Lesson Plans
Students will consistently refer to Neuroscience for Kids
to complete their packets. URL
http://faculty.washington.edu/chudler/neurok.html
1. Pass out the nervous system packet give the students a broad
overview of the entire unit and project. I will also at this time address appropriate use of the Internet.
2. Students will log into Neuroscience for Kids and complete Activities 1, 2, and 3 from their packet. (please see computer activity section)
TA TEKS: 2A, 3B,
4A, 4B
Biology TEKS: 10A
3. Notes from the teacher (see notes section)
4. HW: study for a quiz over the neuron
Sites:
http://www.erehwon.corr/k12aup/legal_analysis.html
http://faculty.washington.edu/chudler/neurok.html
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
1. Quiz over the neuron
2. Students will be using graphing calculators, graphical analysis and importing data into a word document for activity 5. Before we go to the computer lab, I will instruct the students various functions they will be using on their graphing calculators. We will discuss the 2nd button, how data is transmitted from the calculator into graphical analysis, and how to set up a data table in their calculators. We will then go to the computer lab and discuss graphical analysis. I will pass out a sheet with basic instructions on how to perform certain tasks in graphical analysis. (see reflex lab) We will go through each of these tasks to make sure the students can perform them in their reflex lab. I will then show them how to transport that data into a word document. They will receive an instructional sheet on how to do this, however, we will perform it once together before they are required to do it on their lab.
2. Complete Activities 4 and 5 (see reflex lab, in lab section, for activity 5 and computer activity section)
TA TEKS: 1F, 2A,
7A, 7G, 10D, 11A
Language Arts TEKS:
2E, 3A,
Sites:
http://faculty.washington.edu/chudler/neurok.html
1. Complete Activities 6, 7, 8, and 9 (see computer activity section)
TA TEKS: 2A, 3B,
4A
Site: Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
1. Complete Activity 10 (see sheep brain lab in lab section). Once the students
have completed the lab, we will review the parts and functions of the brain together as a class.
2. Complete activities 11, 12, and 13. (see computer activity section)
3. HW: quiz over the brain parts and functions
TA TEKS: 2A, 3B,
4A
Biology TEKS: 10A
Site:
http://faculty.washington.edu/chudler/neurok.html
1. Quiz over the brain
2. Notes on memory (see note section)
3. Complete Activities 15, 16, and 17 (see computer activity section). The students will be required to use graphical analysis again to graph the data from activity 16. They will refer to the handout given to them for the reflex lab as a tool for completing this assignment.
4. HW: quiz over memory process
TA TEKS: 2A, 3B,
4A, 7A, 7G, 10D
Biology TEKS: 2C,
10A
Site:
http://faculty.washington.edu/chudler/neurok.html
1. Quiz over memory
2. Finish Activity 17 and complete Activity 18, and 19
3. Turn their packets in for a grade
TA TEKS: 1F, 2A,
3B, 4A, 7A, 10D, 11A
Biology TEKS: 3C, 10A
Language Arts TEKS:
2C, 2E, 3A, 4B, 4C, 4F,
Sites:
http://faculty.washington.edu/chudler/neurok.html
http://www.lonestar.texas.net/~mseifert/wp.html (word processing tutorials)
1. Pass out the project descriptor for their final project (see project section) and discuss my expectations for the project. They are to look at the project as a mini science fair project.
2. Discuss how to
search the web effectively (see notes).
Also present various sites they can use to help them with this task.
3. Discuss sites to help them with the topic of their project.
4. Search the web and decide on a topic they would like to investigate.
5. Submit their idea to me for discussion. The students will simply come to me and briefly describe what they would like to do. The reason I do this is because sometimes students try to do experiments that are not feasible or they are too big a task for such a short time period.
TA TEKS: 4A, 4B
Sites:
(help with searching the
net)
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
(sites, which have ideas from old science, fair projects)
http://www.ipl.org/youth/projectguide
http://www.cs.uh.edu/~clifton/science-fair.micro.html/
http://www.scifair.org/research/index.html
1. Students will use this day to research their topic of experimentation in order to write a research paper. This provides them background knowledge into the area they are going to test. It also allows them to make better hypotheses. During research they will use the Internet, CD-ROMs, and text to research their project. This information will be used for their research paper (see project descriptor in project section for more detail explanation of expectations.
At the beginning of the year all freshmen (in their English classes) are taken to the library and shown how to research text, as well as, on-line information.
TA TEKS: 3B, 4A,
4B, 8B,
Biology TEKS: 2A,
2C, 3A,3C
LA TEKS: 4A, 4B,
4C, 7I, 13A, 13B,
Sites:
(help with searching the net)
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
(Resources of information)
http://www.ama-assn.org/public/journals/tocalert.htm
http:/mcb.harvard.edu/Admin-Res/Library/ejbio.html
http://dir.yahoo.com/Social_Science/Psychology/Journals
http://www.sciefair.org/research/index.html
1. Discuss my expectations for the research paper. I will show them how site sources within their papers and how to set up a bibliography. They will be expected to turn in all notes and information used for the research paper. We will review what they have learned in English class about writing formal papers.
2. Continue research process if necessary.
3. Type their research paper (see project section for expectations)
4. HW: finish paper if they didn’t, it is due next class
(see TEKS from day 8)
(sites, which will help them with writing a research paper)
http://www.hcc.hawaii.edu/education/library/paper.html
1. Turn in research papers
2. Write a rough draft of experimental procedures. This will include their problem, hypothesis, and procedures, materials. I will make suggestions if necessary (see project section for specifics)
Biology TEKS: 2A, 2B, 3A
We will begin another unit. They will be given five days to run their experimentation (on their own time) and come prepared to finish the write-up in class
1. Type a final draft of their entire project (this will include everything on the project descriptor except for the presentation see project section)
TA TEKS: 1F, 2A, 7A
Biology TEKS: 2C, 2D
Language Arts TEKS: 2b, 2c, 2e, 3a, 4a, 4b, 4F,
1. The technology coordinator for the campus will teach PowerPoint basics to the students. They will be given the opportunity to practice the skills she teaches them so that they can apply it tomorrow.
1. Create a short power point presentation of their project. See project descriptor for expectations in the project section.
Biology TEKS: 2D
1. Begin by discussing behavior students should show toward peers, while they are presenting.
2. Present power point presentations. (see project descriptor in project section for expectations)
3. A final copy of their project and power point presentation will be submitted on this day. This project will serve as two test grades.
Prerequisites:
I did not provide direct instruction on the following TA TEKS because these are skills the students have mastered previous to the lesson. They are included in my lesson plans because they will use throughout the unit.
TA TEKS:
2A demonstrate proficiency in the use of a variety of input devices such as mouse/trackball, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick
7A Plan, create, and edit documents created with a word
processor using readable fonts, alignment, page setup, tabs and ruler setting
Technology can be used in a classroom in a variety of ways. I have chosen to incorporate PowerPoint presentations, graphical analysis, graphing calculators, and integrating graphs and charts into a document. These are technologies that I will teach in class through direct instruction and practice not through the Internet. The following TA TEKS will be covered in this format.
TA TEKS:
1F perform software application functions including, but
not limited to opening an application program and creating, modifying,
printing, and saving a document.
7G Integrate two or more productivity tools into a
document including, but not limited to, tables, charts and graphs, graphics
from paint or draw programs and mail merge
10A Use productivity tools to create effective document
files for defined audiences such as slide shows, posters, multimedia
presentations, newsletter, brochures, or reports
11A Publish information in a variety of ways including,
but not limited to, printed copy, monitor display, Internet documents and
video.