Thursday, May 7, 2009
Wednesday, May 6, 2009
ASSURE Lesson Plan
Teacher’s Name: Beverly Wabol
Grade: 4th
Content Area: Health and Wellness
Lesson Title: Counting the heartbeats per minute; Students will learn what their normal pulse rate is.
Lesson Length: 55 minutes
Analyze Learners:
General Characteristics: This class is 4th grade, ages 9-10, 24 students (15 boys and 9 girls, all Kosraeans, no visible physical disabilities.
Entry Competencies: The students should already know how to use a stopwatch, operate a computer with MS Excel and Accessories, and basic keyboarding skills. Prior to this lesson, students already know that the ‘heart” is part of the Circulatory System and its function is to bump blood to the body through the arteries.
Learning Styles: The learning styles for the student will be visual, group work, individual work, tactile/kinesthetic. The students in this class enjoy very much and find it easier when they have hands-on, demonstration, and indoor or outdoor activities incorporated with the lesson, and then save their work on the computer.
State Objectives:
At the end of this lesson, each and every student will be able to:
- locate the parts on our body, or blood vessels close to the skin surface where he/she can feel and count his/her heartbeat.
- using a stopwatch or wrist watch, count the number of times his/her heart beats per minute.
- explain the cause of the differences in pulse rate when a person is relaxing, when walking at a faster pace, and when running.
- input data into MS Excel
- save his/her work on the computer
Select Methods, Media, and Materials:
Method: The method of teaching this lesson will be lecture, demonstration, and powerpoint presentation.
Media and Materials: The teacher will make available 24 stopwatches and 24 computers for each and every student, and a projector for presentation/lecture.
Utilize Materials and Media:
- Prior to class time, the teacher will make sure all the 24 stopwatches, and computers are working perfectly and with MS Excel and Accessories. Any calculation that will be made in this lesson will be made using the calculator on Accessories.
- Using the projector, the teacher will lecture with powerpoint to show what is being discussed or talked about.
- At the beginning of class, the teacher will review previous knowledge, and then state the topic/lesson and objectives for today, and inform them to take notes of her/his lecture/presentation. (5 minutes)
- While the teacher is doing lecture/presentation, all student must watch the slides and take notes onto their notebooks. (15 minutes)
Content of the lecture/presentation:
The heart bumps blood by contracting and releasing, producing the heartbeats. Your heartbeat is usually called the pulse, which is the number of times your heart beats in one minute. The normal pulse rate vary in ages and sexes. The normal pulse rate for ages 9-10 is 100-120 beats per minute (bpm). The pulse may change from minute to minute. When you are relaxing, your pulse is slow because the heart is not busy contracting. It relaxes as you relax. When you are walking, you heart beat faster than relaxing. When you are running, climbing, jumping, or doing any strenuous activity, your heart beats even faster than when you’re walking. The reason for this is, the beating of the heart is depending on the body’s need for oxygen rich blood. When you move around too much, your body will need more oxygen. The more you move or do energy-taking activities, the more your heart will want oxygen. So when you relax, your heart doesn’t beat fast because it doesn’t need more oxygen to function. And as you do more strenuous activities, your heart will beat faster in need of oxygen. If a person is relaxing, yet finding that his/her heart beats less or more than the normal rate, than he/she has a problem; either the person is stressed, depressed, or the heart is malfunctioned.
You don’t need to go to the hospital to check your pulse. Counting the pulse is simple. You can feel the heartbeats in some of the blood vessels close to the skin’s surface such as your wrist, side of the neck below the jaws, or upper arm angle.”
- The teacher will demonstrate how to check pulse on the skin’s surfaces mentioned. (1 minute)
- The teacher will allow the students to check their own pulse to see if they have normal pulse rate or not. (1 minute1 9
- The teacher will group the students into 3 groups (8 student in a group); the three groups will take turn to try taking their pulse when relaxing, walking 50 meters, and running 50 meters. The two groups that are walking and running have to give themselves time to get back to their normal pulse before they do the next activity. Each student has to record his/her own pulse in all the three activities. (20 minutes)
- The teacher will then require the students to record their data into MS Excel and save their work into the desktop.
- The teacher will require the students to use the calculator in the Accessories to calculate the number of pulse increases from relaxing to walking, and walking to running.
Require Learner Participation
The teacher will allow students to help each other on recording the data into MS Excel and save. Before inputting the data, each group will compare their data in all the three activities. Each group should have 8 different results for each three different activities, so they must discuss amongst themselves about the differences. (5 minutes)
Evaluate and Revise
The teacher will walk around to see if every student is doing right. From the data recorded, the teacher could know whether the student understand the lesson taught or not. And the teacher must also check to see if all students are recording correct data on correct activity. The teacher will do question and answer review of the lesson. He/she must allow chance for each and every student to answer at least one question and ask any question they might have. He/she will ask the students how they feel about the activities and using the computer and stopwatch, and also find out whether the students prefer having hand-outs or just watching powerpoint slides. (8 minutes)
Resources:
Monday, May 4, 2009
Evaluation on 8 Technology Tools
Firefox
I had never heard known that Firefox is a web browser. I’ve heard Firefox being talked about before but I thought it was a kind of fox that can walk on fire. I honestly didn’t know anything about this web browser. I only know of Internet Explorer. Well I am surprised that I found myself using Firefox everyday after it was first introduced to me. I feel sorry for Internet Explorer. I don’t use it any longer. If you ask me why, this is what I will tell you. I may be wrong, but Firefox is a web browser that allows me to explore many sites, and it is working faster than internet. It has a lot of features that Internet Explorer doesn’t have. One of the special features of Firefox is its ability to block pop-ups. Another feature I like about Firefox is the google search bar that allows me to search easily on the web. Furthermore, Firefox is easy to control and it allows me to navigate through multiple taps from just one window. Rating: 5.
Do you need to email, call, or meet your instructor to ask for a copy of the class syllabus or class assignments? Well if you are still doing that, you are wasting your time. Why not create such website like MOODLE? The MOODLE is a great website where all the class work, assignment, grades, teacher comments on your work, and other class related information is stored. You can always open up the site and review or remind yourself of deadlines for such assignment. As a student, this technology tool allows me to communicate effectively with my classmates and my teacher. It also allows me to submit my assignment online, view my submitted assignments, grades, and upcoming assignments. It is also easy to navigate through different features in this tool. This is my first time to know that class assignments for the whole semester can be put online for students to have access to anytime and anywhere. Overall Rating: 5.
Del.icio.us is an excellen
t website that allows me to keep bookmarks of my favorite that I go to everyday. This is where I can have quick access to the sites that I would need at times. In the delicious list, I have network with other people from where I can have access to their bookmarks which I might need sometimes. Another way to have quicker access to such sites is to click on the Tag. This tool minimizes my time in opening too many windows in searching for the sites. It is convenient to use that it saves me great deal of time from opening lots of windows on the web. Rating: 5.
Google Suite
What can Google not do? Google search engine, blogger, Gmail, page creator, google group, page to interact with other people, you name all that google can do. The apps in google are just great. You can create your own webpage, post any information, schoolwork, and photos on. You can block if from public, or you can share to others to view your blog. You can have access to your blogger once your gmail account is opened. Google allows you to navigate, discover, explore, and try many things. The google apps alone can make schoolwork done easily; blogger can be so essential in all the subject areas. Google makes things easy and possible. Rating 5.
This is another great tool which allows you to conduct a web meeting. This tool will be so useful for people that have to attend so many meetings but sometimes can not make it to the meeting site. The chairman of the committee that is meeting should be considerate of the time and unavailability of some members that can not make it to the meeting site. Chairman should recommend to have a web meeting from which members can be at home while taking part in the discussion on the meeting online. Attendance, minutes, or anything discussed in the meeting can even be posted online for every member to view. This is a totally new tool to me, and I love it. Rating 4.
Tokbox is a very easy and simple way to make short video clips. This tool is perfect for people that like to chat online. To replace the snapshots of photos you're sending to your
friends, you can start sending them video clips of yourself. This tool is just so simple that everyone can use. It is just a click start/stop and send attachment. Try and you’ll love it. You can review your recording before you send. I love this tool because when it was first introduced to me, I started using it to video tape myself and send to my family. Video clips replaced the snapshots I used to send. This tool has effects, clip arts that can be inserted to make the video clip look attractive and fancy. Although it has a maximum of only 10 minutes per clip, I love it because it is not so heavy when uploading or attaching it to emails. I would rate this tool 5, but others who want more advanced and hi-tech videos would rate it 3. So I will stand in the middle and rate it 4. Rating 4.
Pageflakes is a free web-based start page tool. You can use it to aggregate all kinds of resources and tools on your web-based desktop (to create a personal learning environment). This is the easiest way to read, see, discover and share your favorite things on the web. All flakes are editable and deletable, and thousands of flakes can be added, e.g. calendar, world time, whether, school grades, contacts, and any favorite resources you want to add on. Pageflakes can be used as a class portal (tasks lists, homework, important dates, deadlines, weekly events, etc.). You can format your page in order of favorites or importance. This is tool is best for the kind of person that tends to forget things. On this page you can view many resources or tools on just one page. This tool will be so perfect for me to use because I am lazy in switching tabs. I will rate this tool with the highest rate. Rating 5.
I am a PC user and was a lover of it. I had been using PC, thinking that it is just the best because I can do many things with it. When I first played a DVD on a PC and watched on it, I just thought PC is great, and nothing can beat it. But then,,,,, when iMac was first introduced to me by Dr. Cyrus, I felt as if I had been living in an urban area and just moved to the big cities where everything can be found and fun is all over. When I first touched a iMac, I was uncomfortable and thought it is just difficult to use. I thought I will never like it. But then when I spent times to explore and play with the built-in softwares, oh my gosh, I love everything that I found Mac can do. It has a lot of features, softwares, and programs on it that PC doesn’t even have. I just love what I found on iMac such as garage band, movie maker, and many more. In fact I had a chance to make a movie from the first Mac I used. I was the proudest person on Kosrae that I made a movie all by myself. I was a show-off dude that went and told anyone about the movie I made. I even advertised Mac to people, but they would give me a response “nah”. And I thought they are just old-fashion kind of people. I love Mac. I really do love it, but I never have one. I had been dreaming to have one, but not until my PC is warned out. I would strongly recommend everyone to become a Mac user. Rating: 5+
Click on the link below to see slides of these tools.
Sources:
nhttp://venturebeat.com/2008/08/06/when-tokbox-talks-browser-based-video-chat-bain- capital-and-sequoia-listen/
nhttp://www.stemequitypipeline.org/Resources/PipelinePress/March2008.aspx
Monday, April 27, 2009
Sunday, April 26, 2009
Multimedia Lesson Plan
Teacher’s Name: Beverly Wabol
Grade: 6th
Content Area: Health and Nutrition
Lesson Title: Five Food Groups
Lesson Length: 55 minutes class; 2 days
Analyze Learners:
General Characteristics: This class is 5th grade, ages 10-11, 20 students (10 boys and 10 girls, 1 of the girls has speech impairment).
Entry Competencies: Prior to the lesson, students already know how to operate a computer, keyboarding skills, send email, and also know how to take pictures using digital camera or webcam. All the students have their own blog. Since there a student with speech impairment, the teacher mastered the interpretation of body language that the student with speech impairment uses, and teacher also must be able to do some basic body languages that the student could interpret.
Learning Styles: The learning styles for the student will be visual, individual work, tactile. The students in this class enjoy very much and find it easier when they have hands-on, demonstration, and do activities incorporated with the lesson, and then save their work in the computer. An assistive technology must be made available for the student with speech impairment.
State Objectives:
At the end of this lesson, each and every student will be able to:
- Name 5 food groups
- Identify kinds of food belongs to each group.
- Explain the nutrients or nutritional facts in each food category.
- Explains how what each food group does to our body.
- Make a menu including all of the food groups. Since the lesson is new to the class, the amount of serving for each food group per day will be discussed later or when the students master the kinds of food in each group.
- Using the built-in camera or digital, take a picture of a balance or complete serving that has all the five groups in.
- Post/publish their work on their blog.
Select Methods, Media, and Materials:
Method: The method of teaching this lesson will be lecture while showing on powerpoint the content of her lecture with lists and pictures of samples of the 5 food groups.
Media and Materials: The teacher will make available 20 computers with built-in webcam or digital camera for each and every student. The school must provide an assistive tool that will accommodate the student with speech impairment. If in case the school can’t provide the proper tool for the student with disability, he/she can use body language to the teacher, or he/she type her question on the computer and raise her hand for the teacher to walk over to her and read her questions written.
Utilize Materials and Media:
- Prior to class time, the teacher will make sure all the 20 computers and webcam and digital cameras are working perfectly and have access to internet.
- At the beginning of class, the teacher will review previous knowledge, and then state the topic/lesson and objectives for the day, and inform them of the teaching methods that will be used. The teacher will also recommend to the student to take notes of her/his lecture/presentation. (5 minutes)
- The teacher will move on to introduce the 5 food groups, the kinds of food categorized under each group, explain what each group does to our a body.(25 minutes)
- Show pictures of the 5 groups and some food in each group. The teacher must explain that the chart below shows the kinds of food that must be taken/eaten more or less per day. The teacher must put in percentage so that the students would understand it in percentage. Specific serving amount for each group per day will be discussed on a later day after the students master the kinds of food that belongs to each group. (Shown below is 5 food groups and the kinds of food in each group, and the content of the lecture).
Bread, Other Cereals and Potatoes
The bread/cereal/potatoes group is a great source of carbohydrates, which are often considered the main source of energy in a persons diet, and because the energy contained in carbohydrates is released sooner than with fats and proteins, they are useful as a short run energy supply.
This food group is also rich in non-starch polysaccharides, i.e. dietary fibre, in the form cellulose and mucilages. These are important as they provide a bulk to digested food and since gut muscles are stimulated by a larger bulk the waste passes through faster, helping prevent damaging conditions including bowel cancer, heart disease, haemorrhoids and diverticular disease.
Fruit and Vegetables
The fruit and vegetables group are also a good source of carbohydrates and NSPs (as cellulose and pectins) and are also rich in vitamins and minerals; vital components of a healthy diet. Many contain carotenes, vitamin C and vitamin E; antioxidants that help prevent degenerative diseases by destroying free radicals that attack cells. Vitamin C also boosts your immunity and prevents scurvy. Vitamin E helps keep cell membranes healthy.
Fruit and vegetables (especially green ones) provide folate (vitamin B9), required for DNA synthesis and essential for cell division, and deficiency can lead to anaemia. The minerals magnesium and potassium are obtained from fruit/vegetables. Magnesium is required for over 300 enzymes to function and potassium is needed for homeostasis (providing a suitable balance of ions in order for impulses to transmit along nerves.
Meat, Fish and Alternatives
The meat/fish/alternatives group is usually our main source of protein, which carry out numerous functions around the body. Some form part of the structure of tendons and hair, others are vital to the immune system, while others are required for blood to clot.
This group is a good source of B vitamins, notably B3 and B12. B3 is required for energy production and is believed to help prevent heart disease by increasing levels of high-density lipoproteins. Deficiency can result in the condition `pellagra` which can be fatal. Vitamin B12 (cobalamin) is vital for cell division and as it works in conjunction with folate, deficiency signs are similar to that of folate.
Milk and Dairy Products
The milk and `dairy products` group are also a good source of protein and B vitamins, however their main contribution to a healthy diet is as a source of calcium, a mineral that composes 40% of bone. 70% of calcium consumed is lost in faeces so it is important we consume enough, especially in younger people whose bones are still forming.
Deficiency is in the form of rickets (in children) and osteomalacia (in adults) and eventually osteoperosis (fragile and easily broken bones) in later life. Calcium ions like potassium are also required for homeostasis, as discussed earlier.
Foods Containing Fat and Foods Containing Sugar
The final group is fatty and sugary foods and generally speaking are not essential in a healthy diet. However, they do provide a good source of energy and in some cases are a source of the `essential fatty acids` - the two fatty acids our body cannot synthesize.
Like all fatty acids they are required to form phospholipids which are the main structural components of cell membranes (cell walls). These foods generally taste good and provide contentedness, so if consumed in moderation can be a good way to decrease stress/anxiety.
- The teacher must inform the students that a balance and healthy meal is a menu that has all the five different groups.
- While the teacher is doing lecture/presentation, all students must watch the slides and take notes onto their notebooks or type on MS Word and save it in their file, or whichever is faster for them.
- The teacher will list some food and try to group them into the appropriate group. The teacher may engage the students by asking them to help her group the list of food.
- From the list of food, the teacher will make some examples of balance meals that have all the food groups. The amount of each food doesn’t have to be in the correct serving amount, just as long as the students get to see what kinds of food represent each group. The examples made by the teacher may have pictures of each food, and all these should be on the powerpoint for all the students to be able to see.
- Given a list of food (different from the list used for example by the teacher) shown on the powerpoint, the students will group the different foods into the correct food group.
- The teacher will require the students to type and save their work on the computer using either MS Word or Excel. This is individual work.
- From the list given, the students will select different kinds of food to make 3 balance meals; breakfast, lunch, and dinner. No same food will be used in the three menus/meals.
- At the end of the class, the teacher will give an assignment for the students to make a balance menu, and bring the food or ingredients that they will have in the menu to class. They will have to take a picture of the plate of food that they will make, and post it in their blog. The picture of the menu will be attached to the list of food grouped into the 5 different food groups done by the students on the first day.
Require Learner Participation
- The teacher will allow the students to ask questions. The girl will use the assistive technology made available for her to speak for her. If her kind of question is not available on the tool, she can either type her questions on the computer and raise her hand for the teacher to go to her and read her question, or she can make sign language to ask what she wants to ask.
- The teacher will require the students to do their work on the computer. They are allowed to insert pictures of the each kind of food listed. The students may ask each other when they do not know any of the food listed. It is a individual work but if any of them haven’t heard or seen the kind of food listed, he/she may ask the other students to help her put in the correct group.
3. On the second day, the students may help each other to take beautiful pictures of their menu and be creative in attaching their work on the first day. Some of students might want to take picture of themselves with their made up menu. If any of them would like to do, they may can ask other students to help them take their picture if they will be using digital cameras, but one should try to upload it and published in his/her own blog. If they will be using webcam, they will be able to take their own picture they way they want it.
Evaluate and Revise
The teacher will walk around to see if every student is doing right. He/she must allow chance for each and every student to answer at least one question and ask any question they might have. He/she will ask the students how they feel about the activities and using the computer and digital camera, and also find out whether the students prefer having hand-outs or just watching powerpoint slides. The teacher will check their work at the end of the first day. If any of the students wasn’t able to save his/her work and post on the blog, the teacher should assist the student before he/she can start working on the assignment for the second day. The teacher will have to check on individual student to make sure everyone is on the right track. If at the end of the second day class, the teacher still hasn’t seen published work for any student, he/she should assist the student to see what the problem is. The students probably just saved their work without publishing it that’s why the teacher still couldn’t see it. The teacher must constantly check on the student with speech impairment to see if she has questions to ask (in written or body language).
http://www.congresslink.org/rubric.pdf
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