Authors

Greg Brophy, Maxine Simpkin, Shelly Tonen, Marylin Lohnes

Title

Nervous System Disorders / Dangers of Drugs - PowerPoint

Grade Level

12

Subject Area

Biology

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Prior Knowledge - students will be required to know the structure and proper functioning of the human nervous system including:

1. structure of  neurons (sensory neurons, interneurons, motor neurons.)

2. the various steps of impulse transmission.

3. structure and function of various neurotransmitters (excitatory and inhibitory.)

4. relationship between the Central and Peripheral Nervous Systems.

5. Structure of the brain and functions of the various parts of the brain.

Skills - Students will also be required to:

1. use the internet to research a topic

2. identify reliable/credible sources

3. identify bias in sources

4. complete an annotated bibliography in MLA format (Easybib.com will suffice.)

Activity - Students will be tasked with the creation of a PowerPoint either outlining the characteristics of a nervous system disorder (choices limited by teacher) or the effects of a specific drug on the human brain and nervous system (choices limited by teacher.) 

The assignment will be completed in a number of stages:

1. Research - find at least 3 electronic sources.  Before the students are to begin their PowerPoint construction, they are to evaluate at least one of their sources and submit that evaluation (using the 5 criteria found at http://www.library.cornell.edu/olinuris/ref/research/webcrit.html) to the teacher for inspection.

2. Outline - students will be required to outline their PowerPoint Presentation before beginning. They will have the choice of doing this on paper or using Inspirations software.

3. Creation - students will now create their PowerPoint using criteria given to them by their classroom teacher.

4. Presentation - PowerPoint will be presented to the entire class on the due date.  Teacher assessments and peer assessments will be completed on each presentation.

Correlations to ICT and curriculum outcome

ICT Outcomes:

• PTS 12.1 (relates to 9.1) use electronic planning software to support the development and analysis of efficient, personal study and research plans independently

• PTS 12.3 (relates to 9.3, 9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency

• CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication

• RPSD 12.2 (relates to 9.4) identify, evaluate, and compare the quality, congruencies, discrepancies, omissions, biases, and perspectives of information content of print, media, and electronic resources

• RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently

• RPSD 12.4 (relates to 9.7) identify the strengths and limitations of different approaches to research, and select those approaches which efficiently meet their learning needs

• RPSD 12.6 (relates to 9.9) accurately record and cite, using academically accepted formats and standards, sources of information contributing to their research

Bio 12 Outcomes:

• Analyse the nervous system and explain its structure and dynamics

• Evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism's homeostasis.

• Analyse why and how technologies related to the treatment of nervous system disorders were developed and improved over time.

• Describe how the use of prescription and non-prescription drugs can have a role in maintaining of disrupting homeostasis.

Projected timeline for preparation and for carrying out activities

1. Teaching needed content: 1 to 1.5 weeks

2. Research - 1 to1.5 hours of class time (and time on their own)

3. Outline - 1 week after assignment given

4. Creation - 1-2 hours class time (and time at home)

5. Presentation - 2 weeks after assignment given

Equipment Requirements: (computers, software, etc)

1. Computer lab with one computer per student (if possible)
2. PowerPoint Software (required) and Inspirations software (optional)
3. LCD Projector

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Resources available for teacher/student use (websites, references, etc)

Easybib.com - bibliography construction website

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Student Handout

Student products expected

Presentation Outline

Presentation (including MLA bibliography)

Samples (include teacher notes, assessment information, student work if available)

Logistics (organization, grouping, management issues, access to technology)

Depending on the availability of computer lab access, it may be necessary to change deadlines accordingly.

If putting students into groups,  I would suggest the teacher pick the groups for the students as to optimize time on task as well as to pair students who would otherwise not pair with each other thus creating  further learning opportunities.

Assessment information (e.g., rubrics for products and/or process)

Presentation and Artifact Rubrics (including Peer/Self Assessments)

Possible extensions