May 23-27, 2011

Class InformationSUBJECT: Health

Co-Teacher: KironjiUNIT: Systems of the Human

BodyTOPIC: Specific Disorders

Periods: 1 2 4

Welcome!

Mr. Zuke

FIRST--A Word From Our Sponsor

If you are surfing the internet today, you must have turned in an Acceptable Use Policy form that was signed by you and by a parent. This is City Schools policy. Teachers, do not let anyone on a computer if their name is not on the list. The list is on the white clipboard at the library’s circulation desk.

Key to Services I Will Provide Today

Basic and fix-up activities

Activities for ‘TAKING IT TO THE NEXT LEVEL”

Learning Target—What You’ll Take Away From This Lesson

I can take detailed notes about one system of the human body.

LIBRARY

Word Wall—Let’s Talk the Same Language

• function• dysfunction• symbiosis• symptoms• diagnosis• treatment• prognosis• alternatives• physical• social• emotional

• http://www.fodey.com/generators/newspaper/snippet.asp

Books• REF 616• Medical Encyclopedias• Arrangement—alphabetical• Use bold face section headings to find

answers to your questions

• REF 030• General Encyclopedias• Arrangement—alphabetical• Use bold face section headings to find

answers to your questions

More Books

• 610-619

• Pay attention to titles.

• Use the index to locate information about specific diseases

1.www.bcpss.org

2. Username = your student ID number

3. Password = your first name, capitalized

Process charts

Parts of the System

Diseases of the System

health.nih.gov

health.nih.gov

Use the organizational features of the article.

Communicating Your Information

• Power Point

Graphic OrganizerI. FUNCTION

a. What are the different parts of this system?

b. List each part of the system and explain what each individual part does.

c. Explain how the different parts of the system work with each other.

II. Dysfunction

a. Name one disease common to this system.

b. Explain which groups of people are at risk for getting this disease.

c. Explain what causes this disease.

d. Describe the symptoms of this disease.

e. Explain how this disease is diagnosed or detected.

f. Explain how this disease is treated with medicines, therapies, and/or surgeries.

g. Explain the prognosis for this disease.

h. How (or can?) this disease be prevented?

Here’s how all the parts work together…

Part B

Its purpose

It works like this

Its purpose

It works like this

Its purpose

It works like this

Its purpose

It works like this

Its purpose

It works like this

Part A of this system

Part C

Part EPart D

Here’s how all the parts work together…

Heart

Its purpose

It works like this

Its purpose

It works like this

Its purpose

It works like this

Its purpose

It works like this

Its purpose

It works like this

Blood Veins

Part EPart D

Circulatory System

example

Rubric

Citation for an Encyclopedia

Article author's Last Name, Article author's First Name. "Title of Article."Name of Encyclopedia. Year of Publication.

Manuscript writing or typing rather than cursive writingAssistance with note taking

Citation for an Article from eLibrary Science

Manuscript writing or typing rather than cursive writingAssistance with note taking

Click here and copy the

MLAcitation.

Citation for a Web Site

“Title of Web Site.” 1 October 2009. <http://www.whateveritwas.com>

Citation for a Book

Last name, first name. Title. City: Publishing Company, 1920.

How will I know if I am on task?

• Did I bring my pen and my notebook? • Did I follow all rules and procedures?• Did I know what books and web sites to use

and how to use them? • Did I complete my work in my own words?• Did I do what the objective says?• Did I control noise and movement?• Did I ask for help if I needed help?• Did I work well in my team?• Did everyone contribute equally?

A word of encouragement……greatness is never a given. It must be earned. Our journey has

never been one of short-cuts or settling for less. It has not been the path for the faint-hearted - for those who prefer leisure over work, or seek only … pleasures…

What is required of us now is a new era of responsibility - a recognition, on the part of every American, that we have duties to ourselves, our nation, and the world

This is the price and the promise of citizenship.Barack ObamaPresident of the United StatesInaugural SpeechJanuary 20, 2009What does this

mean for you

today?

What questions do you still have?

Extra response and processing time

Let’s begin work. Wait for directions to move to the computers.

Clearly defined limitsFrequent breaksSeating to reduce distractions Tutoring assistance (peer, pal, teacher, etc.)

I will check in on you regularly. Please feel free to request help before the next “check-

up.”

Proofreading to refine grammatical conventions.Proofreading to refine spelling conventions.Proofreading to refine writing structure.Proofreading to refine word processing conventions.Proofreading to refine citations.Using technology to enhance the finished product.Using technology to submit the finished product.Using technology to publish the finished product within the local learning community.Using technology to communicate with the instructor.Researching to investigate a sidebar to the main topic.Researching to find alternate viewpoints.Reflecting and relating current knowledge to new situations or applications.

Clearly defined limitsFrequent breaksSeating to reduce distractions Tutoring assistance (peer, pal, teacher, etc.)

Time to Put It All Together…

Evaluation and Closure

Now that we are done working, let’s see how we did.

• Did I follow all rules and procedures?• Did I know what books and web sites to use and how to use

them? • Did I complete my work in my own words?• Did I control noise and movement?• Did I ask for help if I needed help?• Did I work well in my team?• Did everyone contribute equally?• What needs to happen next?• Do we need more time to work?

Additional time for reading assignments

Adjustment of time allotmentAmount of work the student is expected to complete

STOP!“Teachers’ Lounge” ahead!

Teachers’ Lounge

The rest of this presentation is information about alignments of professional, state and local standards. Hit ESCAPE on the keyboard,

then click on outline view to read the alignments.

OUTLINE VIEW

Today’s Division of Instructional Duties

Librarian• Plans lesson• Makes materials available to

students• Enforces school contrabands• Presents process charts and

resources via individual and direct instruction

• Monitors student progress continuously

• Coaches students individually as needed

• Facilitates the saving of student work

Content-Area Teacher• Makes sure that all students using

computers have an acceptable use policy on file. The list is on the circulation desk.

• Communicates to the librarian which students have IEPs and what the accommodations are.

• Enforces school contrabands, especially food, drinks, and electronics

• Maintains attendance and lateness records

• Authorizes lavatory visits• Monitors student work

continuously• Coaches students individually as

needed

Secondary Library Common Core Standards

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

2.1.2 Organize knowledge so that it is useful.

Assessment Limit1.g Navigate through text and

illustrations to locate relevant information.

TL8 Standards Alignment

• #2 Digital Citizenship

• #5 Information Technology

Bloom’s Taxonomy

• Synthesis

Accommodations for Students With Special Needs/Universal Design for Learning—infused into individual slides

Clearly defined limitsFrequent breaksSeating to reduce distractions Emphasis on successes Tutoring assistance (peer, pal, teacher, etc.) Manuscript writing or typing rather than cursive writingCredit for class participation, effort and attendance Assistance with note taking Functional level materials Instructions/directions given in different channels (written, spoken, demonstration)Presentation of material in small stepsVisual demonstrationsAdditional time for reading assignments Process chartsLarge print on computer screenRedirectionExtra response and processing timeIncrease in the amount of assistance providedAdjustment of time allotmentAmount of work the student is expected to completeA variety of web sites and reading selections to account for multiple reading levels within the class

VSC/Core Learning GoalBiology

Indicator

3.2.2 The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause changes in the metabolic activity of the cell or organism.