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Human Anatomy Student Teaching

Human Anatomy Student Teaching. Bell Work 10/24/11 Indicate if the following are True or False 1. All cells reproduce from existing cells. 2. Prokaryotic cells have a nucleus and membrane bound organelles. 3. Gap junctions, microvilli, and desmosomes are a main component of the cell wall.

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Human Anatomy Student Teaching

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  1. Human Anatomy Student Teaching

  2. Bell Work 10/24/11 • Indicate if the following are True or False • 1. All cells reproduce from existing cells. • 2. Prokaryotic cells have a nucleus and • membrane bound organelles. • 3. Gap junctions, microvilli, and desmosomes are a main component of the cell wall. • 4. This organelle is the rough ER.

  3. Agenda • -Discuss homework • -Discussion & notetaking- Student teaching projects • -Lab Practical Remediation-next Tuesday (moved from Tuesday b/c of speaker part of period)

  4. Andrew & Di'Antre- SAP3a. • Jasmine & Krystal B. - SAP4a. • Krystal H. & Ashley - SAP4c. • Tony & Nandi- SAP4d. • Melanie & Alexis- SAP4e. • Takelia & Shavonta- SAP5a. • Akeem & Kadyzia- SAP5b. • Keyona & Cheddar- SAP5c. • Jonathan & Rodarrius-

  5. Activator • - How do you teach a lesson?

  6. Bellwork: • Bellwork is the intial activity students should complete in order to: • Settle the student and help them to get focused • Stimulate student thinking • Guide student thinking about the lesson • Examples may include a multiple choice review question, concept map, short writing response, a short reading and/or response, or a pretest, etc.

  7. Agenda: • The agenda is a brief overview of what should be expected in the lesson.

  8. Activator: • Activators are completed after bellwork and is used to "activate" prior • knowledge to help students think about what they already know about the topic or focus of the lesson. • Stimulates what student learned previously • helps student to start at their prior foundation to prepare to build • additional skill in that area • Examples may be a thinking map, KWL chart, worksheet, fun learning game, etc • Should be brief, but may include several steps

  9. Pre-test • Include some sort of preassessment to determine what students already know • Examples: multiple choice, True/False statements, KWL (K), Circle Map, etc.

  10. Mini-lesson: • Start with the standard students will be learning- be sure students • know what the standard is requiring them to do, know, and understand after the lesson • Create Key Questions based on your standard(s) being taught. • Create notes or a way for students to take notes that students may need to acquire new knowledge. • Teach students the focus of the lesson. Ex: On next page

  11. SAP1. Students will analyze anatomical structures in relationship to their physiological functions. • e. Describe how structure and function are related in terms of cell and tissue types. • Based on this standard, what are some things that you are expected know, understand and do? • What would be the key question(s)?

  12. Expectations • Know the general characteristics of a cell • Be able to list and identify the major organelles of a cell • Understand the structure and function of each organelle • Know the function of the cell, based on the structure • Be able to State the meanings of the prefixes, suffixes, and root words

  13. Practice/Evidence of student learning: • Should be during the lesson and after the lesson • Create activity(ies) for students to complete that allows them to practice using the new information • Examples: -manipulatives -stations - games - worksheets - labs - questions-MUST have questions throughout the lesson (think-pair-share, call on individuals, etc.) use Webb's DOK level, on webpageF:\Human Anatomy Student Teaching\Bloom's Taxonomy 2.pdf F:\Human Anatomy Student Teaching\Bloom's Taxonomy.pdf - reading activities before reading activity- purpose of the reading and journal entry, agree/disagree, true/false statements, pictures, KWL, etc. during reading activity- what students are to do while reading after reading activity- what you want students to do with information found in text

  14. Summarizer: • Create a culminating practice where students show they understand the new material- This may come in various forms such as: ticket-out the-door, questions, graded activity or quiz, completion of K-W-L (L) Post-test • Students may retake their pretest or some new assessment • that assesses what they should know after your lesson has been taught

  15. Lesson Plan template and example • F:\Human Anatomy Student Teaching\1-05-11 HAP lesson plans.doc • F:\Human Anatomy Student Teaching\Lesson plan template.doc

  16. My expectations: • 1. Complete and turn in a Lesson Plan on the Lesson Plan template • 2. Complete a overview slipF:\Human Anatomy Student Teaching\Overview slip.doc • You will not teach if 1& 2 are not turned in prior to the lesson being taught. • 3. Work diligently • 4. Look up the enunciation of words before presentation day!

  17. Resources • Internet- Use reliable sources- no wikipedia • Reliable- Medical sites, encyclopedias, doctors' websites, science websites, GA DOE, medical research, etc. • Textbooks • Teacher edition, Lab booklet, any other available resources • Media Center- videos and books • Teacher- Last resource

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