| Big Ideas: | Structure and Function | ||||||||||||||||||||||||
| Essential Questions: | What body structures enable humans to reproduce?, How does a human develop?; What does the nervous sytem do? How do humans sense changes in their environment? | ||||||||||||||||||||||||
| Vocabulary: | hormones, testis, ovary, ovulation, menstruation, STD, puberty; brain, spinal cord, cerebrum, cerebral cortex, cerebellum, brain stem, taste bud, cochlea, cornea, iris, pupil, lens, retina, rods, cones | ||||||||||||||||||||||||
| Month | Content | Skills | Asessment | Standards | Instructional Activities, Strat |
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| March | Reproductive System: | Formative: | AP1; AP13 | Provide Topic Reading Assignments and Vocabulary List | |||||||||||||||||||||
| Deliver Information via Lecture, Discussion and Handouts | |||||||||||||||||||||||||
| Hormones (i.e. GnRH, FSH, LH, Oxytocin, Prolactin, Testosterone, Estrogen, Estradiol, and Progesterone) | Investigate microscopically the structures of the human ovary and anatomy of human sperm cells. | Student Partipiation and Dialog | Use Technology (ie Simulations/Illustrations/Videos), Various Manipulatives and Word Play | ||||||||||||||||||||||
| Male (Structure/ Function/Anatomy and Sperm Development) | Be able to identify both male and female anatomy using models provided. | Study Guide Assignments | Offer Review Opportunities (Study Guides and Study Sessions) | ||||||||||||||||||||||
| Female (Structure/Function/Anatomy and Ovum Development and Ovulation/Fertilization/Cycle/Gestation) | Create an “Infographic” about teen pregnancy. | Lab Practicles and/or Projects | Supplement Topic Discussion with Labs/Projects/Demonstrations | ||||||||||||||||||||||
| Basic Embryonic, Fetal, Toddler, and Teen Development (Trimesters/Birth/Puberty) | Chapter Quizzes | ||||||||||||||||||||||||
| Reading / Vocabulary Exam | |||||||||||||||||||||||||
| Nervous and Sensory Systems: | AP1; AP5,6,7 | ||||||||||||||||||||||||
| Summative: | |||||||||||||||||||||||||
| Brain, Spinal Cord, Nerves (Electrical Signaling, Action Potential, Synapse, Peripheral System, CNS) | Explanation of the five senses and how they interact with the nervous system (spine and brain). | ||||||||||||||||||||||||
| Transduction of Sensory Organs (Hearing, Vision, Taste, Smell, and Touch) | Illustrate the different parts of the brain and what those parts do. | Chapter Exam | |||||||||||||||||||||||
| Dissect a brain for study. | |||||||||||||||||||||||||
| Visit (www.rm118.com) for Further Details and Information with Regards to the Curriculum | |||||||||||||||||||||||||
| Visit (https://www.in.gov/doe/students/indiana-academic-standards/science-and-computer-science/) for Further Details and Information on Indiana Standards | |||||||||||||||||||||||||