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UDL Lesson Plan Name: Biava K. Lartevi
SED 572
1. Identify Desired Results
What should students know and/or be able to do as a result of this lesson?
Common Core/National Standard:
Unit Essential Questions:
Maryland State Department Of Education:
Expectation 3.2:
 “The student will demonstrate an
understanding that all organisms are
composed of cells which can function
independently or as part of multicellular
organisms.” (Using The Core Learning
Goals: Science, n.d.).
Indicator 3.2.1:
 “Control of structures (cellular organelles
and human systems) and related functions
(role of nucleus, role of sensory organs and
nervous system)” (Using The Core Learning
Goals: Science, n.d.).



What role does scent and smell play in our
lives?
How are signals conducted along a neuron?
What role do olfactory neurons play in the
identification of scent?
Learning Objective – Students will be able to tell how scent and smell molecules activate sensory receptors
and how an action potential travels along a neuron.
As a result of this lesson, students will know and be able to identify the olfactory
epithelium and olfactory epithelium cells in order to understand their structures and
function. Students will also be able to discuss how scents travel up the olfactory
pathway.
2. Assessing Student Learning
Formative: Warm-up to see if students have read to activate pre-existing knowledge.
The warm-up quiz, smelling activity, and cold calling students during the lecture portion of class will also serve as formative
assessments.
Summative: The worksheet that is to be completed by students from pages 570-574 in the Anatomy and Physiology from
Science to Life book will serve as the summative assessment.
3. Lesson Elements (Implementation)
Process:
I.
Warm-up: The students will be asked to read pages 242-244 in Human Physiology to activate their pre-existing
knowledge about signal conduction and neurons before class. Therefore, students will be given a picture of a neuron
to label and an open response question about the activation of neurons. Students are to discuss how action
potentials travel from dendrites to the pre-synaptic axon terminal as part of the open response portion of the
test.
II.
Modeling/Direct Instruction (I do): The warm-ups will be collected for a daily grade. The class will go over their
daily warm-up and a physical model of a neuron along with a PowerPoint picture of a neuron will be used to discuss
the various parts of a neuron. There will also be a discussion about signal conduction from the dendrites of a
neuron to its axon terminal.
The Class will watch a YouTube video: Smell Olfactory
http://www.youtube.com/watch?v=JFJ-FeHxd0U
A lecture will be given on smell. During the discussion of smell the teacher will discuss the olfactory epithelium
from lecture notes that are included in a PowerPoint presentation. The lecture notes will cover the topic areas of
“Olfactory Epithelium, Physiology of Olfaction, Odor Threshold and Adaption, and The Olfactory Pathway”
(Jenkins, Kemnitz, Tortora p. 570-574). Also, the PowerPoint presentation will contain visual illustrations of “the
olfactory epithelium, olfactory receptor cells, the histology of the olfactory epithelium, olfactory transduction,
and the olfactory pathway” (Jenkins, Kemnitz, Tortora p. 572-574).
III.
Guided Practice (We do): The students will be divided into groups of four and given four small paper cups. The
paper cups will have tin foil and rubber bands over their tops. The students are to pass the paper cups around one
at a time and try to guess its contents. The cups can contain various fruits, vegetables, colognes, and other diluted
scents. The aforementioned activity will be used for a brief discussion about our sense of smell and olfactory
fatigue. Hopefully, students will become engaged by the smell test activity which will make them excited about
other activities.
IV.
Independent Practice (You do): The students will work on a worksheet that reinforces the daily lesson. Students
will be allowed to use their book Anatomy and Physiology from Science to Life to complete their worksheet. The
students’ worksheet and daily assignment will cover the contents on pages 570-574 in the Anatomy and Physiology
from Science to Life book. The worksheet that is assigned to the students will include fill in the blank questions,
open response questions, and diagrams that are to be labeled.
V.
Assessment: The worksheets on the assigned in class readings will be collected at the end of class.
VI.
VII.
Closure: The worksheets will be collected and the students will be instructed to read from pages 576-592 in the
Anatomy and Physiology from Science to Life book for the next days lecture. The assigned pages will include
information about “gustatory receptors, taste thresholds, the gustatory pathways, structures of the eye, layers of
the eye, and image formation in the eye” (Jenkins, Kemnitz, Tortora p. 576-592).
Chosen Disability/Exceptionality and possible Accommodations (Narrative Format):
Gifted and Talented Student:
Gifted and talented students will be provided with the material for the Olfactory system at the beginning of the
chapter so that they can work ahead of the class at their own pace. These gifted and talented students will take
the warm-up quiz with the class and will be allowed to start working on the worksheet that covers the content on
pages 570-574 in the Anatomy and Physiology from Science to Life book as soon as they complete their warm-up.
After the gifted and talented students complete their worksheet they will be allowed to watch a video that
discusses the gustatory system on the computer and work on a graphic organizer that accompanies the video. The
gifted and talented students will be asked to join their classmates for the scent activity. However, after the scent
activity the gifted and talented student will be allowed to finish watching the gustatory system video. If the
gifted and talented student completes the gustatory system video they may work on the assignment that
accompanies that video.
4. Reflections
Student Learning Expectations:
Did students achieve the stated objective? How do you know? If not, why not?
Implementation:
How effective was the lesson? What went really well? What would you differently?
All of the course notes and PowerPoint presentations will be made available for students who need a scribe. Also, students who
need a scribe will have the courses notes either e-mailed to them or sent to their inbox on Edline. Making course notes available
to students on the computer will allow them to use dictation software such as Speak and Spell or Q3 to complete their
assignments. Speak and Spell is software that types for students as they dictate to the software using a microphone. On the
other hand, Q3 reads passages for students. Also, during the PowerPoint presentation the lecture notes will be emboldened for
students who have visual impairments.