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Biology
Taught by Gabe Jenkins
9th/10th Grade at Dolores Huerta High
daily
lesson plans
MONDAY
- week one
Feelin' It: The Impulse (PDF
file)
OBJECTIVE
Students will be able to demonstrate their understanding of the central
role of the stimulus impulse in the reception of sensory stimuli and in
the direction of voluntary muscle movements.
INSTRUCTIONAL
MATERIALS
Teacher brings:
1.
Laptop computer w/ LCD projector
2. DVD w/ the following links on it:
http://www.milkandcookies.com/links/25187/
http://www.milkandcookies.com/links/13782/
http://www.ne-o.co.uk/fshock.html
3. 12 Slinky toys
4. CD player
5. CD: LL Cool J's "All World", featuring single "Goin'
Back to Cali"
Students
bring:
1. Classroom writing journals
2. A pencil
SPECIAL
CONSIDERATIONS
1. This lesson is supposed to be fun (i.e., more fun than usual), because
it begins a new unit on the nervous system, and it is especially important
to have students be "into it."
2. There is a fair amount of movement in this lesson, with the Slinky
toys exercise, so it might be good to establish a seating pattern in the
beginning of class that creates a lot of space in the middle of the room.
3. Breakdancing scenes may lead some students to show off their skills
in class, which would be fun, but should not be allowed to take over the
class.
4. Make sure that students don't twist and tangle up the Slinkys.
PROCEDURES
4 min: Teach take Attendance while students do the "DO NOW"
exercise: "Clap your hands together 3x". After you have finished,
open your classroom writing journal and try to explain how you know that
you successfully clapped your hands together. What senses did you use
to figure it out? Written on the board are vocabulary words: Nervous System;
Stimulus; Impulse; Sensory Nerves; Motor Nerves
1
min:Gather quick responses from students: What senses did you use? If
necessary, guide them to observe that they used hearing (auditory), sight
(visual), and touch (tactile) senses to know when they had succeeded in
clapping.
2
min: Teacher instructs students to write in journal, "What is the
common thread throughout the video clips?" Then, teacher tells students
that they will be watching several dance video clips, and they are expected
to compare the clips to determine what is similar across all the clips.
6
min:Teacher shows clips of breakdancers doing the wave (in various different
forms).
a. http://www.milkandcookies.com/links/25187/
b. http://www.milkandcookies.com/links/13782/
c. http://www.ne-o.co.uk/fshock.html
2
min: Gather quick responses from students: what did they observe? Guide
them to the idea of the wave passing through people's bodies.
15
min: Direct Instruction: Use overhead projector transparencies. Nervous
system introduced as system of nerve cells throughout the body that pass
messages around the body in wave-like messages called "impulses".
Nervous system includes nerve cells (neurons), nerves, spinal cord, and
brain. Indicate that over the course of this unit, all of these parts
will receive attention.
Some
nerves (sensory nerves) send messages to the brain from the body, nose,
eyes, ears, mouth. These messages are begun by what are called "stimuli".
Define stimulus as anything that causes a sensory nerve to initiate impulse.
Moving
in the other direction, some nerves (motor nerves) send messages from
the brain to the muscles of the body. Both kinds of nerves (sensory and
motor) are necessary for the normal functioning of the total system.
Brain
is the center of the system; other nerves around the body feed information
to, and receive orders from, the brain
2
min: Teacher explains in-class writing assignment: "Focusing only
on the tactile (touch) sense, please describe every stimulus your nervous
system is processing as you're writing this answer."
2
min: Teacher monitors student responses, answers any questions
3
min: Teacher instructs students to break into pairs, and distributes a
Slinky toy to each pair, and tells them each to hold an end and move roughly
10 feet apart, so that the slinky is fairly taut.
2
min: Teacher explains that the Slinky is like a nerve, and shows students
how they can create their own wave impulses with the Slinky..
3
min: Teacher breaks pairs into 3 groups: Group 1 is the bass group: when
they hear a bass drum, they make an impulse; Group 2 is the verb group:
when they hear a verb, they make an impulse; Group 3 is the Cali group:
when they hear "Cali", they make an impulse. Whenever anybody
makes an impulse, they quietly say, "Impulse".
4
min: Teacher plays "Goin' Back to Cali" by L.L.
3
min: Writing prompt for journal end-of-class assignment: "Thinking
about what we just did, try to explain what were the stimuli, what was
the nerve, and what was the impulse? Please write using complete sentences."
3
min: Review of what exercise intended to show: stimuli (bass drum, verbs,
and "Cali") caused a nerve to fire, causing an impulse to move
along the nerve from one end to the other.
4
min: Teacher instructs students to revise their journals, if necessary
and explains homework assignment .
SAMPLE
STUDENT PRODUCTS
As a result of this lesson, students will produce:
1. In-class written assignment: Write a short paragraph responding to
the following prompt:"Focusing only on the tactile (touch) sense,
please describe every stimulus your nervous system is processing as youčre
writing this answer."
2. Homework assignments:
A. 5 points: Think about how many stimuli you identified in the in-class
writing assignment. Now, consider all 5 senses. Write down at least 10
stimuli for each of the 5 senses that you personally experienced today
B. 10 points: Write down 5 stimuli (from any sense) that you would rather
not experience again, as well as 10 stimuli that you would like to be
a part of your daily experiences, and why.
ASSESSMENT
Journal responses are monitored, and checked for appropriateness in-class;
more thorough inspection of responses takes place during periodic binder
checks.
The
end-of-class written assignment can receive a maximum of 10 points, broken
down as follows:
- 6 points for identifying stimulus, nerve, and impulse correctly.
- 2 points for coherently explaining how the above elements are functionally
connected.
- 2 points for using complete sentences throughout.
The
homework assignment can receive a maximum of 15 points, broken down as
follows:
- 5 points for Part A: identifying 10 stimuli per sense (1 point apiece
for each sense).
- 10 points for Part B: Full credit is given to a thoughtful response
with details both about the negative stimuli (opinions about what stimuli
that they experience every day are unpleasant) and the positive ones (what
would they like to be a part of their everyday lives).
REFLECTION
I expect this to be a fun class, with many different modalities engaged,
and a lot of energy. While there are many transitions, most seem fairly
manageable without an inordinate amount of management expertise.
Also,
it will be important to acknowledge the profanity in the Eminem lyrics,
to make sure that students are prepared for them, and don't focus on these
lyrics at the expense of the key ideas relevant to the lesson.
LITERACY
ASPECT
There are several different forms of literacy addressed in different facets
of this lesson:
1.
Written literacy skills. Students will practice their writing skills in
two key areas:
a. Factual writing. As students record detailed, written observations
in their classroom journals, they exercise factual writing/observation
skills, which are critically important in science.
b. Comparative writing: Students will record their thoughts regarding
comparing common elements among the videos. Should help compare/contrast
essays.
c. Expressive writing. As students work through their homework writing
assignments, they are required to exercise their ability to write expressively
about their own experiences: in this exercise, students are required to
identify aspects of their environment that they feel strongly about. In
addition, the assignment requires that students exercise imagination and
conjure up things that they would prefer to experience every day, and
express this in writing, which for many of us poses an expressive challenge.
2.
Oral literacy skills. Students will practice their oral literacy skills
by sharing their own observations and conclusions with the class.
3.
Scientific method literacy skills. Science in some ways has its own language
and discourse, requiring different literacy skills, in part centered around
the scientific method (including forming hypotheses, performing well-designed
experiments, observing results accurately, reaching conclusions). In this
class lesson, students are repeatedly required to practice all of these
skills.
From:
http://www.ohhla.com/anonymous/eminem/rm_bside/yourself.mnm.txt
[Intro]
Look.. if you had.. one shot, or one opportunity
To seize everything you ever wanted.. in one moment
Would you capture it.. or just let it slip? Yo..
[Verse
1]
His palms are sweaty, knees weak, arms are heavy
There's vomit on his sweater already, mom's spaghetti
He's nervous, but on the surface he looks calm and ready
to drops bombs, but he keeps on forgetting
what he wrote down, the whole crowd goes so loud
He opens his mouth but the words won't come out
He's chokin, how? Everybody's jokin now
The clock's run out, time's up, over - BLAOW!
Snap back to reality, OHH - there goes gravity
OHH - there goes Rabbit, he choked
He's so mad, but he won't
Give up that easy nope, he won't have it
He knows, his whole back's to these ropes It don't matter, he's dope
He knows that, but he's broke
He's so sad that he knows
when he goes back to this mobile home, that's when
it's back to the lab again, yo, this whole rap shit
He better go capture this moment and hope it don't pass him
[Chorus]
You better - lose yourself in the music, the moment
You own it, you better never let it go (go)
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime
You better - lose yourself in the music, the moment
You own it, you better never let it go (go)
You only get one shot, do not miss your chance to blow
This opportunity comes once in a lifetime You better.
[Verse
2]
Soul's escaping, through this hole that is gaping
This world is mine for the taking
Make me king, as we move toward a, new world order
A normal life is boring; but superstardom's
close to post-mortem, it only grows harder
Homie grows hotter, he blows it's all over
These hoes is all on him, coast to coast shows
He's known as the Globetrotter
Lonely roads, God only knows
He's grown farther from home, he's no father
He goes home and barely knows his own daughter
But hold your nose cause here goes the cold water
These hoes don't want him no mo', he's cold product
They moved on to the next schmoe who flows
He nose-dove and sold nada, and so the soap opera
is told, it unfolds, I suppose it's old partner
But the beat goes on da-da-dum da-dum da-dah
[Chorus]
[Verse
3]
No more games, I'ma change what you call rage
Tear this motherfuckin roof off like two dogs caged
I was playin in the beginning, the mood all changed
I've been chewed up and spit out and booed off stage
But I kept rhymin and stepped right in the next cypher
Best believe somebody's payin the pied piper
All the pain inside amplified by the
fact that I can't get by with my nine to
five and I can't provide the right type of
life for my family, cause man, these God damn
food stamps don't buy diapers, and there's no movie
There's no Mekhi Phifer, this is my life
And these times are so hard, and it's gettin even harder
Tryin to feed and water my seed plus, teeter-totter
Caught up between bein a father and a primadonna
Baby momma drama screamin on her too much for me to
wanna
stay in one spot, another day of monotony
has gotten me to the point, I'm like a snail I've got
to formulate a plot, or end up in jail or shot
Success is my only motherfuckin option, failure's not
Mom I love you but this trailer's got to go
I cannot grow old in Salem's Lot
So here I go it's my shot, feet fail me not
This may be the only opportunity that I got .
[Chorus]
[Outro]
You can do anything you set your mind to, man
WEDNESDAY
- week two
The Humpty Dance & the Human Cerebellum
(PDF
file)
FRIDAY
- week three
It's OK to be Nervous: Homeostasis
& the "Fight/Flight"Response (PDF
file)
TUESDAY
- week four
Aphasia: Losing Your "Voice"
(PDF
file)
FRIDAY
- week three
Don't
Believe The Hype: Online Research
(PDF file)
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