Tag Archives: Type 1 Diabetes

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

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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.

Discussion #4: Presentation and Remixing Tools

When presenting, students have to demonstrate knowledge and an understanding of the topic. As with many presenting tools today the students can find information online and remix information in the form of videos, text, images and sound. As a teacher it is important to ask a few questions at the end of each presentation to ensure the students understand the topic assigned as it is easy to merely repost information without generating knowledge or understanding.  Planning a presentation includes some organizing of materials including making an outline with what order to present in. Group work is an important skill for dynamic workforces in the future, and presenting skills are essential.

My “ah ha” moment must have been after spending a whole day trying to figure out various pages, reading teacher blogs, and watching YouTube videos as resources for how to use these tools in education, and I had decided on Globster, BUT I COULD NOT GET IT TO WORK!!! The day came to an end and I slept on it for a few days and was debating on what tool to change it too, as Globster seemed inevitably very difficult to create. However, the page must have been down that day as none of the problems I experienced that day reoccurred. Nevertheless, this made me think of what one would do in case a page you have decided to use as a teacher is down. (No matter what tool one chooses to utilize).

An additional, pretty similar, tool as Glogster is TACKK. Instead of a visual poster board as Glogster TACKK is a page that extends downwards as you build on it. It has the same functions of being able to add video, text, music, images, and so on. TACKK can be useful as the students can collaborate at the end of the page in the comment sections rather than stating a new page as I suggest in my Glogster PBL.

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: 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….

Presentation… Sol-Marie’s Photo Boards for JDRF

Here is my favorite Prezi of all times… I am a proud mom first of all in life, thus I LOVE THIS ONE!

My daughter, 12yrs, made this one pretty much all by herself.  This was her very first time using Prezi.  She thought it was very easy.  Only thing I did was to give her all the photos to use as they were mostly on my phone.

Sol-Marie is making these AMAZING photo boards she is selling for JDRF and her Walk Team.  She has already sold quite a few photo boards and brought in over $200 for research for Type 1 Diabetes.  I asked her to make a Prezi to send to all of our friends to advertise these amazing boards.  This is what she came up with. 

Here is some background about the  Prezi as she wrote it in the presentation. Too cute not to share.

I am making these photo boards to raise money for JDRF. They will cost 20$ for the bigger ones and 10$ for the bow organizers. Please help me raise money to find a cure for Type 1 Diabetes.

Sol-Marie, 12 years old

Watch Sol-Marie’s Prezi HERE!

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

Misconceptions between Type 1 Diabetes and Type 2 Diabetes

Here is an educational video of what Type 1 Diabetes is:

Type 1 Diabetes

There are a lot of misconceptions regarding Type 1 Diabetes (T1D). It is often confused with Type 2 diabetes, which has gotten A LOT of attention through media and public awareness campaigns. Understandably so, as there has been somewhat of an epidemic of Type 2 Diabetes, more importantly Type 2 Diabetes is related to lifestyle and is thus preventable AND reversible. Type 1 is neither of those things.

The main differences between Type 1 and Type 2 Diabetes:

Source: TelePathology Consultants P.C., PANCREAS PATHOLOGY AND DIABETES MELLITUS Francisco G. La Rosa, M.D.

Source: TelePathology Consultants P.C., PANCREAS PATHOLOGY AND DIABETES MELLITUS Francisco G. La Rosa, M.D.

In summary:

  • Type 1 Diabetes usually affects young patients, while Type 2 mostly affects the older population.
  • Type 1 Diabetes is an autoimmune disease where the immune system attacks its own body’s insulin-producing cells in the pancreas, while Type 2 is often due to obesity.
  • Type 1 is permanent, while Type 2 can be reversible with exercise and a healthy diet.
  • Patients with Type 1 are insulin dependent for the rest of their life, without insulin they will die, while Type 2 is merely insulin resistant.
  • There is no cure for Type 1!

 

I wish media would make an effort of differentiating these two diseases when creating their materials to reduce the confusion amongst the public.

September 16th, 2013

Our lives changed forever….

This is the date our daughter Sol-Marie was diagnosed with Type 1 Diabetes.  She was 11 years old.

She is such a brave girl!  After just two weeks, she wanted to give the insulin shots herself.

  • She pricks her finger to check her blood glucose 5-10 times a day.
  • She needs insulin shots 4-7 times a day to survive (for every time she eat carbohydrates or has high blood sugar for other reasons, such as being sick, stress, excitements, hormones, exercise, the list goes on….).
  • She had gadgets attached to her 24-7 to help her somewhat with the diabetes management.  We all actually consider ourselves lucky for these gadgets, but is she really?

We watch over her… We have not slept a whole night through yet. We are up every 2am doing blood checks…. But sleep is overrated, right?  I think one day in the future I will stay in a hotel and just sleep ALL DAY while she is in school!

She can still do everything she wants to do.

I guess we are lucky after all….

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