Web Page Documentation
Project Name: The River of Life
Description of Learning Goals and Standards:
Grade Level: 10 - 12
Content Area: Biology
Upon completion of this web activity, the student will be able to 1) list and describe the functions of the components of blood, 2) list and explain two blood disorders, and 3) describe the roles that blood plays in the circulatory system.
QCC Standard:
15 Topic: Cardiovascular System: Blood
Standard: Analyzes the composition and function of blood.
15.1 Differentiates between the cellular components of blood in terms of morphology, function, and origin.
15.2 Analyzes the composition and role of blood plasma.
15.5 Describes common blood disorders in terms of origin, manifestation, and treatment.
NETS-S Standards:
1. Basic operations and concepts
--Students demonstrate a sound understanding of the nature and operation of technology systems.
--Students are proficient in the use of technology.
5. Technology research tools
--Students use technology to locate, evaluate, and collect information from a variety of sources.
--Students use technology tools to process data and report results.
--Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Rationale for Technology:
This technology was chosen because it allows the student to acquire the knowledge from a source other than the textbook. It provides them with the opportunity to learn how to use the Internet to research information while learning about the topic - which is the primary advantage of this technology. A disadvantage would be having to make sure students stay on task, keeping to the links provided and not chatting online on Instant Messaging.
Description of Lesson Implementation:
-Students arrive at the computer lab (if there are not enough computers in the classroom for each student) and login to there workstation.
-The teacher introduces the topic briefly and directs the students to the website.
-The students are to research the links provided to answer the questions, then move to the Big Question, bringing their thoughts together. Students are allotted 35 minutes to complete the activity.
-The teacher will discuss students' findings with the class.
-At the end of class, students will hand in their work.
Assessment:
Students will be graded on completion of activity, responses turned in, and Internet use. I will use a rubric to assess the students.
Other Places to Use this Solution:
This activity could also be used as a homework assignment and also, to let parents see what the child is learning at school.
What I learned and What I would Improve Next Time:
While creating this activity, I learned how to create a webpage and a rubric. I would improve this activity next time with more questions and links.
References/Resources Used:
Georgia Learning Connections
NETS
Rubistar
Merk Manual
Encarta
University of Maryland Medical Center
posted by Tre @ 4:45 PM
1 comments
1 Comments:
When we are born our brains are like empty computers waiting to be fed information. As we grow our peers act as our programmers, they supply us with the knowledge which we channel through the conscious mind into the subconscious (our hard drive). The subconscious mind is the biggest hard drive ever developed - it stores everything we come in contact with and by no means is all of this information of a positive nature.
All that we have heard, touched, smelt, tasted and seen are stored in the recesses of our minds. The subconscious mind holds on to this information until we need to recall it. For example when you were young your curiosity lead you to investigate your surroundings. When you approached a substance that was dangerous, such as fire, your parents or guardians would most likely have rebuked or scolded you if you ventured too near the flame. Perhaps you may even recall an incident when you were physically burned. Your subconscious mind then began to relate scolding (or pain) with the intense heat of the fire and would therefore feed the feelings of the scolding incident back to you whenever you got too close to fire again, thus acting as an early warning system.
This is the mechanism used by our brains to learn. It is also the same method employed by the mind in every situation. The subconscious mind has a tendency to emulate what it sees - it tends to replicate its environment. This is why so many people find themselves in similar relationships and situations that they saw their parents in while they were growing up. Most people also hold very strongly or similar views of their parents.
Think of a time when you gave yourself praise. What words did you use? Do you use the same words that your parents or peers used when they were praising you? The same is applicable when you scold yourself.
Watch your internal dialogue. Look at it closely. It takes diligence to change the way you think. When you notice yourself thinking a negative chose to think the opposite. This way you neutralise the negative thought. Now the think the positive thought again! You have just reversed the negative thinking in that moment and remember you only have this moment. No other time exists!
Daydream about what might be. Imagine things they way you wish them to be. If you catch yourself thinking "this is just a daydream - a fantasy" then stop! Think the opposite. It is not a daydream it is your reality. Now think it again.
By doing this simple procedure you will begin to retrain your subconscious mind to think positively and you will ultimately begin to consciously create a life that dreams are made of! personal development plan
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