Tag Archives: TEKS

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.

Advertisements

PBL Units -Health Education

  • Identify your grade level and content area:

Health Education, Middle School (6th-8th grade)

  • Identify your general topic (specific content topic or theme:

Topic- Type 1 and Type 2 Diabetes, related body function, organs, and structure

(TEKS: §115.22. Health Education, Grade 6: a1, b1B-C, b2A, b3B-C, b4B, b6A-B, b8A. §115.23. Health Education, Grades 7-8: a1-2, b2B, b3A-C, b4A-C, b8A-B, b9A-B, b12A-C,G).

  • PBL unit #1

Guiding Question:

How can we best demonstrate the similarities and differences between Type 1 and Type 2 Diabetes?

During this section the students are to:

  • Research and compare the genetic components, prevalence, treatment options, and long-term effects of Type 1 and Type 2 diabetes.
  • Compare the 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.
  • Access government websites for statistical information.
  • Choose your medium for presentation to best compare and contrast the two diseases.
  • Present your findings.

Deliverable:

  • Make an awareness campaign for either Type 1 or Type 2 Diabetes.
  • PBL unit #2

Guiding Question:

I wonder how we get energy from the food we eat?

How can you make a model to demonstrate how the pancreas works? How can you display how the pancreas is related to Type 1 and Type 2 diabetes?

During this section the students are to:

  • Build a model demonstrating how the pancreas works and how it relates to either types of diabetes. Check in with teacher to let me know your choice. (This will also be my way of making sure everyone is on the right track before they start building)
  • Explain how the disease specifically affects the body in your choice of diabetes.
  • Display how the various treatments will affect the pancreas, body functions, and nearby organs.
  • Present your findings.

Deliverable:

  • A working model of the pancreas and related organs demonstrating how it is affected by either Type 1 or Type 2 Diabetes.
  • You will be graded on an overall understanding of how the pancreas works and what happens in the body to a patient who develops either type of diabetes.
  • Briefly explain what Texas K-12 teaching standards (TEKS), your PBL units would be covering.

TEKS: §115.22. Health Education, Grade 6: a1, b1B-C, b2A, b3B-C, b4B, b6A-B, b8A. §115.23. Health Education, Grades 7-8: a1-2, b2B, b3A-C, b4A-C, b8A-B, b9A-B, b12A-C,G.

  • Briefly explain how you will leverage your own TPACK to facilitate instruction for the two PBL ideas.

We will have a class blog where I will post guidelines for each assignment, what TEAKS we are working on, and grading rubrics. I would like the groups to document all their work and findings through blogging. For the individual groups’ work, they can work and communicate with whatever media they prefer, be it email, blogging, wiki page, or similar workspace.

Princess Sassy Pants & Co.

Follow Your Heart's Calling

Very Light, No Sugar

Because I talk diabetes the same way I take my coffee.

I Am A Type 1 Diabetic

Balancing Life While Living with Type One Diabetes

divergentEDU

Education does not have finite limits.

Edu-Techopia

Taking apart the edu-technology revolution

goodbooksandgreathooks

"One book, one pen, one child, and one teacher can change the world." -Malala Yousafzai

Educational Technology in the Classroom & Type 1 Diabetes

Utilizing Educational Technology to Educate about Type 1 Diabetes.

The Daily Post

The Art and Craft of Blogging

The WordPress.com Blog

The latest news on WordPress.com and the WordPress community.