May 23-27, 2011

Class Information SUBJECT: Health Co-Teacher: Kironji UNIT: Systems of the Human Body TOPIC: Specific Disorders Periods: 1 2 4

Welcome! Mr. Zuke

FIRST--A Word From Our Sponsor If you are surfing the internet today, you must have turned in an Acceptable Use Policy form that was signed by you and by a parent. This is City Schools policy. Teachers, do not let anyone on a computer if their name is not on the list. The list is on the white clipboard at the library’s circulation desk.

Key to Services I Will Provide Today Basic and fix-up activities Activities for ‘TAKING IT TO THE NEXT LEVEL”

Learning Target—What You’ll Take Away From This Lesson I can take detailed notes about one system of the human body. LIBRARY

Word Wall—Let’s Talk the Same Language function dysfunction symbiosis symptoms diagnosis treatment prognosis alternatives physical social emotional

Books REF 616 Medical Encyclopedias Arrangement—alphabetical Use bold face section headings to find answers to your questions REF 030 General Encyclopedias Arrangement—alphabetical Use bold face section headings to find answers to your questions

More Books Pay attention to titles. Use the index to locate information about specific diseases

Username = your student ID number 3. Password = your first name, capitalized Process charts

Parts of the System Diseases of the System

health.nih.gov

Use the organizational features of the article.

Communicating Your Information Power Point

Graphic Organizer I. FUNCTION a. What are the different parts of this system? b. List each part of the system and explain what each individual part does. c. Explain how the different parts of the system work with each other.

II. Dysfunction a. Name one disease common to this system. b. Explain which groups of people are at risk for getting this disease. c. Explain what causes this disease. d. Describe the symptoms of this disease. e. Explain how this disease is diagnosed or detected. f. Explain how this disease is treated with medicines, therapies, and/or surgeries. g. Explain the prognosis for this disease. h. How (or can?) this disease be prevented?

.... Here’s how all the parts work together… Part B Its purpose It works like this Its purpose It works like this Its purpose It works like this Its purpose It works like this Its purpose It works like this Part A of this system Part C Part E Part D

.... Here’s how all the parts work together… Heart Its purpose It works like this Its purpose It works like this Its purpose It works like this Its purpose It works like this Its purpose It works like this Blood Veins Part E Part D Circulatory System example

Rubric

Citation for an Encyclopedia Article author's Last Name, Article author's First Name. "Title of Article."Name of Encyclopedia. Year of Publication. Manuscript writing or typing rather than cursive writing Assistance with note taking

Citation for an Article from eLibrary Science Manuscript writing or typing rather than cursive writing Assistance with note taking Click here and copy the MLA citation.

Citation for a Web Site “Title of Web Site.” 1 October 2009.

Citation for a Book Last name, first name. Title. City: Publishing Company, 1920.

How will I know if I am on task? Did I bring my pen and my notebook? Did I follow all rules and procedures? Did I know what books and web sites to use and how to use them? Did I complete my work in my own words? Did I do what the objective says? Did I control noise and movement? Did I ask for help if I needed help? Did I work well in my team? Did everyone contribute equally?

A word of encouragement… …greatness is never a given. It must be earned. Our journey has never been one of short-cuts or settling for less. It has not been the path for the faint-hearted - for those who prefer leisure over work, or seek only … pleasures… What is required of us now is a new era of responsibility - a recognition, on the part of every American, that we have duties to ourselves, our nation, and the world This is the price and the promise of citizenship. Barack Obama President of the United States Inaugural Speech January 20, 2009 What does this mean for you today?

What questions do you still have? Extra response and processing time

Let’s begin work. Wait for directions to move to the computers. Clearly defined limits Frequent breaks Seating to reduce distractions Tutoring assistance (peer, pal, teacher, etc.)

I will check in on you regularly. Please feel free to request help before the next “check- up.” Proofreading to refine grammatical conventions. Proofreading to refine spelling conventions. Proofreading to refine writing structure. Proofreading to refine word processing conventions. Proofreading to refine citations. Using technology to enhance the finished product. Using technology to submit the finished product. Using technology to publish the finished product within the local learning community. Using technology to communicate with the instructor. Researching to investigate a sidebar to the main topic. Researching to find alternate viewpoints. Reflecting and relating current knowledge to new situations or applications. Clearly defined limits Frequent breaks Seating to reduce distractions Tutoring assistance (peer, pal, teacher, etc.)

Time to Put It All Together…

Evaluation and Closure

Now that we are done working, let’s see how we did. Did I follow all rules and procedures? Did I know what books and web sites to use and how to use them? Did I complete my work in my own words? Did I control noise and movement? Did I ask for help if I needed help? Did I work well in my team? Did everyone contribute equally? What needs to happen next? Do we need more time to work? Additional time for reading assignments Adjustment of time allotment Amount of work the student is expected to complete

STOP! “Teachers’ Lounge” ahead! Teachers’ Lounge

The rest of this presentation is information about alignments of professional, state and local standards. Hit ESCAPE on the keyboard, then click on outline view to read the alignments. OUTLINE VIEW

Today’s Division of Instructional Duties Librarian Plans lesson Makes materials available to students Enforces school contrabands Presents process charts and resources via individual and direct instruction Monitors student progress continuously Coaches students individually as needed Facilitates the saving of student work Content-Area Teacher Makes sure that all students using computers have an acceptable use policy on file. The list is on the circulation desk. Communicates to the librarian which students have IEPs and what the accommodations are. Enforces school contrabands, especially food, drinks, and electronics Maintains attendance and lateness records Authorizes lavatory visits Monitors student work continuously Coaches students individually as needed

Secondary Library Common Core Standards Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life Organize knowledge so that it is useful. Assessment Limit 1.g Navigate through text and illustrations to locate relevant information.

TL8 Standards Alignment #2 Digital Citizenship #5 Information Technology

Bloom’s Taxonomy Synthesis

Accommodations for Students With Special Needs/Universal Design for Learning—infused into individual slides Clearly defined limits Frequent breaks Seating to reduce distractions Emphasis on successes Tutoring assistance (peer, pal, teacher, etc.) Manuscript writing or typing rather than cursive writing Credit for class participation, effort and attendance Assistance with note taking Functional level materials Instructions/directions given in different channels (written, spoken, demonstration) Presentation of material in small steps Visual demonstrations Additional time for reading assignments Process charts Large print on computer screen Redirection Extra response and processing time Increase in the amount of assistance provided Adjustment of time allotment Amount of work the student is expected to complete A variety of web sites and reading selections to account for multiple reading levels within the class

VSC/Core Learning Goal Biology Indicator The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause changes in the metabolic activity of the cell or organism.