the reflex arc students will do this activity:

https://docs.google.com/document/d/1z3mUCzKDBRPeUR_c4GS0IbwuqUXmPEDTx8TGUp4dT04/edit?pli=1

Part 2: Jigsaw activity:As the students now have knowledge of nervous system and have knowledge of endocrine system from previous unit they will get into groups and become experts on how the nervous

Walk Around the class make sure students have guided notes and guide the students through the activity

30 min

10 min

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system and endocrine system work together to maintain homeostasis.

Students are divided into groups and each group becomes expert on one part of the topic and then they regroup as experts and tell each other about their topic.

The notes for the topics are provided to the students.

Function Organ or gland Hormones Nervous System Control

Contol of the Endocrine System

Hypothalamus PituitaryGland

TSH, FSH, LH, GH, prolactin(PRL) Adrenocorticotropic hormone(ACTH)

ANS (sympathetic andparasympathetic nervous

Regulation of Metabolism

Thyroid GlandParathyroid GlandsPancreas Pineal Gland Liver

T3 and T4Parathyroid hormoneInsulinGlucagonMelatonin

ANS (sympathetic andparasympathetic nervous

Response to Stress Adrenal Glands EpinephrineNorephineprineCortisol

ANS (sympathetic nervoussystem)

Reproduction Gonads (Ovaries, Testes)

Androgens (testosterone), estrogens,progestins (progesterone)

ANS (parasympathetic nervoussystem)

Osmoregulation Adrenal Glands, Kidneys, Liver

AldosteroneADHAngiotensin

ANS (sympathetic andparasympathetic nervous system)

Give clear instructions for the jigsaw activity and make the expectations clear and jopin the groups to see students are on task.

Closure:

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Ask students if they are ready for the power-point presentation in the next class and show them a sample power-point if they need any help and give them the time left to do learning journals or the KWL Charts.

Talk to students and see how their power-point thing is going on.

15 min

Assessment: Participation in the Jigsaw activity, Learning Journal and KWL Charts.

Lesson 5

Grade Level: Grade 11 Time: 60 mins + 60 minute

Brief Summary of the Lesson Plan: In this lesson plan there is an outline of how students will do their presentations about their learning of how endocrine and nervous system work together to control the physiological functions and how it affects their life.

UNIT PLAN

Curriculum Outcome(s):

HS20-HB1: Analyze the Anatomy and Physiology of a healthy Body

Curriculum Indicator(s):

Prerequisite Learning(s): How to make power point presentations and anatomy and physiology of nervous and endocrine systems and feedback mechanisms working together to help achieve homeostasis.

Materials: Smart board and laptop

Lesson Preparation: Rubric and sample

Presentation:

Set:

Bell ringer activity to have student’s attention towards the smart-board having notes about how the period is going to unfold.

Classroom Management:

Welcome students and guide their attention towards the smart-board and ask them to submit their portfolios including learning journals and KWL charts and their power-point presentations.

Time:

5 minute

s

Development:

Presentation time- this will usually take two classes for all students to present the topics

Each student will be given 5-7 minutes to present their power-point. They have been provided with the sample power-point and With the assessment rubric.

Peer assessment would be done

Make sure students know the assessment criteria and they

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50 + 60 minutes

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and students will also assess their peers based on the rubric.

Closure:

Bring closure to the presentations and collect all the peer review sheets and tell them to prepare for the unit exam next week.

Thank all students for the presentations and ask them to give back the peer assessment having only the name of the student being assessed not the name of the assessing person.

5 minutes

Assessment: Rubric used for assessing the presentations.

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