Tag Archives: Health

ZooBurst is Hilarious!!

Here is my experiment attempting to make a Diabetes Awareness 3D Pop Up book with ZooBurds.

I had so much FUN!

I’m debating on making a digital Christmas card with an app like this… Ha ha.

Click image to read my Pop Up Book about Debates Awareness Month.

ZooBurst Screen Shot

Thanks!

Discussion #5: Creation & Editing Tools –Book Creating Tools

The level of skills the students will develop from this lesson plan will be to construct a product to share with others. By designing something together, though working individually, the final product will display their collaborative newfound knowledge. The booklet will inspire the students to communicate with family members about what they have learned as well.

I had this idea that it would be perfect for my students to actually make an informational booklet to print and bring home during the month of November for Diabetes Awareness month. However, I experienced some issues….  Not many of the fancy apps were designed to print easily (and inexpensive)…. Maybe I was just a little too set in my ways…

Another story making application I came across is Book Creator, which seems very similar to Create Booklet I used, just not free.  To cover some of the other groups within Creation & Editing Tools one can utilize various text-to-video apps where the students generate their own cartoon-based videos, such as the video I’ve previously shared HERE. (The third video).

Another very interesting application is ZooBurst where one can make digital 3D pop-up books! In this app one can upload your own images or choose from their library.  Being able to upload your own images makes it much more relevant for health education, rather than many of the book creating apps where one can only utilize their pictures.

Here is a short tutorial on ZooBurst:

Assignment 7: Creation and Editing Tools –Create Booklet

I have spent significant time online attempting to find the perfect (inexpensive) booklet-making application. I’ve experimented with various book creators such as SnapfishSmashwords, and Storybird. The best thing I’ve found so far is a downloadable app called Create Booklet through TheKeptPromise.

The way it works is that one can simply choose Create Booklet as part of the PDF option during printing. Unfortunately it does not make an amazing online version with beautiful imagery nor is it interactive like Storybird. However, it can help students create a booklet by the end of class. The downside is it will have to be worked on as a regular word document and it does not have the collaboration opportunity as some of the online application versions I’ve been exploring.

However, since I wanted the students to be able to print a booklet at the end of class, this is the way to go. Each topic the students pick out of the hat can be worked on individually. Everyone gets to utilize just one page and they can add an image as well.

Font and size will be stipulated in the directions of the project to make the booklet consistent and flowing.

I will hand out the assignment as A BOOKLET as a way for the students to get an idea of what the final project will look like.

Booklet instructions -Screen Shot

Creation and Editing Tools: Book Creators -Storybird

Storybird is an application where one can make specific storybooks. The exciting thing about Storybird is that a teacher can invite the whole class as collaborators.

In my lesson plan about Diabetes, I can generate multiple topics to be covered. Each student will pick a topic by drawing it out of a hat (literally!)

1930s man's hand in top hat full of paper pulling name out of hat

I made an assignment within the application to be shared with my students, asking them to make their very own Diabetes Awareness Book/Booklet to be handed out at school during the month of November (Diabetes Awareness Month).

However, the downside with Storybird, is that one cannot upload any images. This means the students have to choose from Storybird’s library of very artful images, though not much focus on diabetes or health.

I found this to be a deal breaker as I do not quite see how I can utilize this tool connects to the content.  I am choosing a different way for my students to publish their Diabetes Awareness booklet.

Assignment 6: Discussion & Reflection Tools

I chose to experiment with Google Forms as a way of testing/checking my students’ knowledge and understanding. At first, I utilized a True/False from Kids Health as basis for my questions. I liked how they provided a basic explanation after each question, so I referred to the web site in the final confirmation page for the students to go there to read and check over their answers after taking the quiz. I figured this was a way to get them to read through the material once more.

HERE is an example of the first quiz I made in Google Form to be utilized for testing purposes.

However, I then realized I was not really gathering enough knowledge about the students’ understanding of the topic to know where I would need to emphasize my further teaching. So I made a second form consisting of mostly short and long answers.

HERE is the second Google form that I would use instead of the first quiz.

I solely re-wrote the questions for the students to respond with longer answers, so I still included the link in the final confirmation page as a means for the students to read and check if they got their answers right.

HERE is the page they are referred to where they can read and check over their answers after completing the quiz. This helps them participate more in their own learning.

These questions in the second quiz require a higher level of participation from the students.

Assignment 5: Presentation and Remixing Tools -Glogster

After doing some research of various presentations tools, such as Prezi, HaikuDeck, Glogster, and TACKK I chose Glogster as a way for my students to make a presentation and present with.  I will also do a demonstration utilizing Globster as a tool to present the lecture to the 6th-8th grade students. The lesson plan is about Type 1 and Type 2 Diabetes.

As a teacher I will have the Glogster page open on the projector as the students enter the classroom.   I will do a quick presentation myself and go over the material on the Glogster page, explain how the endocrine system works, and discuss some of the differences between Type1 and Type 2 Diabetes. I have one video (1:05 min) supporting how the body uses insulin to break down glucose for energy and a document displaying the main differences between Type1 and Type 2 Diabetes as I speak.

Total Time:7-10min.

Students will be engaged by the assignment where they are to make their own Globster page in groups of three. I will distribute various topics, such as:

  • Research and compare the genetic components, prevalence, treatment options, and long-term effects of Type 1 and Type 2 diabetes.
  • Compare similarities and differences between the two types of diabetes.
  • Body structure and functions related to Type 1 and Type 2 diabetes and the cause of both diseases.
  • Research and compare the level of prevention between the two types of diabetes.
  • Make a treatment plan for both Type 1 and Type 2 diabetes.
  • Demonstrate how the pancreas works and how it relates to either type of diabetes.
  • Display how the various treatments will affect the pancreas, body functions, and related organs.

Total Time to Work as Groups:15-20min.

The students will present their findings as groups.

Time Presenting: 3-5 min per groups.

Here is my Glogster presentation with an idea for an assignment at the end for students to complete and present.

Type 1 and Type 2 Diabetes Glogster

Wordle Examples

I’ve been having a lot of fun with this!

 I’ve found some information form CDC on various diseases and made a Wordle of each one.  It is definitely easy to guess what disease each Worlde is assigned to, so if this were to be used in class it would have to be with younger students.

Here are some example of my Wordles:

Screen Shot 2014-10-02 at 10.30.12 AM

Screen Shot 2014-10-02 at 10.38.03 AM

Screen Shot 2014-10-02 at 10.51.30 AM

I could for example do this as an intro on our class Wiki page or class Padlet and have the students click on the picture to go to the fact sheet I would want them to read as a way of grabbing their attention.  Or they could make the Wordle from an informational sheet they find interesting and share it with the class that way for the other students to read.

References -These Wordles were taken from:

Breast Cancer: WHat You Need to Know

Lung Cancer Screening Guidelines and
Recommendations

Fact Sheet:
Health Disparities in Coronary Heart Disease and Stroke

Wordle: Diabetes Mellitus: Type 1 What Is It?

I DID IT!!!

I finally figured out how to download and un-instal Java 7 for 6 again… since there was a problem with java 7 and Mac for some reason…

Anyway, here is my Wordle pic of an informational article on Type 1 Diabetes called: Diabetes Mellitus: Type 1 What Is It? 

Screen Shot 2014-10-02 at 10.10.50 AM

So now I am curious as to how teachers can use Wordle in a Health Education setting.

How about an assignment where the students are to find information sheets form trusted pages, i.e. CDC, and plug them into Wordle.  I wonder if one can recognize what disease each Wordle pic refers to?

I also wonder, if I as a teacher can make Wordles of the various diseases we’ve been going over and have the students recognize what disease each Wordle refers to?

hmmm…I might have to try this….

Lesson Plan -Health Ed.: Diabetes, Poll Everywhere

Teacher: Katrine Nordstrom
Date: 9/29/14
Subject area / course / grade level: Health Education, Poll Everywhere, Diabetes Awareness, 7th grade
Materials: Computers, Poll Everywhere, Lesson books, Projector

 

TEKS/SEs:

  • 115.23. Health Education, Grades 7-8: a1-2, b2B, b3A-C, b4A-C, b8A-B, b9A-B, b12A-C,G).
Lesson objective(s):

  • Differentiate between Type 1 and Type 2 Diabetes.
  • Recognize warning signs for both types of Diabetes
  • Know what the students can do to lower their chances of getting Type 2 Diabetes.
  • Know the long-term effects of both types of Diabetes.
  • Introduce Poll Everywhere (they have already seen how it works during the introduction quiz).
  • Assess peers and provide explanations as needed.
ENGAGEMENT:

  • Start lesson with 10 questions from Poll Everywhere. (6-8 min.)
  • Students answer by texting in their responses.
  • This will also function as a quiz for the daily reading assignment.   (Evaluation of HW)
  • Students ask themselves: What are some of the similarities and differences between Type 1 and Type 2 Diabetes?
EXPLORATION:

  • Students, in groups of 4-5 people, will make their own Poll Everywhere quizzes, consisting of 5 questions.
  • Each group is assigned a focus. I.e. each group has 3-5 pages to identify key points.
  • Students will be summarizing the main concepts from their assigned pages.
  • Student will be focusing on similarities and differences between Type 1 and Type 2 Diabetes.
EXPLANATION

  • While making questions, students will determine how to best generate if “their students” have a deep understanding of the topics assigned.
  • Ask students to evaluate other students’ knowledge. They might need to inquire about more information regarding some of the short answers given in the poll, and provide explanations if some peers are wrong in their answers.
ELABORATION

  • Students will develop a deeper understanding of the topics, as they have to summarize their reading into short questions, and of course know the answers.
  • By answering the other groups’ questions (covering other topics besides their own) all the key points in the chapter will be covered by the end of class and students will check for understanding among peers.
  • Vocabulary is expected to be professional generating a sophisticated understanding of the concepts.
EVALUATION

  • Ask students how creating this poll got them thinking in a different way.
  • Ask students what was difficult developing the poll questions, and what they cannot evaluate by looking at the other students’ answers in their section. (The short quiz answers assess the peers basic knowledge of the material but do NOT illuminate if they have a deep understanding of the subject matter (i.e. how the pancreas works and details regarding diabetes treatments))
  • The students’ answers to the polls are to be used for evaluation in addition to the 10 introductory questions the teacher demonstrated. (Approximately 30-40 questions total)
  • Ask the students if they think teaching is easy.

 Example Poll

Discussion # 2: Practical PBL

  1. What is the feasibility of incorporating PBL into your content area of focus?

PBL in Health Education is highly feasible, although some topics might be more suitable than others. I would think emotional and personal topics such as mental health issues, drawing personal boundaries, and positive versus negative role models, might be more difficult as PBL than examining body structure, organs, and body functions, studying various diseases including STDs, and bullying.

  1. What are the challenges in implementing PBL in today’s classroom environment?

Some of the challenges with implementing PBL in today’s classroom environment would be the assessment process. The teachers needs to do continues assessments during class, however, I can imagine answering to parents regarding the assessments might be even more challenging when there are no test and quizzes to refer to.

  1. What technologies can facilitate PBL?

The two PBL units are focusing on Health Education and diabetes. I would like the students to document all work on their blogs. Presentations are up to the students to decide technology. The awareness campaign in Unit #1 can be made either as a video or radio pubic service announcement. The students can collaborate through any virtual workspace as they choose.

There is a link to two of my PBL units in Health Education focusing on Type 1 and Type 2 Diabetes and the endocrine system here on my blog, Educational Technology & Type 1 Diabetes.

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