This document is a WebQuest lesson plan for a 7th grade science class on the human body. The lesson involves students working in groups to create a travel brochure highlighting locations in the human body, focusing on the circulatory, digestive, nervous and respiratory systems. Students will take on expert roles for each system and research its functions. They will then create an appealing brochure showing how the systems relate and present it for evaluation. The goal is for students to understand each system and how they work together.
to download this presentation form this link
https://mohmmed-ink.blogspot.com/2020/11/herbal-medicine.html
herbal medicine in Gaza .. use and side effect
this work first was done by a medic student in the islamic University .... because its a good work i shared it . and i never asked for the permission .... sorry
but this link will lead to the original one...
http://www.slideshare.net/FaToOoMaa/final-herbal-medicine
Herbal medicine
Posted on ŕ¸ŕ¸¸ŕ¸Ąŕ¸ าŕ¸ŕ¸ąŕ¸ŕ¸ŕš 4, 2013 by nichpk
PowerPoint handout for Drug in daily life for accountancy and Management student (international).
: Herbal medicine
Download link :Herbal medicine
Medicinal plants and lower blood pressure A series of LecturesByMr. Allah ...Mr.Allah Dad Khan
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A series of LecturesByMr. Allah Dad Khan former DG Agriculture Extension KP Province and Visiting Professor the University of Agriculture Peshawar allahdad52@gmail.com
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
to download this presentation form this link
https://mohmmed-ink.blogspot.com/2020/11/herbal-medicine.html
herbal medicine in Gaza .. use and side effect
this work first was done by a medic student in the islamic University .... because its a good work i shared it . and i never asked for the permission .... sorry
but this link will lead to the original one...
http://www.slideshare.net/FaToOoMaa/final-herbal-medicine
Herbal medicine
Posted on ŕ¸ŕ¸¸ŕ¸Ąŕ¸ าŕ¸ŕ¸ąŕ¸ŕ¸ŕš 4, 2013 by nichpk
PowerPoint handout for Drug in daily life for accountancy and Management student (international).
: Herbal medicine
Download link :Herbal medicine
Medicinal plants and lower blood pressure A series of LecturesByMr. Allah ...Mr.Allah Dad Khan
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A series of LecturesByMr. Allah Dad Khan former DG Agriculture Extension KP Province and Visiting Professor the University of Agriculture Peshawar allahdad52@gmail.com
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
It contains information regarding five medicinal plants - Aloe vera, Cranberry, Clove, Lavender, Turmeric. Their Binomial classification, introduction and their uses.
Environment is one of the most serious concern for those nations that are suffering with the rapid increase of Pollution. Here is the speech on environmental affects and the precautions to Save Environment.
Being a mental health advocate means advocating for the rights of people with mental health issues and promoting mental health awareness in the community. It can involve speaking out about mental health issues, campaigning for change, and providing support to those who are struggling. Mental health advocates are often people who have personally experienced mental health issues, or have a close connection to someone who has.
Mental health advocates work to reduce the stigma surrounding mental health issues, and strive to create an environment in which everyone feels safe and empowered to speak out about their mental health. They may work to educate the public about mental health issues, and to raise awareness of the resources and support available to those who are struggling.
It contains information regarding five medicinal plants - Aloe vera, Cranberry, Clove, Lavender, Turmeric. Their Binomial classification, introduction and their uses.
Environment is one of the most serious concern for those nations that are suffering with the rapid increase of Pollution. Here is the speech on environmental affects and the precautions to Save Environment.
Being a mental health advocate means advocating for the rights of people with mental health issues and promoting mental health awareness in the community. It can involve speaking out about mental health issues, campaigning for change, and providing support to those who are struggling. Mental health advocates are often people who have personally experienced mental health issues, or have a close connection to someone who has.
Mental health advocates work to reduce the stigma surrounding mental health issues, and strive to create an environment in which everyone feels safe and empowered to speak out about their mental health. They may work to educate the public about mental health issues, and to raise awareness of the resources and support available to those who are struggling.
Final Project Part Two1The Name of the Program .docxtjane3
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Final Project: Part Two
1
The Name of the Program or Project
Student Name
Walden University
The Name of the Program or Project
Introduction
Part 1
Place part 1 here. It will not be graded but the connections between part 1 and part 2 are needed.
Part 2: Methodology and Evaluation Plan
A brief introduction to part 2 and what will be addressed.
Methodology
Program Description
State the importance of the program and what your program will (a paragraph or two). .
Research Design
This research design will be quantitative OR qualitatitve âŚ..state the type of quantitative design that will be used (survey, experimental) or the qualitative design (open ended questions, case study, etc.). State the reason for the design chosen and briefly how it will be used. Use sources here to define the type of design and how it will be used (a full paragraph).
Human Subjects
The participant population will consist of âŚ.are they children, adults? How old are they? What is the requirement? (i.e. must be homeless women with children). (a full paragraph).
Study Validity and Reliability
State what validity is and which one you are using (use resources) and how validity will be used in your program (a full paragraph). Use resources in this section to define validity and reliability and the type you will use.
Do the same for reliability (a full paragraph).
Assumptions and Limitations
First identify the assumptions of the research and program. You can make assumptions about the length of time that participants will be treated, assume what will be applied to the participants (therapies or training or any service that you are providing). You can make assumptions about how these services are provided and the purpose of them. There are also assumptions you can make about the research design you are using (at least a full paragraph).
Limitations are anything that limits the research for the program. There can be limitations for the length of time, the place, getting participants to return or remain in the study. There are also limitations to the type of research design (at least a full paragraph).
Again, use resources here to define some of the assumptions or limitations.
Timeline (sample below)
Activity
Time Frame
Instrument/Survey Development
Weeks, months, etc.
Pilot Testing
State the length
Subject Recruitment
State the length
Application of therapy or service
State the length
Other possible services
State the length
Add in anything else that take time (i.e. parental education)
State the length
Add anything that takes time
State the length
Data Entry and Cleaning
State the length
Data Analysis
State the length
Report Generation
State the length
Analysis
Give a brief paragraph on how the analysis will be handled (most of this will be covered in the evaluation section).
Non-personnel Resources
Discuss ANY and all non-personnel resources. This can be buildings or rooms (even if no cost), pens/pencils/paper, printers, computers, clipboards, fol.
Exploring Experiential Learning Activities: Simulations, Role Play, and Real ...Franzi Ng
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A 50 minute presentation by Ken Monroe, Franzi Ng and Kelly Warnock from Thompson Rivers University's Open Learning on how experiential learning (EL) can be used in an elearning context. A brief history of EL is provided as well as an experience of EL.
Similar to WebQuest "A Journey Through the Human Body" (20)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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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 Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs 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 Empireâs 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.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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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.
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WebQuest "A Journey Through the Human Body"
1. Journey Through the Human Body Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for the 7th Grade Science Classroom Designed by Ashlyn Wnek Ashlyn Wnek [email_address] Based on a template from The WebQuest Page Illustration by Patrick J. Lynch
2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your group has been hired by the Dorsal Directors Ad Agency to become travel consultants. Your job is to create a travel brochure highlighting the exotic locations throughout the human body. Tourists are skeptical of traveling nowadays, so it is your job to convince them that it is worth their while to travel to the human body. The owner of the ad agency has hired multiple groups to create the brochure. There will be a board meeting where the groups will have the opportunity to present their brochures, and at the conclusion of the meeting, he will pick the best one. That groupâs brochure will be published, and the group will receive a prize. Picture by: Patrick J. Lynch
3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In your brochure, you should focus on the circulatory system, the digestive system, the nervous system, and the respiratory system. Highlight the thrilling activities, the function, the imports and exports, and other important information about the areas. To prevent the agency from being sued, you must also discreetly mention any dangers of the areas or things to look out for when the tourists are visiting them. Lastly, explain how tourists can easily travel from one system to the next. Â Title Picture by: Patrick J. Lynch
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5. The Process Continued Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Circulatory System: http://training.seer.cancer.gov/module_anatomy/unit7_1_cardvasc_intro.html http://yucky.discovery.com/noflash/body/pg000131.html http://kidshealth.org/kid/htbw/heart.html http://www.biology4kids.com/files/systems_circulatory.html http://kidshealth.org/teen/your_body/body_basics/heart.html Digestive System: http://training.seer.cancer.gov/module_anatomy/unit10_1_dige_functions.html http://yucky.discovery.com/noflash/body/pg000126.html http://kidshealth.org/kid/htbw/digestive_system.html http://www.biology4kids.com/files/systems_digestive.html http://kidshealth.org/teen/your_body/body_basics/digestive_system.html Nervous System: http://training.seer.cancer.gov/module_anatomy/unit5_1_nerve_functions.html http://yucky.discovery.com/noflash/body/pg000136.html http://kidshealth.org/kid/htbw/brain.html http://www.biology4kids.com/files/systems_nervous.html http://kidshealth.org/teen/your_body/body_basics/brain_nervous_system.html Respiratory System: http://training.seer.cancer.gov/module_anatomy/unit9_1_resp_intro.html http://yucky.discovery.com/noflash/body/pg000138.html http://kidshealth.org/kid/htbw/lungs.html http://www.biology4kids.com/files/systems_respiratory.html http://kidshealth.org/teen/your_body/body_basics/lungs.html
6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Writing - Grammar There are no grammatical mistakes in the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. There are several grammatical mistakes in the brochure even after feedback from an adult. Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure's formatting and organization of material are confusing to the reader. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Systems Function The function of each system is clearly defined. The function of each system is given but not much detail is presented. The function of the system is incorrect. The function of the system is not given. Systems relate to one another It is clearly shown how each system is related to one another. Only three systems are shown how they relate to one another. Only two systems are shown how they relate to one another. It is not shown how each system is related to one another.
7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Once your group has completed their brochure, every group will present their brochure in front of the review committee, where the best brochure will be voted on and chosen by the panel (the class). At the completion of this WebQuest, you should understand the functions of the circulatory, digestive, nervous, and respiratory systems. You should also understand how these systems relate to one another. This assignment is meant to help review and pull together any loose ends you may have after we have learned about the different systems of the human body in the past unit. These are not the only systems of the human body. What are some other major systems of the body? How do those systems relate to one another and the systems we covered in this project? Are there any systems humans can survive without? What system do you think is the most important to our survival?
8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The images found in this WebQuest were found at the following sites: http://www.flickr.com/photos/gaetanlee/421949167/ http://www.flickr.com/photos/patrlynch/450142019/ http://www.flickr.com/photos/patrlynch/450129144/ http://www.flickr.com/photos/patrlynch/450142849/ To visit The WebQuest Page or The WebQuest Slideshare Group, visit the following links: The WebQuest Page The WebQuest Slideshare Group Thanks to all the above mentioned sites in helping create this WebQuest.
9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Ashlyn Wnek [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Journey Through the Human Body A WebQuest for the 7th Grade Science Classroom Illustration by Patrick J. Lynch
10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was created in ED331, Educational Technology and Assessment at Colorado State University. It was created as a first WebQuest lesson plan. This lesson is meant to be taught at the end of a unit about the human body. It is meant to have the students show what they have learned about the different systems of the human body and also to explore how the systems relate to one another. In this WebQuest, students will create a travel brochure that takes the audience through a journey of the different systems in the human body. They will present what each system does and possible dangers tourists may encounter while visiting the systems. Evaluation Teacher Script Conclusion
11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is made for seventh grade science classes learning about the human body. The lesson can easily be extended to grades 6-8 who are learning about the human body and the various systems. This lesson is meant to be given at the end of a unit about the human body, so the learners are meant to already have an understanding about the systems of the human body. Students should also have an understanding of how to navigate through websites. Evaluation Teacher Script Conclusion
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16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page At the conclusion of this lesson, students will turn in a variety of projects, from brochures, to videos. Since this is the final project of the unit, the projects should be professional looking, and look like there was a lot of time put into them. All the projects should cover the information that is required and it should be clear from their projects, that the group understands the systems of the body and how they relate to one another. To see the rubric for how the students will be evaluated, click on the following link: Evaluation Teacher Script Conclusion Rubric Depending on how many points the teacher wants the project to be worth, the point values in the rubric can be increased or decreased.
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18. Teacher Script Continued (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 5. Once your group has decided each personâs role, each person is now the expert on that system. Return to your own computer and go to the âProcess Continuedâ page. Click on each website under your system. Explore each website. Read through the information on each, and write down important information you can use in your brochure. You should find what your system does, its function, where it is located, what goes into and out of the system, how your system relates to the other systems of the body and other important information of your system. Give enough time for everyone to read through all the websites and gather information. This may take a whole class period. 6. After doing thorough research and writing down all the information you find, get together in your group again and organize how you are going to put together your travel brochure. First decide how your brochure is going to be presented (as a powerpoint, video, paper brochure, etc). Next decide what information is going to be put in the brochure and how it is going to be organized. Make sure each system is covered and it is clear how each system works with one another. Finally, create your final brochure. Make your brochure as appealing as possible. Make sure everyone in the group does equal work. This direction should be given at the beginning of the second period that the class is working on this project. Before class begins, you should put out materials that the students may need for their project, such as paper, scissors, glue, etc. Some groups may also need a computer to finish their project, so a computer should be available for those groups. As the students are working on their project, walk around the room and make sure everyone is on task and no one needs help. Evaluation Teacher Script Conclusion Teacher Script Continued
19. Teacher Script Continued (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 7. After your brochure is complete, meet again with your group and come up with a short 1-2 minute presentation that you will present in front of the board members of the ad agency. Depending on time, this direction could be given either at the end of the second day, or the very beginning of the third class period. 8. On the day of the presentations, sign up for when your group will present. Before the class begins, set up the desks in the room in a long row, two desks deep, so that the desks are facing each other as in a board room. Then set up a numbered sheet at the front of the classroom. As the students come in, read them direction 8 and allow the students to sign up for a slot. Then have the students present in the order on the sign-up sheet. 9. After all presentations have been given, vote on whose brochure is the best. Have the students privately vote for whose brochure is the best. Tally up the votes and announce to the class who won. Give the winning group their prize. Evaluation Teacher Script Conclusion Process Process Continued
20. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is a great way to tie up a unit on the human body because it ties together all the systems that the students learned about in class. It gives students a way to understand systems they may not have understood as well in class, and it also gives them an opportunity to further explore systems that they were really interested in. Evaluation Teacher Script Conclusion
21. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The images found in this WebQuest were found at the following sites: http://www.flickr.com/photos/gaetanlee/421949167/ http://www.flickr.com/photos/patrlynch/450142019/ http://www.flickr.com/photos/patrlynch/450129144/ http://www.flickr.com/photos/patrlynch/450142849/ To visit The WebQuest Page or The WebQuest Slideshare Group, visit the following links: The WebQuest Page The WebQuest Slideshare Group Thanks to all the above mentioned sites in helping create this WebQuest. Evaluation Teacher Script Conclusion