Goal-directed Instructional Design Plan - Body Systems Introduction (UDL) Author - Jess Matthew A problem or a need Students need

d to understand how the different body systems work. How do our bodies remain a relatively constant environment? What mechanisms or systems to we have in place to ensure this stability? They will generate the questions and information they wish to learn and will later find answers to their questions through their own research. A real-world performance Our bodies must keep a relatively constant internal environment to function property. The various body systems help maintain homeostasis. These body systems are working all day every day and students should have minimal knowledge about some of the systems such as the digestive system, circulatory system, and respiratory system. Through research students will be able to see why problems such as poor circulation, lactose intolerance, and high/low blood pressure arise. An instructional objective Students will be able to generate meaningful questions about the human body systems. Students will be able to create a Popple to organize their questions. Students will be able to use the Internet to find answers to their questions. Students will be a contributing group member and effectively work together throughout the duration of the assignment. Students will be able to create a Prezi and teaching their findings to the class. Students will be able to look at different cases, such as lactose intolerance, and explain what body system is affected and why. A set of essential content Students will create a Popple to organize their questions and ideas. Students will use various search engines and reputable sites to answer their questions. Students will work in their groups to create a Prezi about their body system. Students will present their findings and play the role of the teacher to the peers when relaying information about their assigned body system. An evaluation consisting of a test or observation At the end of class students will save and print out their Popples. I will be circulating the room during the class period and assisting them with the program if needed so hopefully their thoughts will be laid out in an organized manner. I will look over the Popples overnight to give feedback on the questions they generated and on the overall layout of the Popple. The formal assessment for this unit would be evaluating the Prezi students will make further down the line and a quiz over all of the body systems. Theses Popples will also be used as the guided notesheets during the presentations of the body systems further down the line. This gives their Popples a bit more meaning because its not something they just turn in and never use again. It is setting up the basis of their research and presentation. I will also provide each student a copy of the I can handout from my body systems website so students can physically mark of their achievements if they desire. Just a method for students to monitor their progress and a way to break down a large project into smaller, more manageable tasks. A method to help participants learn This lesson (and the lessons following) will be inquiry-based. Students are coming up with the questions they with to answer. Students are created a Popple to organize their questions, which will then be used as the guided notesheets for the presentations. Students will be doing the research to become experts on their body systems and will work together in their groups to create an interesting and unique presentation. Students will take ownership over this assignment because they are setting their own guidelines. They have freedom and flexibility in deciding what to research and how to create their Prezi. Their Popples will also all be different from the other groups because they can choose how to organize their ideas and select different

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fonts/sizes/colors/etc. Motivation: Meaningfullness Biology can be hard for students sometimes because at times we talk about topics that are either so broad/large-scaled or so small/microscopic that it is hard to students to find a connection to the material. I believe students will be interested in the body systems because it is something they can directly relate to and see. They can feel the circulatory system working when they breathe, they can feel the digestive process beginning to work as soon as they start chewing their food, etc. I also think by allowing students to generate the questions they want to answer they will be more invested in the material because it is under their direction. They are deciding what is important and what they need to learn. They will eventually become the teachers when they present their assigned body system to the class. This is a very student-centered activity and I think students will feel a sense of ownership over the assignment. I will be sure to circulate the room to make sure all students are engaged in this activity and make sure nobody every feels leftover or overwhelmed. Pleasant consequences Students will understand how their bodys work to maintain regular internal conditions. Students decide what questions and topics they want to research about their body system. Students will create a Popple and learn a new way to organize their thoughts in a brainstorming activity. Students will create a Prezi and as groups design their presentation to their likings. Students will present their material and act as the experts on their body system when teaching their peers. Novelty Every day on the whiteboard students see a fact of the day. The fact of the day for this lesson will be lactose intolerance is actually a dominant allele. We will already have studied genetics and I think students will be interested to learn this information because I believe students would assume its a recessive trait. I will then share the fact that I am lactose intolerant and see if anything else in the class is as well. I will ask students what they know about it and see if they can identify the breakdown in the human body caused by it. This will serve as my introduction to the idea of homeostasis and how our body systems help to keep relatively stable internal conditions. Socialization - As a class we will generate the 5-10 general questions that every group will have to answer. Most students may find it easy to just raise their hand and offer up a question but other students may have difficulty expressing themselves. I may start off the class by having students take 5 minutes or so to write down their questions and collect those as well. Afterwards I will split the class into groups and they will draw a body system out of a jar. As a group they will have to work together to generate 5 more system specific questions and create a Popple to illustrate their brainstorming. Popple may be a new program for the students so I think it will be good for them to work together. I also think having more people to brainstorm with will be an asset for them, rather than having them generate the questions on their own. Students will also be able to share their questions they have generated at the end of class. It is a way to practice speaking and presenting in front of the class because they will have to do a final presentation at the end of this mini unit. Students can also ask for feedback or assistance from their peers if their group had trouble generating system specific questions. Audience For what audience are you designing this lesson? Consider the following: Age High school sophomores (with the occasional freshman or junior) Skill level (including technology skills) Students will be fairly comfortable using computers and playing around with new programs but probably have not used Popple before. Students

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will be working on groups to create the Popple so they can rely on each other for assistance if needed. Students will have had practice with generating questions needed for solving a problem. Prerequisite knowledge (including technology background) Students most likely will not have use Popple before so I will demo how to make a Popple as I create a list of the general questions for the systems. They will then make a Popple as a group for their system specific questions. Students will not have much prior knowledge on the body systems so most information and questions will be new to them. Their prerequisite knowledge on body systems may vary greatly but I think that by generating the 10 general body systems question it will ensure all students start on an even platform. Technology Needs Laptops/computer lab time Projector High-speed Internet access Printer Ability to save filers on school server or flashdrive

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