|
|
Content Area(s) and Grade Level: Biological Sciences, high school Standard 12.1.4 By the end of twelfth grade, students will develop an understanding of form and function. http://www.nde.state.ne.us/Issu/SCI/scienSTND.html Objectives *Students will identify the three functions of mitosis . *Students will be able to name and identify the interphase and mitotic stages of the cell cycle and describe what is occurring within the cell during each stage. Materials/Technologies Teacher: Course text, teacher-generated handout, microscopes, slides of mitotic stages, computer with Internet access, TV Student: Handout, microscopes, slides, text Procedures Springboard:
What teacher is to do Teacher will motivate students to learn about mitosis via anticipatory question set. Teacher will stress importance of three functions of mitosis, and explain that the process is complex and divided into stages. Teacher will explain purpose of lesson, handout worksheet, discuss implications (i.e.: cancer research), and assist students in gathering information. The teacher will then show a computerized simulation of the mitotic phases to the entire class. During each phase, class will discuss what is occurring within the cell (and write down on worksheet). Teacher will answer any questions. Then the class will be directed to look at slides of mitotic stages under the microscope and draw a representative cell at each phase. Teacher will monitor student progress and offer assistance. What students are to do Students are to view simulations of the stages of mitosis and discuss and record characteristics of each phase. Students will then view slides under the microscope and draw a representative cell in each phase of mitosis. Closure Teacher will divide students into five groups and assign each group a stage of mitosis. Students will compare notes (5-10’) and then report briefly the main characteristics of that phase to the entire class. Assessment Teacher will assess learning by completed handout (cell drawing and notes), and a quiz over the material. Explanation I chose a computerized simulation of mitotic phases because this concept is difficult to visualize and can only be seen microscopically, usually only in "still life" photos. Seeing the process actively unfold first-hand is SO much more meaningful and interesting. The technology of computerized simulations has made this type of learning and viewing possible. ed Food
Introduction: See Web Quest below This lesson is designed for a high school biology class, grades 11-12. Cultural diversity and awareness is limited to class makeup.
Content Area(s) and Grade Level: This lesson is designed for a high school biology class, grades 11-12. Integrated discipline: Language Arts (English/Writing). Cultural diversity and awareness is limited to class makeup. Standards: 12.7.4 By the end of twelfth grade, students will develop an understanding of environmental quality. 12.7.5 By the end of twelfth grade, students will develop an understanding of natural and human-induced hazards. http://www.nde.state.ne.us/Issu/SCI/scienSTND.html Objectives *Students will learn how to gather and analyze evidence, acknowledge various perspectives, and evaluate their own conclusions/explanations and those of others. * Students will learn to work cooperatively and reach consensus on a controversial issue.* Students will write a persuasive essay with correct spelling and grammar stating their position.Materials/Technologies Teacher: Course text, reference books & articles, newspaper editorials Student: Computers, newspaper articles & editorials Procedures Springboard: Teacher will bring in two foods identical in appearance, but one is genetically altered. Class will vote on which one they would choose to eat. Does anyone have any reservations? Why? Would you change your mind if you lived in a country where food was scarce? What teacher is to do Teacher will observe continually to ensure that student groups stay on task. Teacher will assist students by answering questions and offering assistance when needed. Teacher will answer any questions. What students are to do Students are to follow the directions on the Web Quest page. (Template borrowed from Bernie Dodge) https://members.tripod.com/maryschlueter/webquest..htm Closure Student groups will briefly explain their position to entire class, giving their top three reasons or rationale for position, and submit the final essay. All editorials will be posted for viewing. Assessment Teacher will assess learning using the rubric provided on the Web Quest page. Explanation The Web Quest was chosen as one Internet teaching activity type because it requires students to go many related URLs and critically analyze the data presented. Then they will have to come up with an original product, in this case, a persuasive essay. The Web Quest allows for non-linear learning and is intended to motivate students to discover facts and transfer them into usable information. Introduction: See the following URL: http://www.kn.pacbell.com/wired/fil/pages/huntthehumama1.html
Content Area(s) and Grade Level: Biological Sciences, high school Integrated discipline: computer technology Standard 12.1.1 By the end of twelfth grade, students will develop an understanding of systems, order, and organization. 12.1.4 By the end of twelfth grade, students will develop an understanding of form and function. 12.7.1 By the end of twelfth grade, students will develop an understanding of personal and community health. http://www.nde.state.ne.us/Issu/SCI/scienSTND.html Objectives Students will complete a Filamentality treasure hunt to gather and learn ten heart facts as a motivational introduction to the human heart. Students will navigate preselected websites to search and find answers. They will then generate and record their own questions about the heart. Materials/Technologies Teacher: Computer with Internet access to create treasure hunt Student: Computers with Internet access, paper to record answers and generate new questions Procedures Springboard: Learning with computers can be both fun and motivational. The Internet provides a wealth of information at our fingertips. I’ve already visited some very good websites associated with the human heart. As an intro to the unit, you will partner with a classmate, go to the URL provided, and search to find ten interesting facts about the human heart that you do not already know. What teacher is to do Teacher will assist any pair who needs guidance or assistance in navigating the Web. What students are to do Students will pair up at a computer, type in the given URL, go to the listed linked web sites, and find and record answers to the ten questions. Pairs of students will then create ten different questions about the heart. The culminating question will be assigned and due at the end of the unit. Closure As a class, we will answer the treasure hunt questions and discuss those topics in a bit more depth. Students will write a critique of the treasure hunt activity, expressing their likes and dislikes, whether they are likely to use the Internet to further research the heart, and the fact they found most interesting or surprising. Assessment The answers to the ten questions and the ten student-generated questions will be used as an assessment tool. Explanation I chose the treasure hunt to introduce the human heart (circulatory) unit because I felt it would be a fun, and therefore motivational, tool to peak interest in the subject matter, and it allows for more interactive learning than a lecture. Students will learn to navigate the Web using links and will be exposed to the wealth of information the WWW provides. Students will experience discovery learning as a result of technology integration. The intent of this activity is merely to "wet their appetite". The nuggets of information students find on selected websites should generate additional questions about the heart.
Introduction: This lesson introduces students to concept mapping. This particular map will cover the concept of aerobic cellular respiration, which the students have been studying for some time. This lesson requires students to use Inspiration to create their maps, but they can experiment with paper and pencil, index cards, sticky notes, etc. This lesson is designed for a high school biology class. Cultural diversity and awareness is limited to class makeup. The "inspiration" for this lesson plan came from Mary Anne McMurray at the following URL:http://www.inspiration.com/book/cm.html Content Area(s) and Grade Level: Biological Sciences, high school Integrated discipline: computer technology Standard 12.4.1 By the end of twelfth grade, students will develop an understanding of the cell. 12.4.5 By the end of twelfth grade, students will develop an understanding of matter, energy, and organization in living systems. http://www.nde.state.ne.us/Issu/SCI/scienSTND.html Objectives Students will create a map to visually organize the concept of aerobic cellular respiration using inspiration software. Students will include the relationship between glycolysis, the Kreb’s Cycle, and the Electron Transport Chain in their map. Materials/Technologies Teacher: Computer with Internet access, Inspiration software, and a projection device to display the screen to the whole class Student: Computers with Internet access, Inspiration, paper to draft relationships among concepts Procedures Springboard: How long can a person live without water? Food? Oxygen? Why? All living things require energy. What happens to the food we eat? How is it transformed into energy? Where does this happen? How fast does it happen? Is obesity related to this process? What teacher is to do Teacher will have covered the topic already, so students have a familiarity with it. The teacher will explain and demonstrate concept mapping using Inspiration. She will demonstrate how to link concepts and write labels. She will encourage discussion about which concepts should be included, which should not, and in what ways they can be related. She will split the class into small groups. What students are to do Each group generates the most important concepts related to aerobic cellular respiration that they wish to include in their map. Students arrange and rearrange the concepts they’ve chosen and create links with arrows for related concepts. Collaboration and discussion is encouraged. When the group is satisfied, they are to save and print out the map. Closure At the conclusion of the unit, students will critique each group’s map and decide on a "class" map. They may vote a map already created as the best, or they may wish to "tweak" or combine maps. Assessment Each group’s map will be assessed for the following qualities:
Explanation I chose the activity of concept mapping using Inspiration software because it allows students to visualize various concepts and to determine relationships among them. This is not an easy skill to acquire or absorb from the mere reading of a text, especially with difficult subject matter. These are higher level thinking skills that students are not always challenged to perform. This program can be used for any subject where the identification of relationships is critical.
Introduction: This exercise is designed to enhance and augment the study of human anatomy and physiology. In that course, students learn about "normal" structure and function. What, then, happens when a body is diseased? How does the body respond? Is there a way to prevent, treat, or cure the disorder? Why does everyone get sick at one time or another? Content Area(s) and Grade Level: Biological Sciences, high school This lesson is designed for a high school anatomy and physiology class. Cultural diversity and awareness is limited to class makeup. It is assumed that these students have successfully completed a communications/computer skills course and are comfortable with PowerPoint. Integrated discipline: computer technology Standard 12.1.1 By the end of twelfth grade, students will develop an understanding of systems, order, and organization. 12.7.1 By the end of twelfth grade, students will develop an understanding of personal and social issues. http://www.nde.state.ne.us/Issu/SCI/scienSTND.html Objectives Students will learn, through research, about a physiological disease or disorder, create a Power Point presentation of the information, and present orally to the class. Students will gain an appreciation for the intricacies and complexities of the human body. Materials/Technologies Teacher: Reference books, text, list of good web sites, or other appropriate reference material Student: Computers with Internet access, PowerPoint software, Projection device, reference materials Procedures Springboard: This class will be studying the anatomy and physiology of the human body. We’ve learned already that form, or shape, determines function. We will study and learn about each system of the body. We will be focusing our attention on "normal" body structure and function. As you all know and have experienced, things can go wrong. Illnesses, mild and severe, abound. What happens to the body structure and function then? It will be your job to choose one disease and find out! What teacher is to do Teacher will assist students with project as necessary. The project is designed to be done independently. What students are to do Each student will choose a particular disease to research. S/he will be encouraged to select a disorder that has particular meaning for her/him. The student will research the disease using the Internet, books, videos, etc. S/he will then create a PowerPoint presentation to include, at minimum, cause(s), signs & symptoms, effect on the body, communicability, treatments, and prognosis. Closure To close each system unit, and to tie in what has been learned (terms, parts, and processes), students who have chosen a disease affecting that system will present their PowerPoint productions. Students will be encouraged to ask questions, and will be advised that this information is testable. Assessment Each student’s presentation will be graded based on the following PowerPoint Rubric: Borrowed from: http://www.cesa8.k12.wi.us/it/webquests/Heroism/Heroes/PwrPt%20Rubric.htm Assessing Multimedia Presentations: A PowerPoint Rubric Written Content | Technical Content | Communication Presentation Click the "back button" to return
Explanation I chose a PowerPoint activity because it allows for creative presentations of the material. Visual and auditory learners should enjoy the presentation. Kinesthetic learners should enjoy producing the slide show. Students have an opportunity to work independently, to sharpen their computer skills, to hone their public speaking skills, and to research and learn about the pathophysiology of a self-selected, but teacher approved, topic. Studies show that students improve retention of information when they must internalize, organize, and present it. |
|
|
