Cell unit plan day 1
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The document outlines a lesson plan for a cell biology class. It describes the 20 students in the class, who range in age from 14-16, and analyzes their learning styles and basic competencies. The objective is for students to tweet about cell theory and scientists' contributions after participating in a WebQuest and video. Students will break into small groups to complete the WebQuest using devices provided. Their understanding will be evaluated based on tweets and a subsequent presentation.
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Cell unit plan day 2
This document outlines a lesson plan for a cell organelles unit. It describes the characteristics of the 20 students in the class, who are mostly 10th graders. Students will learn about cell organelles through a Zunal WebQuest involving videos, blogs and other online resources. They will work in small groups using devices like laptops and smartphones to research the organelles. Throughout the lesson, students will tweet about the organelles in a class Twitter feed to demonstrate their understanding. Their knowledge will be further evaluated at the end of the 3-day lesson through a blog assignment.
Cell unit plan day 3a
This lesson plan is for a 10th grade cell biology class comprised of 20 students between ages 14-16, mostly female. The plan aims to teach students about cell organelles through a Twitter feed, Zunal webquest, and group work using various technologies. Students will break into small groups to research organelles online and discuss their roles. They will then tweet about and discuss organelles on a class blog to demonstrate their understanding. The teacher will monitor participation and provide assistance, evaluating comprehension through the Twitter feed and blog assignments.
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This document provides a lesson plan for a cell organelles unit. It describes the students as being mostly female 10th and 11th graders from various ethnic backgrounds. The plan incorporates various learning styles through group work and technology use. Students will use a Twitter feed, webquest, and blog to learn about cell organelles and their functions. They will work in small groups online to research different organelles and discuss challenges that would arise from removing an organelle from a cell. Their understanding will be evaluated through their Twitter posts and blog assignments.
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Tiffany Rollins is a 6th grade language arts teacher at Howard Middle School who uses various technologies in her classroom, including a Smart Board, computers, MP3 players, digital cameras, and Active Expression polling devices. She has students use these technologies on a daily basis for activities like grammar exercises on the Smart Board, writing assignments on computers, recording digital stories and poems with MP3 players, and assessments with Active Expression polling. Test scores were higher in classrooms that received a technology grant, and behaviors also improved as students were more engaged with technology-involved assignments. However, it can be difficult when the equipment fails and needs repairs.
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Tiffany Rollins is a 6th grade language arts teacher at Howard Middle School who uses various technologies in her classroom, including a Smart Board, computers, MP3 players, digital cameras, and Active Expression polling devices. She has students use these technologies on a daily basis for activities like grammar exercises on the Smart Board, writing assignments on computers, recording digital stories and poems with MP3 players, and assessments with Active Expression polling. Test scores were higher in classrooms that received a technology grant, and students are more engaged with assignments that incorporate technology. However, technology failures can be difficult to address in a timely manner.
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This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
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This document outlines a 4-week formative assessment project for students to create PowerPoint presentations on California wetlands creatures. In the first week, students will learn about wetlands through discussion and a field trip. They will then research their chosen creature and collect facts. The second week focuses on teaching research skills and having students outline their information. During the third week, students create their PowerPoint slides and practice the skills. Presentations are given in the fourth week. Throughout, the teacher provides guidance, monitors progress, and ensures struggling students receive support.
Cyber safety
This document provides information about cyberbullying, social networking, and digital citizenship. It defines cyberbullying as repeated hostile behavior online intended to harm others. Social networking is defined as using websites to communicate and share information. The document then provides tips for safe and responsible use of social media and the internet such as not sharing personal information, using strong passwords, and avoiding inappropriate websites. It emphasizes the importance of digital citizenship.
Augmented Education: an Opportunity for Digital Inclusion on Mexican Secondar...
This work proposes a mobile augmented reality system to improve Mexican secondary education, allowing students to access additional educational contents related to their textbooks. Our application recognize the augmented tags in the book and shows multimedia contents to complement the topics covered in the class. Usability testing of our augmented reality system showed a high user satisfaction.
Universal design for learning
The document outlines accessibility and inclusion guidelines for a school facility and classrooms serving students with disabilities. It specifies that the building, parking, bathrooms, classrooms, and other facilities must be fully accessible. Classrooms will incorporate Universal Design for Learning principles through differentiated instruction, flexible seating, and assistive technologies. Teachers will be highly qualified and receive extensive training to meet each student's individual needs.
Assure method Revision
The document outlines a lesson plan for teaching fourth grade students about holiday traditions from around the world. It involves having students research holidays in small groups, create presentations on the holidays, and participate in various class activities throughout the week to learn about different cultural traditions. The plan incorporates the use of technology like blogs, podcasts, Photoshop and more. It provides detailed objectives, methods, materials, instructions for implementation, and an assessment plan to evaluate student learning and the effectiveness of the lesson.
Assure method revised
This document outlines an ASSURE method lesson plan for teaching fourth grade students about holiday traditions from different cultures and religions. The plan involves students: 1) Researching holidays in small groups and creating presentations using technology; 2) Participating in whole-class activities during presentations like crafts, dances, or foods; 3) Creating individual blogs and a group podcast about their researched holiday; 4) Learning about major religious holidays through a video and Jeopardy game; 5) Designing a digital image of their favorite family holiday traditions; and 6) Building and programming robots to represent their researched holidays. The teacher will use various technologies, materials, and social media platforms to facilitate the lessons and activities.
Amazing Animals
This document describes a 4th grade science and language arts project in which students research and present on an animal of their choice. Students use the internet to research animals and record information in a grid. They then write a report in Microsoft Word and create a PowerPoint presentation to share with the class. The teacher found that students were motivated by using technology and took pride in their polished final projects. Some support issues included preparing for and troubleshooting the technology used. The project took approximately 5 hours to prepare and 18 class periods for students to complete.
eLearning in practice in Higher Education by Prof. Edward Reeve
This presentation provides an overview of e-learning practices at Utah State University. It begins with definitions of key terms like asynchronous learning, synchronous learning, and blended courses. It then showcases USU's use of an learning management system (Canvas), interactive video conferencing, lecture capture software, and other tools to support online and blended courses. The presentation outlines best practices for e-learning like developing clear course objectives, interactive content, and continuous evaluation. It concludes by discussing trends that may impact e-learning's future, such as mobile learning, social learning, and personalization.
Final project unit plan
This five-day unit plan aims to teach high school biology students about the basic anatomy and functions of the human brain through various online resources, lectures, and a group presentation project. On day one, students will learn about amazing brain facts and the overall unit schedule. Day two focuses on brain anatomy, including lobes and functions. Cranial nerves and the central nervous system are covered on day three. Days four and five provide time for students to work collaboratively in groups on a project about the brain, which they will present to the class and teachers on day five with a goal of 95% accuracy. Formative feedback will be gathered from students throughout the unit to improve instructional materials and technology use.
Final project unit plan
This 5-day unit plan aims to teach high school biology students about the basic anatomy and functions of the human brain through various online resources, games, lectures, and presentations. On day 1, students will learn about amazing brain facts and the overall unit project through an introductory video and discussion. Days 2-3 focus on brain anatomy, including lobes, cranial nerves, and systems, using videos, lectures, and assignments. Day 4 is a project workday where students collaborate in groups. On the final day, student groups will present their projects to the class and teachers, demonstrating their understanding of the unit's key topics. Throughout, the teacher will assess student comprehension and solicit feedback to improve instruction.
Technology Lesson Plan
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
Riddell tech unit_outline_final
This unit outline describes a 6th grade language arts project to teach students about verb tenses through direct instruction, practice activities, and the creation of an animated video using GoAnimate explaining verb tenses. The 10 day unit involves rotations of students working with the teacher, independently, and on the computer to learn about simple and perfect verb tenses before applying their knowledge in an animated video assessed using a rubric.
Riddell tech unit_outline_final
This unit outline describes a 6th grade language arts project to teach students about verb tenses through direct instruction, practice activities, and the creation of an animated video using GoAnimate explaining verb tenses. The 10 day unit involves rotations of students working with the teacher, independently, and on the computer to learn about simple and perfect verb tenses before applying their knowledge in an animated video assessed using a rubric.
AET/520 Instructional Module Snapshot PPT
This document provides an overview of an instructional module for a Computer 101 course at a community college. The hybrid course meets twice a week in a computer lab and once a week in a regular classroom, and also has some online components. The goal of the course is for students to learn skills for creating an interactive blog that can be used for educational purposes. Throughout the course, students will watch videos, take quizzes, and complete individual and group projects focused on designing their own educational blogs using various technological resources and features. Formative assessments include interactive tests and quizzes, as well as a final individual project where students create and present their own educational blogs.
ASSURE Method Day 5
This lesson plan is designed for a 9th grade honors class in West Virginia to analyze pulsar plots over 5 days of instruction. The students will work in groups of 2-3 to analyze pulsar plots from an online database using previously taken notes. They will then present their findings on Facebook and discuss each other's posts. On the final day, students will present their findings alongside robotics projects they have been building. The teacher will facilitate discussion and ensure technology is available for presentations. Students will be assessed based on group participation, robot applications and their engagement on social media forums throughout the unit. Feedback will be used to revise and improve the lesson plan.
Lesson #3
Students will listen to a podcast introducing the lesson on line plots. They will then conduct an experiment in groups and create a line plot to display their findings, explaining their methods in a storytelling video. Various technologies will be used, and students will have time to plan their experiment and video. They will work in groups to create a questionnaire, interview classmates, and document their research in a storytelling tool. Evaluations will consider students' video participation, group effort, and notebook recordings.
The Future of Education Education Trends Edvantic.pdf
As the innovations and technology continue to change rapidly. The future of education is defined by proper planning, which is highly influenced by technology.
Assure day 3
This document provides details about a lesson plan for 10th grade students learning about Native Americans. It includes information about the students, objectives, methods, materials, and assessments. Specifically, it notes that the lesson involves classroom discussions, a YouTube storytelling video, blogging, and an arts and bots project using recycled materials to teach about the Cherokee Nation v. Georgia trial. The teacher will evaluate students based on their participation, blog posts, and arts project.
Day 2 Lesson Plan
This lesson plan is for a Spanish 1 class of 18 students ages 11-14, including 2 males with ADHD. The goal is for students to become familiar with 5 holidays in Spanish-speaking countries through a project-based learning approach. Students will work in groups to research an assigned holiday, create a presentation, and present to the class. The teacher will use videos, QR codes, and social media to engage students and provide research materials. Students will complete their work in the computer lab while the teacher monitors their participation. Students will be evaluated on a 100-point rubric based on their presentation. The teacher will assess student learning, solicit feedback, and revise the lesson as needed.
Similar to Cell unit plan day 1 (20)
Augmented Education: an Opportunity for Digital Inclusion on Mexican Secondar...
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eLearning in practice in Higher Education by Prof. Edward Reeve
eLearning in practice in Higher Education by Prof. Edward Reeve
The Future of Education Education Trends Edvantic.pdf
The Future of Education Education Trends Edvantic.pdf
More from Jeremiah Williamson
Cell theory webquest prime revised
You have been awarded a time machine trip by the Institute of Scientific Thought to research scientists who contributed to the cell theory. You will visit Zacharias Jansen, Robert Hooke, Anton Van Leeuwenhoek, Matthias Schleiden, Theodor Schwann, and Rudolf Carl Virchow to learn about their contributions, backgrounds, and additional facts. Upon returning, you must create a presentation with a partner to determine who most deserves a trip to the future.
Unit plan presentation 2
The document outlines a 6-day lesson plan for teaching 20 high school students aged 14-16 about animal cells. The plan includes using various technologies like YouTube, webquests, and social media for lectures, videos, and activities about cell organelles and membranes. On the final day, students will present comparisons of something of their choice to an animal cell with 85% accuracy based on their learning throughout the week.
Critical thinking in the 21rst century (1)
This document defines critical thinking as the art of analyzing and evaluating information to improve understanding. It lists key critical thinking skills like knowledge, comprehension, application, analysis, synthesis, and evaluation. The document emphasizes the importance of critical thinking for determining what is factual versus fictional and avoiding bias. It suggests critical thinking is especially important for properly evaluating information in the digital age. As an example, the document proposes an activity where students analyze and critique advertisements to identify ambiguous terms and images used to potentially mislead audiences.
Revised poster 2
Cell size is important because it impacts the surface area to volume ratio, which determines how quickly materials can move in and out of the cell via diffusion. The surface area to volume ratio is calculated by dividing the surface area by the volume. While animal cell sizes are generally consistent, cell size can still influence cellular functions.
The cell membrane
The cell membrane is a fluid mosaic structure composed of a phospholipid bilayer with hydrophobic tails facing inward and hydrophilic heads facing outward. Embedded in this bilayer are transmembrane proteins that act as gates and channels to selectively control the passage of molecules like glucose and ions in and out of the cell through diffusion or active transport processes. The membrane surrounds intracellular structures like mitochondria, the Golgi apparatus, nucleus, lysosomes, and endoplasmic reticulum in eukaryotic cells.
Cell theory webquest prime
You have been selected to travel through time using a time machine to research scientists who contributed to the cell theory. You will visit scientists such as Robert Hooke, Anton van Leeuwenhoek, Matthias Schleiden and Theodor Schwann to learn about their discoveries and how they advanced the understanding of cells. After completing your time travel research, you will collaborate with a partner to create a presentation arguing which scientist made the most significant contribution to the development of the cell theory. Your presentation will be evaluated based on criteria such as mastery of the subject, organization, and communication skills.
Cell theory webquest prime
You have been selected to travel through time using a time machine to research scientists who contributed to the cell theory. You will visit scientists such as Robert Hooke, Anton van Leeuwenhoek, Matthias Schleiden and Theodor Schwann to learn about their discoveries and how they advanced the understanding of cells. After completing your time travel research, you will collaborate with a partner to create a presentation arguing which scientist made the most significant contribution to the development of the cell theory. Your presentation will be evaluated based on criteria such as mastery of the subject, organization, and language skills.
Cell Size Poster
A poster that demonstrates the size of cells in all animals is set by surface area to volume ratio rather than the overall size of the animal.
Unit plan presentation
The document outlines a 6-day biology unit for 20 high school students to learn about animal cells. On the first 5 days, students will be taught about the history of biology, animal cell structure, organelles, cell membrane, and do a surface area to volume experiment. On the final day, students will present comparisons of their choice to an animal cell with 85% accuracy using technologies like YouTube, Smartboard, Google Drive and lab equipment. The unit cites a biology textbook as its source.
Assure assignment
This document outlines a lesson plan for teaching 15 students ages 10-19 about American 4th of July celebrations. The students have varying levels of vision impairment and are of Russian origin but speak English as a second language. The plan involves using audio and visual media like videos and music to immerse the students in 4th of July activities. It includes a mock celebration at a local park and viewing fireworks videos. Students will participate in group activities and be assessed individually at the end to evaluate what they learned.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Cell unit plan day 1
- 1. Cell Unit Plan – Lesson 1(Day 1) Analyze the Learner General Characteristics The learners are comprised of 20 individuals ages 14 to 16. The gender of the class is mostly female with 12 girls and 8 boys in the classroom. The ethnic background of the students is 7 African American, 1 Hispanic, 1 Asian, and 11 white. While 18 members of the class are in the 10th grade, 2 members are 11th graders who have to repeat this course because of a failing grade previously. Learning Styles An in depth analysis has not been conducted on each student to determine their particular learning styles, an effort has been made to provide for three major learning styles of visual, audio, and reading. After students have been introduced to the material they will be required to use the material in group and/or individual assignments. Entry Level Competencies The primary prerequisite for this class is to be in the 10th grade or above and have passed the science class for grade 9. Basic competencies in computers, smart phones, tablets, etc. will be necessary to complete assignments and view course materials. Peer assistance will be encouraged for those who are unfamiliar with some or all of the technologies to be used.
- 2. State Objective The students will be able to tweet in the class Twitter feed about the main tenants of cell theory and their contributors after participation in the MS Word WebQuest, as groups, and viewing a YouTube video with 80% accuracy. Students will also demonstrate knowledge of individual scientist’s contributions to cell theory after WebQuest participation by presenting a 5min PowerPoint presentation about which scientist should receive a trip to the future with 90% accuracy at the beginning of the next class session. Select Methods, Media, and Materials Materials Computer Smartphone Tablet Smart Board Students will be encouraged beforehand to bring smartphones, laptops, etc. to be able to participate in this exercise. Any student who does not have any such device will be placed in a group that does and/or provided a laptop computer from the mobile computer lab. Media Twitter School Email Digital image Wireless internet connection
- 3. MS Word Poster YouTube MS PowerPoint QR code (in WebQuest) Facebook Method The method of instruction will be initially large group for the bell ringer activity and then students will be broken into groups of 4 to 6 students depending on availability of the aforementioned materials. The teacher will roam the class assisting students as necessary and keeping them on task. Utilize Media and Materials Preview the Materials The YouTube video will be screened before class to ensure it displays properly and for appropriateness. The class Twitter feed will be tested at the end of the preceding class to ensure students can post to the feed as well as their ability to connect to the school’s wireless internet. The class Facebook page will be checked daily to ensure information is up to date and that students are using it appropriately. The smart board will be tested ahead of class time in order to ensure its functionality.
- 4. The WebQuest will be tested for broken links, inappropriate content, and functionality of the QR code before it is implemented in class by myself and one other education professional. Prepare the materials The class Twitter will be set up in advance of the class. The video will be found and loaded to be able to be played without delay. The WebQuest will be emailed to each student before the start of class. The computers from the lab will be brought to the class ahead of class time and ensured that they are sufficiently charged. Prepare the Environment The front of the class room will be dimmed to aid the view of the smart board. The chairs will be grouped to view the smart board and prevent excessive time taken to get students into groups. Prepare the Learners The students will receive initial instruction about the cell theory at the beginning of the class to help build interest in the subject. Students will also be given a brief explanation of the big picture of Cell Theory in the grand scheme of biology and medicine. Provide the Learning Experience The Twitter feed will be displayed during the bell ringer activity and throughout the class process to allow students to tweet about things they find interesting in the WebQuest. The twitter
- 5. feed will also be used to allow students to view what is going on in the class if they are unable to attend. Require Learner Participation Large Group The twitter feed will be used to allow students to tweet about what they currently know about the Cell Theory along with the smart board which will be displaying the feed at the front of the class room. The smart board will be used to show a YouTube video that gives a general overview of the Cell Theory. Small Group Format Students will log on to computers and acquire the MS Word WebQuest via their student emails. Students will be following the links and QR code in the WebQuest to gather information on the Cell Theory in preparation for their presentation during the next class session and in order to tweet about at the beginning of the next class session. Evaluate and Revise
- 6. The twitter feed will be used to evaluate each student’s general understanding of the course material. The Twitter feed will also be used to provide a real-time analysis of the lesson plan to address any questions and concerns students have during the activity. Students will be offered extra credit if they tweet something as a suggestion for improvement of the lesson plan. Subsequent evaluation of the overall understanding of the material will be assessed during the first 30 minutes of the next class session when they present their nomination for the award outlined in the WebQuest and their bell ringer tweet at the beginning of the class.