The slideshow below will be used to teach students about the history of manned space exploration and to launch inquiry about what modifications are necessary for people to survive outside of Earth's atmosphere. Students have already seen astronauts in their spacesuits but have given little thought as to why these suits are necessary, nor to the difficulties that arose in sending men into space in the first place.
This will be a natural "launching pad" to discussion about terraforming other planets for human use (perhaps Mars) in the distant future.
Saturday, November 26, 2011
Wednesday, November 23, 2011
Wednesday, November 16, 2011
Revised Lesson Plan: Human Body Systems
Human
Body Systems Lesson Plan (Revised)
Grade
Level: 7
Science. Lesson topic: Body Systems
Structure and Function
Learning
Goals:
(Texas Essential Knowledge and Skills, Grade 7 Science)
(2)
Scientific investigation and reasoning. The student uses scientific inquiry
methods during laboratory and field investigations. The student is expected to:
(A)
plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment
and technology;
(C)
collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic organizers;
(E)
analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
(3)
Scientific investigation and reasoning. The student uses critical thinking,
scientific reasoning, and problem solving to make informed decisions and knows
the contributions of relevant scientists. The student is expected to:
(A)
in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and experimental
and observational testing, including examining all sides of scientific evidence
of those scientific explanations, so as to encourage critical thinking by the
student;
(B)
use models to represent aspects of the natural world such as a model of Earth's
layers;
(D)
relate the impact of research on scientific thought and society, including the
history of science and contributions of scientists as related to the content.
(4)
Scientific investigation and reasoning. The student knows how to use a variety
of tools and safety equipment to conduct science inquiry. The student is
expected to:
(A)
use appropriate tools to collect, record, and analyze information, including
life science models, hand lens, stereoscopes, microscopes, beakers, Petri
dishes, microscope slides, graduated cylinders, test tubes, meter sticks,
metric rulers, metric tape measures, timing devices, hot plates, balances,
thermometers, calculators, water test kits, computers, temperature and pH
probes, collecting nets, insect traps, globes, digital cameras,
journals/notebooks, and other equipment as needed to teach the curriculum; and
(6)
Matter and energy. The student knows that matter has physical and chemical properties
and can undergo physical and chemical changes. The student is expected to:
(A)
identify that organic compounds contain carbon and other elements such as
hydrogen, oxygen, phosphorus, nitrogen, or sulfur;
(B)
distinguish between physical and chemical changes in matter in the digestive
system; and
(C)
recognize how large molecules are broken down into smaller molecules such as
carbohydrates can be broken down into sugars.
(7) Force,
motion, and energy. The student knows that there is a relationship among force,
motion, and energy. The student is expected to:
(B)
illustrate the transformation of energy within an organism such as the transfer
from chemical energy to heat and thermal energy in digestion; and
(12)
Organisms and environments. The student knows that living systems at all levels
of organization demonstrate the complementary nature of structure and function.
The student is expected to:
(A)
investigate and explain how internal structures of organisms have adaptations
that allow specific functions such as gills in fish, hollow bones in birds, or
xylem in plants;
(B)
identify the main functions of the systems of the human organism, including the
circulatory, respiratory, skeletal, muscular, digestive, excretory,
reproductive, integumentary, nervous, and endocrine systems;
(C)
recognize levels of organization in plants and animals, including cells,
tissues, organs, organ systems, and organisms;
(13)
Organisms and environments. The student knows that a living organism must be
able to maintain balance in stable internal conditions in response to external
and internal stimuli. The student is expected to:
(A)
investigate how organisms respond to external stimuli found in the environment
such as phototropism and fight or flight; and
(B)
describe and relate responses in organisms that may result from internal
stimuli such as wilting in plants and fever or vomiting in animals that allow
them to maintain balance.
(14)
Organisms and environments. The student knows that reproduction is a
characteristic of living organisms and that the instructions for traits are
governed in the genetic material. The student is expected to:
(B)
compare the results of uniform or diverse offspring from sexual reproduction or
asexual reproduction; and
(C)
recognize that inherited traits of individuals are governed in the genetic
material found in the genes within chromosomes in the nucleus.
Prior
knowledge and misconceptions. Students in
grade 7 have already had prior learning regarding many aspects of the human
body, but at a very rudimentary level. They have some idea of how the various
body parts work, but are unable to correctly use the language of the
discipline, or to verbalize their prior learning in any useful way. This
project is designed to “refresh” their memories as well as to give them
additional information as to the anatomy and physiology of a typical human. Student interest is already high without prior
stimulation, as students want to learn about this topic, and they also have
some understanding that learning this in my classroom automatically leads to
their learning about the frog and ultimately to frog dissection. Then they will
complete a comparative lab relating to anatomy of the human versus the frog. So
basically, they enjoy learning about the human from the “GROSS!” perspective of
getting to play with frog guts!
Technology
and resources used. Students will use the Indian Ridge Tech dome
and/or the computers on wheels (COWS) to access the webpages necessary to
complete this project. Additionally,
whenever possible, students are asked to continue working on their projects
from home and to upload all new information that they have gathered.
1.
As with Science projects, students will use my class blog, Junior Knights, to
access pertinent information and deadlines as the time approaches.
In
addition, they will use:
2.
www.daramsey2.wikispaces.com Each
group will have its own wiki space to share its product, based upon the body
system assigned. Each group member must join their group wiki and actively participate. A grading rubric is provided to ensure full
participation by each group member.
3.
Students will use previously linked websites that deal with human anatomy. They
will access this information through my class webpage: http://www2.yisd.net/education/staff/staff.php?sectionid=6325&http://www2.yisd.net/education/staff/staff.php?sectionid=6325&
or
through Google Docs: https://www.google.com/fusiontables/DataSource?docid=1II7fm7cN4pMLXNSHuGpZg-Jz8pu5lagRRhgZyN8&hl=en_US
(This is currently in use, the teacher webpage is currently supplying
Science Project information under useful links)
In
this way, it is hoped that this will serve as a “preventative” measure so that
students aren’t needlessly surfing and to increase student and group
productivity.
Activities
list.
1. Students will be placed in groups of
two-three members each, depending on class size.
2.
Using a spinner, the teacher will allow each team to come and “choose” their
body system, based on what is left after previous teams have chosen (nervous,
circulatory, digestive, etc.) There are 12 systems to choose from.
3.
The teacher will discuss the project expectations for the class. Copies of all
instructions will also be provided so that students will know what to do.
4. Students will log on to the school server
using the computers available and be given a tutorial of how to use a Wiki, so
that participation is possible. Students will also be given written directions
and instructions for compliance.
5. Students will sit with member(s) of their
group and decide which partners will be responsible for which project components.
This information must be provided to the teacher.
6. Students will be given the opportunity to ask
questions if they have them.
Project
assessment. See rubric below.
|
Project requirements
|
Scale Score 4 - 0
|
|
Anatomy (All pertinent components are clearly
visible and labeled)
|
|
|
Physiology (Function of system is clearly defined)
|
|
|
Injuries and diseases present with description and system effects
|
|
|
Medical treatments are
provided and discussed
|
|
|
Homeostasis is described and discussed
|
|
|
Body system interactions are present and discussed
|
|
|
Active group participation and collaboration
|
|
|
Active MEMBER participation and collaboration with group
|
|
|||||||||||||
Friday, November 4, 2011
Using Podcasts in a 7th grade (Science) Classroom
After
some consideration, I have decided to implement podcasting while making
modifications for students with special needs. Some of the students that I have
are dyslexic or have some type of learning disability that precludes their
being able to read simple (and/or complex) text. Currently, one of the classes
that I teach has 28 students: 4 that are limited English proficient, 2 that are
very Dyslexic, 8 that are Special Needs or other health impaired, and the
remainder of which are regular education students. Due to the inordinate number of students with
some type of special needs, my class has been given an ESL (English Second
Language) tutor as well as a Special Education teacher that help the students
as I am teaching. Although the help is there, reading the test is not an option
for all students, as they do not
have accommodations which enable me to provide this service to them on a
regular basis. This presents a huge problem during testing of any kind, which
is required by all school districts. Using podcasts to “read” the questions to
the students might be a hugely viable solution, since students would be able to
access the podcast in our school tech dome and listen as the test is being read
to them, to include any and all modifications that have been done to the test. Additionally, the podcast could serve as
documentation that the individual education plan (IEP) for each student is
being met. Students would then be more able to complete the exam without
further help.
Another
way a podcast could be used is to read fiction or nonfiction literature or
short stories to students. Students in
the middle school love to be read
to, and will listen intently as long as they don’t have to read for themselves!
I have read “The Lorax” by Dr. Seuss to
my students since it deals with environmental issues and I teach science to
seventh graders. But I also know that my block leaders, who teaches language
arts to our group of students, reads novels regularly in her class and the
students thoroughly enjoy this.
Tuesday, November 1, 2011
Using Audio Podcasts in the Classroom: An article review
In
reading the article “Use of audio podcast in K-12 and higher education: A
review of research topics and methodologies” I found that most podcasts are
relegated to instructors delivering lecture and/or supplementary materials to
students allowing them the latitude to study on their own time as well as to
replay pertinent information to ensure understanding about a range of topics.
Concerns relating to students’ failure to attend classes due to the podcast’s
availability are generally unfounded, since students typically prefer
face-to-face interaction with their professors.
Most
barriers to podcast use included student unfamiliarity with the format,
technical issues arising from downloading, and more importantly, the loss of
relevancy in student learning. Teachers
and/or instructors found difficulties involving unfamiliarity with podcasts,
finding relevancy in their subject matter being taught, and often, a lack of
time to prepare the podcast for broadcast in a timely manner. These were
referred to as “first-order” and “second-order” barriers. (Hew, 2008) Another barrier to learning is that podcasts
are audio-driven technologies. In some cases, vodcasts (video-driven
technologies) might better enhance learning in the student.
The
reading suggested that a hugely valuable experience is to let students create
their own podcast to establish the relevancy of their particular issue
themselves. Students generally have a positive attitude towards the use of
podcast and the ability to replay important information is of value to anyone
trying to grasp a difficult concept.
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