Adult development and Aging: Positive and Negative aspects of Cognitive Development, and Lifestyle Changes .
Introduction: As we age our emotional, physical, cognitive, development and perspectives change. As Americans we are socialized to have negative views of aging. These common stereotypes influence the ways that senior citizens are treated by others, as well as the way they view themselves. Your team will have a medical doctor, a psychologist, and a journalist. The following questions will need to be answered:
* What are some typical stereotypes about senior citizens?
* How do these stereotypes affect the way senior citizens view themselves?
* What are some physical changes that occur as a person ages? Are these changes effects of environmental or from lifestyle choices, or could they be genetic?
http://www.trinity.edu/~mkearl/gersopsy.html
http://nydailynews.healthology.com/mental-health/article1002.htm
http://www.wesleyan.edu/psyc/mindmatters/volume01/article01.pdf
http://www.apa.org/releases/longevity.html
Thursday, March 26, 2009
Thursday, February 19, 2009
Smartboard
My group decided to do our smartboard presentation on frog dissection and frog life cycle. We have the smartboard set up so that the first part of the lesson is a frog dissection which is hands on. After the frog dissection we have a quiz. Then we have a matching activity on the frog's life cycle. My group had very few problems with getting everything set up, but I don't feel 100% comfortable that I could do everything myself.
Wednesday, February 11, 2009
Using a blog to explore cell types
Subject: Biology
Grades: 10th and up.
Objectives:
Students will:
practice writing lab reports while using lab protocol; such as properly observing slides under a microscope;
summarize in writing the important concepts, skills, and content found in the assigned scientific reading material;
state in writing the basic of Cell Structures and Functions
Standards: MSTS Standard 4: "Living things are both similar to and different from each other and non-living things. Students will compare and contrast the parts of plants, animals, and one-celled living things."
http://www.emsc.nysed.gov/ciai/mst/pub/mststa4.pdf
Materials: Inquiry into Life – lab manual by Sylvia Mader.
Procedure:
· Students will observe animal and plant cells under a microscope, students are expected to reference their textbook, and record their findings on a sheet of paper;
· Students will demonstrate in written form their knowledge of the expected learning outcomes at the beginning of chapter 4 on section 4.1 Prokaryotic versus Eukaryotic Cells and section 4.2 Animal Cell and Plant Structure only. Students will find these objectives on pg. 43 of the Inquiry Into Life lab manual;
· Students will answer concluding thought questions Answers to concluding thought questions 18-20 at the end of chapter 4 pg. 46 of the Inquiry Into Life lab manual;
All answers to the questions assigned above will be in the form of a blog;
After answering the assigned questions students will write a post on any difficulties they had with their lab procedures or material;
Each student is then required to respond once to 2 other students' entries, as well as respond once to the students who have commented on them.
Accommodations: Students with different learning abilities, or those diagnosed with special needs would have an Individual Education Plan (IEP) designed by the school district's Committee on Special Education. I would adjust my assignments to meet the needs and learning style of these students. For example, extra time on the assignment may be given or one-on-one assistance with the assignment.
Assessment: This assignment is worth a maximum of 13 possible points.
1 point for having assignment in on time.
Spelling and grammar - worth 4 possible points. 4 points for having correct spelling and grammar. 3 points for having 1-2 errors in spelling and grammar. 2 points for having 3-4 errors in spelling and grammar. 1 point for having 5 or more errors in spelling and grammar. As long as the assignment is completed students will get at least 1 point in this area.
Answering the lab questions correctly - worth 4 possible points. 4 points for answering the question thoroughly and correctly. 3 points for answering the question correctly; a few key points were missing. 2 points for answering the question partially correct; multiple key points were missing. 1 point for answering the question; answer may have been incorrect. 0 points, student did not answer the question.
Participation - worth 4 possible points. 4 points for having all 4 required responses completed; responses were thorough and meaningful; relative to material. 3 points for having all 4 required responses completed; responses may have been vague or off topic. 2 points for having 3 responses completed; responses may have been irrelevant. 1 point having 2 or more responses completed. 0 points if missing more than 2 responses.
Grades: 10th and up.
Objectives:
Students will:
practice writing lab reports while using lab protocol; such as properly observing slides under a microscope;
summarize in writing the important concepts, skills, and content found in the assigned scientific reading material;
state in writing the basic of Cell Structures and Functions
Standards: MSTS Standard 4: "Living things are both similar to and different from each other and non-living things. Students will compare and contrast the parts of plants, animals, and one-celled living things."
http://www.emsc.nysed.gov/ciai/mst/pub/mststa4.pdf
Materials: Inquiry into Life – lab manual by Sylvia Mader.
Procedure:
· Students will observe animal and plant cells under a microscope, students are expected to reference their textbook, and record their findings on a sheet of paper;
· Students will demonstrate in written form their knowledge of the expected learning outcomes at the beginning of chapter 4 on section 4.1 Prokaryotic versus Eukaryotic Cells and section 4.2 Animal Cell and Plant Structure only. Students will find these objectives on pg. 43 of the Inquiry Into Life lab manual;
· Students will answer concluding thought questions Answers to concluding thought questions 18-20 at the end of chapter 4 pg. 46 of the Inquiry Into Life lab manual;
All answers to the questions assigned above will be in the form of a blog;
After answering the assigned questions students will write a post on any difficulties they had with their lab procedures or material;
Each student is then required to respond once to 2 other students' entries, as well as respond once to the students who have commented on them.
Accommodations: Students with different learning abilities, or those diagnosed with special needs would have an Individual Education Plan (IEP) designed by the school district's Committee on Special Education. I would adjust my assignments to meet the needs and learning style of these students. For example, extra time on the assignment may be given or one-on-one assistance with the assignment.
Assessment: This assignment is worth a maximum of 13 possible points.
1 point for having assignment in on time.
Spelling and grammar - worth 4 possible points. 4 points for having correct spelling and grammar. 3 points for having 1-2 errors in spelling and grammar. 2 points for having 3-4 errors in spelling and grammar. 1 point for having 5 or more errors in spelling and grammar. As long as the assignment is completed students will get at least 1 point in this area.
Answering the lab questions correctly - worth 4 possible points. 4 points for answering the question thoroughly and correctly. 3 points for answering the question correctly; a few key points were missing. 2 points for answering the question partially correct; multiple key points were missing. 1 point for answering the question; answer may have been incorrect. 0 points, student did not answer the question.
Participation - worth 4 possible points. 4 points for having all 4 required responses completed; responses were thorough and meaningful; relative to material. 3 points for having all 4 required responses completed; responses may have been vague or off topic. 2 points for having 3 responses completed; responses may have been irrelevant. 1 point having 2 or more responses completed. 0 points if missing more than 2 responses.
Monday, February 2, 2009
I'm Maggi, a junior and a psychology major. I just transferred here from CCC last semester.My degree at CCC was in education, and during the course of my studies there I interacted with preschool and kindergarten as well as grades 10-12.I love kids, and I would like to teach preschool. I have a two year old son, Xavier. During the week I am on campus, and Xavier goes to preschool in Auburn.
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