Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM ANATOMY/PHYSIOLOGY Health and Wellness Department - Conestoga High School, 200 Irish Road, Berwyn, PA 19312 Ms. Marcia Mariani, Health & Wellness Department / email: [email protected]NAME:
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Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
ANATOMY/PHYSIOLOGY
Health and Wellness Department - Conestoga High School, 200 Irish Road, Berwyn, PA 19312
Ms. Marcia Mariani, Health & Wellness Department / email: [email protected]
NAME:
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
Anatomy/Physiology Course Information
Purpose
To introduce students to the study of gross human anatomy and physiology in preparation for the
college-level course(s) required for all students entering any field of Health Science. Primary areas of
career focus in this course will be Medical Ethics, Nursing, Physical Therapy, Orthopedic Surgery,
Occupational Therapy, Athletic Training and Gerontology, among others.
Effort Recommendation
If students are planning a career in a Health Science field, it is strongly recommended that they work to
achieve a grade of 90% or higher on their transcript for acceptance into competitive collegiate health
science programs.
Course Content and Materials Resources
Anatomy & Physiology Course Notebook
Textbook: “Essentials of Human Anatomy & Physiology” by Elaine Marieb, 5th Edition
Workbook: “Anatomy & Physiology Coloring Workbook: A Complete Study Guide”, 6th Edition by
Elaine Marieb
Electronic Learning Applications: Essential Anatomy 5; iMuscle 2; iYoga; Muscle System Pro III;
Skeletal System Pro III; Heart Pro III. All apps by 3D4Medical.com, LLC. Both iPad and iPhone
editions available.
Teacher Resource: “Essentials of Human Anatomy & Physiology” by Elaine Marieb, 11th Edition
**Student Resource: “The Anatomy Coloring Book”, 4th Ed by Wynn Kapit and Lawrence M. Elson **It is the responsibility of each student to purchase this coloring book. Barnes & Noble
usually stocks copies for us. Amazon.com usually has the best price.
Study Supplies Provided: 8-pack of colored pencils, index cards, composition books and a two
pocket folder. Students may choose to organize their materials as they see fit, rejecting or
accepting materials provided.
Assessment
Students are given an assignment calendar designating all work and corresponding due dates.
You will receive one hard copy. The calendar is also available on Ms. Mariani’s Teacher Page
under Anatomy/Physiology. Assignments are categorized as follows: o Chapter Packet Assignments
o Coloring Assignments
o Group Project Assignments and Corresponding Presentations
o Quizzes
o Tests
o Above and Beyond Bonus Opportunities
Students will select study groups that will work together to complete the following: o Research Paper & Presentation on a Medical Ethics Topic of their choice. The final copy is to be shared
with your classroom teacher via Microsoft 365 One Drive.
o Research Paper & Electronic Presentation on a Body System of their choice. The final copy is to be shared
with your classroom teacher via Microsoft 365 One Drive.
o Collaborate on Chapter Workbook Packets as assigned.
o Collaborate and Study for Practical Tests on Chapters 5 and 6.
Above and Beyond Group Bonus activities will be provided for extra credit
Wellness Department Health Sciences Award
By taking this course, you are automatically eligible for this award. The Conestoga senior who earns the
highest overall average in their Health/Fitness and Anatomy/Physiology Courses with intention of pursuing
a career in Health Science will win this award. In the case of a tie, the department will then look at the
student transcript to ascertain if competing student have taken Microbiology, Chemistry 2 and/or The
Allied Health Program. Student resumes relative to Health Sciences work will also be considered.
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
ANATOMY/PHYSIOLOGY
CHAPTER TEST REVIEWS
TEST FORMAT
TEST REMINDERS:
You will have one class period to complete Chapter Exams. If you are eligible for extended time,
please let your classroom teacher know if you would like to use it prior to the day of the exam. All
exams will be given in Room 114 since the Testing Center is not staffed to respond to questions on
Anatomy/Physiology.
You will have two class periods to complete Practical Exams. The same guidelines apply for
extended time or use of the testing center.
Always remember to choose the BEST answer for each question. Anatomy is cumulative, so past
knowledge must be carried forward through each chapter.
Some questions will have more than one best answer. This is usually stated in the question.
PLANNED TEST FORMAT: Objective Questions
Standard Multiple Choice
Standard Two-Column Matching
Five-Choice Matching
Choose the BEST of two or three answers.
Reverse Definitions (definition provided, name the corresponding term)
PLANNED TEST CONTENT:
Each exam will contain content directly from the Chapter Packets and/or Classroom Notes
Learning Anatomy is like learning a new language. Each exam will contain previously learned
information in anatomical language. For example, once you’ve learned the ‘directional terms’ in
Chapter 1, they will be the terms used in all consecutive chapters, classroom lectures, quizzes and
tests from that time forward.
Labeling of Anatomical Terms and Directions
Defining Anatomical terms
Application of anatomical terms to body movement and processes
Application of anatomical terms to real life
PLANNED TEST EVALUATION:
EXAMPLE: (this is an example, it is not the actual composition of the first test)…
o “CHAPTER 1 TEST” has 50 Objective Questions and 20 Motions Questions. Eight questions
have 2 possible answers and three questions have 3 possible answers. Scoring would break
down at one point per correct answer or…
39 Objective Questions with 1 Answer = 39 points
8 Objective Questions with 2 Answers = 16 points
3 Objective Questions with 3 Answers = 9 points
20 Motions Questions with 1 Answer = 20 points
Total Points Possible on Test = 84 Points
o Final Test Grade: Student earned 75 of 84 points = 75/84 = 89%
NOTES/REMINDERS:
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
Medical Ethics Group Project (105 pts) Group Names: Due Date:
Directions: Use one of the topics brainstormed in class to compose a 5-8 page paper using MLA Format that answers the questions below with as much detail as possible. Remember to be succinct and site sources where necessary.
Commonly Brainstormed Topics: Euthanasia, Stem Cells, Animal Testing, Abortion, Technology & Healthcare, Genetic Testing, FDA Drug Approvals, Public Health Care Inequities, Public Health Care Costs, Taxing Foods That Contribute to Obesity, Cryogenics, Extraordinary Measures (Life Support), Fetal Testing, Genetic Manipulation, Organ Donation, Genetic Modification of Foods, Cloning
Item 1: As a group, write a thesis statement for your chosen topic. It should be written before you research so it is based on
current knowledge. To write this, you begin by asking a question but the actual thesis statement is a statement of fact that you seek to prove or disprove after your research. If you have never written a thesis statement, watch this short video for beginners first: www.youtube.com/watch?v=wCzuAMVmIZ8 Then watch this one: https://www.youtube.com/watch?v=9R0ivCaLtnY or this one: https://www.youtube.com/watch?v=f4Rl40Hj51U (I like this one best other than the fact that she lovingly threatens to “smack your face”)
Item 2: Define medical ethics and its four basic principles. If you google ‘the four basic principles of medical ethics, you’ll
get various hits. Look at three of them to be sure that you have translated a solid answer for this question. It is the basis for your entire paper and presentation.
Item 3: As a group, discuss why you believe Medical Ethics is important to the groups and/or individuals listed below, then summarize your beliefs. No one’s beliefs/perspective should be excluded from the paper/presentation.
1 The Health Sciences field as a whole 2 Companies who invent/create/build the tools used by health science businesses and personnel 3 Public and Private Companies who employ health sciences personnel 4 Individual employees within the field 5 Patients/Clients receiving services from health sciences companies and their personnel
Item 4: Research and discuss the specific ethics controversies that exist with respect to your topic.
Item 5: With respect to your previous responses, compose a body of content that describes the benefits of this issue to society, the field of health science and/or its patients/clients (site sources).
Item 6: As a group, compose a body of content that describes the concerns and/or potential hazards of this issue to health care and/or patients (site sources).
Item 7: Refer back to your thesis statement. What have you learned? Has your thesis statement been proven correct or incorrect? Why? Be sure to compose your conclusion including a summary of your group’s final thoughts on
your topic as it relates to Medical Ethics and the groups in Item 3. Also remember to site sources! --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Individual Reflection: Obtain a 5x7 card from your classroom teacher and discuss the questions below from your personal point of view. This reflection is due on the same day as your presentation.
1 Was there another topic you wanted your group to focus on that was not considered? What was the topic and why did you want to focus on it?
2 Did you agree with your group’s thesis statement? Why or Why not? 3 What did you find difficult about working with your group on this project? 4 What did your group do well while working on this project? 5 When you step outside your personal feelings about the assignment content, what is the future value of this
assignment to you as an individual in the Health Sciences field?
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
Medical Ethics Research Paper Grading Rubric
Item 1: Group Thesis Statement (10 pts)
A. Question – 2 pts B. Reasons (at least 3) – 3 pts C. Final Thesis Statement – 5 pts
Item 2: Medical Ethics & Its Four Principles (10 pts)
A. Definition – 2 pts B. Principle 1 – 2 pts C. Principle 2 – 2 pts D. Principle 3 – 2 pts E. Principle 4 – 2 pts
Item 3: Importance of Medical Ethics: Health Science Field, Innovators, Health Science Companies, Employees & Patients/Clients (10 pts)
A. Group 1 – 2 pts B. Group 2 – 2 pts C. Group 3 – 2 pts D. Group 4 – 2 pts E. Group 5 – 2 pts
Item 4: Research & Discussion of Topic Controversies (10 pts)
A. Accuracy – 2 pts B. Completion – 2 pts C. Relevance – 2 pts D. Succinct – 2 pts E. Balance/Non-Bias – 2 pts
Item 5: Benefits (10 pts)
A. Accuracy – 2 pts B. Completion – 2 pts C. Relevance – 2 pts D. Succinct – 2 pts E. Balance/Non-Bias – 2 pts
Item 6: Concerns & Potential Hazards (10 pts)
A. Accuracy – 2 pts B. Completion – 2 pts C. Relevance – 2 pts D. Succinct – 2 pts E. Balance/Non-Bias – 2 pts
Item 7: Conclusion (10 pts)
A. Accuracy – 2 pts B. Completion – 2 pts C. Relevance – 2 pts D. Succinct – 2 pts E. Balance/Non-Bias – 2 pts
TOTAL POINTS EARNED OF 70 =
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
Medical Ethics Presentation Grading Rubric
Item 1: Group Thesis Statement (5 pts)
A. Organization: the way the parts of a presentation fit together. B. Content: the topics included in the presentation; key concepts are important. C. Adaptation: the visual aids and level of interest created by the presenter. D. Language: the presenter’s use of oral language throughout the report. E. Delivery: the connection between speaker and audience.
Item 2: Medical Ethics & Its Four Principles (5 pts)
A. Organization: the way the parts of a presentation fit together. B. Content: the topics included in the presentation; key concepts are important. C. Adaptation: the visual aids and level of interest created by the presenter. D. Language: the presenter’s use of oral language throughout the report. E. Delivery: the connection between speaker and audience.
Item 3: Importance of Medical Ethics (5 pts)
A. Organization: the way the parts of a presentation fit together. B. Content: the topics included in the presentation; key concepts are important. C. Adaptation: the visual aids and level of interest created by the presenter. D. Language: the presenter’s use of oral language throughout the report. E. Delivery: the connection between speaker and audience.
Item 4: Research & Discussion of Topic Controversies (5 pts)
A. Organization: the way the parts of a presentation fit together. B. Content: the topics included in the presentation; key concepts are important. C. Adaptation: the visual aids and level of interest created by the presenter. D. Language: the presenter’s use of oral language throughout the report. E. Delivery: the connection between speaker and audience.
Item 5: Benefits (5 pts)
A. Organization: the way the parts of a presentation fit together. B. Content: the topics included in the presentation; key concepts are important. C. Adaptation: the visual aids and level of interest created by the presenter. D. Language: the presenter’s use of oral language throughout the report. E. Delivery: the connection between speaker and audience.
Item 6: Concerns & Potential Hazards (5 pts)
A. Organization: the way the parts of a presentation fit together. B. Content: the topics included in the presentation; key concepts are important. C. Adaptation: the visual aids and level of interest created by the presenter. D. Language: the presenter’s use of oral language throughout the report. E. Delivery: the connection between speaker and audience.
Item 7: Conclusion (5 pts)
A. Organization: the way the parts of a presentation fit together. B. Content: the topics included in the presentation; key concepts are important. C. Adaptation: the visual aids and level of interest created by the presenter. D. Language: the presenter’s use of oral language throughout the report. E. Delivery: the connection between speaker and audience.
TOTAL POINTS EARNED OF 35 =
ORGANIZATION clear introduction clearly stated central idea main points support central idea obvious structure smooth transitions effective conclusion appropriate length CONTENT content fulfills project req’s clear information significant information up-to-date information original thinking evident sources varied sources cited properly ADAPTATION visuals appropriate technology enhances
presentation speech adapted for audience awareness of audience interest
evident audience interest and
enthusiasm maintained LANGUAGE clear and precise suited to subject rich vocabulary avoids clichés, archaic forms,
redundancies standard language forms and
patterns used DELIVERY understandable, audible,
articulate appropriate, varied pitch stress and volume appropriate appropriate rate pauses used for
emphasis maintained through most of
presentation spread throughout audience appears relaxed, confident,
poised hands and body used
appropriately Source: Conestoga High School Oral Presentation Assessment Matrix
PRESENTATION RUBRIC CRITERIA
DEFINITIONS
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
Human Anatomy/Physiology Group Electronic Research Project
PURPOSE: Each item below must be addressed in your final product
ITEM 1: To introduce your chosen body system to your classmates using written, visual and
dynamic methods for maximum understanding and retention.
ITEM 2: To educate your classmates on the gross anatomy and physiology of your topic.
ITEM 3: To demonstrate how the gross anatomical and physiological parts combine to fulfill its
purpose in the human body
ITEM 4: To explain how those functions serve the body as a whole – specifically how it may partner
with at least two other body systems.
ITEM 5: To demonstrate and provide examples of at least two conditions which may result if the system
fails to develop and/or function as expected.
ITEM 6: To test your classmates’ knowledge of the material you presented.
RESEARCH: Finding answers, gaining knowledge
Begin by having a discussion as a group. What questions do you have about your body system?
What do you think you know? What are you sure you know? What would your classmates want to
know? Do you know what can happen if this body system fails?
Next, find the answers to the questions you’ve asked as well as any new questions your research
generates.
o Gather background information on the components of your body system and their functions
using at least five reliable health science resources. You should rely primarily on .gov; .edu; and
some .org websites. You should also use reference books and professional journals/magazines.
You should avoid Wikipedia and organizations that may have a bias viewpoint or are trying to
make money from selling a product or philosophy.
o Create a basic outline of the content you feel would best achieve your project purpose and
design your presentation based on that outline.
o Find or create two graphics that would support the most difficult areas of content. If you do not
make your own, be sure to site the sources.
o Find or create at least two video clips and insert those into your presentation. If you do not
make your own, be sure to site the sources.
Now it’s time to move on to the next step…
INNOVATIVE PRESENTATION: Create Your Electronic Project:
Your presentation must stand alone – that is, classmates can view it from an electronic device
outside of our classroom.
Your project should contain the following segments:
o Introduction
o Required Content (see purpose above and project rubric for more detail)
o Conclusion
When finished, your overall content must fulfill the purpose of the project (see 6 items above)
Sources must be sited during or after the presentation in accordance with plagiarism policy in the
Code of Conduct. Keep in mind that programs, apps or tools used to create your presentation
must also be sited. Remember, if you plagiarize, the project will receive a zero grade without hope
of makeup.
Conestoga High School Wellness-Fitness Department Updated July, 2015 MAM
PEER EVALUATION TOOL:
Create the evaluation tool you will use to “test” the knowledge of your classmates. Here are some
ideas to get you thinking…
o Written Quiz
o Build a model
o Assemble a pre-made puzzle
o Visual quiz – label the picture
Be sure all answers/solutions are available via the presentation.
SUBMIT YOUR PROJECT:
Project Due Date: no later than 11:59:59pm
Project should be submitted electronically as directed and demonstrated by your teacher.
Remember – if you are using a web or application based program that must be accessed from its
source, be sure to distribute a ‘business card’ to your teacher and classmates on how to access
your project.
Be sure to submit ONE hard copy of the grading form for your group.
HELPFUL HINTS AND POSSIBLITIES – how to create powerful, innovative and dynamic presentations
Computer Software -Based Presentation Programs:
Power Point - We are going to stretch your knowledge of how to provide videos to an
audience, unless you know the proper way to use Power Point and all of its latest features, it is
something to avoid. It does not demonstrate an innovative and dynamic presentation if used
the same way its been used since its creation.
Keynote - here’s a youngster who can show you how to create a dynamic keynote
presentation… https://www.youtube.com/watch?v=nicxChgh9PM or if you’d like to learn to
insert video into a Keynote, try this… https://www.youtube.com/watch?v=COHANiN--CU or
Google Presentation, try this… https://www.youtube.com/watch?v=rIKd6glWeKs
Windows Movie Maker – on all CHS computers
iMovie
Application-Based Presentations for iPad, iPhone or Android Devices
APPS are welcome and provide a unique way to give a presentation. Think about some of the
apps you’ve seen your teachers use…
Educreations
Haiku Deck
Prezi
Keynote
Flowboard
Web-Based Presentations
Prezi
Screencast – Check out SCREENR at www.screenr.com or JING at
https://www.techsmith.com/jing.html
PowToon – at www.powtoon.com – animated presentations