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Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 1: Chapter 1 – A View of Life
Objectives
Select the characteristics that are common
to all living things.
Arrange & describe the levels of
organization in a living organism.
Content Questions
What are the
characteristics of Life?
How are living organisms
organized?
Defend how the terms homeostasis, natural What is Natural Selection?
selection, metabolism & adaptation relate to
living organisms.
How is Evolution the core
concept in Biology?
Analyze the special relationship between life
& evolution.
How does human life
influence Ecosystems?
Organize the diversity of life; explain how
humans influence the ecosystem.
What is the Scientific
Method?
Describe & use the Scientific Method.
How is a controlled study
Examine a controlled study; explain purpose done?
& protocol.
How do I use my book?
Appraise key steps in being organized.
What does it mean to be
Demonstrate use of the text that maximizes organized?
success.
Activities
HW: definition worksheet.
CGW & S: What does it mean to
be alive?
CD & CGW: order the levels of
organization in human organism.
HW: definitions – vocabulary
worksheet
Observe Power of ten video
WTL: Case Study on clinical trial:
explain use of scientific method as
well as the purpose/procedure in
controlled studies
CGW & CD: What are
characteristics of being
organized?
HW & Q: online interactive
exercises & practice quizzes
HW & Q & CD:
Conceptions/misconceptions
about evolution.
Skills
Assessments
*Communication; ability to
critically read text, & think
about orders of magnitude
& characteristics of life.
Formative
Answering learning
checks during class,
in class activity
(alone and in small
groups), writing to
learn activities,
questioning,
practice quizzes,
homework , class
assignments
*Collaboration; work with
others to understand the
use of terms & concepts. .
*Organization to arrange
information in a coherent
and accessible structure.
*Critical Thinking to
identify, analyze
information to construct
thoughts about life & the
role of humans in the
biosphere.
Summative
Class quizzes,
exam, writing
assignment
*Memory techniques;
ability to memorize terms
using mnemonics,
visualization, practice with
online drills
*Self Assessment with
online interactive exercises
& practice quizzes
Q: textbook scavenger hunt.
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 2: Chapter 2 - The Chemical Basis of Life
Objectives
Content Questions
Arrange & describe the organization of
matter.
What are the types, location, &
charge of subatomic particles?
Explain how electron arrangements
result in bond formation.
How does the arrangement of
electrons determine the
reactivity of elements?
Compare & contrast covalent & ionic
bonds.
What is the difference between
ionic and covalent bonds?
Plan & create molecular models
How do ionic and covalent
bonds lead to formation of
compounds/molecules?
Evaluate how the properties of water
are necessary for life.
Why is water so important to
life?
Distinguish between an acid & a base.
Interpret the pH scale; interpret pH lab
data..
Explain the purpose of buffers in living
systems.
Memorize the definition of the terms
related to: matter, atomic structure,
bonding, acids/bases/buffers.
Appraise & demonstrate key steps in
good note-taking.
Evaluate & plan time-management for
success.
Activities
Skills
Assessments
CGW & CD: Given periodic Table,
draw atomic structure & predict
bonding to make specific
molecules
*Communication; ability
to critically read text,
take notes, follow lab
protocols & listen.
Lab & CGW & CD: Using 3D
models, construct molecules
*Memory techniques;
ability to memorize
terms & use in context
Formative
Answering
learning checks
during class, in
class activity
(alone and in
small groups),
writing to learn
activities,
questioning,
practice quizzes,
homework
assignments, lab
assignments,
constructing 3D
models
HW: memorize definitions vocabulary worksheet
HW & Q & WTL: Observe
animations of chemical reactions,
pH, buffering & bonding. Answer
questions about observations to
analyze thinking about concepts
illustrated.
How are the terms related to:
matter, atomic structure,
bonding, acids/bases/buffers
defined and used?
S: In class activity using prior
knowledge of terms related to
pH.
Why is pH important to human
life?
WTL: Lab experiments: pH lab
exercise; prepare lab report.
How does the body maintain a
stable pH?
What are the criteria for good
class notes & managing time for
academic success?
HW & Q: online interactive
exercises & practice quizzes.
CGW & CD: peer review of class
notes.
*Collaboration; work
with others to
understand the use of
terms & concepts. Work
with lab partner to
engage in hands-on
learning constructing
model & conducting lab
experiment.
*Critical Thinking
interpreting lab data &
constructing atoms and
molecules.
Summative
Class quizzes,
exam, writing
assignment, lab
quizzes, lab
reports
*Creative Thinking in
constructing 3D model
*Self Assessment with
online interactive
exercises & practice
quizzes
WTL: self-evaluation of time
management assessment
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 3: Chapter 3 – The Organic Molecules of Life
Objectives
Distinguish between organic and inorganic
molecules
Justify the importance of functional groups
in determining the chemical properties of
organic molecules.
Summarize & classify the categories of
carbohydrate, lipids & proteins & nucleic
acids.
Demonstrate the structures & examples of
the diverse biological functions of
carbohydrates, lipids & proteins.
Memorize the definition of the terms
related to: organic biomolecules.
Evaluate and plan test-taking strategies
Label the structural organization of the
typical cell and plasma membrane
Give 6 examples of substances that pass
through the cell membrane; explain the
mechanism involved in each
Predict the effect of water imbalances
(hypertonicity & hypotonicity) on cells.
Explain the role of mitosis in health & in
cancer.
List and describe the phases of the cell
cycle; recognize the stages of mitosis.
Content
Questions
What is the
difference between
organic and
inorganic
molecules?
What is the
relationship
between functional
groups and
chemical
properties?
What is the
structure and
functions of
organic
biomolecules?
How would you
prepare for an
exam?
Why is the
structure of the
plasma membrane
important to
human life?
What are the
mechanisms of
movement through
a plasma
membrane?
How and why do
cells divide by
mitosis?
Activities
HW: definitions-vocabulary worksheet
CGW & CD: labeling diagrams of biomolecule
structure; matching structure to function.
CGW & S: application of every-day situations
involving diet, nutrition & biomolecules.
HW & Q: Observe animations of protein
structure, peptide bonding , enzyme activity
& denaturation. Answer questions about
observations to analyze thinking about
concepts illustrated.
WTL: explaining observations of animations.
HW & Q: online interactive exercises &
practice quizzes
WTL: Lab experiments: explaining data from
lab experiments (Chemistry lab)
WTL:Case Study on Diabetes: Explaining role
of glucose in the body.
Skills
Assessments
*Communication; ability to
critically read text, take
notes, follow lab protocols
& listen.
Formative
Answering
learning checks
during class, in
class activity
(alone and in
small groups),
writing to learn
activities,
questioning,
practice quizzes,
homework
assignments, lab
assignments,
labeling
exercises
*Collaboration; work with
others to understand the
use of terms & concepts.
Work with lab partner to
engage in hands-on
learning & conduct lab
experiment
*Critical Thinking
interpreting lab data &
evaluating chemical
structures.
*Creative Thinking
diagramming chemical
structures.
*Memory techniques;
ability to memorize terms
& use in context
Summative
Class quizzes,
exam, writing
assignment, lab
quizzes, lab
reports
Q & WTL: prepare lab report
CGW & CD: Identify & apply best practices in
test preparation.
*Self Assessment with
online interactive exercises
& practice quizzes
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 4: Chapter 4 – Inside the Cell
Objectives
Content Questions
Label & state the functions of
cell components.
How are cells organized?
Summarize the relationship
between the surface-to-volume
of a cell & its size.
What is the relationship
between the surface area
of the cell & human life?
Explain why microscopes are
necessary to see most cells.
How are microscopes
used in the study of cells?
Activities
HW: definitions-vocabulary worksheet
Lab: Learn to Use a Microscope.
Recognize the key components
What is the structure of
of the plasma membrane & their the plasma membrane &
functions.
function of each
component?
labeling diagrams; matching cell parts to
function;
Metaphor activity for organelles
Observe diffusion & osmosis & collect lab data
Application of every-day situations involving
osmosis
HW & Q: Observe animations of osmosis,
diffusion, active transport. Answer questions
about observations to analyze thinking about
concepts illustrated.
Explain how the plasma
membrane regulates the
passage of molecules into and
out of the cell.
What are the mechanisms
of movement through a
plasma membrane?
Apply the concept of membrane
transport to diabetes.
How is glucose
transported across the cell
membrane & how is
diabetes related?
online interactive exercises & practice quizzes
How successful was test
preparation for exam 1?
Prepare lab report
Evaluate success of test
preparation .
Skills
Assessments
*Communication; ability
to critically read text,
take notes, follow lab
protocols & listen.
Formative
Answering learning
checks during class, in
class activity (alone
and in small groups),
writing to learn
activities, questioning,
practice quizzes,
homework
assignments, lab
assignments, labeling
exercises
*Collaboration; work
with others to
understand the use of
terms & concepts. Work
with lab partner to
engage in hands-on
learning & conduct lab
experiment
*Critical Thinking
interpreting lab data &
classifying as living or
non-living.
Summative
Class quizzes, exam,
writing assignment,
lab quizzes, lab test
Explain observations of animations.
Case Study on Diabetes: Explaining role of
insulin in membrane transport
Case Study on Diabetes: Explaining transport
of glucose in health & diabetes.
Self-evaluate exam 1 – Self-Help Ticket.
CGW, CD, Q, S, & WTL
*Creative Thinking in
constructing 3D model &
diagramming
homeostatic
mechanisms.
*Memory techniques;
ability to memorize
terms & use in context
*Self Assessment with
online interactive
exercises & practice
quizzes.
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 5: Chapter 5 – The Dynamic Cell
Objectives
Content Questions
Activities
Distinguish between kinetic &
potential energy.
What are potential &
kinetic energy?
HW: definitions-vocabulary worksheet
Define the two laws of
thermodynamics.
What are the 2 laws of
thermodynamics?
CD: compare & contrast 2 types of energy sing
examples.
Summarize how the laws of
thermodynamics & the concept of
entropy are related.
How are the laws of
thermodynamics &
entropy related?
CT Lab: Tonicity: how water influences a cell.
Summarize the role of ATP in a cell.
How does ATP work in a
cell?
Describe the flow of energy
between photosynthesis & cellular
respiration.
Illustrate how metabolic reactions
are catalyzed by specific enzymes.
Identify the role of enzymes in
metabolism.
List the factors that influence
enzymes reactions.
Describe various ways in which
materials cross the cell membrane.
How are cellular
respiration &
photosynthesis related?
What is the role of
enzymes in metabolism?
What environmental
conditions regulate
enzymatic reactions?
How do substances cross
the cell membrane?
Illustrate how energy is involved in
cell transport.
How does ATP work in
cell membrane
transport?
Problem-solving strategies using
applied to cell transport.
What are the steps to
solving a problem?
CD: Problem Solving brainstorming activity:
Apply to “Why you can’t drink seawater”?.
CGW: small group and class discussion on lab
data and solving the problem provided. Apply
to “Can Water be poisonous”?
S: Build on prior knowledge of everyday
situations involving osmosis. CGW & WTL:
explaining these problems.
HW & Q: Observe animations of membrane
transport, enzyme activity.
Answer questions about observations to
analyze thinking about concepts illustrated.
S & WTL Lab experiment: Factors that Influence
Enzyme Activity. Collect & Interpret data
(apply problem solving strategies).
HW & Q: online interactive exercises & practice
quizzes
Skills
Assessments
*Communication; ability
to critically read text,
take notes, follow lab
protocols & listen.
Formative
Answering
learning checks
during class, in
class activity
(alone and in
small groups),
writing to learn
activities,
questioning,
practice quizzes,
homework
assignments, lab
assignments,
labeling exercises
*Collaboration; work
with others to
understand the use of
terms & concepts;
engage in hands-on
learning & conduct lab
experiment,.
Critical Thinking about
cause-effect relationships
related to enzyme
activity & interpretation
of lab data, explaining
observations of
animations & explaining
how Botox works
Summative
Class quizzes,
exam, writing
assignment, lab
quizzes, lab
reports
*Self Assessment with
online interactive
exercises & practice
quizzes
*Memory techniques;
ability to memorize
terms & use in context.
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 6: Chapter 7 – Energy for Cells
Objectives
Define cellular respiration
Recognize the 4 phases of glucose
breakdown by cellular respiration.
Describe why photosynthesis is essential for
life.
Describe how cellular respiration makes
ATP.
Explain the importance of oxygen during
cellular respiration.
Recognize how alternate metabolic
pathways allow the utilization of proteins &
fats within cellular respiration.
Content Questions
Activities
What is cellular respiration
and fermentation?
HW: definitions-vocabulary
worksheet
What is photosynthesis &
why is it essential for life?
Lab exercises & CGW:
fermentation; collection of data,
interpretation, preparation of lab
report.
What are the phases of
cellular respiration?
How is ATP related to
cellular respiration?
HW & Q: online interactive
exercises & practice quizzes
Why do cells need oxygen
to live?
CGW, CD, CT: Case Study
Diabetes: How do cells make
energy without energy?
How does a cell make ATP
without carbohydrates?
CGW, WTL: Reading for
comprehension: metabolism.
Compare & contrast fermentation with
glycolysis.
How is fermentation
related to glycolysis?
Learning to read for comprehension: what
is metabolism?
How do you understand
the material about
metabolism?
Q, CGW: labeling pathway
diagrams.
Skills
Assessments
*Communication; ability
to critically read text,
take notes, follow lab
protocols & listen.
Formative
questioning, practice
quizzes, homework
assignments, lab
assignments, labeling
exercises
*Memory techniques;
ability to memorize
using mnemonics,
visualization, practice
with online drills
Summative
Class quizzes, exam,
writing assignment,
lab quizzes, lab report
*Collaboration; work
with others to learn
skeleton. Work with lab
partner to engage in
hands-on learning &
practice labeling
*Self Assessment with
online interactive
exercises & practice
quizzes
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 7: Chapter 8 – Cellular Reproduction
Objectives
Define & use terms related to cellular
reproduction.
Summarize the purpose of cell
reproduction.
Content Questions
How are key terms related to
cell reproduction defined?
What is the purpose of cell
reproduction?
What is the root cellular cause of
cancer?
HW & Q: online interactive exercises &
practice quizzes
Discuss how collaboration enhances
learning about cell reproduction. Identify
the advantages of using the following skills
in CGW:
*Interpersonal Skills
*Consensus Building/group
building/group
management
*Inquiry Skills
*Presentation
What are the characteristics of
interpersonal skills, group
building skills, inquiry skills &
presentation skills that enhance
learning in CGW?
What are the stages of cell
cycle?
What are the stages of mitosis &
how do you recognize each
stage?
How is the cell cycle regulated?
Summarize & recognize stages of mitosis.
Describe the process of apoptosis.
Identify the hallmark characteristics of
cancer cells.
Explain how cancer relates to cell cycle
control.
S & CGW: cancer facts vs. fiction;
evaluate interpersonal skills involved in
this activity.
*Communication; ability
to critically read text,
take notes, follow lab
protocols & listen.
What are the cellular
characteristics common to
cancer cells?
What cell parts are involved with
cell division?
Describe the regulation of the cell cycle.
HW: definitions-vocabulary worksheet
Skills
*Collaboration; work
HW & Q: drawing and labeling
with others to
exercises of stages of cell cycle &
understand the use of
mitosis.
terms & concepts. Work
with lab partner to
CGW & CD: What makes a strong
engage in hands-on
group?
learning & analyze each
skill related to CGW.
HW & Q: Observe animations of cell
Critical Thinking about
cycle, mitosis, apoptosis & cancer.
cause-effect
Answer questions about observations
relationships related to
to analyze thinking about concepts
cell reproduction &
illustrated.
cancer, explaining
observations of
CGW & CD: What inquiry skills were
animations & explaining
used in exercise above?
the advantages of skills
used in CGW.
Lab & CD: microscopic identification of *Self Assessment with
stages of cell reproduction.
online interactive
exercises, practice
CD & S & WTL: Case Study on Cancer:
quizzes & specific
Analyze cause & consequences
aspects of CGW.
*Memory techniques;
Q & WTL: Prepare a presentation about ability to memorize
case study.
terms & use in context .
Identify the components of cells that
engage in cellular reproduction.
Label & describe activities that occur
during each stage of the cell cycle.
Activities
What is the process called
apoptosis?
Assessments
Formative
Answering
learning
checks during
class, in class
activity (alone
and in small
groups),
writing to
learn
activities,
questioning,
practice
quizzes,
homework
assignments,
lab
assignments,
labeling
exercises
Summative
Class quizzes,
exam, writing
assignment,
lab quizzes.
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 8: Chapter 11 – DNA Biology
Objectives
Define & use terms related to DNA Biology.
Describe the structure of DNA & RNA.
Compare & contrast DNA & RNA.
List the steps involved in DNA replication.
Apply the process of DNA replication to cell
cycle.
Describe the types of RNA & the functions of
each.
List the steps involved in genes expression &
the cellular components involved.
Describe the steps of transcription &
translation.
Identify the types of mutations that can
occur.
Explain the cause & consequences of
mutations.
Support the relationship between DNA,
proteins & cell structure/function?
Content Questions
Activities
How are key terms related
to DNA Biology defined?
HW: definitions-vocabulary
worksheet
What are the components
of DNA & RNA; how are
they organized?
CGW & WTL: labeling &
summarizing event of replication
& gene expression.
How is DNA replicated &
what is the relationship
between DNA replication &
the cell cycle?
CGW & CD & Q & WTL:
constructing concept maps to
simplify transcription, translation
& replication.
What role do the various
types of RNA play in gene
expression?
CGW & CD: discussion of
transgenic technology & human
genome project.
What are the events of
transcription & translation?
Q & WTL: prepare report on
transgenic technology or human
genome project.
What are the types of
mutations?
HW & CD & S: Presentation: Use
of Stem Cells in transgenesis or
How does a mutation affect human genome project.
the cell?
HW & Q: Observe animations of
How are proteins related to DNA replication, transcription,
DNA &
translation & protein synthesis.
Answer questions about
observations to analyze thinking
about concepts illustrated.
Skills
*Communication; ability to
critically read text, take notes,
follow lab protocols & listen.
*Collaboration; work with
others to understand the use of
terms & concepts; engage in
group learning, presentation &
case study .
Critical Thinking about causeeffect relationships related to
DNA & proteins, gene
expression & transgeneic
technology & HGP;
observations of animations &
explaining cause & effects of
mutations.
*Self Assessment with online
interactive exercises & practice
quizzes
*Creative thinking: concept
maps of DNA duplication,
transcription, translation
Assessments
Formative
Answering
learning checks
during class, in
class activity
(alone and in
small groups),
writing to learn
activities,
questioning,
practice
quizzes,
homework
assignments,
labeling
exercises,
concept maps,
case study.
Summative
Class quizzes,
exam, writing
assignment,
presentation.
*Memory techniques; ability to
memorize terms & use in
context
HW & Q: online interactive
exercises & practiced quizzes
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 9: Chapter 12 – Gene Regulation & Cancer
Objectives
Define & use terms that relate gene
expression to cancer.
Compare & contrast embryonic from adult
stem cells.
Describe the process of cloning.
List the steps involved in cloning.
Differentiate therapeutic from reproductive
cloning.
List the levels of control of gene expression
in eukaryotes.
Explain the role of transcription factors in
gene expression.
Describe the relationship between
oncogenes/proto-oncogenes, telomerase,
tumor suppressor genes , genetic
rearrangement, telomerase & cancer.
Recognize the steps & advantages of critical
thinking in learning science.
Content Questions
Activities
What are the terms that
HW: definitions-vocabulary worksheet.
relate faulty gene
expression to cancer & how CGW & WTL: labeling & summarizing
are they defined?
events involved in gene expression &
cloning.
How do embryonic stem
cells differ from adult stem CGW & CD & Q & & S & WTL: making
cells?
connections between cancer & faulty
gene expression.
How is therapeutic cloning
different from reproductive HW & CD & S: Case Study: Dispelling
cloning?
Myths about Cloning (an application of
critical thinking).
What are the levels of gene
expression control in
HW & Q: Observe animations of gene
human cells?
expression & cloning.
Answer questions about observations
How do transcription factor to analyze thinking about concepts
regulate gene expression?
illustrated.
How are oncogenes/protooncogenes, telomerase,
tumor expression genes,
genetic rearrangement
related to cancer?
Lab & Q: Observations of HeLa cancer
cells.
What is critical thinking?
What do students do when
they think critically?
CD, CGW, WTL & S: build on prior
knowledge of terms related to the cell
cycle, DNA Biology to prepare a
presentation about cancer.
HW & Q: online interactive exercises &
practiced quizzes
Skills
Assessments
*Communication; ability
to critically read text, take
notes, follow lab protocols
& listen.
*Collaboration; work with
others to understand the
use of terms & concepts;
engage in hands-on
learning & case study .
Critical Thinking about
cause-effect relationships
related to faulty gene
expression & cancer;
explaining observations of
animations & explaining
uses/misuses of cloning.
*Self Assessment with
online interactive
exercises & practice
quizzes
*Memory techniques;
ability to memorize terms
& use in context
Formative
Answering
learning checks
during class, in
class activity
(alone and in
small groups),
writing to learn
activities,
questioning,
practice
quizzes,
homework
assignments,
case study
analysis,
labeling
exercises, lab
assignment.
Summative
Class quizzes,
exam, writing
assignment, lab
quizzes,
presentation.
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Module 10: Chapter 22 – Being Organized and Steady
Objectives
Define & use terms that related to
body organization & homeostasis.
List in order of increasing complexity
the levels or organization of a
human body.
Content Questions
What are the terms that
related to body
organization,homeostasis
& how are they defined?
State the 4 types of human tissues.
What are the levels of
structural complexity in
the human body?
Describe the categories of each of 4
tissues types & their functions.
What are the 4 types of
human tissues?
List & state the general function of
each organ system.
What are the categories
of muscle tissue,
epithelial, nervous tissue
and connective tissue?
Defend how each organ system
contributes to homeostasis.
Identify the components the
feedback system that maintain
homeostasis.
Label a diagram demonstrating the
role of these systems.
Use creative thinking to illustrate
how to compare & contrast negative
with positive feedback systems.
Use creative thinking to illustrate
how blood glucose is regulated.
What are the basic
functions of each type of
tissue?
What role does each
organ system play in
homeostasis?
How is a positive
feedback system
different from a negative
feedback system?
What is creative thinking
& what do student do
when they think
creatively?
Activities
HW: definitions-vocabulary worksheet
CGW & S: organ system worksheet.
CT: create concept maps to show categories of
tissue; view each microscopically.
CGW: small group and class discussion of what
homeostasis is & how it is maintained.
S & CGW: brainstorm about how to think
creatively; apply skills to show how to compare
& contrast types of feedback systems..
S & CGW & CD & WTL: application of every-day
situations involving comparing & contrasting
positive with negative feedback systems.
Lab, CGW: Observe tissue types.
Lab Q: Labeling of tissues.
CGW: create concept map of tissue types.
HW & Q: Observe animations of homeostasis,
feedback systems & glucose regulation.
Answer questions about observations to
analyze thinking about concepts illustrated.
HW & Q: online interactive exercises & practice
quizzes
Skills
Assessments
*Communication; ability to
critically read text, take
notes, follow lab protocols &
listen.
Formative
Answering
learning checks
during class, in
class activity
(alone and in
small groups),
writing to learn
activities,
questioning,
practice quizzes,
homework
assignments, lab
assignments,
labeling
exercises,
concept maps.
*Collaboration; work with
others to understand the use
of terms & concepts; engage
in hands-on learning & make
lab observations
Critical Thinking about how
feedback systems work &
how the body is organized;
explaining observations of
animations
*Creative Thinking in
recognizing microscopic
anatomy, in comparing
positive with negative
feedback systems, & creating
tissue concept maps..
Summative
Class quizzes,
exam, writing
assignment, lab
quizzes
*Self Assessment with online
interactive exercises &
practice quizzes
*Memory techniques; ability
to memorize terms & use in
context
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)
Course: BIO 099 LIFE SCIENCE FOR ALLIED HEALTH
8.29.11 C.Kisiel
Active Learning Strategies =ALS: Collaborative Group Work (CGW), S (Scaffolding), WTL (Writing to Learn), Q (Questioning), CD (Classroom Discussion)