Your SlideShare is downloading. ×
0
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Disease Prevention
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Disease Prevention

537

Published on

Published in: Education, Health & Medicine
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
537
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Disease Prevention Mr. Holland’s Health Class
  • 2. Project Purpose: <ul><li>Students will find what non-communicable diseases heavily affect the local community and what can be done to battle these diseases. </li></ul>
  • 3. Project Objectives <ul><li>1. Learning will be student centered as seen through the activities that students complete on their own demonstrating their planning skills and commitment to deadlines. </li></ul><ul><li>2. Students will be learning throughout the completion of the entire project. Students will acquire the skills that have been set forth by the curriculum while completing various tasks of the project rather than simply memorizing information. </li></ul>
  • 4. Objectives Continued: <ul><li>3. Students will utilize information and skills that they develop and discover to complete the project’s goals. </li></ul><ul><li>4. Students will spend time during class researching, evaluating, creating, and implementing their findings, instead of sitting in a chair listening to information. </li></ul>
  • 5. Objectives Continued: <ul><li>5. Students will have opportunities daily to collaborate with the teacher, their peers, and community members on their project focus. </li></ul><ul><li>6. Students will be able to work in groups that they develop. These groups will help students feel comfortable in their environment, and develop interpersonal skills. </li></ul>
  • 6. Objectives Continued: <ul><li>7. The classroom and project will include several instructional strategies ranging from individual work, small group work, large group work, and interviewing to name a few. </li></ul><ul><li>8. Students will need to use higher order thinking skills to demonstrate their depth of knowledge of their selected topic. </li></ul>
  • 7. Objectives Continued: <ul><li>9. Students will need to utilize numerous disciplines to complete the project such as, reading, language arts, communication, science, and math. </li></ul><ul><li>10. Students will be assessed on their performance throughout the project. Students will be heavily involved in the creation of the project rubric which will allow for their performance to be assessed. </li></ul>
  • 8. Objectives Continued: <ul><li>11. Students will be able to utilize numerous learning styles throughout the project. Students will be able to learn through reading, listening, inquiring, and through doing (kinesthetic). </li></ul><ul><li>12. Students will have full access and be expected to use technology throughout the project. Their use will include researching, producing their findings, and creating presentation materials for their eventual disease prevention plan. </li></ul>
  • 9. Project Timeline: <ul><li>Day 1 – Project introduction. Design rubric for the project as a class through a large group discussion. Students will engage in a discussion on how and where to begin research. Begin to research your focus area through online research. </li></ul>
  • 10. Timeline: <ul><li>Day 2 – Finalize your project focus area. Students will take a learning style inventory to help guide them in the right direction while looking for the correct research information. Collaborate with classmates to decide whether to work as a group or individual on the project. Once a decision has been made about groupings and focus areas, please inform the instructor of your decisions. </li></ul>
  • 11. Timeline: <ul><li>Day 3 – Form their groups and discover the different roles for each group member. It is imperative that groups assign each member a specific task and role to fulfill during this project. </li></ul>
  • 12. Timeline: <ul><li>Days 4 – 11 – Students will work individually or with their group members to complete research on their focus area and how it relates to the community. During this time students will develop relationships with each other in class while sharing their findings while also setting up relationships with professionals in the local community. This will be the bulk of the project and the most important aspect. Students will need to utilize their interpersonal and 21st Century workplace skills. During this time in the project students will have full access to the internet and various other resource materials. </li></ul>
  • 13. Timeline: <ul><li>Day 12 – Students will be putting final touches on their projects individually or with their groups. Students should have their presentations ready for their final presentations to the class by then end of this lesson. </li></ul>
  • 14. Timeline: <ul><li>Day 13 – Students will be presenting their final projects to the class and handing in or displaying their multimedia piece that can be handed out or displayed to the community. Students will put on community forum to present their findings. </li></ul>
  • 15. Timeline: <ul><li>Post-project: Students will complete their self-reflection focusing on their project. </li></ul><ul><li>Complete the final group discussion with classmates and instructor through an online wiki. </li></ul>
  • 16. Project Components <ul><li>Students will participate in the creation of the project rubric through a class discussion with classmates and the instructor. </li></ul>
  • 17. Components continued: <ul><li>Students will discover their focus area. Students will spend time conducting individual or group research to establish a project focus. The focus will revolve around communicable diseases that possibly effect the local community. </li></ul>
  • 18. Components continued: <ul><li>Decide on groupings. Students will spend time discussing the opportunity to work with other students on the project. If students decide to complete the project in a group they will need to assign each person a specific duty to fulfill. </li></ul>
  • 19. Components continued: <ul><li>Students will engage in a research session. Once a focus area and group members are discovered, students will begin researching information for their project. Students will utilize the research center in the room to help their progress through the project. The research should focus on the impact the disease has community as well as preventable and controllable measures. </li></ul>
  • 20. Components continued: <ul><li>Students will set-up interviews with local professionals. The interviews can be done in a variety of ways. The interviews can be completed in person, via telephone, email, or video conference. </li></ul>
  • 21. Components continued: <ul><li>Students will engage in a group discussing via a class wiki. During this activity students will discuss their findings along with both their successes and challenges during the project thus far. </li></ul>
  • 22. Components continued: <ul><li>Create a multimedia piece to present final findings. Students will select from a wide variety or multimedia options to present their findings. Students can select from options such as PowerPoint, informational brochure, podcasts, websites, or videos. Students can also present their own multimedia options and have them approved by the instructor. </li></ul>
  • 23. Components continued: <ul><li>Students will collaborate together with the administration to hold a community forum at the school. The forum will focus on communicable disease. Local community members will be invited to participate in the event. During the event students will display or demonstrate their final multimedia pieces to the community members. </li></ul>
  • 24. Components continued: <ul><li>Students will self-evaluate their work using the class created rubric that was completed during the early parts of the project. </li></ul>
  • 25. Components continued: <ul><li>Students will engage in a final discussion as a class to discuss what they have learned through their project experiences. </li></ul>
  • 26. Resources <ul><li>Both students and the instructor will be using the Center for Disease Control (CDC) website to conduct the majority of their research. </li></ul>
  • 27. Resources continued: <ul><li>Students will have full access to “Power Library.” This resource will allow students to search various databases for information regarding their focus area. </li></ul>
  • 28. Resources continued: <ul><li>Internet access will be available throughout the duration of the project so that students have access to search engines. </li></ul>
  • 29. Desired Outcomes: <ul><li>This project was designed to provide the students with an authentic learning experience that will cover the necessary information as illustrated in the curriculum. </li></ul><ul><li>This project will help students become aware of local communicable diseases and various ways to prevent or control them. </li></ul>
  • 30. Desired outcomes continued: <ul><li>The project will help bring local community members into the school to discover some projects that are being created by the students. The project will also help the community become more knowledgeable about the diseases covered by the class. </li></ul>
  • 31. Project Rubric More than 4 errors in spelling or grammar. Four misspellings and/or grammatical errors. Three or fewer misspellings and/or mechanical errors. No misspellings or grammatical errors. Mechanics Uses other people's ideas, but does not give them credit. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Product shows some original thought. Work shows new ideas and insights. Product shows a large amount of original thought. Ideas are creative and inventive. Originality Delivery not smooth and audience attention often lost. Delivery not smooth, but able to maintain interest of the audience most of the time. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Well-rehearsed with smooth delivery that holds audience attention. Presentation Delivery not smooth and audience attention lost. Delivery not smooth, but able to hold audience attention most of the time. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Interesting, well-rehearsed with smooth delivery that holds audience attention. Oral Presentation There was no clear or logical organizational structure, just lots of facts. Content is logically organized for the most part. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is well organized using headings or bulleted lists to group related material. Organization Content is minimal OR there are several factual errors. Includes essential information about the topic but there are 1-2 factual errors. Includes essential knowledge about the topic. Subject knowledge appears to be good. Covers topic in-depth with details and examples. Subject knowledge is excellent. Content Use of font, color, graphics, effects etc. but these often distract from the presentation content. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Attractiveness 1 2 3 4 CATEGORY
  • 32. Permissions <ul><li>This project used tables from Microsoft Word, to develop the class rubric. </li></ul><ul><li>This project used graphics from Microsoft PowerPoint. </li></ul><ul><li>The pictures used in this project were borrowed from Microsoft Clipart. </li></ul>
  • 33. The End <ul><li>Created by: </li></ul><ul><li>Jonathan Holland </li></ul>

×