LEARNING GOAL: Begin work on radio drama production.
STUDIO TIME: If you have not completed your "Initial Character Development" or the Muscle Storyline, that is your first priority. If you have both of those completed, would you like to... 1) Outline the story for our radio drama. 2) Develop additional characters for the radio drama. 3) Identify foley (sound effects) goals. 4) Create sketches of existing characters.
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Use and create models to explain how normal and DMD muscles change in structure and function before, during and after exercise.
Do Now: Open up this image of the muscle sarcomeres. It has a much better picture of the proteins and sarcomeres of a muscle myofibril. Study it carefully. Is this a better model of how a muscle fiber functions? If so, why? What do you see that makes it better? Assessment: We will watch the video again about the dystrophin, calcium and creatine kinase. You will use the models we have seen to draw and describe your own models on the Muscle Storyline sheet. We have been looking at the muscle at the level of the muscle cell, so that should be what your models focus on. Use as many of these parts as you can in your muscle models. The ones in bold are most important because they are necessary to explain what is happening to the muscles of DMD kids: Actin, Myosin, Sarcomere, dystrophin, cell membrane or sarcolemma, calcium, protease, creatine kinase 1) What is going on in normal muscles before, during and after exercise? 2) What is going on in DMD muscles before, during and after exercise? Studio Time: Complete character development (Initial Character Development in Classroom) -or- Develop story outline for radio drama Question: Why do healthy people get stronger with exercise, but the people with DMD don’t?
Do Now: Monday Warm-up - 1) Get out your Lesson 3 packet from Friday and look over what you have written for Question 3 in Part 2. From your notes, do you understand how dystrophin helps support and protect muscles from damage? 2) Rewatch the video, look at muscle fiber models, work through where the dystrophin is and create our own model to show the structure and function of muscles and muscle tissue before, during and after exercise for both normal and DMD muscles on Question 3. Your model should have labels it should be complete enough that you should be able to explain how dystrophin works in a muscle cell a week from now based on your model notes. 3) Examine the difference between a sarcomere of a person with DMD and not. Answer this on Question 5. 4) With a partner or group, create an analogy of how dystrophin functions in a muscle fiber (cell). Make sure you include: sarcolemma (cell membrane), dystrophin, myofibril, and the relationship between structure and function. 4) Summarize all of the parts of this muscle cell system we have learned about. Create a model of muscles before, during and after exercise on our Muscle Storyboard. Characters Learning Goal Question: Why do healthy people get stronger with exercise, but the people with DMD don’t?
Begin Lesson 3 of the Muscular Dystrophy Storyline 1) Build consensus over what we know so far and did last lesson. 2) Ideas Discussion: What do you think we need to know to answer that last question: Why don’t the muscle fibers of people with DMD get fixed? 3) Analyze a model of a muscle, fascicles, muscle fibers, and myofibrils to determine the relationship between them. 4) Study the role of proteins in muscle. Notice that there are a number of different proteins, each with a different structure and function. 5) Analyze data showing how the protein levels differ between people with normal muscles and muscular dystrophy muscles. 6) Begin looking at models showing what role dystrophin plays in muscle function. LEARNING GOAL: Connect narrative structure to genetic disorders.
DO NOW: Quick Jot Name a fairy tale. 1) What does the main character want? 2) Why can't they have what they want? Example: In the Frog Prince, the Prince wants to become human, but nobody will kiss him, because he's a frog. PLOT STRUCTURE TOGETHER: We will select one of the fairy tales, and work as a whole class to identify the parts of the plot structure. PLOT STRUCTURE INDIVIDUAL: You will be assigned a random genetic disorder. Read about it, and describe the disorder in terms of narrative structure. PAIR & SHARE: Find the student(s) with the same disorder you have, and compare notes. Do you agree with how the disorder fits the narrative structure? CONFLICT: What disorder fits best with our radio drama narrative? We have tentatively discussed having a "new principal" come into the school, and they are causing problems for everyone else involved. STUDIO TIME: 1) Finish your character descriptions. -or- 2) Collaborate on creating the story outline for our radio drama. LEARNING GOAL: Outline our narrative. DO NOW: Mix & Mingle Describe your character (bonus points if you're in character) GENERATE SORT CONNECT ELABORATE: Start in two groups. Generate --> Collect our character descriptions in the middle. Sort --> Put similar characters together Connect --> What are the relationship between the different characters (or character groups) Elaborate --> Which characters are most essential for our radio drama? What conflict makes sense with our characters? Are we missing important characters? SHARE: This is the story of... Goal: Begin answering some of our questions about normally functioning muscles, and muscles in people with Duchenne's Muscular Dystrophy.
Do Now: Quick Simon Says - move your muscles. Lesson 2: Watch a video about muscles and read a passage to learn about the difference between normal muscles and muscles in people with Muscular Dystrophy. You will draw a model of your ideas and add new questions. Dramatize... Goals
1) Have a rough draft of characters. 2) Develop a model for what is happening in someone with Muscular Dystrophy and learn more about it. Do Now: KWL review Drama: 15 minutes of studio time to develop character using the document in Classroom. Lesson 1 - Develop a model of what is happening in someone who has muscular dystrophy. Then ask more questions and choose some high priority questions. Lesson 2 - Video to help us understand more about muscular dystrophy. Jot notes during the video then read about how muscles work. Ticket out: Which new structure that we learned about today would make a good character in our drama and why? Goal: Use a new phenomenon to practice making observations and generating questions about the phenomenon.
Lesson 1 1. Watch a 3 minute video of boys who have Muscular Dystrophy doing things in their lives. 2. Write down and share out what you saw in the video. What patterns did you notice with how all of the boys were living? 3. Generate questions about the boys and their unique situations. Share and add to the Driving Question Board. 4. Give one get one movement - take your most important question on a sticky note and share with another person. After you have both shared your questions, switch questions and find another person to give and get with. 5. Research the disorder the boys have - Duchenne's Muscular Dystrophy and jot down what we find out. Ticket out - After your research, what other question do you have about the boys and this disease? Goal: Investigate a phenomenon related to the human body
Revisions of the photosynthesis test and BTB experiments. Begin the next lesson if time. |
Course DescriptionsDramatics usually focuses on the conflicting goals of human beings. However, rather than asking “Why is this human at odds with that human?” this class simply asks “Why is this human?” Students will study organisms on a microscopic level, from cell division to genetics, and learn about and tell the little stories that make us who we are.
Course AssignmentsScientist Debate Script: "Virus, alive or not?"
Class Expectations1. Respect others and materials.
2. Participate in class. 3. Keep phones away. 4. Always say, "yes!" |