Regina+Van+Patten

= = =Essential question __ideas__ for "The Senses" unit:=

Who am I?
=__Visual Ranking__= __The Senses__

Description:

Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. Evidence is gathered through our senses. In fact, everything we know about the world comes to us from our senses. Each of our senses is precious and almost irreplaceable, however we often pay little attention to them. Is there one particular sense that you and your group think that you could not live without? Can knowing more about your somatosensory system help you make better decisions about your personal health needs during this time in your life?

What a great thought! Leads to so much discussion and good reasoning skills! -Intro

Prompt:

Below is a list of your senses. Discuss with your team members, which of your senses you could not live without. Rank the list in order from top to bottom with the top being the most important (the one you could NOT live without) and the least important on the bottom (the one you could possibly live without).

Ooo...I think this is very interesting. Great way to use this tool! :) (AM) **1. What ideas do you have for using Visual Ranking?**

//I want to use the Visual Ranking Tools to invoke discussion through ranking the order of the 5 senses according to which the students feel they could not live without.//


 * 2. How will the use of Visual Ranking fit into your Unit Plan and help your students meet the learning objectives and target higher-order thinking skills? If you have already decided that Visual Ranking will not be a good fit for your unit, what ideas do you have for using Visual Ranking with your students in other units?**

//Visual ranking will be one part of a Unit Plan containing six lessons. The unit will incorporate several essential learning outcomes in science inquiry, health science, and critical thinking. On the affective side, the lessons will also address the typical problems and obstacles teens face at this time in their lives.

After the lesson on the senses is complete, students will discuss how they might change their ranking. The discussion will target higher order thinking skills, for example perspective, evaluation, and clarity.//


 * 3. What concerns do you have in using this tool or incorporating ranking?**

//I am hoping that the tool will stimulate discussion about the brain and the senses before we study each one individually in this health science unit.//


 * 4. What feedback would you like from others?**

//I am still looking for an essential question for the entire unit. There are a few ideas at the top, so please add to them if you have any input. Also I am wondering if my prompt is suitable for my age group. Does it "make sense", or should it be worded differently?//

= __Seeing Reason__ = === __A Work in Progress__ Description: Have you recently felt a "little crazy"? Have you ever had mixed-up emotions, conflicting ideas, and been confused about your choices? Have you ever had trouble balancing short-term rewards with long-term goals? Then you mightt be a teenager!! Research Question: What are some factors that seem to affect your brain? ===

**1. What ideas do you have for using Seeing Reason?

//I would like to use the Seeing Reason Tool to reveal cause and effect relationships in teen brain health.//

2. How will the use of Seeing Reason fit into your Unit Plan and help your students meet the learning objectives and target higher-order thinking skills?

//Seeing Reason will help my students develop inverse and direct relationships. Relationship development is a key concept in experimental design. It will also develop decision making.//

3. If you have already decided that Seeing Reason will not be a good fit for your unit, what ideas do you have for using Seeing Reason with your students in other units?

//A few of my ideas for my Seeing Reason Research Question are as follows://**
 * //What factors could affect your brain?//
 * //What factors could affect your memory?//
 * //What factors influence perception?//
 * //What factors seem to affect drug use in teens?//

4. Does your unit involve a complex system or issue that warrants delving into identifying and analyzing cause-effect relationships?

//This unit will involve complex systems and issues that warrant delving into including identifying and analyzing cause-effect relationships plus research.//

5. What concerns do you have about using this tool in your unit?

//I am concerned about how I word my description and research question so that they are relevant, clear, and concise.//

6. What feedback would you like from others?

Also, besides reflecting on these questions, include:


 * **An overview of how the Seeing Reasoning Tool would be integrated into your unit?**


 * Using the research question " //What factors could affect your brain?",// I would like to use the Seeing Reason tool to elicit discussion on cause and effect relationships concerning things like eating breakfast, supplements, gender, drugs, exercise, sleep, stress, hormones, emotions, head injury,certain foods, i.e., coffee, eating fish, blueberries, injuries, etc. **


 * Concerns, questions, and desired feedback**.

= = = = = = = = = = = = = = =21st Century Classrooms: bionic teaching=

=Whole Brain Teaching, a.k.a., Power Teaching.....hummmm: media type="youtube" key="eBeWEgvGm2Y" height="405" width="500"=