INTRODUCTION
A student given the freedom to choose his/her own project increases his/her level of commitment. Transferring greater responsibility from the teacher to the student focuses importance on the subject under investigation. This appealing method is often initiated by asking an intriguing question that encompasses the breadth of knowledge that is expected to be covered.
The important question of the unit will be closely related to the subject of English. The purpose of integrating the science question that is central to this unit to another subject is to create continuity between subject matter. Part of the project the students are completing for next marking period consists of making a model of a character from one of the three Shakespearean tragedies. The tragedies they are covering in English class involve a number of characters that are superficially or fatally wounded. The driving question will therefore be stated: How was Macbeth's body physically damaged when he was fatally wounded? I would allow the students to answer this question for any character in the three Shakespearean tragedies they are covering. Hopefully, this question will capture the student's interest. The activities and concepts that follow this question will be focused on the tissues and systems that make up the human body. There will also be a connection showing how tissues are composed of cells and form the basis of life. The curriculum should engage the students' curiosity and interest. It will lead the students to a better understanding of the fields of forensics, cytology, histology and biology.
Students who participate in the unit will gain a better understanding of the human body. They will be asked to differentiate between the various tissues and systems in the human body. Connective tissue will be one of the four tissues covered in depth. There will be discussions on how the skeletal system supports and protects the body. There will be several labs and activities on the structure and function of this system. A forensic lab will take a detailed look at how bones are formed and the resulting damage from certain instruments.
There are many reasons why one should learn about the human body. On an individual basis everyone should learn about it for health and safety reasons. Human Anatomy and Physiology is of particular interest to any one who wants to enter the field of medicine, one of the largest industries in the United States. The study of the human body promotes self-interest and self-study! The human body has been a part of the study of science since it began.
The study of the cell began later in the history of science. Since the seventeenth century people have made many exciting discoveries about cells. The students will start with a discussion on the unified theory of the cell. This will cover cell theory and integrate labs and activities that explain the significance of cell biology.
Next the students will gain an understanding of the concepts of prokaryotes and eukaryotes by being involved in an exploration using a POE demonstration to show how the cells vary. The students will be performing a number of investigations on different types of prokaryote and eukaryote type cells. One lab will require students to take water samples from a near-by pond and make observations of the different cells and life forms under a microscope. The students will be acting like cytologists as they learn how to use one of the most fundamental tools in biology, the microscope. During this exercise students will be examining cells from different kingdoms. The teacher will instruct the pupils on the techniques in cytology and make comparisons of the different types of cells from each one.
After taking a magnified look at different cells, the students will focus on the structure and function of eukaryotic organelles. Organelle structures such as the nucleus, mitochondria, golgi apparatus and others function within the cell. The cell city activity is a good way for students to learn about how the organelles function. The students begin by comparing a cell to a city. For instance, a cell is like a city; it has a central governing body, a power plant, a transportation system, waste removal, a production center and other cell parts that are similar to a city. Students may compare a mitochondria to a power plant because the mitochondria are the sites of aerobic respiration within the cell and hence the suppliers of energy. Each student might build their own city, name it and label city components by applying cell structures. Naturally, each student will be encouraged to create his/her own particular cell analogy.
Some students may find the study of cells intrinsically interesting. They may get excited to learn that cells and their function are the basis of life. However, other students may not and it will be important to point out that a basic knowledge in this area may improve chances of employment in many professions. Having students use the information to build artifacts, design an investigation or make some connection to a real world application maybe the strongest way to enhance the students' interest in tissues and cells. Students' attention may also increase if one explains to them that this information will be on the standardized tests. Most students are aware that it is critical to perform well on these tests if they wish gain acceptance into college.
Not only will it be important to gain the interest of students but also align the curriculum with the National Science Educational Standards. The project attempts to cover all of the following content standards listed:
Science as Inquiry
· Abilities necessary to do scientific inquiry:
- Identify questions and concepts that guide scientific investigations.
- Design and conduct scientific investigations.
- Use technology to improve investigations and communications.
- Formulate and revise scientific explanations using logic and evidence.
- Recognize and analyze alternative explanations and models.
- Communicate and defend a scientific argument.
- Understandings about scientific inquiry.
Life Science
· The Cell:
- Cells structure.
- Cell function.
- Types of cells.
- Cell theory.
- Multicellular organisms.
- Tissues and systems.
Science and Technology
· Abilities of technological design:
- Identify a problem or design an opportunity.
- Propose designs and choose between alternative solutions.
- Implement a proposed solution.
- Evaluate the solution and its consequences.
- Communicate the problem, process, and solution.
The nature of science is woven into the design of this unit. From cell to cell one sees consistent patterns of cell structure and function. This gives the individual a clearer picture of cell life. This picture of life has become clearer with advancements in technology. Also the systematic and careful study of this subject has led to a greater understanding of cells and how they function. The cell is an excellent example of durable and changing knowledge. The knowledge of the cell's characteristics has been modified over the years. The discussion of the cell's history gives students a better understanding that scientific ideas are subject to change. However, this change tends to be in small increments instead of an over all abolishment of an idea. New observations and better investigations usually lead to subtle changes in ideas and theories.
Students will be placed in groups and conduct investigations throughout the unit. The students will be employing the scientific methods when they conduct pond water experiments. The pupils will be asked to come up with questions on how different single or multiple cell organisms are effected by various factors (i.e. sunlight, noise). This investigation will force students to create experiments and make hypothesizes. Students will need to make observations of their experiments and record the data. Students will have to use different tools to gather, analyze and interpret the data. From their observations and examining other sources the students will develop explanations. The results of their findings will be presented to the teacher, other students and the larger community. This process reflects scientific inquiry that will occur throughout the unit.
Scientific Inquiry is a large part of the nature of science. The curriculum in the unit will cover all aspects of scientific inquiry. The investigations give students freedom to ask their own questions and become deeply involved in the process of science. There will be objectives that will help the students stay on track. The unit will cover important scientific concepts in a method that is on line with the nature of science.
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