This document outlines a proposed instructional website about the circulatory system. The purpose is for 7th grade students to learn about the anatomy and functions of the circulatory system, as well as related health topics. The website will include lessons, quizzes, tutorials and games covering the heart, blood, veins, arteries and diseases. An evaluation plan is proposed to assess whether the objectives, navigation and content are effective for student learning. Feedback will be gathered from students, parents, teachers and through surveys to improve the website.
I want you to go the Next Generation Sunshine State standards (http.pdfkellenaowardstrigl34
Ā
I want you to go the Next Generation Sunshine State standards
(http://www.cpalms.org/Public/search/Standard) homepage. Choose a grade level (not K) and
look at all the LIFE SCIENCE standards that are found under each of the Big Idea/Supporting
Idea topics. To see all the standards, click on the bolded letters.
please provide the grade level and copy the standards
Summarize what you, as a teacher, would be responsible for teaching your students.
Discuss how this framework changed your thoughts on what you, as a teacher, would be
responsible for teaching your students for the standards?
Discuss how insect topics might be used to help illustrate each of those LIFE SCIENCE
standards for that grade level. What insect information do you think could fit with that standard?
How could insects be used in related lessons?
Solution
Summary of grade 7 according to my skills are :-
Cell Biology
1. All living organisms are composed of cells, from just one to many trillions, whose details
usually are visible only through a microscope. As a basis for understanding this concept:
a. Students know cells function similarly in all living organisms.
b. Students know the characteristics that distinguish plant cells from animal cells, including
chloroplasts and cell walls.
c. Students know the nucleus is the repository for genetic information in plant and animal cells.
d. Students know that mitochondria liberate energy for the work that cells do and that
chloroplasts capture sunlight energy for photosynthesis.
e. Students know cells divide to increase their numbers through a process of mitosis, which
results in two daughter cells with identical sets of chromosomes.
f. Students know that as multicellular organisms develop, their cells differentiate.
Genetics
2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits
may be modified by environmental influences. As a basis for understanding this concept:
a. Students know the differences between the life cycles and reproduction methods of sexual and
asexual organisms.
b. Students know sexual reproduction produces offspring that inherit half their genes from each
parent.
c. Students know an inherited trait can be determined by one or more genes.
d. Students know plant and animal cells contain many thousands of different genes and typically
have two copies of every gene. The two copies (or alleles) of the gene may or may not be
identical, and one may be dominant in determining the phenotype while the other is recessive.
e. Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is
located in the chromosomes of each cell.
Evolution
3. Biological evolution accounts for the diversity of species developed through gradual processes
over many generations. As a basis for understanding this concept:
a. Students know both genetic variation and environmental factors are causes of evolution and
diversity of organisms.
b. Students know the reasoning used by C.
I want you to go the Next Generation Sunshine State standards (http.pdfkellenaowardstrigl34
Ā
I want you to go the Next Generation Sunshine State standards
(http://www.cpalms.org/Public/search/Standard) homepage. Choose a grade level (not K) and
look at all the LIFE SCIENCE standards that are found under each of the Big Idea/Supporting
Idea topics. To see all the standards, click on the bolded letters.
please provide the grade level and copy the standards
Summarize what you, as a teacher, would be responsible for teaching your students.
Discuss how this framework changed your thoughts on what you, as a teacher, would be
responsible for teaching your students for the standards?
Discuss how insect topics might be used to help illustrate each of those LIFE SCIENCE
standards for that grade level. What insect information do you think could fit with that standard?
How could insects be used in related lessons?
Solution
Summary of grade 7 according to my skills are :-
Cell Biology
1. All living organisms are composed of cells, from just one to many trillions, whose details
usually are visible only through a microscope. As a basis for understanding this concept:
a. Students know cells function similarly in all living organisms.
b. Students know the characteristics that distinguish plant cells from animal cells, including
chloroplasts and cell walls.
c. Students know the nucleus is the repository for genetic information in plant and animal cells.
d. Students know that mitochondria liberate energy for the work that cells do and that
chloroplasts capture sunlight energy for photosynthesis.
e. Students know cells divide to increase their numbers through a process of mitosis, which
results in two daughter cells with identical sets of chromosomes.
f. Students know that as multicellular organisms develop, their cells differentiate.
Genetics
2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits
may be modified by environmental influences. As a basis for understanding this concept:
a. Students know the differences between the life cycles and reproduction methods of sexual and
asexual organisms.
b. Students know sexual reproduction produces offspring that inherit half their genes from each
parent.
c. Students know an inherited trait can be determined by one or more genes.
d. Students know plant and animal cells contain many thousands of different genes and typically
have two copies of every gene. The two copies (or alleles) of the gene may or may not be
identical, and one may be dominant in determining the phenotype while the other is recessive.
e. Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is
located in the chromosomes of each cell.
Evolution
3. Biological evolution accounts for the diversity of species developed through gradual processes
over many generations. As a basis for understanding this concept:
a. Students know both genetic variation and environmental factors are causes of evolution and
diversity of organisms.
b. Students know the reasoning used by C.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Ā
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 Caesarās dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireās 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 Empireās 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Ā
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as ādistorted thinkingā.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Ā
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
Ā
It is possible to hide or invisible some fields in odoo. Commonly using āinvisibleā attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Ā
Andreas Schleicher presents at the OECD webinar āDigital devices in schools: detrimental distraction or secret to success?ā on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus āManaging screen time: How to protect and equip students against distractionā https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective āStudents, digital devices and successā can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
Ā
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Ā
Project Plan for Instructional Site
1. Instructional Site Project Report
Purpose
The purpose or instructional need is for students to learn about the circulatory
system and health related diseases. They need to know the anatomy of the
circulatory system, how it works and how other systems in their bodies depend
on each other for survival. Students need to know the cardiovascular system in
order to fully understand other systems within their bodies. They also need to
know how to take care of their bodies to prevent health related diseases. It is
important to address this instructional need because it is required that all
students gain proficiency in the Texas Model Content Standards for Science. In
this proposal I am seeking to address:
STANDARD 3
Life Science: Students know and understand the characteristics and structure of
living things, the processes of life, and how living things interact with each other
and their environment. (Focus: Biology)
My instructional web site will cover the following areas of the circulatory system:
the heart, blood, veins and arteries. The web site will contain lessons, online
quizzes, tutorials, and games. Students will receive individual lessons over each
area of the circulatory system and then complete assignments over each lesson
online.
Audience Analysis
Learner Objectives:
1. Given the instructional web site resources, students will be able to describe
the circulatory system and its functions.
2. Given an animated diagram of how the heart transports blood, students will
be able to describe the heart and how blood moves through the heart.
3. Given a group project and instructional material over the circulatory system,
students will be able to identify and describe the three types of blood vessels.
4. Given instructional material over blood, students will be able to define what
blood is and describe the function of the different parts of blood.
5. Given an online game over how oxygen is transported and utilized in the
body, students will be able to describe what happens to blood as it circulates.
6. Given a lab where students determine if the pulse rate is the same for boys
and girls, students will be able to recognize that when a science experiment is
repeated with the same conditions, the experiment generally works the same
way. From this lab, students will also be able to and compare knowledge
gained from direct experience to knowledge gained indirectly.
The learners will be able to do the following at the end of the lessons:
ā¢ Describe the circulatory system and its functions.
ā¢ Describe the heart and how blood moves through the heart.
2. ā¢ Name and describe the three kinds of blood vessels.
ā¢ Define what blood is and describe the different parts of blood.
ā¢ Describe what happens to blood as it circulates.
ā¢ Identify types of heart disease and their causes.
Results: Texas Content Standards
1. STANDARD 3 ā Life Science
In grades K-4, what students know and are able to do includes
ā¢ describing human body systems (for example, digestive, respiratory,
circulatory, skeletal, muscular)
2. As students in grades 5-8 extend their knowledge, what they know and are able
to do includes
ā¢ describing the structures and functions of human body systems; and
ā¢ describing and giving examples of non-communicable diseases and
communicable diseases
(for example, heart disease and chicken pox).
2. STANDARD 6
Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines.
In grades K-4, what students know and are able to do includes
ā¢ recognizing that when a science experiment is repeated with the same
conditions, the experiment generally works the same way;
ā¢ comparing knowledge gained from direct experience to knowledge gained
indirectly (for example, collecting data about student heights in their class and
comparing the results to similar data collected in another class or school)
Indicators
1. Students will investigate the circulatory system through these links on my web
site:
http://library.thinkquest.org/5777/cir1.htm
http://www.imcpl.org/kids/guides/health/circulatorysystem.html
http://vilenski.org/science/humanbody/hb_html/circ_system.html
After investigating the web site, students will describe the circulatory system and
define its parts (veins and arteries) on a short quiz.
2. Students will participate in a group activity and create a presentation about the
circulatory system. They will use this link on my web site to guide them through
this project: http://sciencespot.net/Media/hlthhumbdyquest.pdf
3. Students will participate in a lab where they determine if the pulse rate is the
same for boys and girls. Found on page 11
http://www.msnucleus.org/membership/html/k-6/lc/pdf/lc4w.pdf
4. Students will investigate the human heart and blood and identify its function
through these links on my web site:
http://library.thinkquest.org/5777/cir3.htm
3. http://www.heartpoint.com/theheart.html
After investigating the web sites, students will be able to draw and label parts of
the heart on a diagram and describe its function on a written test.
5. Students play a game called, Sail the Circulatory System
http://www.toxrap.org/36_kids_game1intro.html
When students finish playing the game they will take a written test and describe
how oxygen is transported and utilized in the body.
Design Decision Making
Major topics that need to be included in the instruction:
Parts of the Circulatory System
1. Blood
2. Heart
3. Veins and Arteries
Jobs of the Circulatory System
1. transports food and oxygen
2. transports wastes
3. protection
4. transports hormones
5. temperature regulation
Parts of the Heart
1. atrium
2. ventricle
3. septum
4. valve
Blood Vessels
1. artery
2. vein
3. capillary
4. aorta
Different parts of the Blood
1. White Blood Cells
2. Red Blood Cells
3. Platelets
4. Plasma
Heart Disease
1. artherosclerosis
2. coronary artery
3. heart attack
4. Navigation Mechanisms
The navigation needs to be user friendly for my 7th
graders. I want my learners to
have the freedom to go back and forth between sessions but I also want to guide
my learners through the course along a specific path along the navigation system.
In order to reach both needs I will have elements of both sparse and rich
navigation.
Menu āOn the menu I will be providing a constantly displayed menu to help
users navigate the site. The users will always see how the course is organized and
they can jump from one activity to another. I will be using a left margin constant
menu that displays all the topics and can be expanded to show sub topics. The
menu will provide complete freedom to move from topic to topic. I will have
another menu bar of buttons on top going left to right for general topics such as a
help box, grades, contact info, posting questions and an assignment drop box.
Hypertext links ā The Glossary entries will have hyperlinks.
Location Indicators ā I will have visual icons on the assignment pages where
students may click on the button to read about the activity and learn about the
current topic. The learners will need an easy to understand interface. English
Language Learners will need these visual icons to help guide them through
certain assignments.
Glossary ā The Glossary entries will have hyperlinks to the sections of the
course that relate to the entries. In this way, it will be both an index and a
glossary. There will be a glossary link available all the time in the upper left.
Paging - The paging will not span more than one page. Lessons will be designed
for minimal paging.
2. Common Instructional Values
Learner-Centered - The design of this web page is user friendly. The web page
will have a friendly graphical interface. Visual icons will represent each activity
which will be useful for English Language Learners within the classroom.
Social ā The web site will allow students to communicate with each other
through the chat feature.
Contextual - Each topic of the circulatory system will be discussed meeting the
Colorado State Standards in Science.
Active ā Students will be actively engaged in each of the assignments using
current technology and by using interactive games.
Supportive ā This will be a supportive course in which students may ask direct
questions at anytime in class or they send an e-mail regarding questions they
have. There will also be a chat feature that will allow students to discuss group
work projects they have to complete. The students are encouraged to work in
these group work projects so that it could help foster their understanding of the
material.
5. 3. CARP
Since this course is about The Circulatory System I chose a basic red color
scheme that correlates with the theme of blood. I would like the site to be
interesting and exciting for my students.
Contrast - I like the black menu on the left side with the contrasting white
letters. This makes the menu more visible for the users. The top buttons are also
black with white lettering. I feel like this separates the menu and buttons from
the rest of the page so it is stands out to the user.
Alignment -The left menu is vertically aligned and the top buttons are
horizontally aligned. I feel that this alignment is user friendly and easy to
understand.
Repetition - The same color scheme, menu and buttons are used throughout
this prototype.
Proximity - The general topics such as grades, email and chat are grouped
together on the top in the form of buttons. The course content is grouped
together along the left menu. All pages are consistent throughout providing a very
user friendly site.
4. Typography ā The typography is a Georgia font. To create a little bit of
contrast I am using a sans serif typeface (Verdana) for titles, subtitles and menus
which was created specifically for computer screens. For contrast I am using
bold, underline and larger size for titles, subtitles and menus. The rest of the text
will be normal George font.
5. Visuals/Graphics ā Within this web page, I am going to use little graphics.
There will be the first image on the home page and the others are going to be
spread evenly across the site to gain attention to specific parts of the content
taught. Currently, I am going to add an image to each unit in this course.
Instructional Graphics
1. Representational ā The heart diagram will help students identify
and label parts of the heart.
2. Decorative - These graphics will be used to excite and get the
students attention.
3. Functional ā (buttons) Buttons will help the student navigate
throughout the site.
Evaluation Plan
To determine whether:
ā¢ the objectives are clear and appropriate
ā¢ the navigation is helpful to participants
ā¢ the content is laid out appropriately
6. ā¢ participants identified the resources available
2. Resources and Constraints
ā¢ The formative evaluation will cost nothing except time.
ā¢ The revisers would like the project to be an effective teaching tool
ā¢ Resources that will be used are: students, parents, and teachers
3. Task Analysis
Participants will be able to do the following proficiently:
Objective #1: The Role of the Circulatory System ā 1.Given the instructional
web site resources, students will be able to describe the circulatory system and its
functions. 2. Given an animated diagram of how the heart transports blood,
students will be able to describe the heart and how blood moves through the
heart. In this unit the participant will be able to:
ā¢ Describe the circulatory system and its functions
ā¢ Describe the heart and how blood moves through the heart
ā¢ Identify parts of the heart and explain its function
Objective #2: Veins, Arteries, and Capillaries - Given a group project and
instructional material over the circulatory system, students will be able to identify
and describe the three types of blood vessels. In this unit the participant will be
able to:
ā¢ Name and describe the three kinds of blood vessels
ā¢ Explain how blood vessels help transport blood throughout the
body
Objective #3: The Heart, Blood, and its Components ā 1. Given instructional
material over blood, students will be able to define what blood is and describe the
function of the different parts of blood. 2. Given an online game over how oxygen
is transported and utilized in the body, students will be able to describe what
happens to blood as it circulates. In this unit the participant will be able to:
ā¢ Define what blood is and describe the different parts of blood
ā¢ Describe what happens to blood as it circulates
Objective #4: Wellness and Disease ā 1. Given instructional material over heart
health, wellness, and disease, the participant will be able to define wellness and
the types of heart disease and their causes. 2. Given a lab where students
determine if the pulse rate is the same for boys and girls, students will be able to
recognize that when a science experiment is repeated with the same conditions,
the experiment generally works the same way. From this lab, students will also
7. be able to and compare knowledge gained from direct experience to knowledge
gained indirectly.
In this unit, the participant will be able to:
ā¢ Identify types of heart disease and their causes
ā¢ Define pulse rate and blood pressure
ā¢ Share the knowledge gained from a science experiment that
compared pulse rates between boys and girls
4. Learning Environment
ā¢ The learners will use classroom based methods of learning in which
cooperative group learning is encouraged.
ā¢ The learning environment for each participant will take place within the
classroom, the school computer lab, and at the participantās home with
their own computers.
ā¢ The participants will be students who take this course as part of the
science curriculum. Participants will work from home using their home
computer or by gaining access to a library computer.
5. Media Characteristics
The majority of this course is held on-line with some traditional classroom
lecture. Media Characteristics includes: computer games, animated diagrams,
and content related resources.
6. Questions to be answered
ā¢ Is the Web site easy to access and navigate?
ā¢ Is the content effective in achieving desired objectives? Are the objectives
being covered adequately?
ā¢ Are the activities engaging for the students? Are there any more games,
simulations, and animations that could be added that will make the
instruction more engaging?
ā¢ Is the instruction self-paced?
ā¢ Are there any more graphics I could add that would make the instruction
more interesting?
7. Parts of instruction to be evaluated
ā¢ Is the site user-friendly?
ā¢ Can participants, parents, and teachers access this site easily?
ā¢ Are the objectives clearly defined?
ā¢ Is the overall appearance of the site conducive to learning?
9. Data gathering tools and methods
8. Stage 1 ā The data gathering tools will be to receive constructive feedback
through a classroom discussion at the end of the first week. I will record all
the feedback including: constructive criticism, comments, advice, and
suggestions.
Stage 2 - I will construct an on-line survey on the web site. On the survey,
participants will be asked to rate the user-friendliness of the site.
Stage 3 - 7th
grade teachers from my school will evaluate the site for
instructional effectiveness. The teachers will grade the site on the content
covered, standards addressed, and assessment tools. They will also be
asked if they have any suggestions for teaching the content covered. All
feedback will then be recorded and addressed.
Stage 4 ā The gathering tool for this last stage is a formal evaluation of
the class and instructor. This evaluation consists of a hand-written
questionnaire that all parents, teachers, and students must complete. The
feedback received from this last evaluation will drive the changes needed
for a more effective instructional web site.
Future Plans
Reports of evaluation
I would like to create a single report that documents all observations, feedback,
and revisions that need to be made. I will use this report to drive the changes
needed to create an effective on-line teaching tool. The changes will also guide
the projectās further development in this web site. In conjunction with this
document I will create another report that explains the lessons learned from this
Formative Evaluation process.