Project Launch
Engagement Activity:
“Down There” Bingo. This activity is an icebreaker where students begin to use terms referring to different reproductive organs with their classmates; the objective is that they can be comfortable approaching each other or myself with questions about the material without embarrassment. We will use 4 x 4 (16 square) cards to play this game. There will be a central “free space”, and the 15 terms will be randomly pulled from the 20 listed on the pre-test the students will take. The cards will be made up by the teacher before class. We will split the class in half and have them compete in two groups. A container with the 20 words in it will be passed around each group, so that each student reads one card. As each student gets “Bingo” (4 squares in a row/column/diagonal), they will get candy. This will continue until all students have achieved “Bingo” or all cards have been pulled.
Challenge:
gives students the information they will need to understand the goals and sequence of the PBI unit. (2)
In math, 1 + 1 = 2. In human reproduction, 1 mom + 1 dad seems to equal 1 or 2…or even 3! As a class we are going to investigate how humans are able to multiply through sexual reproduction, including how babies are formed, how they develop over time, and the diseases and ailment which can affect that development. From your investigation you will produce a model of how different stages of development occur, and how best to navigate through those developments with good health, avoiding and raising awareness of common medical issues of those development stages. You will work in groups of 2-4 (ideally, 3) to produce models appropriate for demonstrating the different stages of human development. At the end of the unit, you will present your findings and models as a group, and give your rationale for why you chose the model(s) that you did.
Driving Question:
How do we make new, healthy humans?
Engagement Activity:
“Down There” Bingo. This activity is an icebreaker where students begin to use terms referring to different reproductive organs with their classmates; the objective is that they can be comfortable approaching each other or myself with questions about the material without embarrassment. We will use 4 x 4 (16 square) cards to play this game. There will be a central “free space”, and the 15 terms will be randomly pulled from the 20 listed on the pre-test the students will take. The cards will be made up by the teacher before class. We will split the class in half and have them compete in two groups. A container with the 20 words in it will be passed around each group, so that each student reads one card. As each student gets “Bingo” (4 squares in a row/column/diagonal), they will get candy. This will continue until all students have achieved “Bingo” or all cards have been pulled.
Challenge:
gives students the information they will need to understand the goals and sequence of the PBI unit. (2)
In math, 1 + 1 = 2. In human reproduction, 1 mom + 1 dad seems to equal 1 or 2…or even 3! As a class we are going to investigate how humans are able to multiply through sexual reproduction, including how babies are formed, how they develop over time, and the diseases and ailment which can affect that development. From your investigation you will produce a model of how different stages of development occur, and how best to navigate through those developments with good health, avoiding and raising awareness of common medical issues of those development stages. You will work in groups of 2-4 (ideally, 3) to produce models appropriate for demonstrating the different stages of human development. At the end of the unit, you will present your findings and models as a group, and give your rationale for why you chose the model(s) that you did.
Driving Question:
How do we make new, healthy humans?