Digestive System Unit
Although most of the students who take this elective are college bound, it is not restricted to those students. Therefore, a variety of presentations of the material is necessary. The nature of the study of human anatomy and physiology lends itself to both standard lecture and handouts, as well as a kinesthetically orientation during the dissection portions of the course. Additionally, I have found that students enjoy learning the explanations of various things that they hear and read about in the popular media. They make the connections between what they are seeing while they dissecting and reading, and what they hear on the radio and in TV commercials. For example, viewing the esophagus of the fetal pig that we use in the dissections allows the student to see its proximity to the stomach and the HCl involved in acid reflux. It instantly becomes understandable and not some mysterious ailment. The unit also has room to invite guest instructors into the classroom. Local dieticians, as well as a doctor of Chiropractic medicine have offered to present some information. This aids in my effort to keep the skills and information relevant to the lives of the students as well as to demonstrate that it is part of a body of knowledge necessary for jobs that they may be interested in pursuing.
Click here to see the unit plan.
Click here to see the unit plan.
Environmental Education Unit
Rationale: I have developed this unit for my advanced biology class. To encourage them to get out into the environment of the area we live in and develop an interest and curiosity about the biotic and abiotic factors in this environment. The course is a one semester course, the majority of which is spent studying anatomy and physiology. Time is limited, so a thorough course about environmental science is not possible. Therefore, this unit is designed to be presented in a short time frame and to include snapshots of different ideas within the discipline.
I firmly believe that we should be teaching students that science is a discipline of answers to the questions “what if…?” and “Why?” Nowhere is this truer than in studying the environment. To encourage these questions, I have used a variety of presentation modes ranging from internet searches, to a field trip to the Menominee River to investigate the organisms living in the waters. Not all of the ideas in the unit are used every year. It is necessary to assess the abilities and interests of the students in the class and then adjust to meet the needs of the students.
Because the time is so limited for this unit, assessment is in the form of projects and participation, rather than papers and tests. (This also serves to keep students ready for summer interested for a few more weeks.)
To view the unit, click here: Introduction to Environmental Science
I firmly believe that we should be teaching students that science is a discipline of answers to the questions “what if…?” and “Why?” Nowhere is this truer than in studying the environment. To encourage these questions, I have used a variety of presentation modes ranging from internet searches, to a field trip to the Menominee River to investigate the organisms living in the waters. Not all of the ideas in the unit are used every year. It is necessary to assess the abilities and interests of the students in the class and then adjust to meet the needs of the students.
Because the time is so limited for this unit, assessment is in the form of projects and participation, rather than papers and tests. (This also serves to keep students ready for summer interested for a few more weeks.)
To view the unit, click here: Introduction to Environmental Science