Project Survive! Specifications

Project Survive!

***We will present this project for exhibition*** This is the text from handouts I gave in class today. Next Tuesday is the field trip to Crown Point (or La Jolla/Del Mar).***

Handout:

“Our academic focus will be on the response of the human body to trauma and medical treatment.

Our practical focus will be how to………………………SURVIVE!”

What if I am lost at sea and have no fresh water to drink? What if I am bit by a tiger? What if I stub my toe really, really bad? What if my little brother has an asthma attack and I am the only one around to help?


Project Survive! will allow participants to learn about first aid, medical treatment and human survival by experiencing real-life scenarios that could happen to anyone


Project Survive! Specifications

1. Students will complete background research on the organ systems of the human body. Students will be able to describe the major organ systems of the human body and how they interact with one another.

2. Students will teach a lesson on a first aid or survival topic that relates directly to the human body.


3. Students will create an interactive station for HTMMA’s Exhibition that will allow participants to experience the scenarios and learn the concepts related to a first-aid, medical or survival topic.

Student-Designed Lesson Planning Sheet
To be completed neatly by Friday May 16 at 3:30

Your mini-lesson can be divided into four main parts:
1. Attention Grabber
2. Main Content
3. Activity
4. Assessment/Quiz


Part 1: Attention Grabber
Describe what you will do to get the attention of your audience and increase their interest in your subject.










Part 2: Main Content
State in one or two sentences exactly what you will teach your students. Example (as if you were teaching about lacerations): Students will learn how to stop the bleeding on a major laceration. Students will demonstrate the ability to give stitches using a piece of paper, needle and thread.

















Complete the table below. Describe the major organ systems related to your topic.

Organ System Description of how it is related to your topic



















Use the space below to draw any diagrams or illustrations you plan on drawing on the whiteboard to assist your teaching.

















Part 3: Activity
Describe the activity participants will DO during your lesson.





Why are they doing this activity?












List any materials you will need.












Part 4: Quiz
To find out if your classmates learned what you wanted them to learn, you need to ask them. Write 2 or 3 questions that you will ask after your lesson.


















Survival Station!

For our Exhibition you will set up and operate a booth designed to allow participants to experience a first-aid or medical scenario.

Components
1. Visual display
a. Can be digital or hand made (such as a trifold). You may gather pictures from the internet or other sources, but the arrangement and format of the display must be created by YOU!
b. You will be assessed on neatness, content knowledge and pizzazz*.


2. Activity
a. Design an activity that will engage participants and allow them to experience Project Survive!
b. Create a feedback sheet for use during critiques of your activity.
c. Bring all materials to class by assigned date.
d. You will be assessed on content knowledge, quality of participants experience and pizzazz*.


*piz·zazz or pi·zazz or piz·zaz (p-zz) n. Informal
1. Dazzling style; flamboyance; flair.
2. Vigorous spirit; energy or excitement.

Week Plan 4/22

Mr. Davis’ Wild Weekly Plan
April 22, 2008

This week we will finish Krautin’ in America and begin making vinegar. Also we will start our Amish Friendship Bread, which will not be finished for 10 days. We are going to take a look at the California Math Content Standards for 7th Grade and see how we’re progressing. Our homework will focus on math concepts deemed most important by the State of California (one of the best states by far).
*Thursday at 12:00 will be a parent-student-teacher roundtable.

Tuesday:

Class:
1. Quiz: Fractions
2. Collect Mighty Microbes Review Homework
3. Begin Amish Friendship Bread starter
4. Math Review: scientific Notation, Rational/irrational numbers
5. Handout all homework for week and Prokaryote (bacteria) vs. Eukaryote (yeast) info

Homework: CA Content Standards #1

Wednesday:

Class:
1. Observe sauerkraut and fermented apple juice.
2. Prokaryote vs. Eukaryote handout
3. Create and carry out plan for making vinegar
4. Math Review: % change, exponents, roots

Homework: CA Content Standards #2

Thursday:

Class:
1. Observe yeast cells
2. Amish Friendship Bread and vinegar
3. Math Review: properties and equations
4. Quiz: Bacteria vs. Yeast

Homework: CA Content Standards #3

Friday:

Class: Rotation Stations focusing on the MATH within our Mighty Microbes project

Mighty Microbes - Handouts, etc.

http://staff.htmma.hightechhigh.org/~wesd/Wes%20Davis%20Teaching%20Portfolio/MightyMicrobes.html

Click the link above (or copy and paste into your browser) for handouts. The review questions are due Tuesday; students should have the information in their notes and can supplement with the internet.

My digital portfolio is at www.staff.htmma.hightechhigh.org/~wesd

Have a great weekend!!!!!!!!!!!!! Mr. D

Thursday - What's going on in class?

posted at 10:30 am

The My Little Ponies have begun Not Making Wine by fermenting apple juice in various containers. Today we took a pop quiz on microbiology and graphing. Additionally the MLP's are helping fine tune the final product for our Mighty Microbes project.

The Cutie Pies are going to begin fermenting their apple juice today and will focus on graphing horizontal and vertical lines.

THANK YOU LISA CAIRNCROSS FOR PREPARING OUR BASKET FOR THE CATWALK CABARET!!!

Krautin' in America

Watch as students bravely try sauerkraut for the first time.



Homework Tonight: Graphing horizontal and vertical lines

Study Hall Cafe

Today the classroom was transformed into "Study (Hall) Cafe". We brought in bean bag chairs and library books for students who were finished with all assignemnts. One half of the room had about 15 computers and the other half was open desk space. Students who currently show a grade of less than 80% were given priority on computers. Mr. Davis supplied tea, hot cocoa and cookies for all students to enjoy.

Important: Final Lab Report (Jacques and the Beanstalk) Due Wednesday by 5th period.

Final Lab Report Info !!!

Here is the content from a handout given in class today. Much of our class time has been spent working independently. My goal was to meet with each student and check their Understanding Ratios homework and their progress on the lab report.

Please check to see that your son or daughter is on track for success by looking at their lab report and critique form. You may also wish to check their DP and discuss it with them in the context of using it for POLs at the end of the year.

The purpose of your lab report is to:

• Describe how to carry out your experiment
• Explain your results
• Compare your results to known scientific knowledge

You should already have:

• Completed your MATERIALS AND METHODS
• Hand written your rough draft of the RESULTS and DISCUSSION section
• Critiqued your rough draft

Here are the basic point values (Assignments are due by the end of 5th period):


Rough Draft and Critique
10 points Friday 2/22

Microsoft Excel Graphs
10 points Monday 2/25

Typed Lab Report
10 points Tuesday 2/26

Finished DP page with:
• Materials and Methods
• Results and Discussion
• Photographs
• Graphs
20 points Wednesday 2/27

Mr. Davis will hand out/display positive examples of each of the remaining components on Monday 2/25. Additionally, we will have as many critique sessions as possible. Students should be prepared to critique a component the day after it is due.

Note: Putting an Excel graph on your Digital Portfolio can be tricky. Mr. Davis will teach you how on Monday 2/25.


Students please read this statement and sign below:

I understand that the final Lab Report is due Wednesday and Mr. Davis is giving at least one hour a day to work on this assignment. I may need to work outside of class time (during lunch and before or after school) to finish. Monday I will have all day to work on this lab report. If I finish my lab report early I will use class time constructively by working on other assignments, creating a display at HTMMA or helping Mr. Strong or Davis with a task that will benefit the entire class.

Student Name: __________________________

Signature: ___________________________ Date: ________________