unit+plan+template

Click titles of pages or sections to prevent them from printing. Show All Hide non-printable | Print | [|Go Back][|show properties] =NIH UNIT PLANS= by Barbara Meyer[|hide properties]Document Type: Lesson Plan 


 * **IL Correlated Sets --** ||
 * IL.11.A.4b || > Conduct controlled experiments or simulations to test hypotheses. ||
 * IL.11.A.5c || > Conduct systematic controlled experiments to test the selected hypotheses. ||
 * IL.12.A.5b || > Analyze the transmission of genetic traits, diseases and defects. ||
 * IL.12.A.4c || > Describe processes by which organisms change over time using evidence from comparative anatomy and physiology, embryology, the fossil record, genetics and biochemistry. ||
 * IL.13.A.4b || > Assess the validity of scientific data by analyzing the results, sample set, sample size, similar previous experimentation, possible misrepresentation of data presented and potential sources of error. ||
 * IL.13.A.3c || > Explain what is similar and different about observational and experimental investigations. ||
 * IL.13.A.5c || > Explain the strengths, weaknesses and uses of research methodologies including observational studies, controlled laboratory experiments, computer modeling and statistical studies. ||
 * IL.13.B.5d || > Analyze the costs, benefits and effects of scientific and technological policies at the local, state, national and global levels (e.g., genetic research, Internet access). ||
 * IL.22.A.5a || > Explain strategies for managing contagious, chronic and degenerative illnesses (e.g., various treatment and support systems). ||
 * IL.22.A.5c || > Explain how health and safety problems have been altered by technology, media and medicine (e.g., product testing; control of polio; advanced surgical techniques; improved treatments for cancer, diabetes and heart disease; worksite safety management). ||
 * IL.23.B.2 || > Differentiate between positive and negative effects of health-related actions on body systems (e.g., drug use, exercise, diet). ||
 * IL.23.B.3 || > Explain the effects of health-related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use and other drug use). ||
 * **NSES-S Correlated Sets --** ||
 * NSES-S.9-12.A.1 || STANDARD: Science As Inquiry -- As a result of activities in grades 9-12, all students should develop abilities necessary to do scientific inquiry ||
 * NSES-S.9-12.A.2 || STANDARD: Science As Inquiry -- As a result of activities in grades 9-12, all students should develop understandings about scientific inquiry ||

What is the class and grade level : 7-12 Why is this unit/lesson important for class/for life experience What kinds of activities will take place in this unit/lesson How will students be assessed and when How will this unit/lesson benefit the student long-term?



In a science classroom,

TLW appreciate state-of-the-art research and technology (Affective)

TLW interact with fields of the cognitive and learning sciences (not yet a complete objective) TLW “become” researchers as they immerse themselves in virtual environments that teach them recent breakthroughs in medical scienc, and the //scientific methods// by which those discoveries have been made.

TLW participate in practical lessons about how to save lives, be introduced to a wide range of medical careers, and learn about recent breakthroughs in medical science (not yet a behavioral objective) TLW identify and analyze what the life is like as a medical researcher

TLW utilize scientific inquiry methods to make observations pose questions investigate prior knowledge plan investigations use tools to gather, analyze, and interpret datea propose answers, explanations and predictions communicate results

Stroke: TLW diagnose symptoms of a stroke TLW monitor a possible stroke victim and administer physician's orders while in an ambulance TLW assist in an emergency operation to ameliorate damage caused by the stroke TLW help conduct a rat-stroke study, capturing a virtual rat, inducing a stroke, and conducting a scientific study that makes use of dramatic new methods for monitoring brain activity that is little known outside of a few research laboratories TLW post questions online that will be answered by those researchers

TLW explain what to do if someone has a stroke TLW explain what happens to the brain when a stroke occurs

Cocaine Addiction:

TLW describe in their own words how cocaine become addictive

Parkinson's Disease: TLW participate in virtual research to find the cure for Parkinson's Disease



You may include content within the activities section, or you may prefer to have an outline of the content you are covering separate. This is your choice. 

Prior Knowledge Set induction describe the activities include teacher and student activities guided practice time estimations for each activity closure 

Assessments will take place throughout the unit. Students will be asked comprehension level questions, and they will be asked to complete parts of activities to show that they can apply that knowledge. (need to have some higher level assessments available for students and teachers, even if not on computer).

FOCUS ON REFLECTION

LAB NOTEBOOK (keeps track of what student has done so far and will then be a summary for future test) closed, multiple choise, (for what they can study for tests)

LAB REPORT (WRITTEN REPORT) WITH FILL IN BLANK keeps list of what they had done includes weight, observations

LAB REPORT COMPLETELY BY STUDENT ENTIRELY

article in end Write paragraph to summarize the hypothesis. Server will email your instructor

demonstration 

List your discussion questions you will use throughout your lesson 

List homework, readings, independent practice activities that you assign to your students 

You may attach these items by clicking on edit attachments, or you may paste them in this box. I need copies of all handouts, overheads, presentation material, etc.

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