This document outlines how technology can be integrated into a 10th grade biology lesson on malaria. It describes how students can use the internet to investigate malaria symptoms and treatment, view images and videos, and participate in discussions through blogs, Facebook, and Twitter. Web resources listed include malaria.com, the CDC website, and the World Health Organization site. The document provides examples of teaching materials like a crossword puzzle, fill-in-the-blank worksheet, and a map analysis activity. It also discusses using Google Docs, Skype, and nonprofit organization websites and Facebook pages to enhance student collaboration and learning.
Social Media Research and Practice in the Health Domain - Tutorial, Part IIIngmar Weber
Second part of tutorial given at Weill Cornell Medicine Qatar on February 18, 2017 (https://qatar-weill.cornell.edu/bchp/socialMediaResearchPracticeHealthDomain.html). First part given by Luis Luque (see https://www.slideshare.net/luis.luque/social-media-research-in-the-health-domain-tutorial).
Social media research in the health domain (tutorial) - [part 1]Luis Fernandez Luque
Tutorial about the use of social media in the health domain. The tutorial is designed for healthcare professionals interested in eHealth. It was done for Weill Cornell Medicine - Qatar.
See the part II of the tutorial here: https://www.slideshare.net/IngmarWeber/social-media-research-and-practice-in-the-health-domain-tutorial-part-ii
Learn more about social media for health here https://www.futurelearn.com/courses/social-media-in-healthcare
Social media shifts the dynamics of communication in public health emergenciescraig lefebvre
Talk I gave at the European Centers for Disease Control 9 June 2011. Focus is on use of social media in EU countires and experiences/lessons learned with social media by government agencies around the world.
Social Media Research and Practice in the Health Domain - Tutorial, Part IIIngmar Weber
Second part of tutorial given at Weill Cornell Medicine Qatar on February 18, 2017 (https://qatar-weill.cornell.edu/bchp/socialMediaResearchPracticeHealthDomain.html). First part given by Luis Luque (see https://www.slideshare.net/luis.luque/social-media-research-in-the-health-domain-tutorial).
Social media research in the health domain (tutorial) - [part 1]Luis Fernandez Luque
Tutorial about the use of social media in the health domain. The tutorial is designed for healthcare professionals interested in eHealth. It was done for Weill Cornell Medicine - Qatar.
See the part II of the tutorial here: https://www.slideshare.net/IngmarWeber/social-media-research-and-practice-in-the-health-domain-tutorial-part-ii
Learn more about social media for health here https://www.futurelearn.com/courses/social-media-in-healthcare
Social media shifts the dynamics of communication in public health emergenciescraig lefebvre
Talk I gave at the European Centers for Disease Control 9 June 2011. Focus is on use of social media in EU countires and experiences/lessons learned with social media by government agencies around the world.
Running Head Sexuality education in schoolsSexuality .docxtodd521
Running Head: Sexuality education in schools
Sexuality Education in Schools
Sexuality education in schools
1. Audience for webinar
The audience for the webinar is divided into three age groups. The school going students are the audience. First audience group is the middle child, the second audience group is early childhood and the third group is early adolescence forth is emerging adults. The webinar content will be highly useful because it will educate the audience about the sexuality. The sexual harassments, teenage pregnancy, and many more issues are associated with it, so there is the necessity for such type of education. The webinar content will be characterized specifically according to each age group. The middle childhood and early adolescence need some specific and limited awareness but the adolescence and emerging adults need the detailed awareness.
2. Intended Focus
The webinar focus is on that audience which doesn’t need the higher consideration of the webinar topic. There is a need to educate immature children, teenagers and adults about sexuality. It’s all about creating awareness. Today the world is modernized. The difference between male and female doesn’t matter. The co-education system created a lot of issues along its benefits. There is need to educate the students including girl and boys so they can avoid all bad activities which can lead them towards destruction. Sexuality is not all about the willingness of two people but it sometimes happened in terms of harassments.
The focus is based on the education of immature younger and teenager students who are living in the global world, studying in co-education. Parents are not advising them about the fact that they should avoid such type of relationships, predict the harassments and prevent themselves for being victimized. So, the major focus is to provide awareness to them so they can prevent all that approaches and secure themselves. The webinar focused the school educational system in which such type of awareness sessions are necessary. It has many benefits and our children can take decisions with complete consideration of good and bad.
3. Research Into Webinar Topic
The webinar topic is “Sexuality education in schools”. In recent past years, there are many issues which are get promoted without any awareness and education about sexuality. Entire families are facing a different kind of issues (Shirai, Tsujimura, Abdelhamed, & Horie, 2018). Some families children faced sexual harassments, some victimized by a rapist, some faced the teenage pregnancy, and many facing the diseases which are prevailing with sexual relationships. Sexuality education is necessary, it can eliminate the fantasy factor in which our teenager is living (Breuner, Mattson, & Health., 2016). Innocent adolescence is not aware that how much it could destroy them. How someone can make them victim without there any type of notice and awareness. In innocence and unawareness lot of children f.
Running Head Sexuality education in schoolsSexuality .docxtodd521
Running Head: Sexuality education in schools
Sexuality Education in Schools
Sexuality education in schools
1. Audience for webinar
The audience for the webinar is divided into three age groups. The school going students are the audience. First audience group is the middle child, the second audience group is early childhood and the third group is early adolescence forth is emerging adults. The webinar content will be highly useful because it will educate the audience about the sexuality. The sexual harassments, teenage pregnancy, and many more issues are associated with it, so there is the necessity for such type of education. The webinar content will be characterized specifically according to each age group. The middle childhood and early adolescence need some specific and limited awareness but the adolescence and emerging adults need the detailed awareness.
2. Intended Focus
The webinar focus is on that audience which doesn’t need the higher consideration of the webinar topic. There is a need to educate immature children, teenagers and adults about sexuality. It’s all about creating awareness. Today the world is modernized. The difference between male and female doesn’t matter. The co-education system created a lot of issues along its benefits. There is need to educate the students including girl and boys so they can avoid all bad activities which can lead them towards destruction. Sexuality is not all about the willingness of two people but it sometimes happened in terms of harassments.
The focus is based on the education of immature younger and teenager students who are living in the global world, studying in co-education. Parents are not advising them about the fact that they should avoid such type of relationships, predict the harassments and prevent themselves for being victimized. So, the major focus is to provide awareness to them so they can prevent all that approaches and secure themselves. The webinar focused the school educational system in which such type of awareness sessions are necessary. It has many benefits and our children can take decisions with complete consideration of good and bad.
3. Research Into Webinar Topic
The webinar topic is “Sexuality education in schools”. In recent past years, there are many issues which are get promoted without any awareness and education about sexuality. Entire families are facing a different kind of issues (Shirai, Tsujimura, Abdelhamed, & Horie, 2018). Some families children faced sexual harassments, some victimized by a rapist, some faced the teenage pregnancy, and many facing the diseases which are prevailing with sexual relationships. Sexuality education is necessary, it can eliminate the fantasy factor in which our teenager is living (Breuner, Mattson, & Health., 2016). Innocent adolescence is not aware that how much it could destroy them. How someone can make them victim without there any type of notice and awareness. In innocence and unawareness lot of children f.
The evolution of Health 2.0 in our data-driven world calls for a shift in the way health organizations locate and communicate with their target audiences. While health challenges abound in local communities and on a global scale, so does the potential within the communication tools and technology that we hold. During this first of its kind summit, health communicators within the GLOBALHealthPR network from across the globe converge to present data and reveal insight from a global listening program which spanned [15] countries, assessing the impact and conversation around a specific global health pandemic, malaria. The IHSMS team discuss the implications for the data found and offer insight into strategies for using digital tools to benefit national and international healthcare organizations today.
Unlocking the Pedagogical Potential of ePortfolio: Connecting Biology and Stu...Jiyeon Lee
Unlocking the Pedagogical Potential of ePortfolio: Connecting Biology and Students’ Lived Experiences
Biology, LaGuardia Community College
“Collect, select, reflect, connect” are inherent characteristics of ePortfolio that make it a valuable educational tool.
However, ePortfolio can only succeed in fostering connection if faculty intentionally design strategies to support
integrative learning. Two innovative uses of ePortfolio in connecting students with the lived experience will be presented: an assignment that fosters integrative learning in
biology and the programmatic incorporation of ePortfolio to promote connection.
• Thomas Onorato, Assistant Professor of Natural Sciences
Twitter, Instagram, the City and the Gut: Learning how to self-manage chronic...Sam Martin
This paper explores the ways in which gamification can be used to create digital health and e-learning toolkits, that make use of co-occurring themes found in Big Social Health Data in the form of social media updates shared by patients with chronic illness. Within the context of Coeliac Disease, I discuss the methodological concepts behind the building of smartphone health apps that I have produced by utilising themes uncovered in the area of self-care and the experience of multiple symptoms on both Twitter and Instagram . I look at how from the perspective of gamification - the structure and methodology behind the design of these tools may in turn have the potential to help and encourage newly diagnosed, young or existing Coeliacs to better manage their gluten free diets. This may be through practices such as (for younger patients) positive embodiment in the form role-play (e.g. a super hero with chronic illness), or for older patients - the practice of meta-tagging/quantifying and sharing their gluten free eating experiences via image-based apps that add an additional layer of health-quantification through posts to Twitter, Instagram and other social media. By using these techniques, I hope to go to some way to addressing the question of how patient knowledge as it applies to their lived experience of chronic disease - can be made useful to people with chronic disease (Pols 2013).
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docxtodd521
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docxjeanettehully
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
Select one of the body systems from the University of Phoenix Mate.docxbagotjesusa
Select one of the body systems from the University of Phoenix Material: Weekly Vocabulary Exercise: Body Systems. (My idea is to talk about HPV)
Create a brochure, using the Brochure Builder, you could present to high school students to encourage better health-seeking behaviors.
Describe why this body system is vital to a healthy life, as well as why you should take care of it.
Answer the following questions in your brochure:
1. What is the function of this major body system?
1. What role does it play in overall health?
1. What major organs comprise this body system?
1. What diseases can affect organs in this body system? What are the effects of these diseases?
Include the following in your brochure:
1. Appropriate pictures, diagrams, and graphics that illustrate your explanations
1. Appropriately cited references
VACCINATION DECISIONS 1
VACCINATION DECISIONS 6
Vaccination Decisions
.
Vaccination Decisions
Introduction
The article ‘Risk Perception And Communication in Vaccination Decisions: A Fuzzy-Trace Approach’ addresses a process model used in making vaccination decisions in the recent time; the era of Web 2.0. The author, Reyna explores the fuzzy-trace theory that characterizes vaccination decisions in terms of retrieval of values, application of the values to representations (in context), dual mental representations (gist and verbatim), and background knowledge. Extracting essential gist or meaning of the vaccination messages is interrupted by lack of knowledge. According to the author, the majority of the population has a tendency to adopt the “feeling okay” status quo option as a prevention decision. Additionally, psychological evidence from other relevant prevention decisions including cancer screening shows that a large percentage of the population will present their decision options as being simple, categorical gist. This provides a choice of taking up preventive behaviors and a feeling-okay option. This paper critiques the various sections of Reyna’s article including the theory of approach to vaccinations and the intervention program towards the issue.
The Fuzzy-Trace Theory
According to Reyna, theories in science should have sound empirical evidence and accommodate the relevant evidence including the evidence that is generated from the laboratories. The fuzzy-trace Theory retains the admirable and useful features of the Schema Theory (Reyna, 2012). Specifically, the fuzzy-trace theory makes predictions concerning decision making, judgment, and memory and predicts on their development in the various phases of life (from childhood to old age). For research purposes, fuzzy-trace theory integrates studies on gestalt theory, social judgment, neurobiology, memory and cognition, psycholinguistics and emotion. In obtaini.
Similar to 10th Grade Biology Lesson on Malaria (20)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Technology Integration
Rationale:
As educators, it is not just our goal to teach students
subject content but also, how that content applies to
and affects the world around them. How might
technology aid in teaching students about vector-
borne diseases such as Malaria? How, with a topic
that rarely affects our students’ everyday lives, can
we create curiosity and compassion in our students for
others through this technology? These are the
questions that shape this presentation.
3. Technology Integration
Integrating technology into this lesson will allow students to:
•Investigate the signs and symptoms of the disease
•Diagram the disease cycle
•Explore prevention and treatment options
•View pictures and videos about the disease
•Actively participate in discussion through blogs and
Web 2.0 technologies such as Facebook and Twitter
•Listen to podcasts about Malaria and Malaria
prevention
•Discover WHO is helping, HOW they are
helping, and what THEY can do to get involved
4. Images from the Internet
Image 2 Pregnant women and
children are most vulnerable to
Malaria infections. Bed nets
significantly lower their risk.
Image 1 Takes you through the life
cycle of the Malaria parasite.
5. Images from the Internet
Image 4
Image 3
These images provide a visual of the two different ways Malaria can
be treated. The type of treatment one receives is a direct result of
the severity of their particular case.
6. Internet Resources
Malaria.com
Center for Disease Control and
Prevention – Malaria
World Health Organization
8. Blog, Podcast, YouTube
Podcasts
from the CDC include YouTube
Blogs overviews of the is very helpful in our
Offered on disease, prevention, t exploration of Malaria.
Malaria.com gives reatment, and how to It provides a plethora
recent updates about protect yourself when of videos ranging from
what is going on in the traveling to countries a depiction of the life
discussion on Malaria with high instances of cycle of the disease, to
and allows site visitors malaria. videos of organizations
to join in in the and the steps they are
conversation by taking to prevent the
responding through disease, to a
comments on those documentary of one
blogs. man’s fight with
Malaria.
9. Teaching Materials 1
Malaria Crossword Puzzle
This puzzle is a fun way for
students to practice the
vocabulary they learned
throughout this lesson on
Malaria.
10. Teaching Materials 2
Malaria Fill in the Blank
This worksheet is a great tool that
allows students to practice recalling
the information that they learned
about the disease cycle of Malaria.
The students can keep this sheet in
their binder as a reference to go
back to when studying the disease
cycle. The student will go through the
cycle following the sheet and fill in
the missing information.
12. Teaching Materials 3
Continued
Map Analysis of Deaths from Vector-Borne Diseases
Use the map provide to answer the questions below.
1.What is the main purpose of this map? What does it show?
2. Is this map a reliable source to use to find out the number
of deaths resulting from infections of vector borne diseases?
Why or why not? Explain.
3. Using the key, how many deaths are represented by the
darkest color?
4. How many deaths from vector borne diseases were
experienced in 2002 the United States?
13. Teaching Materials 3
Continued
5. How many deaths from vector borne diseases did India
experience in 2002?
6. Which continent had the highest number of deaths
resulting from vector borne diseases?
6. What factors, do you think, contributed to that region
having the highest number of deaths?
7. Name one organization we discussed during class that is
giving aid to that region. What is one thing you can do to
reach across the globe and help?
15. Subject-specific Internet-based Resources
Science Net Links
•An easy-to-use teacher resource that allows you to explore
science news, lesson plans for different scientific topics, and even
allows you to search for information on the site using your own
key worlds. In the search, you can also narrow down your results
by grade level, content or theme.
•When searching ‘Malaria’ I found that this site provides a
scientific fact sheet on Malaria as well as a pamphlets, videos,
and an exhibition of an art gallery created in support of bed
net usage. All of these resources could be very useful in
supporting this lesson
•While there was no lesson plan created for teaching about
Malaria, there was a great lesson plan for teaching the systems
of the human body. I will definitely use that lesson plan as a
resource when creating my own lesson plan on the systems of the
human body.
16. Subject-specific Internet-based Resources
Interactive Biology
•Although I did not find anything on this site to support this
particular lesson Malaria, I did spend a significant amount of
my time exploring this website. This site takes several different
scientific topics (such as ) and makes learning them fun and
interactive. For each topic there are interactive
games, investigations, explanations and so much more that
makes learning a particular topic more engaging for students. I
think this is a great source that I will absolutely use in my future
classroom.
17. Uses of the Internet
Bawa Health Initiative
Bawa Health Initiative was founded by one of my professors here
at Quinnipiac, Dennis Richardson. His site is organized in a way
that allows visitors to learn about Malaria in a small village of
Bawa, Camaroon and how this epidemic can be prevented. This is
an incredible resource to have when teaching about Malaria
because students can access blogs, newsletters, pictures and
videos about the work in Bawa.
Malaria No More
An organization dedicated to ending Malaria Deaths around the
world. On this site students can click the link to ‘Learn About
Malaria’ or can discover how to get involved by spreading the
word, making donations, participating in events, and raising
money.
18. Web 2.0
Imagine being able to enhance collaboration beyond just the
students and teachers in the classroom. Now, with Web 2.0
technologies such as Facebook and Skype, you can!
Malaria No More Facebook Bawa Health Initiative Facebook
The two sites on the previous slide also have Facebook pages
and twitters students can access to get up to date information
about what is going on within that organization as well as in
the worldwide discussion on Malaria. Here, students are also
able to participate in the discussion by commenting and
posting on the page.
19. Web 2.0 continued
GoogleDocs
GoogleDocs allow students to share files (pictures,
word documents, websites, data) with other
students in the class. These documents can be
posted and accessed through any computer with
internet. This resource greatly increases student
interaction inside and outside of the classroom.
20. Web 2.0 continued
Skype
I think that it is really important for students to not only
experience communication with each other, their teachers, and
their own communities, but also to be able to experience
communication with people of all different background from all
different parts of the world.
In collaboration with a teacher abroad, the two classes can
Skype with one another to discuss issues, ask questions, or just
compare and contrast the lives of students in America vs.
students elsewhere.
Editor's Notes
This photo can be found at http://www.wfp.org/node/3512/3861/18337
Click on the image itself to be directed to the site in which it was found. (Or look below)Image 1: http://www.google.com/imgres?q=malaria+life+cycle&um=1&hl=en&sa=N&tbo=d&biw=1280&bih=709&tbm=isch&tbnid=px2Ua1B7IOFC7M:&imgrefurl=http://exploreable.wordpress.com/2011/04/22/science-primer-winning-the-war-on-malaria/&docid=DdrP-v2UbVVT4M&imgurl=http://exploreable.files.wordpress.com/2011/04/malaria_lifecycle.jpg&w=490&h=640&ei=UE70UNWYO5TW0gHhi4GQDA&zoom=1&iact=hc&vpx=12&vpy=188&dur=360&hovh=191&hovw=145&tx=27&ty=163&sig=108292149552086231190&page=1&tbnh=138&tbnw=105&start=0&ndsp=30&ved=1t:429,r:8,s:0,i:161Image 2:http://www.google.com/imgres?q=bed+nets+in+africa&um=1&hl=en&sa=N&tbo=d&biw=1280&bih=709&tbm=isch&tbnid=TqGA6hm42jcMxM:&imgrefurl=http://www.africasti.com/health-news/research-questions-treated-mosquito-nets-efficacy&docid=jekICz8aWf7iBM&imgurl=http://www.africasti.com/wp-content/uploads/2011/08/icon-mosquito-net1.jpg&w=2953&h=2785&ei=AFD0UP6dIfK20QHBjYGIAw&zoom=1&iact=rc&dur=299&sig=108292149552086231190&page=1&tbnh=142&tbnw=149&start=0&ndsp=26&ved=1t:429,r:0,s:0,i:84&tx=72&ty=82
Click on the image to be directed to the site in which it was found. (Or look below)Image 3: http://www.google.com/imgres?q=malaria+treatments&um=1&hl=en&sa=N&tbo=d&biw=1280&bih=709&tbm=isch&tbnid=9AYf96Xs5q6psM:&imgrefurl=http://www.tropika.net/svc/news/20080422/Souza20080422fiocruz&docid=RLNSWnQ1XeY-OM&imgurl=http://www.tropika.net/news/20080422/images/Souza20080422fiocruz.jpg&w=250&h=175&ei=KlT0UL3cMou60AHBiYHAAQ&zoom=1&iact=hc&vpx=159&vpy=163&dur=2214&hovh=140&hovw=200&tx=128&ty=50&sig=108292149552086231190&page=1&tbnh=140&tbnw=189&start=0&ndsp=26&ved=1t:429,r:1,s:0,i:87Image 4:
Each of these three sites provide a TON of resources from fact sheets, to Frequently Asked Questions, to statistics, to infection maps and so much more.Why these sources are reliable and how they support the topic:Malaria.com Malaria.com “brings together researchers, field practitioners, travelers, journalists and the public to create a comprehensive and dynamic source of malaria information. By connecting groups of people in different countries with varied backgrounds, joined by a common interest in malaria, Malaria.com provides a network, driven by its members, which can be used to tackle the problem of malaria infection throughout the world.” (From Malaria.com’s About Us page)This site provides research driven facts and information about malaria while allowing site visitors to become a part of the conversation. It is a credible source because the information is posted by professionals in the field of malaria study but also allows the community and in my case, my student to not only learn but also interact with others on the topic.The Center for Disease Control and Prevention The Center for Disease Control and Prevention is a US federal agency under the Department of Health and Human Services that works with state health departments and other organizations to protect public health and safety. Their website provides a plethora of facts and information aimed at enhancing health decisions. This site is great to use in the classroom because the field of biology largely involves personal and public health and safety. The site provides easy to understand facts and tips and as a result will be very useful in classroom lessons.World Health OrganizationThe World Health Organization is a very useful and reliable source to use in the classroom as well. The World Health Organization (WHO) is an agency of the United Nations, established in 1948 to promote health and control communicable diseases. Their website provides information on projects, initiatives, activities, products, data, and statistics on a HUGE variety of health topics ranging anywhere from ethics, to accidents, to chronic diseases and illnesses, to genetics and so much more. This is a great site to reference in ANY lesson in a biology class because they have the most current, leading information in the world of health and wellness around the globe.
How would this diagram be used in a lesson? Diseases (along with almost every other topic in biology) are complex and have many essential factors and components to teaching and learning about them. This diagram could be given at the beginning of the lesson on Malaria to highlight for students the many different topics that will be covered in a neat and organized way. The students can use the blank space around the chart to add in their own notes and thoughts throughout the lesson. This chart, I believe, is something that could be made before every major topic is taught in a classroom. This way, students’ notes and ideas are organized and the students’ have a guide for their studies on that topic. Also, if kept in their binder, the students’ have a quick reference sheet to refer to if they are working on later lessons but need to reference something from a past lesson. 2) How does this visual enhance student understanding of the topic? This visual enhances student understanding of the topic by organizing all of the complex information, data, and statistics that they learned throughout the lesson into one organized sheet of paper. This paper can be used as a reference for students while studying and organizing their notes to study. It highlights key topics and facts that will be important for students to know. It could also be give with some blanks and as the lesson is taught the students can fill in the missing bubbles. This could be a great way to keep the kids engaged in the lesson.
Click the hyperlink to access the blogs, podcasts, and YouTube video.-A collection of Blog posts from Malaria.com allow students and site visitors to get involved in the conversation on Malaria.-Podcasts located on the CDC website allow students to listen to overviews of the disease, prevention, treatment, and how to protect yourself when traveling to countries with high instances of malaria.-For some other useful YouTube Videos on Malaria visit the links below: Life Cycle: http://www.youtube.com/watch?v=A2-XTlHBf_4 One Man’s Journey: http://www.youtube.com/watch?v=dGbgye4soSQ
**Click on the picture to be taken to the document.Crossword puzzle was created using the Discovery Education Puzzlemaker: http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.aspLink to my puzzle: http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp
This worksheet was made using an image found on Google Images of the disease cycle of Malaria throughout a human. I took an original image and inserted blanks where there are some key words that are important to the cycle. The original picture can be found at: http://www.google.com/url?source=imgres&ct=img&q=http://goodhealthnyou.com/images/malaria2.gif&sa=X&ei=Ljv4ULTTAoS-9QS3s4CgCg&ved=0CAQQ8wc4Ag&usg=AFQjCNG49Yd_eRngQhI0ljmbjCYLQBvXAg
**Click the picture to be taken to the URL in which it was foundThis picture, created by the World Health Organization, shows the number of death occurrences from vector-borne diseases around the world. This picture will be given to students as well as the accompanying question sheet that I created using the map and the students will work together to answer the questions. The accompanying questions are based off of the data given on the map itself, as well as questions that requires students to refer to information they learned throughout the lesson that will help them to interpret the graph and why it is colored the way that it is. Map Analysis of Deaths from Vector-Borne Diseases around the WorldUse the map provide to answer the questions below.1.What is the main purpose of this map? What does it show?2. Is this map a reliable source to use to find out the number of deaths resulting from infections of vector borne diseases? Why or why not? Explain.3. Using the key, how many deaths are represented by the darkest color?4. How many deaths from vector borne diseases were experienced in 2002 the United States? 5. How many deaths from vector borne diseases did India experience in 2002? 6. Which continent had the highest number of deaths resulting from vector borne diseases? 6. What factors, do you think, contributed to that region having the highest number of deaths? 7. Name one organization we discussed during class that is giving aid to that region. What is one thing you can do to reach across the globe and help?
**I created a handout in Microsoft Word and hyperlinked it to my PowerPoint. Unfortunately, the hyperlink only worked when viewing the PowerPoint from my computer because my computer contains the document.
**Click on the photo to access the document containing the stories.I included these stories because, on a topic that we do not experience a lot here in the United States, student sometimes have a difficult time understanding the importance of learning it. With these two stories my students are able to gain several things. First, an understanding of what the infection is, how it affects families in other parts of the world, and how often illness occurs in places outside of the United States. Second, students will learn that, although there are prevention and treatment options for this infection, not everyone infected has the resources or the means to seek medical help. Finally, I hope that these stories will appeal to my students emotions and spark in them, growing compassion for others. Stories found on: http://meandmy.net/news-views/my-malaria-story/Photo found at: http://www.google.com/imgres?q=children+with+malaria&um=1&hl=en&sa=N&tbo=d&biw=1280&bih=709&tbm=isch&tbnid=9-EPFyOw2TIDdM:&imgrefurl=http://www.guardian.co.uk/society/sarah-boseley-global-health%2Bmalaria&docid=RY1YZybJcJ1KvM&imgurl=http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2007/10/30/malaria.jpg&w=460&h=276&ei=e0f4UNW3EZLr0QHgj4HIBw&zoom=1&iact=rc&dur=91&sig=108292149552086231190&page=1&tbnh=133&tbnw=213&start=0&ndsp=26&ved=1t:429,r:2,s:0,i:117&tx=100&ty=55
