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Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

BIOL 303

Human Biology I: Anatomy

Biología Humana I: Anatomía

© Sistema Universitario Ana G. Méndez, Inc. 2012

Derechos Reservados

© Ana G. Méndez University System, Inc. 2012

All rights reserved

March 18, 2012.

BIOL 303 Human Biology I: Anatomy2

Updated 3/18/2012

Prepared basedon the course syllabus (2008) of the School of Sciences and Technology

with the collaboration of:

Luis E. Ramos-Roque, M.D., E.P.M.

Jaime Solorzano, M.D., Content Evaluator

Luis Diaz, English Language Specialist

Bárbaro Forteza Ms. Spanish Language

Yarisa M. Bonet, MS CRC, Module Format and Design


Updated 3/18/2012

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO..................................................................................................................... 4

STUDY GUIDE ........................................................................................................................... 15

TALLER UNO ............................................................................................................................ 26

WORKSHOP TWO .................................................................................................................... 33

TALLER TRES ........................................................................................................................... 39

WORKSHOP FOUR .................................................................................................................. 45

TALLER CINCO ........................................................................................................................ 50

WORKSHOP SIX ....................................................................................................................... 56

TALLER SIETE ......................................................................................................................... 61

WORKSHOP EIGHT ................................................................................................................ 68

APPENDIX A .............................................................................................................................. 77

APPENDIX B .............................................................................................................................. 82

APPENDIX C .............................................................................................................................. 90

APPENDIX D .............................................................................................................................. 93


Updated 3/18/2012

GUÍA DE ESTUDIO

Título del Curso: Biología Humana I: Anatomía

Codificación: BIOL 303

Créditos: 4

Duración: 60 Horas

Prerrequisito: BIOL 204 o BIOL 103

Descripción El curso integra el estudio de la estructura del organismo humano, su

desarrollo y su histología, con el funcionamiento de sus órganos. Introduce los conceptos

celulares, histológicos y tegumentarios, y el estudio de los sistemas osteoarticulares,

musculares y nerviosos.

Objetivos de Contenido Generales

1. Integrar el estudio de las estructuras con sus funciones

2. Conocer los niveles estructurales de organización del cuerpo humano.

3. Diferenciar las moléculas orgánicas de las inorgánicas y sus funciones en la

composición del cuerpo humano.

4. Mencionar los componentes y las características de la célula.

5. Definir las características de los tejidos, órganos y sistemas, y sus funciones.

6. Identificar los estratos del tegumento humano, sus funciones y anexos.

7. Reconocer, clasificar y localizar huesos, articulaciones y músculos del cuerpo

humano, sus mecanismos de acción y funciones particulares.

8. Reconocer la terminología médica.

9. Relacionarse con el manejo y funcionamiento de los equipos y ejercicios de

laboratorio, básicos en la anatomía y fisiología humana.


Updated 3/18/2012

Objetivos de Lenguaje Generales

a. Escuchar: Escuchar activamente las conferencias, discusiones, presentaciones y películas

relacionadas con la anatomía de los sistemas asignados, en observancia al idioma del

taller.

b. Hablar: Charlar y hacer presentaciones orales sobre los temas asignados a cada taller,

acorde al idioma que corresponda al taller.

c. Leer: Leer artículos y textos para investigar sobre los temas asignados en cada taller,

según los idiomas establecidos.

d. Escribir: Escribir informes, notas, ensayos, resúmenes, presentaciones, diarios

reflexivos, etc. sobre los temas a discutir en cada taller, según los idiomas establecidos.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me

More,Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje por cada idioma

(inglés y español) por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas

semanales para cada lenguaje por curso. El facilitador podría requerir más horas de

práctica basado en las necesidades para las destrezas auditivas, orales, de lectura y

escritura en cualquiera de los lenguajes mencionados. El total de horas de práctica el

laboratorio de lenguaje o e-lab deben de estar integradas en la sección de

actividades del módulo.

Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de

lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas

del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en

los dos idiomas, el facilitador deberá usar el “WritingProcess: SixWritingTraitsRubrics”


Updated 3/18/2012

que aparecen en el Apéndice B.“Portfolio Performance Assessment” tiene que ser uno de

los instrumentos para evaluar el progreso lingüístico y académico de los estudiantes.

Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene que

documentar que el estudiante esté progresando hacia la meta de dominar dos idiomas

académicamente. El portafolio tiene que cumplir con los estándares establecidos. El

facilitador del curso le proveerá el estudiante el MANUAL DE PORTAFOLIOS.

Escala: Tareas antes del taller = 20%

Presentaciones Orales y discusiones en clase = 20%

Auto-evaluaciones = 20%

Portafolio = 20% (Ver Apéndice C)

E-Lab = 20% (10 puntos por hora completada)

A 90 – 100% B 80 – 89% C 70 – 79% D 60 – 69% F 0 – 59%

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

http://bibliotecavirtualut.suagm.edu/


Updated 3/18/2012

Libro(s)

Tortora, G. J., and Derrickson, B. (January 4, 2011). Principles of Anatomy and

Physiology (13th

ed.). Lugar de publicación: Wiley. ISBN-10: 0470565101. ISBN-13:

978-0470565100. $162 (new), $140 (used).

Alcamo, I. E., and Krumhardt, B. (August 1, 2010). E-Z Anatomy and Physiology

(Barron’s E-Z) (3rd ed.) Barron’s Educational Series. ISBN-10: 0764144685.

ISBN-13: 978-0764144684. $12 (new), $7 (used).

Marieb, E. N. (2008). Anatomía y Fisiología Humana (9a ed.) Pearson. ISBN-10:

847829094X. ISBN-13: 978-8478290949. $155 (new), $153 (used).

Marieb, E. (2011). Essentials of Human Anatomy and Physiology- Laboratory Manual

(5th

ed.). Benjamin Cummings-Pearson.

Libro(s) Electrónico(s)

Scanlon, V. C., Sanders, T. STAT!Ref(Online service), & Teton Data Systems (Firm).

(2007). Essentials of anatomy and physiology.Philadelphia: F. A. Davis Co. Retrieved

from:

http://web.ebscohost.com/ehost/ebookviewer/ebook/nlebk_184424_AN?sid=5f60c0e9-

3ac5-45f9-a5c5-364df6178a38@sessionmgr112&vid=4.

Thibodeau, G. A., &Patton, K. T. (2008) Estructura y función del cuerpo humano.

Madrid: Elsevier. Retrieved from:

http://books.google.com/books?id=3tdLbY3FA4AC&pg=PR10&dq=anatomia+y+fisiolo

gia+humana&hl=en&ei=H253Tt71I9GltweO8NXDDA&sa=X&oi=book_result&ct=resu

lt&resnum=6&ved=0CEQQ6AEwBTgU#v=onepage&q&f=false

https://mailweb.suagm.edu/exchweb/bin/redir.asp?URL=http://web.ebscohost.com/ehost/ebookviewer/ebook/nlebk_184424_AN?sid=5f60c0e9-3ac5-45f9-a5c5-364df6178a38@sessionmgr112%26vid=4


https://mailweb.suagm.edu/exchweb/bin/redir.asp?URL=http://books.google.com/books?id=3tdLbY3FA4AC%26pg=PR10%26dq=anatomia%2By%2Bfisiologia%2Bhumana%26hl=en%26ei=H253Tt71I9GltweO8NXDDA%26sa=X%26oi=book_result%26ct=result%26resnum=6%26ved=0CEQQ6AEwBTgU%23v=onepage%26q%26f=false




Updated 3/18/2012

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de idiomas deben ser desarrollados en el idioma correspondiente,en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará


Updated 3/18/2012

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota

existente en dos grados.

5. La asistencia y participación en actividades de la clase y en presentaciones orales

es extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al


Updated 3/18/2012

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.


Updated 3/18/2012

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunas de éstos son:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/(alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/(compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 3/18/2012

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requiriera o deseara llevar a cabo una investigación

o la administración de cuestionarios o entrevistas, estos deberán referirse a las

normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.

Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este

enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite.Además de los formularios el estudiante/facilitador puede encontrar las

instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 3/18/2012

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros generasus propias “reglas “y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto


Updated 3/18/2012

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


Updated 3/18/2012

STUDY GUIDE

Course Title: Human Biology I; Anatomy

Code: BIOL 303

Credits: 4

Time Length: 60 Hours

Pre-requisite: BIOL 204 or BIOL 103

Description: The course integrates the study of the human body’s structure, its

development, and its histology with the functions its organs and systems. It will also deal

with medical aspects such as anatomical abnormalities and health-related issues. Cellular,

and histological concepts, as well as the tegument, osteoarticular, muscular, and nervous

systems will be introduced.

General Content Objectives:

1. Integrate the study of the structures with their functions.

2. Know the organization structural levels of the human body.

3. Differentiate organic molecules from inorganic molecules and their functions as

components of the human body.

4. Mention the cell’s components and characteristics.

5. Define the characteristics of tissues, organs, systems, and their functions.

6. Identify the strata of human tegument, its functions, and its annexes.

7. Recognize, classify, and locate the bones, joints, and muscles of the human body,

their mechanisms of action, and their particular functions.

8. Recognize medical terminology.

9.


Updated 3/18/2012

General Language Objectives

a. Listening: Actively listen to conferences, discussions, presentations, and movies

about the anatomy of the assigned systems, and in the language assigned to each

workshop.

b. Speaking: Chat and perform oral presentations in the assigned language about the

topics assigned for each workshop.

c. Reading: Read articles and texts in the assigned languages to do research on the

assigned topics for each workshop.

d. Writing: Write reports, notes, essays, summaries, presentations, reflexive diaries,

etc. in the assigned languages about the topics assigned for each workshop.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 10 hours of language lab or e-lab usage for each language (English and

Spanish) per course. This equates to the use of the language lab or e-lab for two and a

half hours weekly for each language per course. The facilitator may require a higher

number of hours for language lab practice based on the language needs for listening,

speaking, reading, and writing skills in either or both languages.The total amount of

language lab or e-lab hours is integrated in the activities for each workshop in the

module.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. The language rubrics for listening,

speaking, reading, and writing provided in AppendixA are integrated to assess student


Updated 3/18/2012

performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in

Appendix B must be used to evaluate all writing activities in both languages in all

courses. Portfolio Performance Assessment must be one of the evaluation instruments

used in the module and throughout the content of all workshops and appendices. This

instrument must follow established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of students towards

mastery of linguistic and academic skills in both languages (English and Spanish.) The

course facilitator will provide the student the PORTFOLIO MANUAL.

Scale: Assignments prior to each workshop = 20%

Oral presentations and class discussions = 20%

Self-assessments = 20%

Portfolio = 20% (See Appendix C)

E-Lab = 20% (10 points per completed hour)

A 90 – 100% B 80 – 89% C 70 – 79% D 60 – 69% F 0 – 59%

Requirements for the Use of APA (Version 6) for Citations of Textbooks

For Recommended Texts and Resources,Use APA style version 6. Include at least ONE

e-book from the Virtual Library athttp://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida

Commission of Independent Learning.

Book(s)



Updated 3/18/2012

Tortora, G. J., and Derrickson, B. (January 4, 2011). Principles of Anatomy and

Physiology (13th

ed.). Lugar de publicación: Wiley. ISBN-10: 0470565101. ISBN-13:

978-0470565100. $162 (new), $140 (used).

Alcamo, I. E., and Krumhardt, B. (August 1, 2010). E-Z Anatomy and Physiology

(Barron’s E-Z) (3rd ed.) Barron’s Educational Series. ISBN-10: 0764144685.

ISBN-13: 978-0764144684. $12 (new), $7 (used).

Marieb, E. N. (2008). Anatomía y Fisiología Humana (9a ed.) Pearson. ISBN-10:

847829094X. ISBN-13: 978-8478290949. $155 (new), $153 (used).

Marieb, E. (2011). Essentials of Human Anatomy and Physiology- Laboratory Manual

(5th

ed.). Benjamin Cummings-Pearson.

E-Book (s)

Scanlon, V. C., Sanders, T. STAT!Ref(Online service), & Teton Data Systems (Firm).

(2007). Essentials of anatomy and physiology.Philadelphia: F. A. Davis Co. Retrieved

from:

http://web.ebscohost.com/ehost/ebookviewer/ebook/nlebk_184424_AN?sid=5f60c0e9-

3ac5-45f9-a5c5-364df6178a38@sessionmgr112&vid=4.

Thibodeau, G. A., &Patton, K. T. (2008) Estructura y función del cuerpo humano.

Madrid: Elsevier. Retrieved from:

http://books.google.com/books?id=3tdLbY3FA4AC&pg=PR10&dq=anatomia+y+fisiolo

gia+humana&hl=en&ei=H253Tt71I9GltweO8NXDDA&sa=X&oi=book_result&ct=resu

lt&resnum=6&ved=0CEQQ6AEwBTgU#v=onepage&q&f=false







Updated 3/18/2012

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

Based Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first

twohours will be in Spanish and the last two hours in English. The 50/50 model

does not apply to language courses where the delivery of instruction must be

conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason


Updated 3/18/2012

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.


Updated 3/18/2012

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned as APA style requires.

Plagiarism will not be tolerated and, in case of detecting an incidence, the student will

obtain a zero in the assignment or activity and could be referred to the Discipline

Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.


Updated 3/18/2012

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/(rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/(buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 3/18/2012

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or interview individuals, he/she must comply with the

norms and procedures of the Institutional Review Board Office (IRB) and ask for

authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 3/18/2012

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The“parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is


Updated 3/18/2012

to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.


Updated 3/18/2012

TALLER UNO

Objetivos específicos de contenido:

1. Identificar los once sistemas del cuerpo humano.

2. Describir los órganos del cuerpo humano.

3. Describir las cavidades anatómicas del cuerpo humano.

4. Relacionar las estructuras de los órganos con sus funciones.

5. Describir la orientación del cuerpo humano en la posición anatómica.

6. Definir los planos anatómicos.

7. Definir las secciones anatómicas.

8. Definir los términos direccionales anatómicos.

9. Explicar las funciones de las distintas moléculas biológicas en el cuerpo humano.

Objetivos específicos de lenguaje:

1. Escuchar: Escuchar las explicaciones que el facilitador y los estudiantes expresen

sobre el cuerpo humano y su química.

2. Hablar: Describir los planos de secciones y las distintas cavidades del cuerpo

humano.

3. Leer: Leer para investigar sobre los once sistemas y la química del cuerpo

humano.

4. Escribir: Tomar notas en español sobre el cuerpo humano, sus planos, cavidades,

y su química, y escribir un ensayo sobre la parte más importante del cuerpo

humano y la razón por la cual lo es.

Enlaces electrónicos:

Biblioteca Virtual


Tema: El cuerpo humano.

http://ceamiguelhernandez.es/materiales/Nivel%20II/UnidadesCB/UNIDAD13.pdf

http://www.profesorenlinea.cl/quinto/5Sistemasfundamentales.htm


http://ceamiguelhernandez.es/materiales/Nivel%20II/UnidadesCB/UNIDAD13.pdf

http://www.profesorenlinea.cl/quinto/5Sistemasfundamentales.htm


Updated 3/18/2012

http://www.liceodigital.com/biologia/cuerpo2.htm

http://www.uc.cl/sw_educ/anatnorm/htm/nomen.htm

Tema:Química del cuerpo humano

http://www.lenntech.es/tabla-peiodica/presencia-en-cuerpo-humano.htm

http://www.slideshare.net/alycyalopez/bioquimica2

http://www.genomasur.com/lecturas/Guia02-1.htm

Asignaciones antes del taller:

1. Completar por lo menos dos horas y media de actividades de E-Lab en español.

2. Completar tres horas y media de actividades de laboratorio de anatomía.

3. Escribir un ensayo de un mínimo de 500 palabras describiendo cuál es la parte

más importante del cuerpo humano, y por qué lo considera así. Este se enviará al

facilitador antes de llegar al taller, utilice la herramienta "SafeAssignment" del

"Blackboard".

4. Traer a la clase plastilina y un cuchillo plástico.

5. Hacer un organizador gráfico que demuestre los once sistemas de órganos del

cuerpo humano, sus órganos, y sus funciones.

6. Hacer una tabla donde demuestre un ejemplo de un carbohidrato, una proteína, un

lípido, y un ácido nucleico, sus estructuras, sus funciones, y donde se encuentran

en el cuerpo humano.

Requisitos del Laboratorio:

Este curso conlleva una sección de laboratorio que se reúne por un período de 4

horas una vez por semana, durante ocho (8) semanas.

Cada Taller estará acompañado de una experiencia de laboratorio.

Los procedimientos de laboratorio estarán contenidos en uno de dos manuales

(inglés o español) escogidos para tales fines; pudiendo el facilitador cambiar o

modificar en todas o en algunas de sus partes cualesquiera de estos

procedimientos, dependiendo de las circunstancias del salón de laboratorio y de la

disponibilidad de los materiales.

http://www.liceodigital.com/biologia/cuerpo2.htm

http://www.uc.cl/sw_educ/anatnorm/htm/nomen.htm

http://www.lenntech.es/tabla-peiodica/presencia-en-cuerpo-humano.htm

http://www.slideshare.net/alycyalopez/bioquimica2

http://www.genomasur.com/lecturas/Guia02-1.htm


Updated 3/18/2012

Cuando los experimentos finalicen antes de las cuatro (4) horas, los participantes

pueden usar el tiempo restante para iniciar la preparación del reporte de

laboratorio.

Vocabulario clave de la lección:

1. Anatomía

2. Histología

3. Célula

4. Tejido

5. Órgano

6. Metabolismo

7. Anabolismo

8. Catabolismo

9. Homeostasis

10. Posición anatómica

11. Prona

12. Supino

13. Proximal

14. Distal

15. Plano sagital

16. Plano medio (o medial)

17. Plano frontal o coronal

18. Plano transversal

19. Plano oblicuo

20. Cavidad craneal

21. Cavidad vertebral

22. Cavidad torácica

23. Cavidad pleural

24. Cavidad pericárdica

25. Mediastino

26. Cavidad abdominal

27. Cavidad pélvica

28. Átomo

29. Molécula


Updated 3/18/2012

30. Carbohidratos

31. Proteínas

32. Amino ácidos

33. Grasas o lípidos

34. Ácidos nucleicos

35. Vitaminas

36. Minerales

Lista de materiales suplementarios para el taller:

1. Plastilina

2. Cuchillos plásticos

3. Rotafolio con papel

4. Diagramas del cuerpo humano

5. Videos del cuerpo humano


Updated 3/18/2012

Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca

de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.

B. Andamiaje

_√__ Modelaje

___ Práctica Dirigida

_√__ Práctica Independiente

_√__ Instrucción

Comprensible

C. Opciones para Agrupamiento

_√__ Grupo Completo

_√__ Grupos Pequeños

___ Pares

_√__ Trabajo Independiente

D. Integración del Proceso

_√__ Escuchar

_√__ Hablar

_√__ Leer

_√__ Escribir

E. Aplicación

_√__ Actividades Dinámicas de Aplicación

_√__ Significativas y Relevantes

_√__ Rigurosas

_√__ Alineadas a los Objetivos

_√__ Promueven Participación

A. Preparación

___Adaptación de Contenido

_√_ Enlaces al Conocimiento Previo

_√__ Enlaces al Aprendizaje Previo

_√__ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

___ Cognoscitivo

_√__ Meta-cognoscitivo

_√__ Socio/Afectivo


Updated 3/18/2012

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. Los estudiantes y el facilitador se presentarán mediante una actividad rompe-

hielo.

2. El facilitador discutirá las reglas y procedimientos a seguir durante el curso, su

información de contacto, la entrega de trabajos, y el modo de evaluación del

curso.

3. Los estudiantes presentarán una de las partes de su organizador gráfico detallando

uno de los once sistemas del cuerpo y sus órganos.

4. Cada estudiante creará un gesto, movimiento, o baile que represente uno de los

órganos del cuerpo humano. El mismo debe reflejar la forma, estructura y función

del órgano representado.

5. Usando la plastilina y los cuchillos plásticos, los estudiantes se agruparán para

hacer un modelo humano en la posición anatómica donde demuestren las distintas

cavidades del cuerpo y procederán a rotularlas.

6. La clase se dividirá en cinco grupos. Cada grupo demostrará, en su modelo, uno

de los planos anatómicos, cortando correctamente su modelo.

7. La clase se dividirá en cinco grupos para discutir la química del cuerpo humano.

Cada grupo presentará una de las moléculas biológicas y sus funciones. Los

estudiantes tomarán notas en español sobre lo presentado.

8. Los estudiantes tomarán notas del resumen que el facilitador hará sobre los

sistemas del cuerpo y sus órganos.

9. Los estudiantes contestarán preguntas sobre todo lo discutido en clase.

10. Los estudiantes escribirán un diario reflexivo en español sobre lo que aprendieron

en el taller; en el mismo describirán cinco detalles sobre el cuerpo humano y

cinco detalles de la química del cuerpo humano.

11. El facilitador y los estudiantes revisarán las asignaciones y las actividades para el

taller dos


Updated 3/18/2012

Evaluación:

1. Individual: Gesto, movimiento, o baile sobre órganos específicos del cuerpo.

2. Grupal: Presentación de las moléculas biológicas.

3. Escrito: Ensayo sobre la parte más importante del cuerpo y por qué..

4. Oral /Auditivo:Presentación del organizador gráfico sobre los sistemas del cuerpo..

Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller.)

1. Individual: Diario reflexivo sobre los temas del taller.

2. Grupal: Contestaciones a preguntas directas hechas por el facilitador.


Updated 3/18/2012

WORKSHOP TWO

Specific Content Objectives:

1. Identify the three main components of the cell.

2. Describe the different parts of a human cell.

3. Explain how the structures of the cell are related to their functions.

4. Explain how the organelles function within a cell.

5. Describe how the cells reproduce themselves.

5. Describe the organization of the human body from cell to organism.

6. Describe the different types of tissues in the human body.

Specific Language Objectives

1. Listening: Listen to the different presentations about the cell organelles.

2. Speaking: Oral presentation of mitosis and meiosis.

3. Reading: Reading information about the different cell organelles.

4. Writing: Acrostic describing the structure and functions of different tissues.

Electronic Links (URLs):

Biblioteca Virtual


TOPIC: The human cell.

http://people.eku.edu/ritchisong/301notes1.htm

http://www.nichd.nih.gov/publications/pubs/fragileX/sub3.cfm

http://www.ncbi.nlm.nih.gov/About/primer/genetics_cell.html

http://publications.nigms.nih.gov/insidethecell/insidethecell.pdf

http://faculty.sdmiramar.edu/kpetti/bio160/MiscImages/Cell-Label-Unlabel.pdf

TOPIC: Human tissues.

http://web.jjay.cuny.edu/~acarpi/NSC/14-anatomy.htm

http://www.barstow.edu/faculty/rstinson/human%20anatomy/tissues.pdf

http://anatomycorner.com/cell/tissues/ch5_notes.html

http://biology-web.nmsu.edu/houde/outline.tissues&relations.pdf

http://medicalproteomics.net/education/under/Chapter05.pdf



http://www.nichd.nih.gov/publications/pubs/fragileX/sub3.cfm

http://www.ncbi.nlm.nih.gov/About/primer/genetics_cell.html

http://publications.nigms.nih.gov/insidethecell/insidethecell.pdf

http://faculty.sdmiramar.edu/kpetti/bio160/MiscImages/Cell-Label-Unlabel.pdf

http://web.jjay.cuny.edu/~acarpi/NSC/14-anatomy.htm

http://www.barstow.edu/faculty/rstinson/human%20anatomy/tissues.pdf

http://anatomycorner.com/cell/tissues/ch5_notes.html

http://biology-web.nmsu.edu/houde/outline.tissues&relations.pdf

http://medicalproteomics.net/education/under/Chapter05.pdf


Updated 3/18/2012

Assignments before the Workshop:

1. Complete at least 2.5 hours of E-Lab in English.

2. Choose one of the following human cells and create a model that correctly

demonstrates its shape and organelles:

a. Neuron

b. Intestinal epithelial cell

c. Muscle cell

d. Skin cell

e. Liver cell

f. Human ovum

g. Human sperm cell

h. Red blood cell

3. Create a poster that demonstrates the processes of mitosis and meiosis.

Lab Requirements

This course requires a lab section that will meet for a period of 4 hours once a

week, during eight (8) weeks.

Each workshop will be accompanied by a lab experience.

Lab procedures will be contained in one of two handbooks (English or Spanish)

selected for that purpose, allowing the facilitator to change or to modify any of

these procedures in all or in some of its parts, depending on the circumstances of

the lab classroom and the availability of materials.

When the experiments are completed before the (4) hours, participants may use

the rest of the time to start preparing their lab report.

Key Core Vocabulary:

1. Cell

2. Plasma membrane

3. Cytoplasm

4. Organelle

5. Mitochondrion


Updated 3/18/2012

6. Ribosome

7. Golgi complex

8. Endoplasmic reticulum

9. Lysosome

10. Secretory vesicle

11. Centrosome

12. Peroxisome

13. Cilium

14. Flagellum

15. Microvilli

16. Chromatin

17. Nucleus

18. Nucleolus

19. Glycoprotein

20. Glycolipid

21. Phospholipid

22. Ion channels

23. Transporter protein

24. Receptor

25. Cell junction

26. Diffusion

27. Osmosis

28. Active transport

29. Mitosis

30. Meiosis

List of Supplementary Materials for the Workshop:

1. Assorted props for a drama presentation.

2. Video about mitosis and meiosis.

3. Easel pad with paper.

4. Color markers.


Updated 3/18/2012

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The students will do a short review of what was learned in workshop one.

2. The class will be divided into different groups. Each group will read information

about specific cell organelles and will prepare a short summary which will be

presented to the class. Emphasis will be made on the shape, internal structure,

chemical reactions, and functions of each organelle. The listeners will take notes,

in English, about the information shared by the presenters. Each student will

B. Scaffolding

_√__ Modeling

_√__ Guided Practice

_√__ Independent Practice

_√__ Comprehensible Input

C. Grouping Options

_√__ Whole Class

_√__ Small Groups

___ Partners

_√__ Independent Work

D. Integration of Processes

_√__ Listening

_√__ Speaking

_√__ Reading

_√__ Writing

E. Application

_√__ Hands-on

_√__ Meaningful/Relevant

_√__ Rigorous

_√__ Link to Objectives

_√__ Promote Engagement

A. Preparation

_√__ Adaptation of Content

_√__ Links to Background Knowledge

_√__ Links to Past Learning

_√__ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_√__ Cognitive

_√__ Meta-cognitive

_√__ Social/Affective


Updated 3/18/2012

prepare a summary of the presentation to be turned in to the facilitator at the end

of the presentations. The organelles to be presented are:

a. Cell membrane

b. Cytoplasm

c. Cytoskeleton

d. Golgi complex

e. Centrioles

f. Peroxisomes

g. Lysosomes

h. Ribosomes

i. Secretory vesicles

j. Smooth endoplasmic reticulum

k. Rough endoplasmic reticulum

l. Mitochondria

m. Microvilli

n. Cilia

o. Flagellum

p. Nucleus

q. Nucleolus

3. Students will present their model of the human cell, emphasizing the

predominance or lack of certain structures and how that influences their specific

function.

4. Students will present and discuss their posters about mitosis and meiosis.

Emphasis will be placed on the different stages in the processes.

5. The students will watch a short video demonstrating mitosis and meiosis.

6. The whole class will prepare a drama in which the students demonstrate how

individual cells organize themselves into tissues, tissues into organs, organs into

organ systems, and organ systems into a human being.

7. Using one of the following words, the students will individually create an acrostic

that describes the structure and function of the specified tissue:

a. Connective


Updated 3/18/2012

b. Epithelial

c. Muscular

d. Nervous

8. The students will take notes, in English, of the facilitator’s summary about the

human cells, tissues, and organization.

9. Each student will write a reflective diary describing five of the cell’s organelles

and relating how their structures relate to the function they perform, and

describing one tissue in the human body.

10. The students and the facilitator will review the assignments and activities for

workshop three.

Assessment:

1. Individual: Presentation of the mitosis and meiosis posters.

2. Group: Cell organelle presentation in a group.

3. Written: Acrostic about specific tissue.

4. Oral: Presentation of the specific cell model.

Lesson Wrap-Up:

1. Individual: Reflective diary about the cell structures and functions.

2. Group: Drama about the organization of the human body.


Updated 3/18/2012

TALLER TRES

Objetivos específicos de contenido

1. Describir las capas de la piel.

2. Describir las células que componen las capas de la piel.

3. Explicar la causa de los distintos colores de piel.

4. Comparar y contrastar la estructura y funciones de los pelos, glándulas de la piel,

y las uñas.

5. Describir como la piel contribuye a mantener la homeostasis

6. Explicar cómo la piel protege el ambiente interno del cuerpo humano.

7. Describir cómo la piel contribuye a las sensaciones.


1. Escuchar: Escuchar las explicaciones en español que el facilitador y otros

estudiantes harán sobre las estructuras y funciones del sistema de tegumento.

2. Hablar: Describir y explicar, a otros estudiantes, la relación entre estructuras y

funciones de la piel.

3. Leer: Leer e investigar las capas, células, estructuras, y funciones del tegumento

del cuerpo humano y la química del mismo.

4. Escribir: Tomar notas en español sobre el sistema de tegumento humano y su

química, y escribir en el diario reflexivo sobre lo discutido en el taller.


Biblioteca Virtual


Tema: El sistema de tegumento humano.

http://www.facmed.unam.mx/deptos/biocetis/Doc/piel_drmontalvo.pdf

http://www.innerbody.com/es/Piel-humana-Piel-Vista-transversal.html

http://www.juntadeandalucia.es/averroes/arturoreyes/arturo/Recursos/cuerpo.htm#piel,%

20el%20cabello%20y%20las%20u%C3%B1as

http://www.vet.unicen.edu.ar/html/Areas/Documentos/SistemaTegumentario.pdf


http://www.facmed.unam.mx/deptos/biocetis/Doc/piel_drmontalvo.pdf

http://www.innerbody.com/es/Piel-humana-Piel-Vista-transversal.html

http://www.juntadeandalucia.es/averroes/arturoreyes/arturo/Recursos/cuerpo.htm#piel,%20el%20cabello%20y%20las%20u%C3%B1as

http://www.juntadeandalucia.es/averroes/arturoreyes/arturo/Recursos/cuerpo.htm#piel,%20el%20cabello%20y%20las%20u%C3%B1as

http://www.vet.unicen.edu.ar/html/Areas/Documentos/SistemaTegumentario.pdf


Updated 3/18/2012

http://anatomia.og.cr/sistema%20tegumentario/index.html

http://www.sld.cu/galerias/pdf/sitios/histologia/sistema_tegumentario.pdf




3. Crear una bitácora de las sensaciones experimentadas en la piel durante tres días.

Clasificar las sensaciones como “positivas”, “negativas”, o “neutrales”.

4. Conseguir de dos a tres canciones populares que hagan referencia a la piel y sus

funciones o sensaciones. Traerlas al taller para ser escuchadas.

5. Crear una representación concreta o abstracta de las distintas capas de la piel que

demuestre las funciones de las mismas. (Ejemplo: un dibujo estilo Pablo Picasso)

6. Escribir una entrevista dirigida a una de las siguientes estructuras de la piel:

a. Epidermis

b. Dermis

c. Glándula sudorípara

d. Glándula sebácea

e. Glándula de cerumen

f. Folículo piloso

g. Uña










http://anatomia.og.cr/sistema%20tegumentario/index.html

http://www.sld.cu/galerias/pdf/sitios/histologia/sistema_tegumentario.pdf


Updated 3/18/2012



laboratorio.


1. Tegumento

2. Epidermis

3. Dermis

4. Keratinocito

5. Melanocitos

6. Melanosoma

7. Célula de Langerhans

8. Célula de Merkel

9. Stratumbasale

10. Stratumspinosum

11. Stratumgranulosum

12. StratumLucidum

13. Stratumcorneum

14. Región papilar

15. Región reticular

16. Folículo

17. Glándulas sebáceas

18. Glándulas sudoríparas

19. Glándulas de cerumen

20. Termorregulación

21. Vitamina D


1. Cartulinas

2. Marcadores de colores, crayones, o lápices de colores.

3. Discos compactos de música

4. Reproductor de discos compactos

5. Videos sobre el sistema de tegumento humano


Updated 3/18/2012



B. Andamiaje

_√__ Modelaje

_√__ Práctica Dirigida


_√__ Instrucción

Comprensible




___ Pares



_√__ Escuchar

_√__ Hablar

_√__ Leer

_√__ Escribir

E. Aplicación



_√__ Rigurosas



A. Preparación

_√__Adaptación de Contenido

_√__ Enlaces al Conocimiento Previo




_√__ Cognoscitivo




Updated 3/18/2012



1. Los estudiantes y el facilitador repasarán lo aprendido en el taller dos.

2. Cada estudiante discutirá su bitácora personal de sensaciones con otros miembros

de la clase y explicarán el rol de la piel en esas sensaciones.. Luego compararán

su evaluación de las sensaciones entre sí mismos.

3. La clase escuchará porciones de las distintas canciones que hacen referencia a la

piel y luego discutirán sobre las falacias que promueven. Cada estudiante escribirá

un resumen de los hallazgos en su discusión para entregar al facilitador.

4. La clase llevará a cabo una galería de arte donde cada “artista” presentará su obra

de arte a los demás estudiantes, explicando cómo demuestra la estructura y

función de las capas de la piel.

5. Los estudiantes verán un video corto sobre el sistema de tegumento humano.

6. Los estudiantes tomarán notas, en español, de la conferencia resumen que el

facilitador hará sobre las estructuras y funciones del sistema de tegumento

humano.

7. Los estudiantes contestarán una pregunta específica hecha por el facilitador sobre

todo lo discutido en clase, en forma de un boleto de salida.

8. Los estudiantes escribirán un diario reflexivo en español donde describirán cinco

detalles que desconocían del sistema de tegumento humano y cinco detalles de la

química del mismo que aprendieron en el taller.

9. El facilitador y los estudiantes refisarán las asignaciones y las actividades para el

taller cuatro

Evaluación:

1. Individual: Obra de arte sobre las capas de la piel humana.

2. Grupal: Discusión de las bitácoras de sensaciones.

3. Escrito: Resumen de los aciertos o falacias sobre la piel humana promovidas por las

canciones populares.

4. Oral/Auditivo:Presentación y discusión de las canciones sobre la piel..


Updated 3/18/2012

Cierre del taller:

1. Individual: Diario reflexivo sobre los detalles aprendidos del sistema de tegumento.

2. Grupal: Contestación a la pregunta desalida hecha por el facilitador.


Updated 3/18/2012

WORKSHOP FOUR


1. Describe the six main functions of the bones.

2. Describe the histology of bone tissue.

3. Describe the different types of bone tissue.

4. Describe the blood and nerve supply of bone tissue.

5. Explain how bone grows in length and thickness.

6. Describe the processes of bone remodeling and repair.

7. Explain how bone influences calcium homeostasis.


1. Listening: Actively listen to classmates discussing the role of bone tissue in

regulating calcium in the body.

2. Speaking: Present a poem about the bones of the body.

3. Reading: Read articles and texts about the histology of bone tissue, bone

structures, and functions.

4. Writing: Write a summary of the major concepts of the skeletal system. Write a

poem about bones.

Electronic Links (URLs): (Must include at least 5 links in English. Do not use non-

reliable resources such as Wikipedia, monografias.com, etc.)

Biblioteca Virtual


TOPIC: The skeletal system

http://www.innerbody.com/image/skelfov.html

http://www-personal.une.edu.au/~pbrown3/skeleton.pdf

http://www.mananatomy.com/body-systems/skeletal-system

http://www.bbc.co.uk/science/humanbody/body/factfiles/skeleton_anatomy.shtml




http://www.innerbody.com/image/skelfov.html

http://www-personal.une.edu.au/~pbrown3/skeleton.pdf

http://www.mananatomy.com/body-systems/skeletal-system

http://www.bbc.co.uk/science/humanbody/body/factfiles/skeleton_anatomy.shtml


Updated 3/18/2012

2. Collect illustrations (pictures, drawings, etc.) of the different cells found in the

skeletal system. Bring them to the workshop.

3. Interview a health professional and have them tell you all they can about bone

growth, bone remodeling, and bone repair in case of a fracture. Submit a written

copy to the facilitator.

Lab Requirements











1. Diaphysis

2. Epiphysis

3. Epiphyseal plate

4. Metaphysis

5. Cartilage

6. Periosteum

7. Marrow

8. Endosteum

9. Osteogenic cells

10. Osteoblasts

11. Osteocytes

12. Osteoclasts

13. Volkmann’s canals

14. Haversian canals

15. Lamellae


Updated 3/18/2012

16. Lacunae

17. Canaliculi

18. Osteon

19. Trabeculae

20. Interstitial growth

21. Appositional growth

22. Calcitrol

23. Calcitonin


1. Video on the human skeletal system.

2. Illustrations of human bone cells.



B. Scaffolding

_√__ Modeling




C. Grouping Options

_√__ Whole Class

_√__ Small Groups

_√__ Partners



_√__ Listening

_√__ Speaking

_√__ Reading

_√__ Writing

E. Application

_√__ Hands-on


_√__ Rigorous



A. Preparation






_√__ Cognitive




Updated 3/18/2012


Objectives:

1. The students will do a short review of what was learned in workshop three.

2. The students will share the answers provided by the health professionals they

interviewed, and will reach an agreement on the facts provided by all the

interviews.

3. Think-Pair-Share: The class will be divided into six groups. Each group will use

one of the following statements as the basis for the activity:

a. How does the skeleton provide support to the human body?

b. What is the role of the human skeleton in protecting the body?

c. How are the bones involved in assisting movement?

d. How is bone tissue involved in mineral homeostasis?

e. Describe the relationship between bone tissue and blood cells.

f. Explain how bone tissue serves as a storage site.

4. Class discussion: What makes long bones important?

5. Vote for your candidate: Students will create a political campaign to promote

either compact bone tissue or spongy bone tissue. In the end, the class will hold

elections to see which candidate wins.

6. The students will watch a short video about the human skeletal system’s blood

and nerve supply. They will take notes, in English, about the most important facts

shown in the video.

7. The class will be divided into three groups. Each group will pretend to be bone

cells to demonstrate in a short skit, one of the following:

a. Bone growth

b. Bone remodeling

c. Bone repair

The students will use the illustrations of the bone cells brought to class to

identify themselves with the correct type of cell performing their specific task.

8. The students will hold a discussion on the role of bones in mineral homeostasis,

emphasizing calcium metabolism.


Updated 3/18/2012

9. The students will take notes, in English, of the facilitator’s summary conference

about the human skeletal system.

10. Each student will write a reflective diary describing the functions of the skeletal

system, and its roles in growth and homeostasis.

11. Students will answer specific questions asked by the facilitator about the skeletal

system’s histology, structures, and functions.


workshop five.

Assessment:

1. Individual: Political campaign design for specific bone tissue candidate.

2. Group: Think-Pair-Share about the skeletal system.

3. Written: Written copy of interview of health professional.

4. Oral: Class discussion about the role of bones in mineral homeostasis.

Lesson Wrap-Up:

1. Individual: Reflective diary about the histology of the skeletal system, its structures, and

functions.

2. Group:Answer specific questions about the skeletal system asked by the facilitator.


Updated 3/18/2012

TALLER CINCO


1. Diferenciar entre el esqueleto axial y el esqueleto apendicular.

2. Describir los distintos tipos de huesos del esqueleto axial y del esqueleto

apendicular.

3. Relacionar la forma de los huesos con sus funciones.

4. Identificar las regiones y curvas de la columna vertebral.

5. Clasificar las distintas articulaciones.

6. Describir las distintas articulaciones.

7. Relacionar las estructuras de las articulaciones a sus funciones.


1. Escuchar: Escuchar activamente las presentaciones, discusiones, y conferencias

sobre los esqueletos y las articulaciones que el facilitador y los estudiantes

presenten en la clase.

2. Hablar: Charlar y hacer presentaciones sobre la estructura y funciones de los

huesos y las articulaciones.

3. Leer: Leer artículos y textos para investigar la relación entre la forma de los

huesos y su función.

4. Escribir: Crear piezas literarias escritas que demuestren entendimiento del

esqueleto axial, el esqueleto apendicular, y las articulaciones.


Biblioteca Virtual


Tema: El esqueleto axial y el esqueleto apendicular

http://www.pucpr.edu/marc/facultad/asantiago/anatomia/Axial.pdf

http://www.bioygeo.info/pdf/Esqueleto.pdf

http://www.sld.cu/sitios/pdguanabo/temas.php?idv=24070

http://www.udb.edu.sv/Academia/Laboratorios/biomedica/Anatomia%20y%20Fisiologia

%20Humana%20I/guia2AFHI.pdf


http://www.pucpr.edu/marc/facultad/asantiago/anatomia/Axial.pdf

http://www.bioygeo.info/pdf/Esqueleto.pdf

http://www.sld.cu/sitios/pdguanabo/temas.php?idv=24070

http://www.udb.edu.sv/Academia/Laboratorios/biomedica/Anatomia%20y%20Fisiologia%20Humana%20I/guia2AFHI.pdf

http://www.udb.edu.sv/Academia/Laboratorios/biomedica/Anatomia%20y%20Fisiologia%20Humana%20I/guia2AFHI.pdf


Updated 3/18/2012

Tema: Las articulaciones

http://www.paidotribo.com/pdfs/1018/1018.0.pdf

http://www.profesorenlinea.cl/Ciencias/SistemOseoArticulac.htm

http://unefaanatomia.blogspot.com/2008/05/articulaciones.html

http://cmlamaso.es/manualdeportivo/pagina.php?cap=1&sec=4




3. Escribir un poema original donde describa uno de los siguientes temas:

a. Esqueleto axial

b. Esqueleto apendicular

c. Articulaciones

El poema será presentado en clase y una copia escrita se entregará al facilitador.

4. Hacer un modelo del esqueleto humano que tenga articulaciones movibles. Traer

el modelo al taller para una actividad.












laboratorio.

http://www.paidotribo.com/pdfs/1018/1018.0.pdf

http://www.profesorenlinea.cl/Ciencias/SistemOseoArticulac.htm

http://unefaanatomia.blogspot.com/2008/05/articulaciones.html

http://cmlamaso.es/manualdeportivo/pagina.php?cap=1&sec=4


Updated 3/18/2012


1. Axial skeleton

2. Appendicular skeleton

3. Articulations or joints Fibrous joint

4. Cartilaginous joint

5. Synovial joint

6. Synarthrosis

7. Amphiarthrosis

8. Diarthrosis

9. Suture

10. Syndesmosis

11. Gomphosis

12. Synchondrosis

13. Symphysis

14. Bursa

15. Tendon

16. Abduction

17. Adduction

18. Circumduction

19. Rotation

20. Planar joint

21. Pivot joint


1. Modelos del esqueleto humano hecho en materiales de construcción.

2. Marcadores en colores, crayones, o lápices de colorear.

3. Plantilla de actividad de aprendizaje en grupo

4. Videos sobre el esqueleto axial, el esqueleto apendicular, y las articulaciones.


Updated 3/18/2012



B. Andamiaje

_√__ Modelaje



_√__ Instrucción

Comprensible




_√__ Pares



_√__ Escuchar

_√__ Hablar

_√__ Leer

_√__ Escribir

E. Aplicación



_√__ Rigurosas



A. Preparación






_√__ Cognoscitivo




Updated 3/18/2012



1. Los estudiantes y el facilitador repasarán lo aprendido en el taller cuatro.

2. Los estudiantes demostrarán sus modelos de los esqueletos. Colorearán en rojo los

componentes del esqueleto axial, y en azul los componentes del esqueleto

apendicular.

3. Los estudiantes harán un diagrama de Venn comparando y contrastando las

formas y funciones de los huesos en el esqueleto axial y el esqueleto apendicular.

4. Utilizando sus modelos, los estudiantes se agruparán y discutirán la siguiente

pregunta: ¿Por qué las marionetas no se mueven igual que los humanos, aunque

tengan las articulaciones en los mismos lugares que el cuerpo humano?

5. Los estudiantes compartirán sus poemas con la clase y proveerán una copia

electrónica al facilitador.

6. Los estudiantes verán un video corto de las articulaciones del cuerpo humano.

7. La clase se dividirá en grupos de cuatro para hacer una actividad de aprendizaje

en grupo. El facilitador proveerá una plantilla (Apéndice D) con preguntas sobre

el esqueleto y las articulaciones que los estudiantes escribirán la contestación

solamente cuando todos en el grupo hayan contribuido y lleguen a un consenso

sobre las contestaciones.


las diferencias entre los dos esqueletos y las articulaciones en forma de un boleto

de salida.


detalles que desconocían del esqueleto humano y sus articulaciones y cinco

detalles de la manera en que éstos trabajan que aprendieron en el taller.

10. El facilitador y los estudiantes repasarán las asignaciones y las actividades para el

taller seis.


Updated 3/18/2012

Evaluación:

1. Individual: Colorear el modelo del esqueleto indicando los esqueletos axial y

apendicular.

2. Grupal: Actividad de aprendizaje en grupo.

3. Escrito: Poema sobre el esqueleto axial, esqueleto apendicular, o las articulaciones.

4. Oral/Auditivo: Discusión sobre las articulaciones de modelos y del cuerpo humano.

Cierre del taller

1. Individual: Diario reflexivo sobre los detalles aprendidos del esqueleto axial, esqueleto

apendicular, y las articulaciones.

2. Grupal: Pregunta sobre los temas discutidos en el taller como boleto de salida.


Updated 3/18/2012

WORKSHOP SIX


1. Describe the differences between the three types of muscular tissue.

2. Describe the functions of the muscles in the human body.

3. Explain the properties of muscle tissues.

4. Describe the microscopic and macroscopic structures of the muscular system.

5. Describe the three types of muscle fibers.

6. Explain the mechanisms of muscle contraction.

7. Explain how the structures of muscles relate to their function.


1. Listening: Listen to the presentations of other students about the different types of

muscle tissues.

2. Speaking: Orally discuss with other student the structures found in the muscular

system.

3. Reading: Research in articles and texts the histology, structures, and functions of

the muscular system.

4. Writing: Write a self-evaluation summary demonstrating understanding of the

muscular system.


Biblioteca Virtual


TOPIC: Histology of muscle tissue.


http://faculty.etsu.edu/forsman/Histologyofmuscleforweb.htm

http://www.lab.anhb.uwa.edu.au/mb140/corepages/muscle/muscle.htm

http://webanatomy.net/histology/muscle_histology.htm



http://faculty.etsu.edu/forsman/Histologyofmuscleforweb.htm

http://www.lab.anhb.uwa.edu.au/mb140/corepages/muscle/muscle.htm

http://webanatomy.net/histology/muscle_histology.htm


Updated 3/18/2012

TOPIC: Physiology of the muscular system.

http://www.cerritos.edu/charbut/AP151/lec_otl/151%20Lec%207-

Muscle%20Physiology.pdf

www.zoology.ubc.ca/~biomania/biol153/lecture/6.ppt

http://instruct.westvalley.edu/norris/_docs/48_lol_muscle.pdf

http://homepage.mac.com/wis/Personal/lectures/musculoskeletal/MusclePhysiology.pdf

http://www.brianmac.co.uk/musclefun.htm



2. Write an original essay of at least 500 words that describes and explains recent

findings in the origins and treatment of conditions like muscular dystrophy,

fibromyalgia, myasthenia gravis, or other muscular diseases. This will be turned

in electronically through SafeAssign.

3. Design a game (cards, board game, etc.) using the vocabulary words for this

workshop. Bring it to class to be played with other students.

4. Prepare a monologue about one of the vocabulary words to be presented in class.

Lab Requirements











http://www.cerritos.edu/charbut/AP151/lec_otl/151%20Lec%207-Muscle%20Physiology.pdf

http://www.cerritos.edu/charbut/AP151/lec_otl/151%20Lec%207-Muscle%20Physiology.pdf

http://www.zoology.ubc.ca/~biomania/biol153/lecture/6.ppt

http://instruct.westvalley.edu/norris/_docs/48_lol_muscle.pdf

http://homepage.mac.com/wis/Personal/lectures/musculoskeletal/MusclePhysiology.pdf

http://www.brianmac.co.uk/musclefun.htm


Updated 3/18/2012

1. Skeletal muscle

2. Cardiac muscle

3. Smooth muscle

4. Fascia

5. Epimysium

6. Perimysium

7. Endomysium

8. Tendon

9. Aponeurosis

10. Hypertrophy

11. Hyperplasia

12. Myoglobin

13. A band

14. I band

15. H zone

16. M line

17. Myosin

18. Actin

19. Tropomyosin

20. Troponin

21. Neuromuscular junction

22. Slow oxidative fibers

23. Fast oxidative-glycolytic fibers

24. Fast glycolytic fibers


1. Cardboard or Index cards

2. Color markers, crayons, or color pencils


Updated 3/18/2012




Objectives:

1. The students will do a short review of what was learned in workshop five.

2. Each student will present his/her monologue about the assigned muscle-related

term.

3. The students will watch a short video on human muscle histology and physiology.

They will take notes, in English, about the video and will compare their notes

between themselves to make sure there are no misconceptions. Each student will

share an important fact of the video with the rest of the class.

B. Scaffolding

_√__ Modeling




C. Grouping Options

___ Whole Class

_√__ Small Groups

_√__ Partners



_√__ Listening

_√__ Speaking

_√__ Reading

_√__ Writing

E. Application

_√__ Hands-on


_√__ Rigorous



A. Preparation

___ Adaptation of Content





_√__ Cognitive




Updated 3/18/2012

4. The class will be divided into different groups to play the games that were

designed to teach the human muscle system.

5. The class will be divided into groups of six students to do a round table activity in

which they will read about the structure and functions of human muscles in three

different books or encyclopedias. Each student will then write his/her answer to

two questions on a sheet of paper by doing a round robin. The sheets with the

written responses will be handed to the facilitator at the end of the activity.


human muscular system.

7. Each student will write a reflective diary describing the three types of muscle

tissues, the microscopic differences of each, and how muscles are able to carry

out their functions in everyday life.


workshop seven.

Assessment:

1. Individual: Sharing of important fact about the video shown in class.

2. Group: Human muscular system card or board games activity.

3. Written: 500-word essay about muscular system diseases.

4. Oral: Monologue about the human muscle structures.

Lesson Wrap-Up: (These are activities to determine if all students achieved the

workshop content and language objectives.).

1. Individual: Reflective diary about the types of muscle tissues, their histology, and their

work in everyday life.

2. Group: Round table activity answering questions about the human muscles.


Updated 3/18/2012

TALLER SIETE


1. Reconocer las estructuras del sistema nervioso humano.

2. Describir la organización del sistema nervioso humano.

3. Explicar las funciones del sistema nervioso humano.

4. Relacionar las estructuras del cordón espinal con sus funciones.

5. Reconocer las estructuras del cerebro humano y sus funciones.

6. Diferenciar el sistema nervioso periférico del sistema nervioso central humano.

7. Diferenciar entre los sistemas nerviosos somático, autónomo, y entérico.

8. Describirlas funciones de los sistemas nerviosos somático, autónomo, y entérico.


1. Escuchar: Escuchar activamente la información presentada en clase por otros

estudiantes y el facilitador sobre el sistema nervioso humano.

2. Hablar Participar activamente en discusiones orales y presentaciones, hechas en

español, sobre las estructuras y funciones del sistema nervioso humano.

3. Leer: Leer libros, revistas, y artículos, en español, sobre el sistema nervioso

humano para propósito de investigación y aprendizaje.

4. Escribir: Preparar trabajos escritos originales, en español, sobre las estructuras,

divisiones, y funciones del sistema nervioso humano..


Biblioteca Virtual


Tema: Los tejidos nerviosos humanos

http://www.sld.cu/galerias/pdf/sitios/histologia/nervioso.pdf

http://www.insht.es/InshtWeb/Contenidos/Documentacion/TextosOnline/EnciclopediaOI

T/tomo1/7.pdf

http://www.med.ufro.cl/Recursos/neuroanatomia/index_archivos/Page391.htm

http://escuela.med.puc.cl/paginas/cursos/primero/neuroanatomia/cursoenlinea/down/gene

ral.pdf

http://www.herrera.unt.edu.ar/bioingenieria/temas_inves/sist_nervioso/pagina1.htm


http://www.sld.cu/galerias/pdf/sitios/histologia/nervioso.pdf

http://www.insht.es/InshtWeb/Contenidos/Documentacion/TextosOnline/EnciclopediaOIT/tomo1/7.pdf

http://www.insht.es/InshtWeb/Contenidos/Documentacion/TextosOnline/EnciclopediaOIT/tomo1/7.pdf

http://www.med.ufro.cl/Recursos/neuroanatomia/index_archivos/Page391.htm

http://escuela.med.puc.cl/paginas/cursos/primero/neuroanatomia/cursoenlinea/down/general.pdf

http://escuela.med.puc.cl/paginas/cursos/primero/neuroanatomia/cursoenlinea/down/general.pdf

http://www.herrera.unt.edu.ar/bioingenieria/temas_inves/sist_nervioso/pagina1.htm


Updated 3/18/2012

Tema: El sistema nervioso humano

http://biologia.laguia2000.com/biologia/la-medula-espinal

http://www.uhu.es/francisco.cordoba/asignaturas/FBAM/TEMAS%20PDF/4-

SISTEMA%20NERVIOSO.pdf

http://www.braincampaign.org/Common/Docs/Files/2786/spchap1.pdf

http://www.eibarpat.net/webquest/07cuerpohumano/Fitxak/nervioso_desarrollado.pdf

http://neurociencias.udea.edu.co/neurokids/division%20sn.htm

Tema: El sistema nervioso autónomo humano

http://bibliotecadigital.ilce.edu.mx/sites/ciencia/volumen3/ciencia3/130/html/sec_7.html

http://www.uam.es/personal_pdi/medicina/algvilla/fundamentos/nervioso/central.htm

http://escuela.med.puc.cl/paginas/cursos/primero/neuroanatomia/cursoenlinea/down/sna.p

df




3. Preparar un opúsculo, en español, sobre la importancia de los distintos tejidos del

sistema nervioso humano. Hacer copias para repartir entre los compañeros de

clase, y entregar una copia electrónica al facilitador.

4. Preparar 20 preguntas sobre el sistema nervioso central y el sistema nervioso

periférico de las que le gustaría saber las contestaciones.

5. Crear una tabla de las funciones de los sistemas nerviosossomático, autónomo, y

entérico. Incluir en otra columna la importancia de cada una de las funciones.








http://biologia.laguia2000.com/biologia/la-medula-espinal

http://www.uhu.es/francisco.cordoba/asignaturas/FBAM/TEMAS%20PDF/4-SISTEMA%20NERVIOSO.pdf

http://www.uhu.es/francisco.cordoba/asignaturas/FBAM/TEMAS%20PDF/4-SISTEMA%20NERVIOSO.pdf

http://www.braincampaign.org/Common/Docs/Files/2786/spchap1.pdf

http://www.eibarpat.net/webquest/07cuerpohumano/Fitxak/nervioso_desarrollado.pdf

http://neurociencias.udea.edu.co/neurokids/division%20sn.htm

http://bibliotecadigital.ilce.edu.mx/sites/ciencia/volumen3/ciencia3/130/html/sec_7.html

http://www.uam.es/personal_pdi/medicina/algvilla/fundamentos/nervioso/central.htm

http://escuela.med.puc.cl/paginas/cursos/primero/neuroanatomia/cursoenlinea/down/sna.pdf

http://escuela.med.puc.cl/paginas/cursos/primero/neuroanatomia/cursoenlinea/down/sna.pdf


Updated 3/18/2012





laboratorio.


1. Nervio

2. Médula ósea

3. Receptor

4. Interneurona

5. Sistema nervioso central

6. Sistema nervioso periférico

7. Sistema nervioso autónomo

8. Sistema nervioso somático

9. Sistema nervioso entérico

10. División simpática

11. División parasimpática

12. Potencial de acción

13. Perikaryon

14. Dendrita

15. Axon

16. Telodendria

17. Sinapsis

18. Neurotransmisor

19. Célula Purkinje

20. Célula piramidal

21. Neuroglia

22. Astrocito

23. Oligodendrocito

24. Microglia

25. Célula ependimaria


Updated 3/18/2012

26. Célula de Schwann

27. Célula satélite

28. Mielina

29. Nodo de Ranvier

30. Materia blanca

31. Materia gris

32. Potencial de membrana

33. Conducción saltatoria

34. Fibras A

35. Fibras B

36. Fibras C

37. Neuropéptidos

38. Neurogénesis

39. Meninges

40. Piamadre

41. Duramadre

42. Aracnoides

43. Cerebro

44. Cerebelo

45. Cauda equina

46. Rama nerviosa

47. Plexo nervioso

48. Reflejo

49. Tallo cerebral

50. Barrera hematoencefálica

51. Líquido cefalorraquídeo


1. Utilería para dramatización de programa radial.

2. Video sobre el sistema nervioso humano.

3. Rotafolio con papel.


Updated 3/18/2012



Actividades integradas: (De 8 a 10 actividades por taller por cada cuatro horas de

estudio.) Deberán estar alineadas a los objetivos de contenido y lenguaje del taller. Las

actividades deberán reflejar el uso de los recursos que están disponibles en el

laboratorio de lenguaje o E-lab.

B. Andamiaje

_√__ Modelaje



_√__ Instrucción

Comprensible




_√__ Pares



_√__ Escuchar

_√__ Hablar

_√__ Leer

_√__ Escribir

E. Aplicación



_√__ Rigurosas



A. Preparación






_√__ Cognoscitivo




Updated 3/18/2012



1. Los estudiantes y el facilitador repasarán lo aprendido en el taller seis.

2. La clase se dividirá en ocho grupos para llevar a cabo una de las siguientes

actividades:

a. Hacer una lista de las características de los tejidos del sistema nervioso y

expandirla con los nombres científicos.

b. Explorar cómo las funciones del sistema nervioso se relacionan a las

funciones de los otros sistemas del cuerpo humano.

c. Diseñar un modelo del sistema nervioso humano.

d. Describir cómo se sintieron al ver las fotografías del sistema nervioso.

e. Defender o contradecir la siguiente aseveración: “Una vez las neuronas

mueren, no pueden ser repuestas de ninguna manera.”

f. Si pudieran hablar con un neurólogo o un neurocirujano, ¿qué diez

preguntas quisieran que le contestaran? ¿qué les gustaría saber de algún

procedimiento neuroquirúrgico?

g. Escribir un cuento corto de ciencia ficción que describa un viaje a través

del sistema nervioso.

3. Los estudiantes presentarán sus preguntas sobre las estructuras de los sistemas

nerviosos central y periférico para ser contestadas por otros estudiantes en formato de

un programa radial.

4. Los estudiantes repartirán las copias de sus opúsculos a sus compañeros. La clase se

dividirá en grupos para discutir la información en los mismos para hacer las adiciones

y correcciones necesarias a los mismos.

5. Los estudiantes se aparearán para llevar a cabo una entrevista en tres pasos. Cada

miembro de la pareja contestará las preguntas hechas por el facilitador sobre la

médula espinal y le dirá la contestación a su pareja. Luego, cada pareja se unirá a otra

pareja. Cada miembro del cuarteto ofrecerá las contestaciones dadas por su pareja al

grupo de manera que cada persona dirá la contestación dada por otra persona.

(Apéndice E)


Updated 3/18/2012

6. Cada estudiante mencionará una de las tres divisiones del sistema nervioso periférico,

describirá una de sus funciones, y explicará la importancia de dicha función para la

salud del cuerpo humano.

7. Los estudiantes verán un video corto sobre el sistema nervioso humano y todos sus

componentes y funciones.

8. Cada estudiante tomará notas, en español, de la conferencia de resumen ofrecida por

el facilitador sobre el sistema nervioso humano.


todo lo discutido en clase en forma de un boleto de salida.


detalles que desconocían del sistema nervioso humano y cinco detalles de las

funciones del mismo que aprendieron en el taller.

11. El facilitador y los estudiantes repasarán las asignaciones y las actividades para el

taller

Evaluación:

1. Individual: Preguntas individuales y contestaciones sobre los sistemas nerviosos central y

periférico.

2. Grupal: Entrevista en tres pasos sobre la médula espinal humana.

3. Escrito: Opúsculo sobre el sistema nervioso humano.

4. Oral/Auditivo: Presentación de la división del sistema periférico, su función, e importancia.

Cierre del taller:

1. Individual: Diario reflexivo sobre los detalles aprendidos del sistema nervioso humano.

2. Grupal: Contestaciones a la pregunta de salida hecha por el facilitador.


Updated 3/18/2012

WORKSHOP EIGHT


1. Differentiate the different special senses in humans.

2. Identify the structures involved in olfaction.

3. Describe the functions of the olfactory structures.

4. Identify structures involved in gustation.

5. Describe the functions of the gustatory structures.

6. Identify the structures involved in vision.

7. Describe the functions of the visual structures.

8. Identify the structures involved in hearing and equilibrium.

9. Describe the functions of the auditory and equilibrium structures.

10. Compare and contrast the different special senses.


1. Listening: Actively listen to classmates’ and the facilitator’s presentations about

the special senses.

2. Speaking: Participate in oral presentations and class discussions about the

structures and functions of the special senses.

3. Reading: Read textbooks, magazines, and articles, in English, about the anatomy

and physiology of the special senses.

4. Writing: Prepare written reports and/or presentations about the different special

senses.


Biblioteca Virtual


TOPIC: Olfaction

http://emedicine.medscape.com/article/835585-overview

http://www.unmc.edu/physiology/Mann/mann10.html

http://www.medscape.com/viewarticle/588523_2


http://emedicine.medscape.com/article/835585-overview

http://www.unmc.edu/physiology/Mann/mann10.html

http://www.medscape.com/viewarticle/588523_2


Updated 3/18/2012

TOPIC: Gustation

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/T/Taste.html

http://news.discovery.com/human/taste-buds-found-in-lungs.html

http://www.cardiff.ac.uk/biosi/staffinfo/jacob/teaching/sensory/taste.html

http://faculty.washington.edu/chudler/pdf/tastetg.pdf

http://fac.hsu.edu/ahmada/3%20Courses/5%20Sensation%20&%20Perception/1%20Sen

PercepNotes/Ch14%20Taste.pdf

http://www.npr.org/templates/story/story.php?storyId=15819485

TOPIC: Vision

http://www.tedmontgomery.com/the_eye/overviewfull.html

http://www.tedmontgomery.com/the_eye/optcnrve.html

http://www.tedmontgomery.com/the_eye/macula.html

http://www.stanford.edu/class/ee368b/Handouts/09-HumanPerception.pdf

http://www.usaarl.army.mil/publications/HMD_Book09/files/Section%2013%20-

%20Chapter%206%20Anatomy%20and%20Structure%20of%20the%20Eye.pdf

TOPIC: Hearing and Equilibrium

http://www.physicsclassroom.com/class/sound/u11l2d.cfm

http://www.sinauer.com/neuroscience4e/animations13.1.html

http://www.epd.gov.hk/epd/noise_education/web/ENG_EPD_HTML/m1/intro_2.html

http://www.ljudlandskap.acoustics.nu/downloads/ljudbok/specialister/kapitel_3/rubrik3/3

hearing.pdf

http://www.neurophys.wisc.edu/h&b/textbook/chap-7.html

http://library.med.utah.edu/kw/hyperbrain/syllabus/syllabus8.html



2. Use one of the vocabulary words to create an acrostic that reflects the definition

of the term, a full description of it, and its function. The term chosen must have at

least 7 letters. This will be submitted electronically to the facilitator.

3. Prepare a checklist or questionnaire for each member of the class to assess the

special sense on which they rely the most on to function daily.

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/T/Taste.html

http://news.discovery.com/human/taste-buds-found-in-lungs.html

http://www.cardiff.ac.uk/biosi/staffinfo/jacob/teaching/sensory/taste.html

http://faculty.washington.edu/chudler/pdf/tastetg.pdf

http://fac.hsu.edu/ahmada/3%20Courses/5%20Sensation%20&%20Perception/1%20SenPercepNotes/Ch14%20Taste.pdf

http://fac.hsu.edu/ahmada/3%20Courses/5%20Sensation%20&%20Perception/1%20SenPercepNotes/Ch14%20Taste.pdf

http://www.npr.org/templates/story/story.php?storyId=15819485

http://www.tedmontgomery.com/the_eye/overviewfull.html

http://www.tedmontgomery.com/the_eye/optcnrve.html

http://www.tedmontgomery.com/the_eye/macula.html

http://www.stanford.edu/class/ee368b/Handouts/09-HumanPerception.pdf

http://www.usaarl.army.mil/publications/HMD_Book09/files/Section%2013%20-%20Chapter%206%20Anatomy%20and%20Structure%20of%20the%20Eye.pdf

http://www.usaarl.army.mil/publications/HMD_Book09/files/Section%2013%20-%20Chapter%206%20Anatomy%20and%20Structure%20of%20the%20Eye.pdf

http://www.physicsclassroom.com/class/sound/u11l2d.cfm

http://www.sinauer.com/neuroscience4e/animations13.1.html

http://www.epd.gov.hk/epd/noise_education/web/ENG_EPD_HTML/m1/intro_2.html

http://www.ljudlandskap.acoustics.nu/downloads/ljudbok/specialister/kapitel_3/rubrik3/3hearing.pdf

http://www.ljudlandskap.acoustics.nu/downloads/ljudbok/specialister/kapitel_3/rubrik3/3hearing.pdf

http://www.neurophys.wisc.edu/h&b/textbook/chap-7.html

http://library.med.utah.edu/kw/hyperbrain/syllabus/syllabus8.html


Updated 3/18/2012

4. Bring to class the following:

a. Small amounts of salt, sugar, sour candies, vinegar, and (if possible)

Ajinomoto (monosodium glutamate).

b. Mirrors

c. Small musical instruments

d. Small amounts of rubbing alcohol, ground coffee, and perfume.

Lab Requirements











1. Odorants

2. Supporting cells

3. Basal cells

4. Bowman’s glands

5. Olfactory bulbs

6. Olfactory tract

7. Taste bud

8. Papillae

9. Tastants

10. Palpebrae

11. Lacrimal caruncle

12. Meibomian glands

13. Conjunctiva

14. Lysozyme

15. Fibrous tunic


Updated 3/18/2012

16. Cornea

17. Sclera

18. Canal of Schlemm

19. Uvea

20. Choroid

21. Iris

22. Pupil

23. Retina

24. Optic disc

25. Pigmented layer

26. Neural layer

27. Photoreceptor layer

28. Bipolar cell layer

29. Ganglion cell layer

30. Horizontal cells

31. Amacrine cells

32. Macula lutea

33. Central fovea

34. Lens

35. Crystallins

36. Aqueous humor

37. Refraction

38. Photopigments

39. Auricle

40. Pinna

41. Helix

42. Tympanic membrane

43. Cerumen

44. Malleus

45. Incus

46. Stapes


Updated 3/18/2012

47. Eustachian tube

48. Perilymph

49. Endolymph

50. Ampulla

51. Semicircular ducts

52. Cochlea

53. Modiolus

54. Decibels


1. Salt

2. Sugar

3. Vinegar

4. Sour candies

5. Monosodium glutamate

6. Mirrors

7. Musical instruments

8. Rubbing alcohol

9. Ground coffee

10. Perfume

11. Colored lights or color filters




Updated 3/18/2012


Objectives:

1. The students will do a short review of what was learned in workshop seven.

B. Scaffolding

_√__ Modeling




C. Grouping Options

___ Whole Class

_√__ Small Groups

_√__ Partners



_√__ Listening

_√__ Speaking

_√__ Reading

_√__ Writing

E. Application

_√__ Hands-on


_√__ Rigorous



A. Preparation






_√__ Cognitive




Updated 3/18/2012

2. Each student will present his/her vocabulary term acrostic and explain how it

explains everything about the term.

3. Students will be paired and each student will give his/her checklist or

questionnaire to the assigned partner for answering. They will then present the

results of their survey to the rest of the class.

4. The students will watch several videos about the anatomy and physiology of the

human’s special senses.

5. The students will test their different special senses by being exposed, while

blindfolded, to different stimuli. Students must notify the facilitator of any

allergies before participating in this activity. Each person tested will describe their

perception of the stimuli as strong, mild, or not perceived. At the end of the

activity each student will write a short essay using the following prompt: how is

the perception of each stimulus, or lack of it, beneficial or hazardous to the person

exposed to them?

6. The class will hold a discussion about the following question: how can our senses

fool us?


structures and physiology of the special senses.

8. Each student will write a reflective diary comparing and contrasting all of the

special senses, their structures, and their functions.

9. The students will hand in their course portfolio to the facilitator for assessment.

10. The students will complete the course evaluation and hand it to the student

representative.

Assessment:

1. Individual: Acrostic about vocabulary term.

2. Group: Group testing of special senses’ perceptions.

3. Written: Essay about the benefits or hazards of perceiving or not special senses stimuli.

4. Oral: Presentation of the results of their checklist or questionnaire results.

Lesson Wrap-Up

1. Individual: Reflective diary comparing and contrasting the special senses and the course

portfolio.


Updated 3/18/2012

2. Group: Class discussion about how senses can fool us.


Updated 3/18/2012

APÉNDICES / APPENDIXES


Updated 3/18/2012

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated 3/18/2012

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speech speed

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speech speed

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


Updated 3/18/2012

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of

the correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and words all the time

Speaks with native-like pronunciation and intonation


Updated 3/18/2012

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnoses deficiencies,

resolves deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-

fictional texts that bridge personal, professional and academic themes, news articles, short stories, short novels,etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with

accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


Updated 3/18/2012

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated 3/18/2012

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 3/18/2012

Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated 3/18/2012

Six Traits for Analytic Writing Rubrics

Trait #1: Ideas and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 3/18/2012

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.



Updated 3/18/2012

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.



Updated 3/18/2012

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Updated 3/18/2012

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 3/18/2012

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.



Updated 3/18/2012

APPENDIX C/ APENDICE C


Updated 3/18/2012

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio professional?

Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

Organization: Is the portfolio organized in a manner that makes it

easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

Authenticity: Are the samples and illustrations a true reflection of

the student’s efforts and abilities?

Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?


Updated 3/18/2012

Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?


Updated 3/18/2012

APPENDIX D/ APPENDICE D


Updated 3/18/2012

Plantilla para actividad de aprendizaje en grupo Taller Cinco

Fecha: ______________________________

Miembros del grupo:

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

6. _________________________________________________________

Pregunta 1:

Pregunta 2:

Pregunta 3:

Pregunta 4:

Pregunta 5:


Updated 3/18/2012

Template for group learning activity

Date: ______________________________

Group members:

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

6. _________________________________________________________

Question 1:

Question 2:

Question 3:

Question 4:

Question 5:


Updated 3/18/2012

Appendix E/ Apéndice E


Updated 3/18/2012

Entrevista en tres pasos

Procedimiento:

1. Los estudiantes trabajan en pareja. Uno es el entrevistador, el otro es el entrevistado.

El entrevistador escucha activamente a los comentarios hechos por el entrevistado,

parafraseando los puntos más importantes y los detalles importantes.

2. Los estudiantes invierten los roles y repiten el proceso de entrevista.

3. Cada pareja se une a otra pareja para formar grupos de cuatro personas. Cada

estudiante presenta a su pareja y comparten lo que su pareja dijo sobre el tema discutido.

Three-step interview

Procedure:

1. Students work in pairs. One is the interviewer, the other is the interviewee. The

interviewer listens actively to the comments and thoughts of the interviewee,

paraphrasing key points and significant details.

2. Student pairs reverse roles, repeating the interview process.

3. Each pair then joins another pair to form groups of four. Students introduce their

pair partner and share what the partner had to say about the topic at hand.

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