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Heredity and successive generations

Heredity and successive generations . A meaningful approach with multicultural perspectives. Problem statement: the subject. Current issues Complex understanding with a smooth approach: There are many variables: Math and Chemistry Traditional approach Always using the same traits

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Heredity and successive generations

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  1. Heredity and successive generations A meaningful approach with multicultural perspectives

  2. Problem statement: the subject • Current issues • Complex understanding with a smooth approach: • There are many variables: • Math and Chemistry • Traditional approach • Always using the same traits • Massive approach: what happens in the book’s author perspective cannot match with the classroom reality

  3. Problem statement: the Learners • Why should I learn this? • I don’t want to know about ears lobe? • What my widow’s peak have to do with this? • How does science affect my life?

  4. Our approach: Situated Cognition and Socio-Constructivism • “Situated learning is the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life” • Students: • Have conditions for applying knowledge; • Can more likely to engage in invention and problem-solving when they learn in novel and diverse situations and settings; • Can see the implications of knowledge. • Are supported in structuring knowledge in ways appropriate to later use by gaining and working with that knowledge in context.

  5. Our approach: Situated Cognition and Socio-Constructivism • Importance of culture, context and on the meaning of social activities • learning occurs when individuals are engaged in it

  6. Statement of Lesson Plan objectives • Students will produce a Family Portrait with a genealogical tree, trait-tree (at least three generations: Grand parents, parents, and themselves). • Catch the students’ attention to American and Brazilian miscegenation: • Migrations cycles, and its impact on the variation of phenotypes in a country. • Maybe another countries such as India, Mexico and Peru

  7. Statement of Lesson Plan objectives • Try to remark on the wealth and the strength of the influences done by these groups and how it is present nowadays; • Activities to improve abilities using scientific way of thinking encouraging the critical thinking, observation, practices and results.

  8. Target audience identified • 7th grade students, 4 groups; • Regular time class: 70 minutos • + or - 25 students, ages between 13 an 15 • Ethnics: • African-American (50%); • Whites (35%); • Hispanics (15%).

  9. Planned Evaluation/Assessment • Participation of the students: • Assiduity on classes; • Activities

  10. Lesson Plan details • Observe the students’ traits, trace the students’ trait tree and produce a Family portrait with a genealogical tree; • a Microsoft Power Point presentation about the Brazilian miscegenation process • Handout about influences of the miscegenation in the Brazilian culture (this activity will be realized at the Computer Lab)

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