1. SEPUP Workshop Unit B Bodyworks Dick Duquin DickDuquin@gmail.com

2. Introduction Name School and grade Have you taught the Human body? What is your comfort level with the human body systems?

3. What Kind of Notebook? Composition book lined or graph paper Spiral notebook 3 ring binder Paper folder Little pieces of paper

4. SEPUP Notebook Setting up the Notebook: Title Page Table of Contents Number the pages Date your entry Appendices

5. Reflection If you only had time to teach 3 body systems, which 3 would you teach? WHY? 1. 2. 3.

6. Activity 11: Traffic Stop White space What do you know about the effects of alcohol on the body? Challenge: What human body systems are affected by alcohol? Vocabulary: impaired, evidence, qualitative, quantitative Procedure: How to do a role play. Pre-read, read, post-read Three level reading guide

8. Activity 54: Traffic Stop Data: AQ #1 Conclusion Analysis question 3 &4: qualitative & quantitative What did I learn? Re-visit of white space – What can I add? Notes to myself: Talk to parents about the effects of alcohol.

9. Activity 12: What’s Happening Inside! White space List as many organs as you can in 30 secs. Challenge: What do you know about the organs and systems of the human body? Background: What is a system? Vocabulary: all systems, function and structure Procedure: four parts A – Draw body organs. Label & function

10. Part B – Card sort & Do worksheet 12.1 Part C – Do model Part D – Review using body system sheets and Fun Facts

11. Conclusion Review your drawing. What have you learned AQ 5 or AQ 6 as Assessment? Notes to myself: AQ 7 reflection What is happening inside?

17. White space How does learning about your body help you? Challenge: How does your liver help to keep your body in balance? Vocabulary: Regulate, toxin Procedure: Pre-Read – what do you know? Step 1 How do you do the role play? Activity 13 : Living with your Liver

18. Activity 13 - Liver Data: Notes from role play Conclusion Do analysis question 3 for reflection What did I learn? Notes to myself: Is there an liver disease in your family?

19. Activity 14: Breakdown White space Your mother tells you to chew your food? Why? Challenge: Why is it important to chew your food? Background: Notes Vocabulary: Surface area, mechanical breakdown, chemical breakdown Procedure: Part A: do and stop Part B: Inquiry

20. Activity 14: Breakdown Data: Part A – variables and end point Part B - full lab write up (TR-151 - appendix) AQ 1 for conclusion Conclusion Do analysis question 4 for assessment of understanding What did I learn? Notes to myself: Why do I need to chew my food?

21. Activity 15: Digestion: Absorbing Tale White space Talking drawing Burrito (Next slide) Challenge: How does your digestive system work? Vocabulary: Absorb, cross section, nutrients Procedure: Reading/ Stop to think Drawing Chart Cross section

24. Activity 15: Digestive System Data: Stop to think Drawings: Cross section (next slide) What are nutrients? Chart AQ 2 Conclusion: Word sort AQ #5 Re-visit white space answer. What did I learn?

26. Activity 16: Support System White Space Have you ever looked carefully at a chicken wing? Anticipation guide Challenge: How do the structures of the chicken wing or the human arm perform its function? Vocabulary: bones, muscles, tendons, ligaments, cartilage, joint Procedure: Part A - pre Part B - dissecting Part C - reading

27. 2 pages

28. Data: observations and drawings Conclusion AQ 2 thru 6 Re-visit white space answer. What did I learn? Notes to myself: can you recognize muscles, ligaments, tendons and cartilage in other foods? Chicken Wing

29. Activity 17: Gas Exchange White space Anticipation guide (B-85) Challenge: How much carbon dioxide is in your exhaled breath? Background: BTB and safety Vocabulary: Indicator, respiratory system, structure, function, control Procedure: Part A: Set up Part B: Experiment

30. Activity 17: Gas Exchange Data: Data Table in journal Conclusion: Composition of air AQ #2 What it I learn? AQ 1 for control AQ 5 for review of qualitative and quantitative Re-visit anticipation guide. Label and functions on diagram Notes to myself: Extensions

32. Activity 18: Circulation Game White space KWL (B-101) Challenge: What does blood do as it travels around your body? Vocabulary: cardiovascular Procedure: Part A: set up Part B: game Model it Try it Make corrections try again Change roles Blockage

33. Activity 18: Circulation game Data: KWL Functions chart Conclusion: do AQ 5 AQ 4 for assessment? What did I learn? Reflection: Why is the circulatory system so important?

35. Activity 19 : Heart-ily Fit Pulse rate lab How have you done this before?

37. Activity 20 : Great Aunt Lily’s will New issue How would you spend a million dollars to help fight heart disease? How do we promote good health? Role play

38. Aunt Lily’s will Data: How would you spend the money? Conclusion: Tradeoffs Assessment : AQ 5 Re-visit white space answer. What did I learn? Notes to myself : reflection AQ 6

39. Activity 21: Inside the Pump White space What are the functions of the heart? Use your journal. Challenge: What type of pump is better for pumping water? What does this tell you about the structure of the heart Vocabulary: model, structure and function Procedure: messy procedure

40. Draw this. What does it look like inside

41. Activity 21: Inside a pump Data: drawings AQ 2 Conclusion: What did I learn? Which pump is like the heart? Why?

43. Activity 22: The Heart: A Muscle White space How is your heart muscle different from your arm muscle? Challenge: How can you measure how hard your heart muscle works? Vocabulary: no new words Procedure: Connect to pulse rate - Act 19 Roles Read chart

44. Activity 22: The heart as a muscle Data: Data Table in journal Conclusion: How does your volume compare to the chart? Why the difference? Re-visit KWL Return to white space What did I learn? Notes to myself : How can I make my heart work better?

45. Activity 23: Heart Parts White space Does the blood in the body flow in one direction? Why? Challenge: How does your heart work as a double pump? Vocabulary: Arteries, veins, atrium, ventricle, valves, aorta, capillaries Procedure: Reading Direct instruction? Do stop to think Label and color diagram

47. Activity 23: Heart Parts Data: Drawings Conclusion: Word sort Venn diagram Revisit vocabulary Assessment – AQ #3 & 4 or AQ 7 What did I learn? Notes to myself: computer animation

48. Activity 24: Round and Round White space Design a model. Challenge: How can your group design a model to show circulation to the lungs and body? Vocabulary: blood vessels, model Procedure: Design the model

49. Activity 24 Round and Round Data: Draw model Color, labels, arrows Conclusion: Reflect on the success of your model. Turn in drawing for a grade. Setting criteria. What did I learn?

50. Closing activities 25 - Healing heart - reading 26 - Heart Sounds - You be the doctor 27 - Pressure is On - model high blood pressure 28 - Heart problems - what happens with blockage 29 -Helping Heart - finding your risk

51. SEPUP Lesson Plan

52. Assessment: Final Thought Establish Criteria Are there clear expectations?

53. Scoring Guide 4Above and beyond 3Complete and correct 2Incomplete 1Incorrect 0No response/wrong question

54. Reflection Who owns the learning? How are we giving ownership of the learning to the students? 3 ideas