Collaborative Unit by: Mrs. Johnson & Mr.

Hornyak Title of A&P - Virtual Dissection Unit Curriculum Science Area

Georgia GPS Content Standards: SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate technique in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. a. Develop and use systematic procedures for recording and organizing information. b. Use technology to produce tables and graphs. c. Use technology to develop, test, and revise experimental or mathematical models. SAP1. Students will analyze anatomical structures in relationship to their physiological functions. a. Apply correct terminology when explaining the orientation of body parts and regions. b. Investigate the interdependence of the various body systems to each other and to the body as a whole. c. Explain the role of homeostasis and its mechanisms as these relate to the body as a whole and predict the consequences of the failure to maintain homeostasis. d. Relate cellular metabolism and transport to homeostasis and cellular reproduction. e. Describe how structure and function are related in terms of cell and tissue types. AASL Standards for the 21st Century Learner: Standard 1 - Inquire, think critically, and gain knowledge Standard 2 - Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicator(s): 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and

Anatomy & Physiology Dissection

Information Literacy Unit

Grade Level Time Frame

12th 2 weeks

Stage 1 Identify Desired Results

make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 2.1.1 Continue an inquiry based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicator(s): 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.5 Use information technology responsibly. 2.3.1 Connect understanding to the real world. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. Self-Assessment Strategies Indicator(s): 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when needed. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.3 Recognize new knowledge and understanding.

Understandings
Students will understand that: certain physiological functions depend on anatomical structure each bodily system functions together to make one organism (the human body) bodily systems carry out and maintain certain functions the integumentary, skeletal, and muscular systems relate to the protection, support, and movement of the human body the endocrine and nervous systems regulate physiological activities the cardiovascular, respiratory, digestive, and excretory systems relate to transportation, absorption, and excretion of human properties

Related Misconceptions: every organism has the same anatomy we breathe in only oxygen and breathe out only carbon dioxide there is only one type of blood bone is not made of tissue bone does not contain blood bones do not grow

Essential Questions
Overarching Questions: What do the terms anatomy and physiology mean and how are they related? What are the major characteristics of life? What are the different levels of organization of the human body? What are the major organ systems and what are the organs associated with each? How is chemistry important in living things? How do cells differ from one another? What tissues make up the human body? What are the general functions of the nervous system? Topical Questions: What are the layers of the skin? How are bones classified according to their shapes and what are examples of each group? How do muscles contract? How are hormones important to the endocrine system? What are the organs in the cardiovascular and lymphatic systems? How does the digestive system break down food? What are the functions of the organs in the urinary system? What are the functions of both the male and female reproductive systems?

Knowledge and Skills Knowledge

Students will know: The structure of the integumentary system to its functional role in protecting the body and maintaining homeostasis. The interactions among hormones, senses, and nerves which make

Skills
Students will be able to: The structure of the integumentary system to its functional role in protecting the body and maintaining homeostasis. The interactions among hormones, senses, and nerves which make possible the coordination of the

possible the coordination of the functions of the body. The effects of aging on body systems. The conditions that change normal body functions and how the body responds.

functions of the body. The effects of aging on body systems. The conditions that change normal body functions and how the body responds.

Stage 2 - Evidence Performance Task(s)

You have been hired by SciTech Corporation to develop an infographic about their new virtual dissection software. The SciTech software allows students to dissect different species virtually instead of in the lab. SciTech currently has invested substantially into developing a virtual dissection model for High School A&P classes. This helps keep costs down and helps prevent waste. The system they recently deployed includes an updated emphasis on the skeletal system. You must first research the virtual dissection model the company has developed and complete the module. You will then research the skeletal system and produce a high quality infographic using the web 2.0 tool of your choice. You must include the following in your infographic: Primary Goals: o for students to be able to accurately locate and identify and explain purpose of macro and microscopic components of bone tissue o for students to be able to explain the differences between spongy and compact bone and their purposes o students will be able to describe properties of bone vary throughout the skeletal system o for students to be able to understand how the human skeletal system has evolved and the advantages it has for humans Learning Objectives: o accurately label and/or identify components of the bone (micro and macro

scopic) o that the skeletal system plays a critical evolutionary role in our current existence o that bones are very different throughout the body and have specific roles based on their structure Students can: Discuss how two or more body systems interact to promote health for the whole organism Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases Materials: o microscopes o slides of osseous tissue o model of human skeleton, or examples of different bones from different parts of the body o a bone that can show compact vs. spongy marrow

Performance Task(s) Rubric(s)

RUBRIC FOR THE PERFORMANCE TASK List Criterion Overall Knowledge of Skeletal System Beginning 0-3 points Not all bones were located and they were not placed in the correct position on the completed skeleton. The student did not attempt to start the infographic. Developing 4-6 points Only 90% of the bones were located and not all of the bones were placed in the correct position on the skeleton. Accomplished 7-8 points All of the bones were located and placed in the correct position on the skeleton model. Exemplary 9-10 points All of the bones were located and placed neatly in the correct position on the skeleton; the completed skeleton is very organized The student went well beyond the expectations of this activity and displayed a Score

Creativity

The student attempted to create an infographic but was unable to complete the

The student was well prepared. The student met the requirement of developing an

assignment.

infographic.

Technology Use

The students were absolutely clueless on how to use the web and technology to complete their project

The students had limited knowledge on how to use the web and technology to complete the project.

The students used the web and technology effectively when creating their project.

Group Work

The student did not work together with his/her group at all. The student caused problems and could not work well with others.

The student was part of the group but relied mainly on his/her teammates to pick up the responsibility of their work.

The student worked well with others, doing the things required without being asked.

fully functional infographic with complex graphics included. The students went well beyond their technology use. They not only used the web and technology to create their project, but they used even the smallest applications to make an outstanding project. The student kept his/her group together. They were the team leader and pulled everything and everyone together. The student listened to suggestion and work cooperatively with all group members.

(e.g. tests, quizzes, work samples, observations)

Other Evidence

Student Self-Assessment and Reflection

Student Self-Assessment & Reflection Form The purpose of transition assessment is to collect data on the individual students strengths, preferences, interests and needs as they relate to the demands of current and future working, educational, living, and personal and social environments. Strengths: Skills and attributes students are good at and help describe their character (physical /mental characteristics) Things that draw attention, curiosity and help engage students

Interests:

Preferences: Evaluate or judge in the sense of liking or disliking an object, experience, situation or setting Needs: Accommodations or supports needed What did you like about this project or activity? What were you able to do well?

Give a brief description of the project or activity you have completed.

What did you not like about this project or activity? What problems did you have? Why?

What did you learn about yourself? Strengths, interests, preferences, and needs.

Stage 3: Plan Learning Experiences

Week 1 Begin by asking What makes our bodys move and function? We will discuss the main parts of the skeletal system orally and see visual aspects of the system. We will start with the basic elements of the skeletal system. The students will start with two graphic organizers. The students will be given copies of the graphic organizer that they must complete on their own. The first graphic organizer will be for a lower order of learning with the second organizer being for a higher order of learning. The students will complete these at their desk and then they will come to the interactive board and complete the organizer. This will allow the students to touch and move the objects that are needed to move. (Aesthetic, Narrative, Logical, & Experiential Entry Points) -The first graphic organizer will be that of a lower order of learning. This is a very simple organizer based on the skeletal system. The students should be able to identify which objects relate to the skeletal system. There are several different images located on the page; some objects relate to the skeletal system and others do not. The students should be able to decide correctly which images belong to the correct category. (Aesthetic, Narrative, Logical, & Foundational Entry Points) -The next graphic organizer will be that of a higher order of learning. This is a more complex organizer based on the skeletal system. Here the students will be required to know the structure and descriptions of four of the major bones in the skull. The bones that students will have to describe include the parietal bone, temporal bone, occipital bone, and frontal bone. (Aesthetic, Narrative, Logical, & Foundational Entry Points) - After students complete these graphic organizers on their own, we will use the interactive board to allow students to come up and complete the assignment. This allows all students to be engaged in the activity.

- Then have the students label an entire skeleton with all of the main bones. (Aesthetic, Logical, Foundational, & Experiential Entry Points)

Read the chapter discussing the skeletal system. (Narrative Entry Point) Students should take individual notes on the chapter. (Narrative Entry Point) Lecture and discussion through a visual learning opportunity (Narrative & Aesthetic Entry Points) Students will use graphic organizers to engage their minds about the content of the system. (Aesthetic, Narrative, Logical, & Foundational Entry Points) Interactive/smartboard activities including labeling, stating, and hands on touching (Aesthetic, Narrative, Logical, Foundational, and Experiential Entry Points) Students will use the interactive boards to re-create the graphic organizers. (Aesthetic, Logical, Foundational, Experiential Entry Points) Practice labeling skelteons as a class (Logical & Foundational Entry Points) Introduce learning content in Graphic Organizers, PowerPoint presentation/Interactive board presentation for the foundations and principles of the skeletal system(Aesthetic & Narrative Entry Points) Components: Break down parts of the skeletal system: Axial & Appendicular Discuss functions of the skeletal system as a whole Labeling bones View Video How Bones Move: Bone Song (Aesthetic Entry Point) Introduce worksheet to help with labeling and knowledge of the bones. Students can also view the websites and webquests on the topic of Anatomy/Skeletal System. (Aesthetic, Narrative, Experiential Entry Point) http://teacherweb.com/WQ/HighSchool/SkeletalSystem http://www.mnsu.edu/emuseum/biology/humananatomy/skeletal/skeletalsystem.html http://anatowiki.wetpaint.com/page/Axial+skeleton?t=anon http://www.bio.psu.edu/people/faculty/strauss/anatomy/skel/skeletal.htm

Week 2

Title: Sheep Brain Dissection Purpose: To locate and identify the structures of a sheeps brain through the method of dissection. Learning Objectives: After completing the exercise, students should be able to 1. Identify the major features of the sheep brain from different views (dorsal, ventral, lateral, midsagittal) 2. Locate the larger cranial nerves of the sheep brain Materials: preserved sheep brain, dissecting tray, dissection equipment, gloves, paper towels, Pre- Lab diagrams Procedure: You will be working in groups of 4. However, when you cut the brain in half, you will be able to study in groups of 2. Use your pre-lab diagrams to help you identify sheep brain structures. Mini-Lab Practical- each student will be tested and asked to identify 2 structures of the sheeps brain. 1. Obtain a preserved sheep brain and rinse it thoroughly in water to remove as much of the preservative as possible. 2. Examine the surface of the brain for the presence of meninges. (The outermost layers of these membranes may have been lost during removal of the brain from the cranial cavity.) If meninges are present, locate the dura, arachnoid, and pia maters. 3. Remove any remaining dura mater by pulling it gently from the surface of the brain. 4. Position the brain with its ventral (inferior) surface down in the dissecting tray. Locate the following structures on the specimen: Left and Right Cerebral Hemispheres Gyrus (Gyri) Sulcus (Sulci) Longitudinal Fissure Frontal Lobe Parietal Lobe Temporal Lobe Occipital Lobe Cerebellum Brain Stem

5. Position the brain on one of its lateral surfaces in the dissecting tray (You may need to hold the specimen on its side). Locate the following structures on the specimen: Left and Right Cerebral Hemispheres Gyrus (Gyri) Sulcus (Sulci) Cerebellum Brain Stem (midbrain, pons, medulla oblongata) Olfactory bulb Olfactory tract Parietal Lobe Temporal Lobe Occipital Lobe Frontal Lobe Optic nerve Optic chiasm Optic tract

6. Gently separate the cerebral hemispheres along the longitudinal fissure, and expose the transverse band of white fibers within the fissure that connects the hemispheres. This band is the corpus callosum. 7. Bend the cerebellum and medulla oblongata slightly downward and away from the cerebrum. This will expose the pineal gland .

8. Position the brain with its ventral (inferior) surface upward. Locate the following features on the specimen: Longitudinal fissure Olfactory bulbs Olfactory tract Optic nerves Optic chiasm

Optic tract Midbrain (brain stem) Pons (brain stem) Spinal Cord Pituitary gland Medulla oblongata (brain stem)

9. Although some of the cranial nerves may be missing or are quite small and difficult to find, locate as many of the following as possible: (note: the cranial nerves will appear as thin strings) Oculomotor nerves Trochlear nerves Trigeminal nerves Abducens nerves Facial nerves Vestibulocochlear nerves Glossopharyngeal nerves Vagus nerves Accessory nerves Hypoglossal nerves

10. Using a scalpel cut the sheep brain along the interior of the longitudinal fissure (at the corpus callosum). Cut deep enough to create 2 halves of the sheep brain. Locate the following structures on the specimen: Cerebellum Cerebral cortex Corpus callosum Hypothalamus Lateral ventricle Medulla oblongata Midbrain Pons Olfactory bulb Olfactory tract Optic nerve Optic chiasm Optic tract Spinal cord Thalamus Pituitary gland (?)

11. Study the different parts of the sheep brain from the different views. The instructor will come around and test you on identification of sheep brain parts. 12. Dispose of the sheep brain as directed by the lab instructor. Conclusion Questions: 1. List the 3 major divisions of the brain and their significant functions. a. b. c. 2. Using the model of the human brain for comparison, how does the relative sizes of the sheep and human cerebral hemispheres differ?

3. Using the model of the human brain for comparison, how do the sizes of the olfactory bulbs of the sheep brain compare with those of the human brain? What does this mean in regards to a sheeps sense of smell?

4. What is the difference(s) between cranial and spinal nerves?

5. Why is the cerebrum of a human brain larger than that of a sheep brain? What could be possible causes of this to happening?

Acknowledgements In collaboration with Mrs. Johnson (NHS Teacher) including materials from previous Units and Performance Tasks developed for this project specifically. Lesson adapted with help from Kasey Reeds Lesson on the Skeletal System: kreed12.files.wordpress.com/2008/10/ubd-lesson-plan-stage-1.doc Infographic Rubric adapted from: http://www.truwebs.com/csu/ete567/webquest/docs/Infographic_Rubric.pdf Self-assessment rubric from:
http://www.dearborncountyarc.org/news/pdfs/48_StudentSelfevalbenefits.pdf