Rationale of Strategies
Input chart: At the beginning of each main topic a sematic mapping will take place. One mapping will help them envision and interpret the data on percent of Native American and Alaskan Indian who are diabetic. Children will see what a 68% increase of Type 2 diabetes means by looking at the map of the Navajo Nation. To make it more relevant, students will take the total population of their local town and find 68% of the population. This activity will have a visual imprint of what Indian Health Service is conveying to Native American Indian.
The second sematic mapping will be about human anatomy and location of the pancreas. This input chart will be used as a resource to connect the idea of storing energy from sugars in the liver, fat and muscles.
The third sematic mapping will be the most important one. This map would display the pancreas and the cells. Within this illustration, an explanation of the negative feedback of glucose and glucagon will be drawn out for imprint the process of balance out the sugar in our blood stream.
Jig Saw reading will help students engage in discussion and developing questions pertain to their article or reading passages. The types of reading that students will be responsible for are topics about beta cells, alpha cells, negative feedback, functions of the pancreas, energy storage, etc. This concept will be challenging to learn. However, with teacher guidance and student driven question, the students will know what to research for clarity.
Poster presentation will be a summative assessment that will convey two messages: how does diabetes work in our human body system and how is sugar processed? Using classroom readings and group discussions, students will explain their learnings by drawing, writing small captions, graphing data, and short passages to magnify main ideas.
Creating a pamphlet and showing it to families sharing it at a school board meeting can be s cumulative assignment as well. Bracher, Cantrell and Wilke of Medical teaching have stated that assigning such a task can involve individual to hands-on learning, promotes problem-focused thinking, and encourages a great depth of knowledge about the topic. If questions were to arise the students will be confident and can demonstrate comprehension skills. 19
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