Human Body Systems - Project Lead the Way

HBS
Human Body Systems
PLTW Wisconsin Conference
HBS VS. Anatomy Class
Human Body Systems
HBS
An interactive approach to studying
how different human body systems
interact with and affect each other.
Anatomy & Physiology
A very detailed study of the body
systems structure and function
incorporating anatomical language.
Unit 1 Helpful Hints
• Case Study-have a rubric for the write up and
be very clear in what you want students to
write in their case study.
• DNA Lab-preparation notes
Helpful Hints
• Activity 2.2.2-Neurotransmitter Release
– Calcium ions are involved in this process
• Activity 2.4.4
• There are not any websites provided for students to
answer the questions about myopia and hyperopia.
• See my sqorwl
• Activity 3.2.6
• New Activity on ATP-uses the molecular modeling pieces.
3.4.3 Helpful Hints
•
A great way to get the students interested in the idea of water balance is to
begin with a simple demonstration on volumes in the human body. Prior to
class, fill four beakers with the following volumes of water.
•
•
•
•
1200 mL
125 mL
1 mL
1500mL
•
On the board or overhead, write the following situations and ask the students
to make an educated guess about which volume represents each situation.
•
•
the volume of blood passing through both kidneys in one minute
the amount of glomerular filtrate that is produced by both kidneys in one
minute
the volume of urine that is produced by both kidneys in one minute
the volume of urine produced by an average adult in one day
•
•
Helpful Hints continued
Color the liquids in the following way:
1200 mL – pink colored water = volume of blood
125 mL – clear water = glomerular filtrate
1 mL – yellow water = volume of urine (1 minute)
1500mL – yellow water = volume of urine (1 day)
Nephron poster-give the ions that you want students to complete. Na, Cl, K.
H+/NH3 and HCO3.
4.1.1 Helpful Hints
• There was some confusion between condyloid joint
and ball and socket joint—student wanted to know the
difference between them—the condyloid joint occurs
with the oval shaped “head” of a bone fitting into an
elliptical cavity of another one(the metacarpal and first
phangeal bone)—whereas the ball and socket is a
sphere shaped “head of one bone connecting with the
cup shaped socket of another bone. The movement
allowed at each joint is slightly different. There is
limited rotation at a condyloid joint and there is full
rotation that occurs at the ball and socket.
4.4.1
This was a hard activity for the students. They did not
know where to find the information. They were
frustrated that the answers were not right in front of
them. Students need help with distinguishing between
anaerobic verses aerobic respiration and isometric
verses isotonic exercises.
5.2.2
X-rays with broken bones—be sure to take the heel one
out—it doesn’t show anything broken and in the activity
notes it says that heel bone breaks are hard to identify in an
X-ray.
Two of the X-rays show dislocations (shoulder and hip)
Number each of the X-rays so that way they can put them
all into a chart so then they can classify each bone.
Have them create a chart instead of doing all of the post-itnote stuff.
(columns should be-names of bones involved, fracture type,
organs that are protected by the bones)
Final Project
Human Body Systems
Mystery Disease
 Introduce Project in February
 Delegate Monday’s as Project
Work Days
 Provide Timeline
 Grade the parts as students
complete them per the timeline.
 Involve Advisory Board
Mystery Disease Continued
 Provide an evaluation form for the
Advisory Board Members to
complete.
 Share that form with the students
after they have completed it.
 Invite administrators, other
teachers and parents to the event.
Community Involvement
• Look for ways to get students involved in
community events and relate content to the
outside world.
• Contact local chamber of commerce and local
health care facilities.
• My HBS students are going to take Activity
3.2.5-Metabolism and use it to do a
presentation on Nutrition at a Women’s
Wellness Day Event.
Portfolios
Human Body Systems
Portfolio Requirements
• Statement of Learning
• You will need a statement of learning page that is about a half to
one full page in length, double spaced and typed, which includes
the following:
• The reason that you are in the Biomedical Sciences course (why
did you sign up?)
 What you hope to get out of this program?
 What you think about learning in general – how you learn, what
helps you learn best, etc?
Portfolio con.
• Unit Summary
– What body systems did this unit contain and how did
it connect them to each other?
– ½ page explanation of your understanding and
learning from the unit.
– Why do you think this unit’s information was
important to learn?
• 4-5 Activities designated by PLTW (be sure
students take pictures and get them developed)
Best Works Artifact Reflection
Reflection: Each reflection should be typed, double spaced and 3 paragraphs long
with about 3-5 sentences in each paragraph. Each reflection should discuss the
following:
•
What was the background and reason for completing the assignment? As in, what
were we studying that led us to this assignment? Where are we going next? Think
about what unit we are in and what that unit is all about. How does this activity fit
in that?
•
What did you learn from the assignment? What skills did you develop? Did you
learn new content? Did you get to practice your researching skills? Lab skills? Etc?
•
How does this activity connect to other topics or classes (Bio, Chem, Math, etc.)
•
How will this activity help you as you pursue your career – will it give you basic
skills you need such as presentation skills, typing skills, etc? How about content
information – knowing the bones when you want to be a physical therapist is
important!
•
Why you chose to highlight this activity? What made it special to you / stand out
for you?
Portfolio con.
Career Reflection
• You will need one TYPED reflection page for the
Career section discussing the following (not 1 for
each career, just 1 total for the whole tab):
– What was the background/reason for completing
career journals?
– What did you learn from the assignment – what skills
did you develop?
– Why you chose to highlight these specific careers
Class Reflection
Type a two-page reflection on how this class has
impacted your life. Some questions to consider in
your response:
• “After taking this class, do you want to go into a
biomedical field? Why or Why not?”
• “Is there a certain career that you researched
in this class that interests you the most?
Why?”
• “What was the most interesting unit you
studied this year and why?”
• “How can you use what you learned in this
class in college? Explain. (Think about:
research, organization, presentation skills, etc.)
E-Portfolio
• Create a digital portfolio using the LMS
LMS
• How is the LMS being used in HBS?
– Upload career journals
– Upload the Case Study
– Upload pictures of maniken (as the portfolio often
requires pictures of the maniken after it has been
built)
– Quizzes (body terminology quiz)
– E-mail reminders to students as a group and individual
students.
– Announcement Feature-good for sending information
to students.
– E-portfolio
Ideas for other ways to use the
LMS?
Surviving the Extremes
Human Body Systems
Surviving the Extremes
How to fit it into HBS over the course of the year
Prologue-Read at the beginning of the year (2nd week of school
assign it)
Jungle-Unit 2
• There are several references to the brain and all of the lobes
and different parts.
• There are also many references to different dangers of the
jungle that do affect other systems
Desert-Unit 3
• This chapter is referenced in one of the activities in unit 3
• Describes a man’s survival story of surviving in the desert-takes
a look at urinary, digestive and recycling of ATP.
• Also has many references to skin and how the skin functions.
Surviving the Extremes Con.
High Altitude-Unit 3 or Unit 5
• Describes breathing and what happens
at high altitude (respiratory system)
• Also describes blood and what happens
at high altitudes (blood—protection)
High Seas-Unit 3
• Describes a lot about metabolismcarbs-fats-proteins
• Describes water use and need and how
you cannot drink seawater
STE Continued
Underwater-Unit 4
• Makes reference to the ear and pressure
• Discusses joint and muscle issues
• Relates oxygen need and blood issues
Outer Space-Unit 5
• Describes the ear and its structural features (the
ear is not covered at all in HBS but it will be in MI)
• Describes what happens to bones up in space
• Describes G-forces and what they do to the body
Surviving the Extremes Project
• Presentation Board
Questions?
Jennifer Doran
jdoran@newlondon.k12.wi.us