This daily lesson log outlines a science class for 10th grade students on the coordinated functions of the nervous, endocrine, and reproductive systems. The objectives are to describe the parts and functions of these three systems. The lesson plan includes reviewing these systems, presenting examples, discussing concepts, finding real-world applications, and evaluating student learning through activities and assessments. The reflection section allows the teacher to evaluate what teaching strategies worked well and areas needing improvement.
What is Special Education 1iStockphotoThinkstockPre-.docxphilipnelson29183
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. 1. You can use the terms disability and handicap interchangeably. T/F
2. 2. The history of special education began in Europe. T/F
3. 3. The first American legislation that protected students with disabilities was passed in the 1950s.
T/F
4. 4. All students with disabilities should be educated in special education classrooms. T/F
5. 5. Special education law is constantly reinterpreted. T/F
6. Answers can be found at the end of the chapter.
3
Executive Functioning
Poplasen/iStock/Thinkstock
Learning Objectives
By the end of this chapter, you should be able to:
• Compare and contrast core executive-function processes.
• Describe common measurements of core executive-function processes and evaluate how results of the mea-
surements are interpreted.
• Analyze how attention supports executive functioning.
• Explain how prefrontal and ventral striatum neural regions are associated with executive functions in emo-
tional contexts.
• Articulate how different factors influence young children’s willingness to delay gratification.
• Connect efforts to train executive functions in children to relevant theories and findings.
Pretest Questions
Pretest Questions
1. Children play a game in which they say “day” whenever they see a picture of the moon
and “night” whenever they see a picture of the sun. Children cannot succeed on this task
until they begin formal schooling around age 6 or 7. T/F
2. The inattentiveness of children diagnosed with attention-deficit/hyperactivity disorder
is solely a deficit in attention and is unrelated to other cognitive processes such as
memory. T/F
3. By adolescence, the brain is still maturing, which may explain why adolescents engage in
risk-taking more than younger children and adults. T/F
4. Young children find it easiest to delay gratification when they attend to a reward and are
reminded why the reward is worth waiting for. T/F
5. There is evidence that practice can help improve children’s memory, but it is
inconclusive whether the positive effects are long lasting. T/F
Mr. Gupta, a preschool teacher, has been recently hired to lead a classroom of 3- and 4-year-old
children. Nothing he learned in his education up to this point prepared him for setting up a class-
room by himself. As he considers how to arrange the classroom in anticipation of the school year
beginning, he recalls conflicting advice and material learned in classes.
Gupta remembers from one of his early childhood education courses that the quality of the sur-
rounding environment can impact learning. One experienced teacher told him that children love
a brightly colored room with lots of decorations, posters, and charts on the walls. Classrooms
should feel safe and inviting, since this can also impact learning. Another told him to make sure
the room was free of clutter and decoration. Gupta realizes both recommendations probably
cannot be met—a c.
You wrote this scenario from the perspective of Behaviorism learni.docxrosemarybdodson23141
You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality.
Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the muscles, organs and glands.
Neurons-
The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..
This is explanation about the motor relearning technique, which is one of the approach used to treat patient in rehabilitation with neurological conditions.
Tasheka, thank you for your post. It looks like you shared your th.docxssuserf9c51d
Tasheka, thank you for your post. It looks like you shared your thoughts on why certain ethical codes are important for each of the four scenarios. Could you please select just one of the scenarios and elaborate on how the ethical codes specified would be applied to the situation?
1. Suppose Minneapolis, MN is hit by an enormous natural disaster. Many people were unprepared for such a disaster and suffered mental and physical trauma. Would it be ethical for a psychologist to provide his or her services if he or she had not been specifically trained in disaster response? Do the ethical concerns change if the care is provided at the site of the natural disaster as opposed to at an office visit after the disaster has already occurred? Why or why not? Refer to the specific standards involved and provide a rationale for your answer.
2. Iran is under the threat of war from neighboring countries. There is concern that there are enemy sympathizers responsible for attacks within Iranian borders. Under what circumstances is it allowable for an Iranian psychologist to disclose confidential information without the consent of the client? Refer to the specific standards involved. Is there a possibility the Iranian government could misuse these standards? Why or why not?
3. A psychologist in Singapore wishes to refer a client because of a conflict in values and feelings of underlying threats to his safety. Due to these circumstances, the psychologist feels that he cannot provide competent services to his client. What steps should the psychologist take to ensure an appropriate referral? Can the psychologist “warn” the future psychologist that his client may pose harm to them? Why or why not? Refer to the specific standards involved.
4. A psychologist who is bound by the European Federation of Psychologists’ Association is contacted by a former client who, after a six-month absence from therapy, would like to resume his sessions. The psychologist is completely booked. What are the psychologist’s ethical responsibilities to the client? What should the psychologist do? Refer to the specific standards involved.
Also, Do you believe it is possible for there to be one set of ethical principles to govern all psychologists globally? Why or why not? Be sure to support your postings and responses with specific references to the Learning Resources.Required Readings
Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.
Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a global psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.
· Chapter 3, "Current Trends in Global Psychology"
· Chapter 10, "Toward a Global Professionalization of Psychology"
Article: Berry, J. (2016). Global, indigenous, and regional perspectives on international psychology. In J.L. Roopnarine, D. Chadee, J.L. Roopnarine, D. Chadee (Eds.), Caribbean psychology: Indigenous contribut ...
What is Special Education 1iStockphotoThinkstockPre-.docxphilipnelson29183
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. 1. You can use the terms disability and handicap interchangeably. T/F
2. 2. The history of special education began in Europe. T/F
3. 3. The first American legislation that protected students with disabilities was passed in the 1950s.
T/F
4. 4. All students with disabilities should be educated in special education classrooms. T/F
5. 5. Special education law is constantly reinterpreted. T/F
6. Answers can be found at the end of the chapter.
3
Executive Functioning
Poplasen/iStock/Thinkstock
Learning Objectives
By the end of this chapter, you should be able to:
• Compare and contrast core executive-function processes.
• Describe common measurements of core executive-function processes and evaluate how results of the mea-
surements are interpreted.
• Analyze how attention supports executive functioning.
• Explain how prefrontal and ventral striatum neural regions are associated with executive functions in emo-
tional contexts.
• Articulate how different factors influence young children’s willingness to delay gratification.
• Connect efforts to train executive functions in children to relevant theories and findings.
Pretest Questions
Pretest Questions
1. Children play a game in which they say “day” whenever they see a picture of the moon
and “night” whenever they see a picture of the sun. Children cannot succeed on this task
until they begin formal schooling around age 6 or 7. T/F
2. The inattentiveness of children diagnosed with attention-deficit/hyperactivity disorder
is solely a deficit in attention and is unrelated to other cognitive processes such as
memory. T/F
3. By adolescence, the brain is still maturing, which may explain why adolescents engage in
risk-taking more than younger children and adults. T/F
4. Young children find it easiest to delay gratification when they attend to a reward and are
reminded why the reward is worth waiting for. T/F
5. There is evidence that practice can help improve children’s memory, but it is
inconclusive whether the positive effects are long lasting. T/F
Mr. Gupta, a preschool teacher, has been recently hired to lead a classroom of 3- and 4-year-old
children. Nothing he learned in his education up to this point prepared him for setting up a class-
room by himself. As he considers how to arrange the classroom in anticipation of the school year
beginning, he recalls conflicting advice and material learned in classes.
Gupta remembers from one of his early childhood education courses that the quality of the sur-
rounding environment can impact learning. One experienced teacher told him that children love
a brightly colored room with lots of decorations, posters, and charts on the walls. Classrooms
should feel safe and inviting, since this can also impact learning. Another told him to make sure
the room was free of clutter and decoration. Gupta realizes both recommendations probably
cannot be met—a c.
You wrote this scenario from the perspective of Behaviorism learni.docxrosemarybdodson23141
You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality.
Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the muscles, organs and glands.
Neurons-
The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..
This is explanation about the motor relearning technique, which is one of the approach used to treat patient in rehabilitation with neurological conditions.
Tasheka, thank you for your post. It looks like you shared your th.docxssuserf9c51d
Tasheka, thank you for your post. It looks like you shared your thoughts on why certain ethical codes are important for each of the four scenarios. Could you please select just one of the scenarios and elaborate on how the ethical codes specified would be applied to the situation?
1. Suppose Minneapolis, MN is hit by an enormous natural disaster. Many people were unprepared for such a disaster and suffered mental and physical trauma. Would it be ethical for a psychologist to provide his or her services if he or she had not been specifically trained in disaster response? Do the ethical concerns change if the care is provided at the site of the natural disaster as opposed to at an office visit after the disaster has already occurred? Why or why not? Refer to the specific standards involved and provide a rationale for your answer.
2. Iran is under the threat of war from neighboring countries. There is concern that there are enemy sympathizers responsible for attacks within Iranian borders. Under what circumstances is it allowable for an Iranian psychologist to disclose confidential information without the consent of the client? Refer to the specific standards involved. Is there a possibility the Iranian government could misuse these standards? Why or why not?
3. A psychologist in Singapore wishes to refer a client because of a conflict in values and feelings of underlying threats to his safety. Due to these circumstances, the psychologist feels that he cannot provide competent services to his client. What steps should the psychologist take to ensure an appropriate referral? Can the psychologist “warn” the future psychologist that his client may pose harm to them? Why or why not? Refer to the specific standards involved.
4. A psychologist who is bound by the European Federation of Psychologists’ Association is contacted by a former client who, after a six-month absence from therapy, would like to resume his sessions. The psychologist is completely booked. What are the psychologist’s ethical responsibilities to the client? What should the psychologist do? Refer to the specific standards involved.
Also, Do you believe it is possible for there to be one set of ethical principles to govern all psychologists globally? Why or why not? Be sure to support your postings and responses with specific references to the Learning Resources.Required Readings
Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.
Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a global psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.
· Chapter 3, "Current Trends in Global Psychology"
· Chapter 10, "Toward a Global Professionalization of Psychology"
Article: Berry, J. (2016). Global, indigenous, and regional perspectives on international psychology. In J.L. Roopnarine, D. Chadee, J.L. Roopnarine, D. Chadee (Eds.), Caribbean psychology: Indigenous contribut ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
1. GRADES 1 to 12
DAILY LESSON
LOG
School Jacobo Z. Gonzales Memorial NHS Grade Level Grade Ten
Teacher Leonor Remedillo Learning Area Science
Teaching Dates and Time Quarter Third Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the organisms as having feedback mechanisms, which are coordinated by the nervous,
endocrine, and reproductive systems.
B. Performance Standards The learners shall be able to create a campaign advertising video about the common and effective contraceptive measures used in family
planning, in line with the Reproductive Health Law.
C. Learning Competencies/
Objectives
Write the LC code for each
S10LT-IIIa-33
Describe the different
organs and functions of
nervous, endocrine, and
reproductive system
Identify the components
of the nervous system
Explain how the body
processes are controlled
through the nervous
System
- Describe the parts of the
endocrine system.
- Identify the hormones
secreted by each gland.
- Identify the major
endocrine glands in the
human body.
- Explain the function of
each endocrine gland.
II. CONTENT Introduction to Unit 3,
Coordinated functions of
Nervous, Endocrine,
and Reproductive
System
Pre-Assessment
The Nervous System
The Structure of the
Nervous System
Control of Body Processes
through the Nervous
System
Endocrine Gland and Their
Hormones
-Who’s in control?
Endocrine Gland and Their
Hormones
-What went wrong?
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 166 Page 167 Page 170 Pages 176 Page 176-178
2. Learner’s Materials pages Pages 226-227 Pages 228-231 Page 232 Pages 240 Page 240-243
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
2. B. Other Learning Resources khayav.com/worksheet/end
ocrine-worksheet.html
Endocrine Gland Chart
(Poster)
IV. PROCEDURES
A. Reviewing previous
lessons or presenting the new
lesson
Explain how the
circulatory and
respiratory systems
work together, and how
a person’s lifestyle
affects these systems.
Enumerate the different
parts of the nervous
system.
Explain the functions of
the different parts of the
Nervous system.
What is the role of the
nervous system in our
body?
Enumerate the different
endocrine glands.
B. Establishing a purpose for
the lesson
Using the Pre-
assessment found in the
LM, the students’ prior
knowledge on organ’s
functions will be
assessed.
The teacher will
enumerate different
activities and the students
will act it.
The teacher will show
what Domino effect is
using sets of Domino
blocks.
The teacher will show
pictures of people with
dysfunctions. (People who
has obesity, osteoporosis,
dwarfism, gigantism, goiter)
Let students recognize
some glands in our body
by naming some of it using
pictures.
C. Presenting examples/
instances of the new lesson
Using K-W-H-L,
students (in group) will
pre-assess their
knowledge in the
content of Module 1.
Let students identify
which part of the nervous
system functions in each
activity.
Using the Domino, the
students will relate it on
how the nervous system
does its part.
Students will identify which
organ system is responsible
for the different
dysfunctions.
In what organ system do
you think these pictures
belong
D. Discussing new concepts
and practicing new skills #1
Presentation of K-W-H-L
chart.
Perform Activity 1 in LM
page 230
Perform the suggested
Activity in TG page 170
(Connect the Dots)
Perform Modified Activity:
“Major Endocrine Glands
and Their Hormones”
Perform Activity 4 in LM p.
242-243 (Guide Questions)
E. Discussing new concepts
and practicing new skills #2
Give an overview of
Module 1’s content and
the culminating activity.
Perform Activity 2 in LM
page 233-235
F. Developing mastery
(Leads to Formative
Assessment 3)
Ask the students to
relate what they learned
from their Grade 9
lessons.
Discuss the Answers Discuss the Activity Discuss the Answers Discuss the Answers on
Guide Questions
3. G. Finding practical
applications of concepts and
skills in daily living
How are the different
systems in your body
important to you?
What is the vital role of
the nervous system that
may affect the other
systems?
How does the behavior of
neuron become helpful in
the Pharmaceutical drug
development?
How do medicine
practitioners use the idea
that hormones can perform
specific roles in the body?
Cite medical applications
used to control and
regulate the effect of the
endocrine glands to the
body.
H. Making generalizations and
abstractions about the lesson
Generalize the lesson
by synthesizing all the
ideas given by the
students.
Use the diagram in
Activity 1 to explain the
major divisions of the
Nervous system and its
functions.
Let students explain what
a neuron is and its vital
role in the nervous
system.
Identify the different
hormones released by each
gland and explain its
function.
Explain the effects of
hormonal imbalance.
I. Evaluating learning K-W-H-L chart will be
evaluated using a
rubric.
Ask a student about the
function of a specific part
of the nervous system.
Assessment of the Group
Activity
Assessment of the
Individual Activity
Give short situational test
about the function of the
endocrine system.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the Evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
works? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these works?
4. F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
