Stephen
Lewia
July
8,
2009
TEDU
562.901
Text
Set:
10 th 
Grade
Biology
Human
Biology
Introduction
This
collection
of
media
focuses
on
various
aspects
of
human
biology.
As
human
biology
 covers
a
wide
variety
of
topics,
this
text
set
includes
a
wide
range
of
topics
within
the
subject
 matter.
My
purpose
of
this
text
set
was
to
deepen
the
knowledge
base
of
students,
while
 helping
them
bridge
their
learning
with
personal
schema.
Since
human
biology
is
applicable
to
 all
people
(since
we
are
all
human),
the
media
included
in
this
set
is
meant
to
entice
the
 student’s
an
inherent
interest
in
the
subject.
In
order
to
influence
a
wide
range
of
students,
I’ve
 included
a
variety
of
reading
levels
to
suite
 mostly 
all
students.
The
reading
level
is
centered
on
9 th 
to
11 th 
with
a
standard
deviation
of
±2‐3
levels.
Likewise,
those
reading
above
a
13
or
below
 a
7
will
probably
be
bored
by
this
text
set.
Considerations
are
made
with
all
materials
to
 incorporate
all
types
of
learners
and
readers.
In
accordance
with
the
Virginia
Standards
of
Learning,
these
texts
are
guided
by
the
 following
standards:
Standard
BIO.5
The
student
will
investigate
and
understand
life
functions
of
archaebacteria,
monerans
(eubacteria),
protists,
fungi,
plants,
and
animals
including
humans.
Key
concepts
include
 b)
 comparison
of
their
metabolic
activities;
and
 c)
 analyses
of
their
responses
to
the
environment.
d)
 maintenance
of
homeostasis;
and
 e)
 f)
 human
health
issues,
human
anatomy,
body
systems,
and
life
functions.
how
viruses
compare
with
organisms.
As
stated,
these
standards
were
used
as
guides
for
this
text
set.
In
order
to
deepen
the
learning
of
students,
I
believe
it
is
necessary
to
give
the
entire
picture.
If
my
class
discussed
solely
the
 standards
discussed
above,
I
don’t
think
I
would
be
teaching
the
material
appropriately.
Likewise,
this
text
set
covers
the
basic
material
above,
while
giving
a
deeper
insight.
Media
listed
below
is
listed
from
lowest
to
high
“reading”
level.
As
you
will
note,
I’ve
created
 pseudo
reading
levels
for
video
media.
Osmosis
Jones
(2001)

Summary: 
Osmosis
contains
both
animated
and
live‐action
video
to
explain
the
adventures
of
Osmosis
Jones,
a
white
blood
cell.
The
story
show
Jones,
and
his
friend
Drix
(an
over‐the‐ counter
drug
pill),
and
their
adventures
to
combat
a
virus.
The
movie
shows
both
the
“insides”
 of
the
body
(via
animation),
and
the
actual
person
(via
live
action).
The
movie
is
comedic
for
all
ages,
but
surprising
accurate.
This
movie
can
connect
with
all
learners
with
its
comedic
elements.
At
the
same
time,
the
 amount
of
accurate
information
within
the
movie
can
be
used
to
augment
instruction.
I
can
see
 students
finishing
the
movie
and
not
realizing
the
amount
of
information
they’ve
learned.
I
 think
it
would
be
wise
to
include
an
organizational
chart
with
this
movie.
Such
a
worksheet
 would
organize
the
student’s
learning
into
a
visual
representation
that
they
can
use
later
in
the
 class.
This
movie
could
be
used
in
both
the
preparation
and
the
reflection
phases
of
instruction.
I
can
see
it
being
used
to
introduce
the
subjects
to
be
covered
while
reviewing
subjects
learned.
I
personally
would
use
this
as
review
media.
I
think
after
learning
about
the
body,
diseases,
and
viruses,
this
movie
will
solidify
learn
in
students.
I’ve
given
this
video
a
pseudo
“reading”
level
of
5‐7.
This
means
I
think
it
would
be
suitable
for
 comprehension
at
these
grade
levels.
That
being
said,
I
believe
it
can
be
invaluable
in
the
high
 school
classroom.
The
movie
has
elements
that
cannot
be
seen
at
a
5‐7
grade
level.
I
compare
 this
unseen
deeper
knowledge
to
the
movie
“Shrek.”
Even
though
Shrek
is
based
primarily
for
kids,
it
is
loved
also
by
adults.
The
movie
has
elements
for
both
age
levels.
The
same
holds
true
 for
Osmosis
Jones.
Sick!
Diseases
and
Disorders,
Injuries
and
Infections
(2000)
By
David
Newton,
Donna
Olendorf,
Christine
Jeryan,
Karen
Boyden
(Editors)
Summary:
 This
book
is
one
of
a
series.
It
describes
conditions
listed
in
alphabetical
order.
The
 book
focuses
on
the
definition,
description,
words
to
know,
causes,
symptoms,
diagnosis,
 treatment,
prognosis,
and
prevention.
They
also
list
places
to
look
for
more
information.
The
 words
used
are
simple
to
use,
but
still
cover
a
considerable
amount
of
depth.
Since
the
SOLS
 require
covering
many
of
the
topics
discussed
in
this
book,
I
believe
it
would
be
a
perfect
 addition
to
this
text
set.
Readability:
Flesch
Kincaid
Grade
Level: 
 7
Readability
Analysis:
 
 I
agree
with
the
Flesche
Kincaid
analysis.
This
book
is
very
easy
to
decode,
 has
short
sentences,
and
portrays
concepts
logically.
Also,
vocabulary
is
kept
recognizable,
with
 new
words
defined
easily.
The
one
thing
I
worry
about
with
this
book
is
the
lack
of
pictures.
Reluctant 
 Readers 
‐
This
may
be
hard
to
please
for
the
reluctant
readers.
The
text
is
an
easy
 read,
however
there
are
little
pictures.
So,
at
first,
a
reluctant
reader
may
not
be
interested
in
 reading
this
book;
however
with
some
persuasion,
I
believe
he/she
may
turn
their
opinion
 around.

Schema
Activation ‐
I
think
if
a
student
is
genuinely
interested
in
learning
more
about
a
topic
 within
this
book,
they
may
activate
schema.
If
the
students
actually
have
a
disease
covered
in
 this
book
(or
know
of
somebody
who
does)
they
definitely
will
“see
themselves”
in
this
book.
Augment/Replace?
–
This
book
will
probably
be
best
used
for
augmentation
and
reference
 purposes
only.
With
the
wide
variety
of
topics
covered,
I
don’t
think
requiring
students
to
read
 the
whole
book
would
be
beneficial.
PAR ‐
This
book
would
be
great
as
a
reference.
Likewise,
I
would
put
this
book
in
the
reflection
 phase
of
instruction.
Instructional
Support‐
 This
book
can
be
read
independently
due
to
the
level
of
readability.
The
Human
Mind
Explained:
An
Owner’s
Guide
to
the
Mysteries
of
the
Mind 
 (1996)
By
Susan
A.
Greenfield,
General
Editor
Summary: 
This
very
colorful
book
interestingly
starts
off
by
explaining
how
to
read
it!
It
 describes
its
five
“interlinked”
sections:
surveying
the
mind,
building
the
brain,
inputs
and
 outputs,
far
horizons,
and
states
of
mind.
Each
one
of
these
sections
builds
a
better
picture
to
 how
the
mind
words.
The
book
uses
amazing
pictures,
and
colorful
graphics.
All
pictures
and
 graphics
have
explanations
of
what
they
mean.
The
book
is
laid
out
like
an
encyclopedia,
but
 reads
like
a
book.
Readability:
Flesch
Kincaid
Grade
Level: 
 9
Readability
Analysis:
 
 I
agree
with
the
Flesch
Kincaid
Grade
Level.
This
book
is
a
little
more
 difficult
to
read
than
the
previous
book,
but
supplements
with
amazing
graphics.
Words
are
 explained
well
through
in
text
definitions
and
a
glossary.
Difficulty
comes
with
long
sentences
 and
sparse
use
of
technical
words.
Reluctant 
 Readers 
–
I
think
this
book’s
color
and
pictures
will
attract
reluctant
readers.
Also,
 once
they
get
into
reading
the
book,
the
will
see
how
easy
it
reads
with
relation
to
the
subject
 matter.
Schema
Activation ‐
The
mysteries
of
the
mind
can
be
very
intriguing
to
young
learners.
I
think
 this
book
has
the
potential
to
educate
while
entertain.
Augment/Replace?
–
Since
this
book
does
not
cover
all
of
the
content
that
needs
to
be
covered
I
would
use
it
to
augment
instruction.
PAR ‐
This
book
can
be
used
prior
to,
during,
or
after
instruction.
Its
graphics
work
great
to
 supplement
instruction.
Instructional
Support‐
 This
book
can
be
independently,
or
within
group.
I
also
can
see
this
book
being
read
aloud
while
utilizing
an
 Elmo 
video
projector.
The
Stomach
and
Digestive
System
by
the
Reader’s
Digest
(2002)
By
The
Reader’s
Digest
Summary:
 This
book
deals
specifically
with
the
digestive
system,
as
outlined
as
necessary
 information
for
the
biology
SOLs.
The
book
takes
a
textual
and
visual
tour
of
the
digestive

system,
starting
from
the
mouth,
to
the
other
end.
The
book
is
filled
with
colorful
pictures
and
 graphics,
along
labels.
Once
the
tour
is
over,
the
book
describes
multiple
abnormalities
and
 disease
processes
that
could
occur
in
the
digestive
tract.
Of
course,
photos
and
graphics
and
 included!
Readability:
Flesch
Kincaid
Grade
Level: 
 11
Readability
Analysis:
 
 I
disagree
with
the
Flesch
Kincaid
grade
level.
I
think
this
book
should
be
 around
a
9
or
10.
The
readability
is
the
same
to
the
previous
book.
Again,
great
pictures
make
 things
easier
to
read
and
understand.
All
new
topics
are
defined
appropriately.
Uses
of
 technical
words
are
sparse.
Reluctant 
 Readers 
–
I
believe
the
colorful
nature
of
the
book
will
quickly
intreuge
the
reader.
Also
the
very
nature
of
the
digestive
system
may
be
enough
to
influence
some
(while
repulsing
 others).
That
being
said,
if
the
readability
for
reluctant
readers
is
too
high,
this
may
cause
 frustration.
Schema
Activation ‐
Since
we
all
deal
with
our
digestive
system
every
day,
this
should
activate
 schema;
likewise
building
a
bridge
for
learning.
Augment/Replace?
–
This
book
can
possibly
be
used
as
a
replacement
to
the
text
(due
the
 content
and
detail
it
provides.
It
may
also
be
used
as
an
augmentation
to
instructional
material.
PAR ‐
I
would
use
this
book
in
the
preparation
phase
of
instruction.
The
photos
show
great
 examples
of
the
material.
Instructional
Support‐
 This
text
can
be
read
independently
by
strong
readers,
and
in
pairs
with
 reluctant
readers.
Also,
if
used
to
replace
the
text,
the
teacher
may
elect
to
read
aloud
with
the
Elmo .
National
Geographic‐
Inside
the
Living
Body
(2002)
Summary:
 This
movie
takes
a
“National
Geographic”
tour
of
the
human
body.
I
would
call
this
 movie
“Planet
Earth”
of
the
human
body.
It
has
received
amazing
reflection
from
both
 educators
and
movie
goers.
The
amount
of
detail
and
factual
information
keeps
things
 interesting
while
still
being
educational.
The
movie
is
basically
a
tour
of
the
human.
It
utilizes
 graphics,
pictures,
and
real‐life
video.
Part
of
the
video
are
filmed
from
inside
the
body
via
a
“pill
camera.”
Due
to
the
video
is
very
graphic
(i.e.
shows
things
in
great
detail)
this
video
would
 not
be
appropriate
for
students
younger
than
high
school
age.
I
gave
this
video
a
pseudo
reading
grade
level
of
10‐12.
The
purpose
for
this
grade
level
is
the
 amount
of
detail
contained
in
the
video.
Also,
the
amount
of
detail
is
inappropriate
for
younger
 viewers.
The
teacher
will
still
have
to
warn
the
class
of
specific
parts
that
they
may
want
to
turn
 away,
as
they
may
make
some
viewers
squeamish.
This
video
does
a
great
job
of
describing
the
 information,
so
much
so
that
I
may
use
it
as
a
supplement
to
other
instruction.
The
section
on
maintaining
good
health
is
phenomenal
in
the
proper
detail
it
provides.

A
Field
Guide
to
Germs
By
Wayne
Biddle
Summary: 
This
book
presents
a
novel
at
face
value;
however,
when
the
reader
opens
it
up,
they
 find
the
book
in
fact
is
a
reference
material.
It
starts
off
by
talking
about
disease
in
general.
The
 introduction
covers
history
of
discovery,
protection,
and
cure
of
disease.
The
book
then
details
 approximately
20‐30
different
diseases.
Each
disease
section
talks
about
the
discovery
of
the
 disease,
what
it
looks
like,
and
if
there
has
been
a
human
cure.
The
author
is
good
about
giving
 real‐life
examples,
as
well
as
fun
facts.
Readability:
Flesch
Kincaid
Grade
Level: 

 12
Readability
Analysis:
 I
disagree
with
the
Flesch
Kincaid
Grade
Level
for
this
book.
This
book
 readability
is
around
9 th 
grade,
however
other
factors
brought
it
up
to
12.
For
example,
the
 sentence
tended
to
run
on,
and
utilize
large
words.
The
problem
is,
however,
the
way
the
 author
uses
long
sentences
has
nothing
to
do
with
difficult
readability.
I
believe
the
author
was
 simply
using
long
sentences!
Also,
the
long
words
used
in
the
book
are
common
amongst
high
 school
students.
Reluctant 
 Readers 
–
Since
this
book
looks
like
a
novel
(from
the
outside),
this
may
scare
off
 some
reluctant
readers.
However,
after
beginning
to
read
the
novel,
the
reader
will
find
the
 readability
is
quite
easy.

Again,
it
is
important
to
note
that
reluctant
readers
may
become
 frustrated
when
presented
with
this
book
due
to
its
relatively
high
reading
level.
It
would
be
 the
teacher’s
responsibility
to
provide
support
for
these
readers
through
guides,
previewing,
 etc.
Schema
Activation ‐
I
think
many
students
can
be
frightened
into
the
thought
of
horrible
 diseases.
However
this
book
brings
this
reality
into
a
new
light,
and
perhaps
may
change
their
 perspective
on
this
topic.
Augment/Replace?
–
I
would
definitely
use
this
book
as
an
augmentation
to
regular
instruction.
It
contains
much
more
information
than
necessary
for
a
high
school
class.
PAR ‐
I
would
utilize
this
book
during
the
reflection
phase
of
instruction.
This
is
due
to
the
large
 amount
of
content
it
contains.
Instructional
Support‐
 This
book
would
be
used
best
for
reference.
Students
will
be
able
to
read
it
independently
Human
Body:
a
visual
guide
By
Beverly
McMillan
Summary:
 The
book
takes
the
reader
on
a
great
adventure
through
the
body.
It
not
only
 describes
things
through
text,
but
through
amazingly
colorful
pictures
and
drawings.
The
reader
 could
probably
learn
three
quarters
of
the
material
by
simply
looking
at
the
book.
The
book
 starts
out
with
the
journey
through
the
body,
bridges
to
disease
processes,
and
ends
with
a
“Factfile”
of
information
on
our
species.
This
epilogue
includes
interesting
information
on

disease
processes,
medical
timelines,
and
human
development
markers.
This
covers
multiple
 requirements
of
the
VA
SOL
in
vivid
detail.
Readability:
Flesch
Kincaid
Grade
Level: 
 13
Readability
Analysis:
 
 I
agree
with
the
Flesch
Kincaid
Grade
level.
This
book’s
use
of
difficult
 topics
may
make
reading
difficult.
The
book
is
supplemented
by
photos,
captions,
definitions,
 and
a
glossary
that
do
help
the
reader
understand
the
material.
Reluctant 
 Readers 
–
the
pictures
intrigue
mostly
anybody;
mostly
because
they
are
bright
and
 colorful.
The
text
may
be
slightly
challenging
to
some
high
school
readers;
however
I
think
a
 little
extra
time
allotment
will
suffice.
Additional
instructional
aides,
such
as
a
KWL,
may
also
 help
guide
the
reader.
Schema
Activation ‐
I
think
we’re
all
intrigued
about
our
body,
and
that
is
how
I
can
set
up
this
 lesson.
Augment/Replace?
–
This
text
may
replace
certain
shortfalls
in
the
official
text,
but
mainly
 should
be
used
for
augmentation.
PAR ‐
I
would
probably
use
this
book
for
reflection
purposes
only.
Instructional
Support‐
 This
book
would
be
best
used
in
groups,
or
individually
(for
strong
 readers)
The
Human
Body
(1988)
By
the
editors
of
Time‐Life
Books
Summary:
 The
book
talks
about
“new”
(based
on
the
publication
date
of
1988)
incorporations
 of
science
and
technology
with
the
human
body.
Examples
include
PET
and
MRI
scanning,
and
 their
benefits
to
developing
new
technologies
to
prevent/recognize/combat
disease
processes.
This
relates
to
the
topic
as
it
instructs
readers
on
bodily
function
while
integrate
technology
 with
future
developments.
Readability:
Flesch
Kincaid
Grade
Level: 
 13
Readability
Analysis:
 
 I
agree
with
the
Flesch
Kincaid
Grade
level.
Not
only
is
the
text
written
at
 a
high
grade
level,
the
old
book
is
old
and
outdated.
Looking
through
the
book
I
believe
current
 high
school
students
may
become
distracted
by
the
outdated
pictures
and
technology
used.
Likewise
I
would
 not 
recommend
this
book
for
any
reference
purpose.
Reluctant 
 Readers 
–
lots
of
interesting
pictures!
However
reading
level
is
high.
Maybe
be
 engaged
by
thoughts
of
new
technology.
Schema
Activation ‐
I
think
students
will
not
activate
schema
with
this
book.
It
is
old
and
 outdated
and
hard
to
relate.
Augment/Replace?
–
I
personally
wouldn’t
use
this
book
at
all!
If
I
HAD
to,
I
would
augment
my
 instruction
to
utilize
accurate
portions.
PAR ‐
Again,
if
I
HAD
to
use
this
book,
I
would
use
it
for
reference
purpose
only.
Instructional
Support‐
 This
book
needs
to
be
read
with
an
adult
(especially
with
somebody
who
 knows
about
current
technology).
I
fear
if
students
read
this
book
independently,
they
may
be
 taught
out‐of‐date,
incorrect
information.
That
being
said,
I
still
think
this
text
provides
a
 valuable
comparison
for
students.
The
teacher
can
emphasize
the
differences
in
modern
and

out‐dated
knowledge.
In
fact,
a
project
could
be
created
where
the
students
would
be
 responsible
for
finding
differences
in
modern
and
out‐dated
information.
I
think
it
is
important
to
note
the
difficulty
in
find
sources
on
this
topic
that
cater
specifically
to
 high
school
student.
I
say
this,
not
in
reference
to
this
assignment,
but
in
regards
to
the
 implications
to
the
young
of
today.
During
my
search
for
material
I
found
material
focused
 around
big
health
issues
for
adolescents
(drugs,
sex,
booze,
etc.).
These
books
were
practically
 all
I
found
on
the
topic
of
general
health,
anatomy,
and
physiology.
I
would
guess
the
main
 source
of
information
that
adolescents
find
“valid”
is
internet
resources.
The
potential
problem
 with
this
is
the
validity
of
the
internet.
Books
technically
go
through
months
to
years
of
review
 prior
to
publication.
It’s
 usually 
safe
to
say
that
material
in
a
book
is
correct.
On
the
internet,
 however,
the
validity
is
 usually 
unknown.

I
wonder
how
the
effects
of
internet
will
take
an
 effect
of
the
perceptions
of
correct
health
information
in
the
future.
If
a
curious
young
adult
 goes
to
the
library
to
find
out
more
about
how
the
body
works,
it
will
be
difficult
for
them
to
 find
literature
on
the
subject
(especially
since
I
check
out
all
the
books).
This
should
be
 considered
by
educators
on
this
subject.
We
have
a
responsibility
to
show
our
students
were
 they
can
find
the
correct
information.
My
study
found
that
student
searches
may
no
long
occur
 in
a
book.

Bibliography
Biddle,
W.
(1995).
A
Field
Guide
to
Germs.
New
York:
Harry
Hold
and
Company
Inc.
Farrelly,
B.,
&
Farrelly,
P.
(Directors).
(2001).
Osmosis
Jones 
[Motion
Picture].
Goodman,
K.,
&
Simon,
K.
(Directors).
(2002).
National
Geographic
‐
Inside
the
Living
Body
[Motion
Picture].
Greenfield,
S.
A.
(Ed.)
(1996).
The
Human
Mind
Explained:
An
Owner's
Guide
to
the
Mysteries
of
 the
Mind.
New
York:
Henry
Holt
and
Company.
McMillan,
B.
(2006).
Human
Body:
a
visual
guide.
New
York:
Fiefly
Books
Inc.
Newton,
D.,
Olendorf,
D.,
Jeryan,
C.,
&
Boyden,
K.
(Eds.)
(2000).
Sick!
Diseases
and
Disorders,
Injuries
and
Infections.
New
York:
Gale
Group.
The
Reader's
Digest.
(2002).
The
Stomach
and
Digestive
System.
Pleasantville:
The
Reader's
Digest
Association
Inc.
Time‐Life
Books.
(1988).
The
Human
Body.
Richmond:
Time‐Life
Books
Inc.