instructional plan · web view2021. 8. 16. · instructional plan. instructor: miss cain. course:...

Instructional Plan Instructor: Miss Cain

Course: Animal Science

Unit: Nervous System

Unit Objectives:

Estimated Time: 2 weeks (4 class periods or 360~ minutes)Est. age/number

of learners: 10th – 12th grade students/ 15-10 students

Equipment, Supplies, References, and Other Resources:Resources:All Days: Instructional Materials Service Internet, Texas A&M University

o (Day 1): https://www.khanacademy.org/video/functions-of-the-nervous-system , https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-the-nervous-and-endocrine-systems/v/structure-of-the-nervous-system , https://youtu.be/q3OITaAZLNc

o (Day 2): https://youtu.be/q3OITaAZLNc , https://jeopardylabs.com/play/the-nervous-system- jeopardy6

o (Day 3): https://youtu.be/vyNkAuX29OU , https://www.khanacademy.org/test-prep/mcat/organ-systems/neural-synapses/a/signal-propagation-the-movement-of-signals-between-neurons , https://create.kahoot.it/details/2c380158-48f9-44c3-9cb4-9a567e86fa02

o (Day 4): https://youtu.be/1uG0AEnoLDU , To print:

(Day 1): Nothing. (Day 2): Human body outline worksheet (1 per student), (Day 3): Article/Paragraph from: https://www.khanacademy.org/test-prep/mcat/organ-

systems/neural-synapses/a/signal-propagation-the-movement-of-signals-between-neurons (1 per student), Rubric (1 per student)

(Day 4): Rubrics to use to grade presentations, Unit Assessments (1 per student), Supplies:

(Day 1): display pictures of brain, spinal cord, and a neuron; play dough (3 colors per group). (Day 2): colored pencils, slips of paper with animal species designated, paper bag, (Day 3): colored pencils, materials for end of unit project: newspaper, cardboard, scissors,

markers, tape, plastic bottles, construction paper, etc. Display picture of example project for students to reference.

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https://www.khanacademy.org/test-prep/mcat/organ-systems/neural-synapses/a/signal-propagation-the-movement-of-signals-between-neurons


https://youtu.be/1uG0AEnoLDU

https://create.kahoot.it/details/2c380158-48f9-44c3-9cb4-9a567e86fa02



https://youtu.be/vyNkAuX29OU

https://jeopardylabs.com/play/the-nervous-system-jeopardy6


https://youtu.be/q3OITaAZLNc


https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-the-nervous-and-endocrine-systems/v/structure-of-the-nervous-system


https://www.khanacademy.org/video/functions-of-the-nervous-system

(Day 4): Nothing. To buy:

(Day 1): Nothing. (Day 2): Nothing. (Day 3): Nothing. (Day 4): Bag of candy.

To Make: (Day 1): Nothing. (Day 2): Correct example of human body outline colored according to central and peripheral

nervous system. (Day 3): Nothing. (Day 4): Venn diagram representation of Nervous System, Name that Organ cards/slides

Classroom Equipment: (All Days) Computer (All Days) Projector

Instructor Directions &

Estimated Time

UNIT Set Induction

Interest Approach:(10 minutes)

Can I have two volunteers to come to the front of the classroom?o One student will stand in front of the other (front to back). The student

in the back will tap the other student on the shoulder. The student’s natural instinct is to turn their head and look at the student who tapped them on their shoulder.

Ask the students in the class to share what they observed just happened. o How did the student in the front know to turn around when tapped on

the shoulder?Answer: Receptors in the skin are responsible because they assist us in sensing touch or receiving other stimuli. Sensory neurons transmit the touch message and information is sorted and interpreted in the brain. A response is determined; in this case the response was to look at who touched the student on the shoulder.

Our nervous system is amazing, messages can travel in neurons at speeds

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up to 268 miles per hour!

Context:

Objectives: Day 1:1.) Students will be able to describe the functions of the nervous system.2.) Students will be able to list body parts associated with the central

nervous system.3.) Students will be able to label an axon, dendrite, and cell body of a

neuron.Day 2:

1.) Students will be able to describe the difference between the central and peripheral nervous system.

2.) Students will be able to compare the nervous system in the human body to that of the nervous system in an animals body.

Day 3/4: 1.) Students will be able to analyze neuron movement throughout the

nervous system.2.) Students will be able to create a real-life nervous system model

example.Day 4:

1.) Students will be able to express their understanding of the nervous system through form of assessment with 80% achievement rate.

2.) Students will be able to state the functions of the urinary system.

Instructor Directions & Estimated Time

Content Outline and/or Procedures

Introduction: (Not an interest approach. How will you transition from set induction to lesson?)

(5 minutes)

Display a picture of the brain, spinal cord, and a neuron.

I plan to show the central nervous system pictures to students on the board. I will then ask students to share their initial reactions of the pictures with the group.

After seeing these pictures, what initial thoughts come to your mind? Pair with a partner and come up with 3 words, we will then share these out with the class. Can I have 3 volunteers to share out their 3 words that they brainstormed with their partner to describe or that came to mind when they saw the pictures on the

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board? Great, thank you.

Objective 1:Students will be able to describe the functions of the nervous system.

(15 minutes)

Have PowerPoint ready to display.

Be sure to provide students enough time to take proper notes, and stop video at different points to check for understanding and allow for questions if needed. Ensure that students are taking quality notes in their notebooks.

We will now begin our PowerPoint presentation on the Nervous System. Please take out your notebook and begin to take notes. We will only take a few slides of notes today, but be sure to take good, quality notes to properly understand this material.

Functions of the Nervous System Controls functions and movement of: Organs Muscles Sensory organs Neurons relay and receive information Neurons conduct electrochemical sign

We will not watch a Khan academy video that further details the functions of the nervous system. Be sure to continue taking notes, and capture 2 interesting facts while you watch this informational video.Video: https://www.khanacademy.org/video/functions-of-the-nervous-system Let’s have two to three different people share one interesting fact that they captured during the video.

Transition: (1 min) This information is impactful and relatable to everyone, as we all have a nervous system that impacts us every day at all times.

Objective 2: Students will be able to list body parts associated with the central nervous system.

(15 minutes)

Divide students into groups of 3, randomly (1,2,3) and silently while they have their eyes closed so that

Now that we all understand the basic functions of the nervous system, you are all going to close your eyes. As I come by and tap you on the shoulder you may open your eyes. I will then instruct you by pointing to a location for you to go stand. You will then stand there and wait for further instruction silently. What do I need to clarify? Please close your eyes. Since we are in small groups now, please brainstorm with your partners different body parts that you believe to be associated with the nervous system. Think back to the information we have learned today, and feel free to use your notes for assistance. Do not use your technology but rather challenge one another to

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they rely on their sense of touch.

Have students rely on one another and challenge them to brainstorm the parts associated with the nervous system rather than simply looking them up on their technology.

Make sure video works.

Have students watch and take notes during the Khan academy video. Stop video at different points to allow students to capture notes and ask questions if they have them.

come up with examples on your own within your groups. Write them down and we will share it in 3 minutes. Lets share out some different examples that we captured in our small groups. Who would like to share?Wonderful, we will now continue our notes and discover the proper body parts associated with the nervous system.Parts of the Nervous System

Central Nervous System:o Brain and Spinal Cord

Peripheral Nervous Systemo Somatic Nerves and Automatic Nerves

We will now watch another Khan academy video detailing the parts of the nervous system. We will continue taking notes during the video. This time capture 3 new pieces of information, 2 ways this information is applicable to your life, and 1 question you still have.What will we capture while watching the video? (3,2,1) Video: https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-the-nervous-and-endocrine-systems/v/structure-of-the-nervous-system What were some 3,2,1 items that we captured or wrote down during the video? Can we get 3 students to share 1 item? Wonderful, thank you!

Transition:(1 minutes)

Using our brains, which we now know is a part of our nervous system we will complete the next part of our lesson for today.

Objective 3: Students will be able to label an axon, dendrite, and cell body of a neuron.(15-18 minutes)

Provide each group with 3 colors of play dough.

In our small groups that we are in, one person in the group needs to pull out their computer. Each group has three different colors of play dough. Using this play dough your group will create a model of a neuron. On this neuron be sure to represent and label an axon, dendrite, and cell body.Your groups may use technology for use of research to find an accurate representation of a neuron with these labels, and then recreate that with the play dough given to your group. We will have 8 minutes to complete this activity. Does anyone need me

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to explain anything further or have any questions regarding the activity? When done each group will present their visual play dough representation to the class. Please begin. Students will present their play dough neuron visual representations to the class. Wonderful job everyone, please return to your original assigned seats and place the play dough in the tubs and put them in the bin at the front of the class.

Transition:(1 minute)

Now that we have had some fun with play dough and used our nervous system to complete the activity let’s review our learning from today.

Closure: (10 minutes)

End of class review: assignment answering 3 questions relating back to 3 objectives for the lesson. This is a form of formative assessment.

Prepare for next day: preview Central and Peripheral Nervous System through watching the first 30 seconds of a video.

Make sure video works.

Look at students assignments at the end of class to check for understanding.

To wrap up today’s lesson, please take out a piece of paper and complete the following questions:

1. Draw a neuron and label the axon, dendrite, and cell body.2. List 3 body parts associated with the nervous system.3. State 3 functions of the nervous system.

When you are done with the assignment, please turn it in to the basket at the back and make sure that your name is on it. We will have 8 minutes to complete this assignment, and we will then watch a short video to preview our lesson for the next time we meet.

Video: https://youtu.be/q3OITaAZLNc (show first 30 seconds)

Great! I hope you all are excited to see what the future holds, until next time challenge yourselves to think about all of the amazing ways in which we rely upon our nervous system. Have a great day!

Day 2 Central and Peripheral Nervous System

Instructor Lesson Set Induction

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Directions & Estimated Time

Interest Approach:(5 minutes)Pass out worksheet to each student.

Provide students with a worksheet that has an outline of a human body. Ask students how this blank piece of paper is relatable to the nervous system. How about the central and peripheral nervous system? What’s the difference between the two?

Context:

Objectives: 1.) Students will be able to describe the difference between the central and peripheral nervous system.

2.) Students will be able to compare the nervous system in the human body to that of the nervous system in an animals body.



Introduction:(5 minutes)

Make sure video is working.

The last time we were in class together, what did we finish class with? What do we remember from this? To start off today, we will restart and continue watching the video that was presented the last time our class met. While this video is shown please draw two pictures representing the information being presented. We will then share our pictures with the class when the video is over. Video: https://youtu.be/q3OITaAZLNc Who would like to share the pictures that they drew to represent the information presented and knowledge gained from the video? Thank you.

Objective 1: Students will be able to describe the difference between the central and peripheral nervous system.

(20 minutes)

We will continue our notes for this lesson, so please take out your notebook now.

Central Nervous Systemo The brain

The central information processing organ of the body

o The spinal cord

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Have PowerPoint ready to go.

Distribute colored pencils to each group.

Have correct example of colored nervous system ready to display for students to reference.

Long, thin tubular bundle of the nerves

Connected to the brain Peripheral Nervous System

o Somatic Nerves Control voluntary muscles that

provide movemento Autonomic Nerves

Control involuntary responses (smooth muscle, cardiac

muscle, glands, and organs)

Think about the month that you were born. When I say move, line up in the back of the room using no words. January on one end and December on the other. What can I clarify? Move. Please find your partner, be sure to have a writing utensil and the worksheet handed out at the beginning of class with the outline of the human body, and then find a place to sit together.

Now that we have discovered more about the central nervous system and peripheral nervous system, let’s dive deeper. Take out the worksheet handed out at the beginning of the hour that has the outline of the human body. As a team, you and your partner are going to use colored pencils that I will distribute to distinguish the body parts associated with the central nervous system vs. the peripheral nervous system. For example the body parts of the central nervous system would be red and the body parts of the peripheral nervous system would be blue. What do I need to clarify? We will have 7 minutes to complete this activity.

Let’s review our visuals. Take a look at what you have colored and compare it to the one presented at the front to ensure that yours looks the same. We want to make sure that everyone understands which body parts relate to either the central or peripheral nervous system. Feel free to make corrections as

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needed.

Transition: (1 minute)

Now that we all understand the functions and parts related to the central and peripheral nervous system, let’s take our learning a step further.

Objective 2:Students will be able to compare the nervous system in the human body to that of the nervous system in an animals body.

(30 minutes)

Have slips of paper with different animal species designated (10) in a bag for students to draw from.

Socratic Circle Discussion

Staying in your pairs that you are in, designate one person to come to the front of the room. This person will up and draw from the bag a slip of paper and return back to their seat. Does each group have a slip of paper? Great. On your slips of paper you will see a word that is an animal. This is the animal that your group is assigned. For this project your group will research the similarities and differences between the nervous system in our human body and that in the animal that your group chose. Be sure to use only credible sources. If you are struggling, feel free to ask for assistance. Is there anything that I can clarify? We will have 12 minutes to conduct our research and write a paragraph citing the similarities and differences between the two. Please begin. (Allow extra time if needed and students are working well). Now that we are done conducting our research and have written our paragraphs, we will present our findings using a Socratic circle presentation method. The front half of the class will form a small circle at the back of the room now. The rest of the class please form a larger circle around these students at the back of the class. Be sure that you are with your partner at all times during this Socratic circle presentation activity. Those in the inner circle will explain their research to those on the outside of the circle. Be sure to state your animal and the information that you found. When I say rotate, the students in the outside circle will rotate clockwise. Each group will have about 1 minute to present each time, so be precise when you share. What do I need to clarify? Please begin. Now that all the students in the inside circle have shared, students on the outside circle will do the same. Please continue. Wonderful, it sounds like we all learned a lot of new information regarding the central nervous system! Please return back to your

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assigned seats.

Transition: (3 minutes)

Split class into two groups (central vs. peripheral nervous system).

Now we should all have a deep understanding of the nervous system, so let’s put it to use and practice what we have learned!I am going to separate you into two groups, the central nervous system and the peripheral nervous system. After you have been assigned, please move to your side of the room and face the front of the classroom so that we can get ready to begin the next activity. (I will count off students by C,P,C,P… to designate central vs. peripheral nervous system – this will designate which jeopardy team they will be on to finish the day’s learning).

Closure:(20 minutes)

End of class review: use of jeopardy game for students to review knowledge gained and apply it during the game. Individually students will also complete an exit ticket reflecting on today’s lesson. Both of these are forms of formative assessment.

Prepare for next day: on exit ticket ask students to state what they are looking forward to/have questions about regarding neuron movement.

Have Jeopardy Game ready to go!

Now that we are in our two groups, central and peripheral nervous system – please designate a team captain for each group. We are going to play a Jeopardy game to assess our learning from today. Please work as a team to answer the questions, and do your best. These questions will present themselves again later on when you have to take the unit assessment, so pay attention.

Jeopardy Game: https://jeopardylabs.com/play/the-nervous-system-jeopardy6

Wonderful job working together and using the information that we have learned to do well during this jeopardy game.

Before we leave for today, please complete an exit ticket. On it write down your favorite activity from today, 2 new pieces of information that you learned, and what you are looking forward to/have questions about regarding neuron movement when we reconvene next class. Turn in your exit ticket in the assignment basket before you leave class today. Have a great day!

Day 3 Neurons & Unit Review

Instructor Lesson Set Induction

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Make sure video is working ahead of time.

To begin today, I would like each of you to pull out your notes. We are going to watch a short video, and while the video plays capture one item that really draws your attention and why. Video: https://youtu.be/vyNkAuX29OU Can I please get 3 volunteers to share what they wrote down during the video? Thank you.

Context:

Objectives: 1.) Students will be able to analyze neuron movement throughout the nervous system.

2.) Students will be able to create a real-life nervous system model example.



Introduction:(7 minutes)

Review previous day: have students recreate the drawing of the central and peripheral nervous system parts to jog their memories about information learned in previous class.

Pass out colored pencils to all tables.

On a blank sheet of paper, please draw a rough outline of a human body. If we think back to the last time our class met, what material did we learn? (Central and peripheral nervous system).

Using the colored pencils that I have provided each of your tables, please recreate the drawing that we did in our last class. For this drawing we colored the parts of the central nervous system one color and the parts of the peripheral nervous system another color. Please do this now, we will have 3 minutes to complete this.

Great, now that we are refreshed once again on the central and peripheral nervous system and their respective parts – how do they connect and relate/or communicate between one another and the rest of our body? (NEURONS)

Transition 1: (3 minute)

Please close your eyes and think. What comes to your mind when you hear the words “ready, set, go” ? Think for a moment and then when you are ready to share your answer you may

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https://youtu.be/vyNkAuX29OU

open your eyes. Perfect, can we have 2 volunteers to share.

Objective 1:Students will be able to analyze neuron movement throughout the nervous system.

(15 minutes)

Number students off 1-7 and assign a paragraph of article to read for their group.Pass out article to each student/group.

I will now number each of you off and you will then find your partners and move to sit with them. Be sure that you take your computers and writing utensils with you when you move. (Number students off 1-7).

Now that we are in our groups, I will assign each group a reading from: https://www.khanacademy.org/test-prep/mcat/organ-systems/neural-synapses/a/signal-propagation-the-movement-of-signals-between-neurons . In your groups, read the paragraph and write a summary of the information that you read. Each group is going to share their summary with the class at the end. We will have 7 minutes to complete this activity. What do I need to clarify? Read.

Let’s come back together as a class. Please be sure to have your notes out and ready to capture information as your peers share the information that they found. Group 1, please get us started. (Continue through each group until everyone has shared). What points still need some clarification or don’t quite make sense after people have shared? Great job with this activity everyone, I hope you all now have a good grasp of the proper way in which neuron movement takes place within our bodies.


How does everything that we have learned thus far tie together?- All a part of the nervous system, the central and the

peripheral where neurons are extremely important in order for our body to function. We have learned which body parts are associated with our nervous system and also the functions fo the nervous system as well.

Objective 2:Students will be able to create a real-life nervous system model example.

(40 minutes)

Now that we all have a good, deep understanding of the nervous system it is time to put our learning to practice!

Please take a look at the board. I have pre-assigned groups for our end of unit project. Look for your name and then look at the group color that you have been assigned. When I say Color, please take your belongings and find your group to sit together.

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Pre-assign students into groups of 3-4 and have ready to display on the board.

Hand out a rubric to each student.

Have extra materials provided at the back of the room for students to use to build their projects (newspaper, cardboard, scissors, markers, tape, plastic bottles, construction paper, etc.)

Display picture of example project on board for students to reference while brainstorming and building their projects.

COLOR.

Right now everyone is receiving a rubric for the end of unit project. This is so that we are all on the same page of the expectations for this project, and what is required to do well on it. In your small groups, you are to create a real life, 3-D nervous system model. You may use whatever materials you would like, however it must be presentable and safe. This project is to challenge you to be creative and apply the information you have learned throughout this unit in a hands on activity format. If you have any questions, please feel free to ask me. I have some materials at the back of the room that you may use for the project. An example of what your project COULD look like is also presented on the projector. We will have 40 minutes today to work on this project and 10-15 minutes the next class period to finish it. The next time our class meets, each group will present their project to the class. Be sure to read the rubric carefully, both the project and presentation will be graded so be sure to know the information on the nervous system – I will ask questions. What can I clarify? Please begin working with your groups and be sure to be productive with your time.

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Alright students, please be wrapping up your project for today and have your plans finalized for how you will finish it when we meet for during our next class.

Closure:(8 minutes)

End of class review: Kahoot game as the unit review.

Preview for future: discussed that next class students will present projects as well as finish the unit by taking the unit assessment. We will then begin the Urinary System unit!

Speaking of our next class, we will be completing our Nervous System unit and will be starting the Urinary System. This not only means that we will present the awesome projects that you are all designing, but it also means that there will be a unit assessment. Therefore, to help prepare for that let’s do a Kahoot to jog our memories about the nervous system one more time before we leave class today. Kahoot: https://create.kahoot.it/details/2c380158-48f9-44c3-9cb4-9a567e86fa02

Awesome job, feel free to play this Kahoot or the Jeopardy game on your own and also review your notes before we meet for our

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next class to help prepare for the unit assessment! Also, make sure that your group has your plan in place to finish your project and is ready to present when we meet next class. See you all next time, great job today!

Day 4 Unit Assessment & Start Urinary System UnitInstructor


Lesson Set Induction


Today we have a fun video to get us started. Feel free to take notes if you want but it is a review to help us today before we present our projects and take our unit assessment.Video: https://youtu.be/1uG0AEnoLDU

Context:

Objectives: - Day 3 continued, Objective 2.) Students will be able to create a real-life nervous system model example.

1.) Students will be able to express their understanding of the nervous system through form of assessment with 80% achievement rate.

2.) Students will be able to state the functions of the urinary system.Instructor Directions &

Estimated TimeContent Outline and/or Procedures

Introduction: (5 minutes)

Review previous day: class will create a Venn diagram representation of the entire nervous system as a review of the unit and to get their minds going for the day.

Display a Venn diagram on the whiteboard for a reference for students.

Now that we are refreshed on the nervous system once again, can I please get a volunteer to come to the board to be a scribe? Great, thank you.Let’s work as a class to write out the information we know about the nervous system and create a Venn diagram representation.

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Transition 1:(1 minute)

Wonderful job class! Do we all feel confident in our knowledge regarding the nervous system or are there any questions that you have remaining?

Objective 1:Day 3 continued, Objective 2.) Students will be able to create a real-life nervous system model example.(20 minutes)

Have pre-assigned groups displayed on the board for students to reference to.

Display rubric on board for students to reference while they finish project and begin preparing for presentation.

Use rubric to grade each group during their presentation and give proper feedback.

If not, at this time please take a look at the board in case you don’t remember your project groups. Please get into these groups now. We will have 10 minutes to finish our projects before we start presenting. What do I need to clarify? Please begin working. It is now time to begin presenting our projects. Before we begin please take one last look at the rubric that I handed out to make sure that you know the expectations regarding the presentation portion of the project. Are there any clarifications that I need to make? If not, is there a group that would like to go first? Great, thank you. (Each group will present their project to the class at this time).


Everyone did a fantastic job presenting their projects and it is evident that you all have a great understanding of the nervous system. At this time please make sure that your projects are on the counter in the back of the room. Please return to your assigned seats, put away all of your belongings, and make sure to have a pencil ready to take the unit assessment.

Objective 2:Students will be able to express their understanding of the nervous system through form of assessment with 80% achievement rate. (30 minutes)Pass out test.

At this time I am handing out the unit assessment over the nervous system. Please do your best, keep your eyes on your own paper and take your time. When you are done with the test, turn your paper over and wait for the rest of the class to finish. Are there any questions? Please begin.

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Now that everyone is done with the test, we are going to watch a short video to start our next unit!Video: https://youtu.be/K3Z-Lt58H0s (only watch first ~2 minutes to capture student attention)

Objective 3:Students will be able to state the parts and functions of the urinary system.(7 minutes)

Allow students time to take quality notes and ask questions if needed.

We will now begin diving into the urinary system. Please take out your notes and begin capturing information about the functions of the urinary system.

Functions of the Urinary System:o Absorbs metaboliteso Stores urine temporarilyo Eliminates urine

Excretes waste products Parts of the Urinary System:

o Kidneyso Urinary bladdero Ureterso Urethra


Now that we have a basic understanding of the parts and functions of the urinary system, let’s put it to use!

Closure: (5-8 minutes)

End of class review: the class played Name that Organ to review the new unit – Urinary System.

Preview for future: stated to come prepared for next class that will involve a hands-on activity over the Urinary System!

To wrap up today we are going to play – Name that Organ. I am going to show different pictures of organs over the projector. The first person to raise their hand and correctly state the name of the organ will receive a piece of candy. If you can correctly state the name of the organ and it’s function then you can receive two pieces of candy. What can I clarify? Let’s begin.

Great job today everybody, be sure to come prepared to learn next class as we will be doing a hand-on experiment involving the information we have learned about the urinary system!

Day 4 End of Unit Summary



Introduction: Today we have a fun video to get us started. Feel free to take

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https://youtu.be/K3Z-Lt58H0s

notes if you want but it is a review to help us today before we present our projects and take our unit assessment.Video: https://youtu.be/1uG0AEnoLDU Now that we are refreshed on the nervous system once again, can I please get a volunteer to come to the board to be a scribe? Great, thank you.Let’s work as a class to write out the information we know about the nervous system and create a Venn diagram representation.

End of Unit Project To summarize and review content for the entire unit students will be asked to complete a unit project in small groups demonstrating a real life, 3-D nervous system model. They will then present these models to the class and explain how they represent the nervous system. Students will be expected to meet the expectations set forth on the rubric presented at the beginning of the project.

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Summative Assessment (after final objective):

After the final objective, to show what they have learned in this unit students will be asked to complete a unit assessment over the Nervous System. This test will be summative and will include questions regarding information presented over each day in class, as well as the Jeopardy and Kahoot games that were played as review games. This summative assessment will be done individually and each student will be assigned a score. The goal is for each student to score an 80% or higher on this Nervous System unit assessment.

Unit Closure The unit assessment is the unit closure to the nervous system, as we move into the Urinary System unit after students complete their assessment on Day 4.

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instructional plan · web view2021. 8. 16. · instructional plan. instructor: miss cain. course:...

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