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Body Systems Teaching Assignment:Your goal is to teach the class about one body system (or other important biology topic). First, you need to become an expert in the topic by researching, reading, and asking me questions when needed. Then you will teach the class all of the information in the textbook (and what you have found in your research) in a way they will be able to follow along with, understand, and remember! You must engage the class (your mark will be impacted by how much the class understands and enjoys your presentation). You must have a power point presentation for the class. It must include a summary of the information from the textbook and your other research. It needs to have diagrams and pictures and be visually appealing. You need to explain the information (like the way you would explain a concept to a friend who missed a class – in your own words), and NOT JUST READ IT to the class!You need to provide a handout to the class with all of the important information on it from your powerpoint presentation (key concepts explained, labeled diagrams, etc.) so they have the info they need to study for the test. I will photocopy this for you IF you have it to me at least 24 hours before your presentation.You need to show a videoclip (likely from youtube) for 2-5 minutes in length that reinforces the class’ understanding of your topic.The class needs to DO something (an activity to help them learn the concept/material)Every group will be given a slip of paper explaining the specific concepts/ideas within their topic that the need to cover!I can provide direction and ideas if you need them, but you need to ask. I have high expectations for this project. You are given a lot of class time, so I am expecting to see amazing things!Check the classroom bulletin board if you forget your topic or due date (presentation date).Make sure you are prepared with materials for EVERY period that you have class time to work on your project.Your project is due at the time of your presentation. After you present, you must provide me with the electronic copy of both your power point presentation and your handout.Your mark will be based on the effort and work that YOU put into the project. Every group member will fill out a form explaining how they have contributed to the project, and I will be watching and taking notes each work period. Your job is to work together with everyone in your group to teach the class your topic. Everyone needs to have equal opportunity to work on this, and to contribute equally (you need to include everyone in the group at all times you work on the project, so everyone has equal opportunity to contribute). BUT, if a group member chooses not to put as much effort in or decides not do his/her share of the work, this will be reflected in the marks.Names:__________________________________Topic:____________________________________Body Systems Teaching Project Rubric< 11234Knowledge /UnderstandingAre you an expert in your topic?Did not demonstrate knowledge and understanding of the material Demonstrated limited knowledge and understanding of the materialDemonstrated some knowledge and understanding of the materialDemonstrated considerable knowledge and understanding of the materialDemonstrated extensive knowledge and understanding of the materialRead during most of the presentation Read something (notes/powerpoint) oftenRead something (notes/powerpoint) sometimesRead something (notes/powerpoint) infrequentlyDid not need to read anything because they knew the material inside-out!Thinking and InquiryThinking and InquiryHow well did you research your topic?Extremely little evidence of research in the power point presentation. Evidence of limited research in the power point presentation. Evidence of some research in the power point presentation. Evidence of considerable research in the power point presentation. Evidence of extensive research in the power point presentation. Extremely little evidence of research in the student handout. Evidence of limited research in the student handout. Evidence of some research in the student handout. Evidence of considerable research in the student handout. Evidence of extensive research in the student handout. Covered very little of the information from the list provided by your teacher.Covered little of the information from the list provided by your teacher.Covered some of the information from the list provided by your teacher.Covered almost all information from the list provided by your teacher.Covered all information from the list provided by your municationHow well did you present the information and engage the class?Displayed very limited presenting skills in terms of eye contact, loud voice, and clarity of explanations. Displayed limited presenting skills in terms of eye contact, loud voice, and clarity of explanations. Displayed some good presenting skills in terms of eye contact, loud voice, and clarity of explanations. Displayed very good presenting skills in terms of eye contact, loud voice, and clarity of explanations. Displayed extremely amazing presenting skills in terms of eye contact, loud voice, and clarity of explanations. Class was not engaged at all in the presentationClass engagement was limited during the presentationClass was somewhat engaged for the presentationClass was very engaged for the whole presentationClass was extremely engaged for the whole presentationPower point was not captivating at all, and poorly put together.Power point was not very captivating with few/no diagrams, photos, and information was not organized wellPower point was somewhat captivating with at least one diagram or photo, and somewhat organized informationPower point was considerably captivating with diagrams, photos, and clearly organized informationPower point was extremely captivating with several diagrams, photos, and clearly organized informationHandout was very disorganized and did not have the information from the PP presentation.Handout was disorganized and not easy to follow along during the PP presentationHandout was somewhat well-organized and students were able to follow along during the PP presentationHandout was considerably well-organized and easy to follow along during the PP presentationHandout was extremely well-organized and easy to follow along during the PP presentationVideoclip not related to the topic and did not enhance understanding at all.Videoclip was not interested and did not reinforce the topic very well.Videoclip was ok and somewhat reinforced students’ learning of the topic.Videoclip was considerably clear, engaging and reinforced students’ learning of the topic.Videoclip was very clear, very engaging and reinforced students’ learning of the topic.ApplicationHow well did your hands-on activity apply to and consolidate the learning of your topic?Activity did not enhance the learning of the topic at all.Activity had limited value in learning the topicActivity was somewhat valuable in the learning of the topicActivity was considerably valuable in the learning of the topicActivity was extremely valuable in the learning of the topicGroup Members:___________________________________ Topic:______________________________OVERALL LEVELS: K/U: T/I: C: A:Hand out to groups so they know what concepts need to definitely be taught:Circulatory System-everything from text pages 83-84 (not diseases)-overall function of the system (Fig 1 on page 83 is key here to see the big picture)-make sure the class understands that the heart is just a muscle/pump – it’s the “middle-man” between the lungs and the body tissues. They need to understand this: we breathe oxygen into our lungs, oxygen diffuses into our blood (capillaries surround the lungs), this oxygenated blood needs to get to the whole body, so it first goes to the “middle-man”/heart, the heart pumps that “good blood” everywhere in the body. Our body cells use up the oxygen, and give off carbon dioxide. The carbon dioxide goes in the blood, goes back to the middle-man/heart, and the heart pumps this “bad blood” to the lungs, where the CO2 is breathed out and more O2 is picked up in the blood. And the cycle repeats!!-Then, you need to go into some details.....-What is blood made of (red blood cells, white blood cells, platelets, and plasma)-What types of blood vessels are there (arteries, veins, and capillaries) and the differences between them (structure and function)-The Heart (they need to know the flow through the heart – and so do you – and this will be the toughest part because there are lots of terms to learn)-the PP and handout need a labelled diagram showing the flow through the heartMusculoskeletal System-everything from the textbook pages 99-101-overall function of the system-understanding structure and function of the connective tissues: bone, ligaments, cartilage-what is muscle? What are the types of muscle?-how do bones move?-interesting facts about the system-interesting diseases – optional-include figure 3 and 4 in PP and handoutRespiratory System-everything from the textbook pages 91-93 (not fish)-overall function of the system (Figure 1 is key here)-the structure and function of each part of the system (nasal cavity/mouth, trachea, bronchi, bronchioles, alveoli)-they need a labelled diagram of the whole system-they need to understand what is happening where the alveoli and the capillaries meet (gas exchange) and that diffusion is happening there (Fig 3 is important!)-they need to know how the diaphragm controls breathing (figure 4)Stem Cells-everything from the textbook pages 77-79-what are stem cells?-what types of stem cells are there? (embryonic and adult)-where can you find each of these?-current applications of stem cells (cord blood banking and it’s uses, examples of tissue stem cell applications in adults, other application??)-what diseases can stem cells currently be used to treat?Digestive System-everything from the textbook pages 80-82-overall function of the system-the digestive tract (mouth, esophagus, stomach, small intestines, large intestines, rectum, anus) and the structure and function of each part-the accessory organs (liver, pancreas, gall bladder)-bile (made by the liver, then stored in the galbladder) helps in the breakdown of fats-insulin (from the pancreas) helps regulate blood sugar levels-role of goblet cells-class needs to be able to label all structure in the systemOrgan Transplantation and Xenotransplantation-textbook info pages 96-97-What organs can and cannot be transplanted in humans?-Stories of transplantations (good and bad)-Should you donate your organs? (can you ask about this is you want a short discussion - optional)-Xenotransplantation – what is it? When it is used with humans? Real-life examples/stories?Nervous System-everything from the textbook pages 104 to the top of 106-overall function of the system-CNS vs PNS-what is a neuron?-include figure 4 in PP and handout-optional – diseases and disorders of the nervous system-interesting facts about the brain and how it worksReproductive System-overall function of the system-male and female structures-hormomes-diseases and disorders (real-life stories, etc.)-pregnancy development – optional....can include Siamese twins explanation, etc.Endocrine System-overall function of the system-important organs and their functions-key hormones and what they control-related diseases/disorders (real-life stories, etc.)Cloning-what is cloning?-explain the first successful cloning-is cloning used now?-how might cloning be used in the future?-could ask opinions about it/discuss/debateGroup work Information Questions:Your Name:_______________________ Other Group Members:_____________________________Explain how/what you contributed to the project:Do you think all group members contributed the exact same amount? YES or NOIF YOU ANSWERED “NO” TO #3: Please list each member of the group below and explain who you think did the most, the least, and justify you feel that way with an ments or further explanation you feel is needed:Group work Information Questions:Your Name:_______________________ Other Group Members:_____________________________Explain how/what you contributed to the project:Do you think all group members contributed the exact same amount? YES or NOIF YOU ANSWERED “NO” TO #3: Please list each member of the group below and explain who you think did the most, the least, and justify you feel that way with an ments or further explanation you feel is needed: ................
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