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9th Grade Biology 26 August 2013 Learning Targets: 1. Create my interactive notebook for science. Must Do: On the notecard, please write the following things: O Your first and last name (use your preferred name, ex: Nick instead of Nicholas) O Your email address O On a scale of 1-5, how much do you like science? O On a scale of 1-5, how good are you at science? O Which creature (animal, plant, bacteria, protist, fungi, mythical, other) do you feel best represents you? Briefly explain your choice. Words Worth Knowing: O Inquire: to ask; to investigate; from the Latin, “to seek” 9th Grade Biology 27 August 2013 Learning Targets: 1. Create my interactive notebook for science. 2. Analyze my brain to determine strategies for success as an IB Learner. Must Do: Glue the article I gave you to your next right side page. Read it to yourself. On the left side page next to it, write 4 “what if” statements related to the topic. Words Worth Knowing: O Analyze: to examine methodically by breaking something into its parts and studying how those parts relate Agenda: O Must do O Set up notebooks O Ticket out the door 9th Grade Biology 28` August 2013 Learning Targets: 1. Analyze my brain to determine strategies for success as an IB Learner. 2. Identify an example of a feedback mechanism in the brain. Must Do: In your notebook (right side page), write down 3 things you know about the human brain. Words Worth Knowing: O Feedback Mechanism: a signal that starts/speeds up or stops/slows down a process. Agenda: Must do Your brain Work time Formative assessment Analyze Your Brain. 4 Regions of the Brain Nerves form the brain’s tissue… …and nerves are made of neurons*. *neuron = nerve cell We can further analyze the parts of a neuron: A neuron is made up of a cell body, dendrites, and an axon. Dendrites bring information into the cell body; information travels through the axon and exits the cell through axon terminals What can we infer from this investigation? Image and following text from “The Brain” (NIH) Feedback loops and brain development O Positive regulators of neural growth. People first used the saying “use it or lose it” in reference to physical fitness. Now the saying also seems valid for learning and brain function. Practicing a task appears to improve the brain’s efficiency.10 For instance, when a person first learns to play the piano, he or she uses a large amount of the motor section of their brain. However, professional piano players who have been playing for many years devote a much smaller region of their motor cortex to finger dexterity.16 How is this possible? By repeatedly stimulating the same region of their body (fingers) for the same action (piano playing), their brains have strengthened the related synapses. Thus, fewer neurons are needed to perform the same task. O Negative regulators of neural growth. One negative regulator of neural growth is deprivation, the opposite of the positive factor of enrichment. Mice, rats, nonhuman primates, and humans all show lower ability to learn tasks and less dendrite branching when raised in environments deprived of stimulation. Poor nutrition, lack of social contact, and absence of mental engagement can all contribute to deprivation. Another major factor known to have a negative effect on neural growth is stress. Scientists have shown consistently that animals and humans living under constant stress conditions show less neural growth and/or learning than their less-stressed counterparts do.7 Summarize this on a left side page 9th Grade Biology 29 August 2013 Learning Targets: 1. 2. Define and give an example of homeostasis. Identify an example of a feedback mechanism in the body. Must Do: Why do your eyes do this? Propose an explanation using as much evidence as you can. Words Worth Knowing: O Homeostasis: The ability of the body or a cell to seek and maintain a condition of equilibrium or stability within its internal environment when dealing with external changes. Homeostasis and Your Body: A Test *Copy the table below into your notebook (left side page). *Work with a partner to record data on yourself using the table. *Record your resting heart rate first. *Exercise for 1 minute. *Record your heart rate for 15 seconds, wait 15 seconds, then record again. Time Interval 0-15 30-45 60-75 90105 120135 150165 180195 210255 270285 Beats / 15sec Beats / Minute Resting Pulse Rate: _________/15 sec x 4 = __________ beats/minute Analyze your data & draw conclusions: O Graph your data (heart rate vs. time interval). Graph paper can be found on the supply shelf. O Were our predictions supported? Explain with evidence (your data and observations). O What physical processes does your body exhibit while it maintains homeostasis during exercise? List all you have observed. O Read the rest of the handout on homeostasis and add to your conclusions. Learning Target: Plan & conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. O Background research O Question O Hypothesis O Procedure O Data O Analysis O Conclusion How is the brain part of feedback mechanisms in our bodies? O Fight or flight response O Promotes social intelligence Formative Assessment O Reflect our analysis of the brain – we discussed its regions, nerve bundles, neurons and parts of neurons O We also discussed how these parts related to each other. O On the notecard, analyze another system. It could be something mechanical, something organic (living), something geological, something astronomical… Be sure to a) identify the parts that build the larger system, b) describe the function of those parts and c) discuss how those parts relate to each other. Engineer an Assembly Line O Disassemble your pen. O Sort the like pen parts onto separate paper plates. (Example: all ink cartridges on the same plate) O Discuss with your group the function of each part. Write these functions on the paper plates. O Individual Time: Assembly line time: Which was faster? O Did every step in your assembly line process work the way you had imagined? O What could you do to improve your process, resulting in faster pen assembly? Make any changes before we complete Trial #2. Individually, we are one drop. Together, we are an ocean. -- Ryunosuke Satoro O What behaviors, ways of communicating, roles, or IB attributes helped your group collaborate successfully? Make a list of 4. O What behaviors, ways of communicating, roles or non-IB attributes challenged your ability to collaborate successfully with your group? List 4 again. 9th Grade Biology 26 August 2013 Learning Targets: 1. Create my interactive notebook for science. 2. Collaborate to develop essential agreements during a class discussion. Must Do: Glue the article I gave you to your next right side page. Read it to yourself. On the left side page next to it, write 4 “what if” statements related to the topic. Words Worth Knowing: O Collaborate: to work together, especially in an intellectual endeavor Agenda: O Must do O Set up notebooks O Ticket out the door 9th Grade Biology 28 August 2013 Learning Targets: 1. Identify and contrast observations and inferences to formulate a scientific argument. 2. Collaborate to develop essential agreements during a class discussion. Must Do: Words Worth Knowing: O Observation: When you take a good look at something, noticing facts or taking measurements, you are engaging in observation, something a little more intense than just a quick glance. O Inference: A logical conclusion based on evidence. Agenda: O Must do O Set up notebooks O Ticket out the door