At the completion of this lesson, students will have a better understanding of one system of the human body, and will be exposed to the other systems of the body. Students will apply research knowledge of their assigned system to present this knowledge in a creative and artistic manner. Students will see the importance of interaction of all systems to create a viable human organism. Students will also learn to appreciate the complexity and design of each system exposed in this lesson.
Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules,addresses, purchases, correspondence).
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Standard 1 Accesses information efficiently and effectively, as described by the following indicators:
1.recognizes the need for information:
2.recognizes that accurate and comprehensive information is the basis for intelligent decision making;
3.formulates questions based on information needs;
4.identifies a variety of potential sources of information;
5.develops and uses successful strategies for locating information.
Standard 3: Uses information effectively and creatively, as described by the following indicators:
1.organizes information for practical application;
2.integrates new information into one's own knowledge;
3.applies information in critical thinking and problem solving;
4.produces and communication information and ideas in appropriate formats.
Students in studying Physiology or Biology must begin to understand the importance and role of each of the 11 systems in the human body which are:
Students must come to the understanding that each system is an integral working part of the human body and how no system can be singled out as more important than the others.
Having the students understand the functions of each of the system can begin to help them understand their bodies as a whole, as a finely tuned machine.
At the completion of this project, students will have representative work (travel brochure) that demonstrates their fundamental understanding of their assigned system. A rubric is created by the instructor to ensure that the basics are covered in their research and project.
Lesson 1 Research - After students either individually or in groups have been assigned a system to research, they will need to research either online, thru multimedia software (such as ADAM) or textbooks. Typically a mix of all 3 results in the strongest data. Guiding questions are given to the students to ensure that they are gleaning the pertinent information to be used in their project and presentation. These questions are outlined in part 1 of this unit.
Lesson 2 Transformation - Once the students have completed their research on their system and have the information they will need, it's time to transform the hard data into the "sights and scenes" of their system. Much like a travel brochure lists only the best and most attracive sites and hot spots of a vacation paradise, it is important for students to highlight the best and most important features of their system. Once they have highlighted these areas, it's time to create a "tour" that they will take their peers on, through the use of a "travel brochure". For example, a student assigned the digestive system may create a brochure traveling from the mouth to the esophagus, down into the stomach, into the large and small intestine and out the rectum. While they are "touring" it is important to point out the features of each locale (eg. the stomach is for breaking down food into absorbable molecules).
Lesson 3 Creation/Presentation - in this last segment of the unit, it's time for the students to create a travel guide of their system. I recommend having real travel brochures on hand, which you can get at any travel agent's office. Students are then to create a publication for their system using Print Shop Deluxe, Adobe Pagemaker or like desktop publication program.In their brochure, they should make sure to include all "locations" to be visited in their system, important facts about each location (or structure), and illustrations depicting the structure itself or a representative picture (eg. the stomach = a mortar and pestle). Once the students have completed their brochures, I make copies enough for the class to keep in their notebooks enabling them to follow along in the presentation and to use as a study guide.
Students are required to act as an in class "tour guide" for their system when the time comes. It makes a great intro to each system and gets the students involved in the lecture portion of class. The instructor is then advised to "fill in the gaps" with technical information that they deem necessary for the essential learning of the class.
INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols,recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Standard Title: EFFECTIVE COMMUNICATORS (3.2)
Students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings,speeches, graphic displays, and computer-based programs.
CREATIVE AND CRITICAL THINKERS (3.4)
Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Tongue to Toe Tours - Pt 2
Tongue to Toe Tours - Pt 3
Tongue to Toe Tours - Pt 1