DETA 1 New Generation Project Planning Document

Transcription

1 Teacher Name: School: Grade Level: 11 Subject Area(s): Project Overview: Essential Question: Big overarching idea Driving Questions: Specific team focus Julia Roblyer DETA 1 New Generation Project Planning Document Northeast High School Anatomy & Physiology Students will create and present a website using iweb. The purpose of the website is to provide educational information to the public regarding the anatomy and physiology of a specific body system (of the student s choosing), the diseases or conditions that affect it, and current scientific research relevant to their topic. The project incorporates anatomy, physiology, public health, epidemiology, pathology, web design, creative problem solving, critical thinking, marketing to a target audience, team collaboration and public speaking. What is the role of Anatomy & Physiology in the average person s life such that they would want to access a website about it? What scenarios can you think of where someone might need to know something about Anatomy & Physiology in a non-academic setting? In what instances do you usually look up health or science related information on the internet? What do you think are some common top priorities in the average person s life? What are some ways Anatomy and Physiology could be tied into those priorities? What would happen if those priorities were disrupted due to problems with someone s Anatomy & Physiology?

2 Supporting Questions: Concepts to be learned through research What are the mechanisms behind various diseases, conditions and injuries? What are the best ways to prevent these diseases and injuries? What are the best treatments for these diseases, conditions and injuries? What is the newest scientific research in the fight against these diseases, conditions and injuries? Standards: Include your content area standards (SSS) and technology standards (NETS) Only include the main standards that will be addressed during the project SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.N.4.1

3 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. SC.912.L Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. NETS: 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4) 7. Design a website that meets accessibility requirements. (1,5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3,5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5)

4 Planning Phase Focus: This phase is designed to have the students get involved and take ownership of their learning. They need to leave this phase knowing what to learn and how they will learn it. Phase Procedure(s) (How will you introduce the Essential Question?) The essential question will be introduced on a handout that outlines the project requirements and procedures. The handout will be provided following a group discussion during which the driving questions are asked. Following the discussion, students will decide which topic they will choose for their website and begin to make an outline of the website. Grouping and Roles (Will this be a whole group activity or teams? If working in teams what team member roles will be needed?) This will be a whole group activity initially. We will have a class discussion surrounding the driving questions and essential questions. Once students choose their project partner, they can split off for a brain storming session as to what specific area in Anatomy & Physiology they want to focus on. With their partners, they will begin to construct an outline of their website to determine how they want to organize the material. Time and Place (When and where will this take place? How long will this phase take?) This phase will take approximately 50 minutes (1 class period) unless more time is needed.

5 Resources (What resources are needed during this phase? equipment, software, websites, media, etc.) Paper, Pencil, Anatomy and Physiology textbook. Assessment (How will this phase be assessed?) Students will be expected to turn in their website outline for approval. Students will be expected to sign up with the instructor for their topic of choice so that there are not two groups making a website on the same topic. Gathering Phase Focus: This phase is designed to have the students research, gather, & organize content for their project. Phase Procedure(s) (How will the students research their project? How will they take notes? How will they cite their resources?) Students must research using the internet (only academic journals, websites ending in.gov, news media websites such as CNN, NY Times, BBC, NPR, Discovery Education, and other pre-approved internet sources). They may also use their Anatomy and Physiology textbook and other academic texts. They will keep all hard-copy notes for the project in a duotang folder on loose leaf paper, which must be turned in at the completion of their project. They must also keep a digital notebook in a word document which must be turned in digitally (not printed). There must be a page on their website designated specifically to references and citations written in the APA style.

6 Grouping and Roles (What group/team member roles will be needed?) Teams of 2. Each member will contribute equally. Time and Place (How long will this phase take? Where will the students conduct their research?) 1 week- 2 weeks (happens simultaneously with the Building Phase). Resources (What resources are needed during this phase? equipment, software, websites, media, etc.) Apple computer, iweb, Internet access, A&P textbook, other academic texts. Atomic Learning for iweb tutorials. Assessment (How will you assess the learning during this phase?) Assessments will be made using a daily progress report checklist and student periodic student self-surveys. The checklist describes criteria of incremental degrees of completion and each day the instructor walks around as the students are working to assess project status with the checklist. Student self-surveys are designed to help the students decide what they have done and what they have yet to do and whether they re working at an appropriate pace.

7 Building Phase Focus: This phase is designed to have the students build/create something that exhibits their learning. Phase Procedure(s) (How will the students build their project? Is there a process to follow: storyboard, script, create, practice presentation) Students will create a website using iweb. The purpose of the website is to provide educational information to the public regarding the anatomy and physiology of a specific body system (of the student s choosing), the diseases or conditions that affect it, and current scientific research relevant to their topic. The students will use the outline they created in the Gather Phase to create the websites initial layout. They will fill in the layout with information they have gathered from the approved resources. They must have: 1. a home page 2. a menu that appears on every page and allows the website user to navigate the page 3. A reference page on which they list every resource they used in creating the website in APA format. 4. An About Us page that explains who they are and the objective of their website 5. At least three other pages of their choosing such as General Information, Diseases & Prevention, Helpful Resources, etc. 6. The website must contain at least one video and 10 pictures. 7. The website must incorporate information about current scientific research related to their topic of choice. 8. The website must contain information about diseases and conditions related to their topic of choice. Grouping and Roles (How will the groups work, and what roles will be assigned for this project to ens that every member has a task?) Tasks will be divided equally between both members of the group. Ideally, the project with be a total collaboration. Both students will simultaneously research their topic, sharing their findings and choosing the best information to inclu in the website content. Both students will decide collectively the structure of the website. The only roles that may be

8 layed out are who physically moves the mouse around the screen during website construction in iweb, but both students should be present simultaneously for this process and both actively participate in the look and design of the website. Time and Place (What is the timeline for this phase?) Students will only be expected to work on the website building aspect of the project at school since the software required (iweb) is Mac based and many of them do not have access at home or public libraries. At home, students can continue researching the topic they chose to find accurate, reliable and relevant content for their website. Resources (What resources are needed during this phase? equipment, software, websites, media, etc.) Apple computer, iweb, internet access. Assessment (How will you assess student projects?) Assessments will be made using a daily progress report checklist and student periodic student self-surveys. The checklist describes criteria of incremental degrees of completion and each day the instructor walks around as the students are working to assess project status with the checklist. Student self-surveys are designed to help the students decide what they have done and what they have yet to do and whether they re working at an appropriate pace.

9 Publish & Present Phase Focus: This phase is designed to have the students publish their project and then present their findings to an audience. Phase Procedure(s) (How will the students present their project?) Students will open their iweb projects in the publish mode that allows the audience to view the website in a published format. They will attach their computers to an LCD projector at the front of the classroom and explain their website in detail, going through each page an pointing out key information and key features. Presentations should be approximately 10 minutes long. Grouping and Roles (Does every member have a task?) Each member of the group must speak equally. It is up to the students to divvy the speaking parts. Time and Place (What is the timeline for this phase?) The presentation phase will take approximately three class periods. Date of Presentation: June 4, 5, 6

10 Resources (What resources are needed during this phase? equipment, software, websites, media, etc.) Apple computer, iweb, LCD projector. Assessment (How will you assess student presentations?) A comprehensive rubric created with Rubistar will be used to grade student presentations. The students will also peer review using the same rubric as the instructor. Website URLs:

11 DETA 1 New Generation Project Planning Document

12 DETA 1 New Generation Project Planning Document

13 DETA 1 New Generation Project Planning Document