Design Challenge 4 Part 1
Designs for Knowledge
Knowledge Captured as Burma-Shave-Like Jingles
Content and the Disciplines - The Concept
If you want your student’s knowledge and achievements to ascend focus and support, the content.
Content and the Disciplines - Importance
To design good lesson, define the knowledge, concepts, and skills, ultimately your students will graduate and it will give you the chills
Disciplinary Structures - The Concept
In order for knowledge to be meaningful, disciplinary structure must be relevant and organized, and your students will be mesmerized.
Disciplinary Structures - Importance
There 3 allegations of disciplinary structures which are knowledge, relation, and organization, by using them, you are building strong foundations.
Disciplinary Processes - The Concept
Teachers’ responsibility is to join content with real life experiences and situations to allow students to make the connection.
Disciplinary Processes - Importance
By connecting hands on activities with knowledge, doing with understanding. You will be preparing your students for the real world, outstanding!
Discourse and the Disciplines - The Concept
Every disciple has their own perspective about information, depending on formation and instrumentation.
Design Challge 4 Part 2
Designs for Knowledge
Case Study One
Weather - Disciplinary Structures
Mr. Wyscosky should begin with the central theme of this lesson which is the weather. He can start his lesson by showing the temperature forecast from the local weather station or show paper clippings of the weather report. Then he can begin with explanation of what temperature is and what influences it. Mr. Msycosky needs to use previous knowledge and by mentioning a wind storm, a hurricane, or a snow storm the student might have heard of or experienced, he can continue and maintain the same them through our his introductory lecture. Then he can explain the relation of temperature and air most, followed by the different types of wind speeds and directions. Then he can continue to talk about precipitation and introduce the “Rain Shadow Effect.”
Weather - Disciplinary Processes
Mr. Wyscowsky can have the students determine the type of weather they live in. The student can do a series of compare and contrast assignments such as the different types of weather around the globe, the different seasonal weather of the year, or compare local weather conditions with another location of their choosing. He can have the students create an anemometer and have them measure and record data and have them create a report on their findings. The students can use different types of resources such as the newspaper and the local weather station. Mr. Wyscosky can have the students make their own prediction and forecast of the weather transmitted to the entire school.
Case Study Two
Economics - Disciplinary Structures
Ms. Velajo should begin her lesson by creating a questionnaire on how, who, when, where. She should focus on the household income where the students live. Have the students review the history of taxation for example, present historical facts of how the Roman Empire would collect taxes from its citizens and how taxation has been around since the time of Jesus. Use current events to attract the minds of the students. For example, Ms. Valejo can use as an example the Iraq War and the economical changes it has caused. Focus on the rise in gas prices and how it has affected their family. Another current event Ms. Valejo can use is the “Border Wall” and predicts the effects of the economical exchange with Mexico. Present the students with newspaper articles and archived news on the Chinese toys that contained lead. Show different case scenarios of how safety and environmental issues affect international business.
Economics - Disciplinary Processes
Ms. Valejo she should review the relationships among the various economic institutions that comprise economic systems and have the students describe the differences. Also, have the students compare and evaluate the roles of governments in economic systems. For example give the students a candy and a toy, and have the students research how government taxes non perishable and perishable items. Create a scavenger hunt activity where the students will search for key words in the current newspaper issue and continue with the effects of current events and the influence on economy. Have the students analyze and case scenario of supply and demand and ask them for their opinions and feed back. Ms. Valejo can have the students create a business where not only they are the developers, but they also have to create partnerships with others. This can be a group project or individual depending on class size. Then have the students describe the relationships between entrepreneurship and specialization within the economic process. Ms. Valejo can have the students portray they have a job and an income. Give them a budget and a family and have them distribute their paycheck. Provide newspaper ads of groceries, so that they can purchase perishables and their every day necessities such as shampoo, toothpaste, hair cut, etc. Then have the students practice responsible money management including budgeting, credit management, and banking and as well as investment practices.
Design Challenge #5
Foundations
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Literacy:
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Technology: Computers, printers, Internet, Microsoft word and PowerPoint presentation.
Media: Video of the Rio Grande river.
Interviews of doctors, nurses and community organizations.
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Problem-Solving:
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How do environmental factors affect the health of the population in Brownsville?
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Knowledge:
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Environmental pollution has an effect on the world's population. In order to understand personal responsibility in environmental health, the student will evaluate a variety of related environmental factors. Also, the student will create a multimedia presentation presenting findings in a concise and organized manner.
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Using Information:
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I. Air, Water, and Land Pollution. These types of pollution are caused by photochemical smog, acid rain, depletion of the ozone layer, untreated sewage, solid garbage, toxic industrial wastes, and oil spills. II. Increased population causes changes in the land. a. deforestation – destruction of forests b. desertification – conversion of grasslands, rain fed cropland, and irrigated cropland to desert like conditions c. solid wastes – overabundance III. Technologies increased are causing environmental changes. IV. Reducing wastes a. conservation b. precycling / recycling
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Community:
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This project will be a group effort. Each group will present a final project and will share information gathered. All groups will provide a positive critique and evaluation of other groups.
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Activities
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Authentic Activities:
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Students will perform a series of interviews with community leaders, doctors and nurses regarding the health risks of a contaminated water sources, in our case the Rio Grande River. They will perform an of investigation with PUB and will determine if water filtration systems are performing to the highest standards. Students will compare and contrast various other water system around the valley.
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Background Building Activities:
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Students will perform an online research of all the diseases attributed to contaminated water sources. They will look for any specific epidemic or sprouts of diseases appearing in the Rio Grade Valley, mainly in Brownsville. Students will look for factors attributed to contamination such as agriculture and industries around the area.
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Constructing Activities:
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Students will go to the river and take samples of the water for testing as well as taking for water samples from their homes. The students will determine if the water contains bacteria, lead, chlorine, pesticides, hardness, pH and nitrates/nitrites. All positive samples will be sent to labs for appropriate testing.
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Sharing Activities:
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Throughout the entire project, students will share personal experiences as well as opinions and views individually and in their group. They will have interaction through a series of question and answer sessions. They will present their final project, to the class, depicting their data and information gathered as well as interview.
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Contents
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Contents:
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The student will identify the cycle of the infectious process (TEKS 121.3 10A).To pursue a career in the health care industry, students should be proficient in academic subject content. The Health Science Technology student is expected to communicate with other team members in both written and oral form and to organize, write, and compile ideas into reports and summaries. Communication skills are reinforced through the use of various oral and written assignments. News articles provide information concerning trends and developments concerning health and wellness, and related consumer issues. (TEKS 121.2 1C, 1D,110.42 English I 1(A-C), 7(A,B), 8(B), social studies 5, ELA 1,2,3,4).
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Tools
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Tools:
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Computers, water test kit pollutants, video, internet, printer, books, articles, multimedia presentations, sample cups, gloves,
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Systems of Assessment
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Assessments:
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Two rubrics will be provided one for multimedia presentation and problem solving, with standard to be met. A questionnaire and feed back forms will be provided for the audience.
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Learning Environment
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Environment:
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The students will do some independent research as well as group activities in and out of campus. The interviews and the gathering of samples will be take place in their respective locations. There will be a constant interaction between students and members of the community. There will be collaboration of different sources as well as local organizations. This project will encourage corporate learning, ownership and leadership of the students. Technology will be used such as computers and printers to create a multimedia presentation.
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Designs for Literacy
Design Challenge 6-1
Poor Richard's Thoughts on Literacy
1. Knowledge is not only learned but experienced. 2. Anyone can tell a story, but to those who show give an experience. 3. A linguistic is an expert about words, but can also speak, think and act with words. 4. Connect the word and symbol and get a definition. 5. To be wise, you must learn, read, and write. 6. Intelligence is not only measured by what you have learned, but what you have experienced.
Description of Literacy Concepts
To pursue a career in health care; proficiency in anatomy and physiology is vital. The student will compile and describe physiological and chemical process that maintains homeostasis. They will analyze and associate the disease process with changes in homeostasis. The students will identity changes in structure and function of a particular body system, due to trauma and disease; and identity normal and abnormal anatomy and physiology.
Content Standards Included/Addressed
1. Demonstrate safe practices during laboratory investigations and in fieldwork; and make wise choices in the conservation and use of resources and the disposal of materials (1A, 1B) 2. Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; make observations and measurements in collecting data in various ways; organize, analyze, evaluate, make inferences, and predict trends from data; communicate valid conclusions (2A, 2B, 2C, 2D) 3. Investigate and describe the integration of the chemical and physical processes, including equilibrium, temperature, pH balance, chemical reactions, passive and active transport, and biofeedback, that contribute to homeostasis; and predict the consequences of the failure to maintain homeostasis (6A, 6B) 4. Analyze the relationships between the anatomical structures and physiological functions of systems such as integumentary, reproductive, nervous, and digestive (10A)
The ABCS of Activity
The students will be working with partners and they will be assigned a body system to research. They will be given a set of questions regarding their system and will answer them as they view a multimedia presentation on the human body. As partners they will do an internet, book & other type or resources search on their body system assigned. They will search for the following information: Location of the body system Purpose and responsibility Types of tissue and cells Major organs that are in the body system Describe five major diseases, with diagnostic and treatment information. Once research is done, they are to create a multimedia presentation of their findings. They are to become experts in their body systems and teach the class about it. They will have a question and answer session. Two rubrics will be provided from the teacher; one for the research and the other one for the multimedia.
Tools
The Human Body - movie TV DVD player Computers Internet Books Magazines PowerPoint Photo Story Projector
Design Challenge 6-2
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Literacy:
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The students identify abbreviations, acronyms, and symbols, as well as the basic structure of medical words. In teams of two, they will practice word-building skills; research the origins of eponyms; use anatomical planes related to body structure; accurately spell and define occupationally specific terms relating to body systems, surgical and diagnostic procedures, diseases, and treatments. In addition in their presentation to the class, the teams will correctly pronounce medical terms and will use medical dictionaries and multimedia resources.
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Problem-Solving:
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How do environmental factors affect the health of the population in Brownsville?
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Knowledge:
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Environmental pollution has an effect on the world's population. In order to understand personal responsibility in environmental health, the student will evaluate a variety of related environmental factors. Also, the student will create a multimedia presentation presenting findings in a concise and organized manner.
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Using Information:
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I. Air, Water, and Land Pollution. These types of pollution are caused by photochemical smog, acid rain, depletion of the ozone layer, untreated sewage, solid garbage, toxic industrial wastes, and oil spills. II. Increased population causes changes in the land. a. deforestation – destruction of forests b. desertification – conversion of grasslands, rain fed cropland, and irrigated cropland to desert like conditions c. solid wastes – overabundance III. Technologies increased are causing environmental changes. IV. Reducing wastes a. conservation b. precycling / recycling
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Community:
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This project will be a group effort. Each group will present a final project and will share information gathered. All groups will provide a positive critique and evaluation of other groups.
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Activities
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Authentic Activities:
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Students will perform a series of interviews with community leaders, doctors and nurses regarding the health risks of a contaminated water sources, in our case the Rio Grande River. They will perform an of investigation with PUB and will determine if water filtration systems are performing to the highest standards. Students will compare and contrast various other water system around the valley.
|
|
Background Building Activities:
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Students will perform an online research of all the diseases attributed to contaminated water sources. They will look for any specific epidemic or sprouts of diseases appearing in the Rio Grade Valley, mainly in Brownsville. Students will look for factors attributed to contamination such as agriculture and industries around the area.
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Constructing Activities:
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Students will go to the river and take samples of the water for testing as well as taking for water samples from their homes. The students will determine if the water contains bacteria, lead, chlorine, pesticides, hardness, pH and nitrates/nitrites. All positive samples will be sent to reference labs for appropriate testing.
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Sharing Activities:
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Throughout the entire project, students will share personal experiences, keep a journal, as well as opinions and views individually and in their group. The students will have a series of game activities such as vocabulary bingo and hang man. They will have interaction through a series of question and answer sessions. They will present their final project, to the class, depicting their data and information gathered as well as interview.
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Contents
Tools
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Tools:
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Computers, water test kit pollutants, video, internet, printer, books, articles, multimedia presentations, sample cups, gloves,
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Systems of Assessment
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Assessments:
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Two rubrics will be provided one for multimedia presentation and problem solving. A questionnaire and feed back forms will be provided for the audience. A research paper 5-7 page will be turned in at the end of the presentation. The reasearch paper must be informative or persuasive (or both). It must state facts and findings as well as a time line of their investigations, their own conclusions to the enviromental problem. The research paper is individual grade. Students will get together as a community to discuss their conclusion and solutions. The students will have the opportunity to present their findings and solution in class.
Learning Environment
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Environment:
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The students will do some independent research as well as group activities in and out of campus. The interviews and the gathering of samples will be take place in their respective locations. There will be a constant interaction between students and members of the community. There will be collaboration of different sources as well as local organizations. This project will encourage corporate learning, ownership and leadership of the students. Technology will be used such as computers and printers to create a multimedia presentation.
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Design Challenge 7-1
An Information Acrostic
Incredible, information evolving the world around us.Never resting, always growing and expandingFaster than ever before, uncontainable wild fireOverloading all aspects of life.Rejuvenating old generations and empowering new ones.Modifying and altering human society through technology.Advancing humanity through learning opportunities.Transforming society by setting a platform ofIntellectual skills and retrieve, analyze, evaluate, synthesize and give.Oppotunities to learn critical thinking capacitiesNever ending, unstoppable, information how incredible. Never ending, unstoppable, information how incredible. Design Challenge 7-2A SSCC AcrosticStarts with a quest, a searchSequencing and organizing,Composing concepts and ideas into Concrete pillars of knowledgeA DEAPR AcrosticDraw , sketch and createExplore secretive symbols of knowledgeAdjoin meaning to images to Prepare and present to the world theRatification of information gatheredInformation Updates to the Environment-o-rama Design
Looking at the literacy and assessment part of the lesson, I recognize some misinformation presented. I will reorganize my ideas and present them on design 6-2. Although I feel my lesson meet most of the stardards chapter 6 mentions. I will resubmit my lesson with modifications.
Design Challege 7-2
Reflections on Ethical Issues
First Topic Chosen
General Overview of Issues
Description of the Issue
The expansion of the Internet caused a great deal of turmoil in society and governments. It is a constant struggle to deal with the exploitation of available information.
Five to Ten Central Ideas
1. What are ethics? 2. How does it apply to you as an internet user? 3. How can you be safe? 4. Identify danges in cyber space 5. Governmental regulations.
What Students Can/Should Learn
Students need to compare and contrast ethics and computer ethics. Students need to understand the important role they play as an internet user. They need to be knowledgeable and be able to describe and identify dangers in cyberspace. Student must be aware and comprehend the regulations and implications of the internet.
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Second Topic Chosen
Copyright and Fair Use
Description of the Issue
Copyrights are one of the most common, yet most violated governmental regulations. In other words, those any one has the right to copy someone else’s work?
Five to Ten Central Ideas
1. What are copyrights? 2. What are civil laws? 3. Copyright violations 4. History of copyrights 5. What are trademarks and patents?
What Students Can/Should Learn
Students need to comprehend and describe what copyrights are. They need to differentiate the types of laws and know what a civil law is as well as the implications of breaking them. They need to describe different types of copyright violations. Student needs to learn the timeline of how copyrights were initiated in the 1600’s and understand the sequence of event that leads to today’s copyrights. The student needs to be knowledgeable on different types of items that need to be copyrighted.
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Third Topic Chosen
Safety and Student Use of the Internet
Description of the Issue
In the internet massive amount of information is not only displayed but exchanged as well. At this point, there are very little censors on the internet.
Five to Ten Central Ideas
1. Who is at risk? 2. What are the risks? 3. What can you do to protect yourself? 4. What not to do? 5. Governmental regulations
What Students Can/Should Learn
Student must be aware of the dangers lurking in cyberspace. The student must be aware they are most susceptible to crimes, exploitations and harassment. Students need to identify the risks of using the internet. The student needs to be knowledgeable of preventions and learn how to be a responsible internet user. The student needs to be aware of all laws that exist to protect them.
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Fourth Topic Chosen
Plagiarism
Description of the Issue
Internet plagiarism is one of the biggest problems in education. Educators are faced with this immense problem and must incorporate ethical behavior to their curriculum.
Five to Ten Central Ideas
1. What is plagiarism? 2. How to avoid plagiarism? 3. How websites help detect plagiarism? 4. Useful habits of research and citations 5. Ethical responsibility
What Students Can/Should Learn
Students need to recognize and define plagiarism. Student must learn policies, citation guides, and the ethics of research. Student must be aware of websites such as plagiarism checker, which helps students with their research papers. Students must learn helpful habits such as keeping track of all works cited, giving credit where is deserved and writing ethical responsibility
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