Blanche Ely High School
2020-21
"The Last Dance!"
Biology I
Genetics Honors
Research III Honors
"The more you know, the more valuable you become!"
--Dr. Ben Carson
"Nothing in the world is worth having or worth doing unless it means effort, pain, difficulty...I have never in my life envied a human being who led an easy life."
--Theodore Roosevelt
1201 NW 6th Ave
Pompano Beach, FL 33060
ph: 754-322-0950
fax: 754-322-1080
ryan
- Home
- Why Giving Your All Does Matter!
- Genetics 2020-21
- Research 3: -Health & Disease
- Important First Day Handouts & Information
- Important Course Websites 2020-21
- Member Group Assignments
- Class Notes 2020-21
- Research Labs 2020-21
- Research 3 Mini-Projects 2020-21
- Research 3 Case Studies 2020-21
- NAF Global Health Class Notes 2020-21
- Medical Terminology Sets & Dates
- Microbiology Class Notes 2020-21
- Study Hall 2020-21
- Biology I 2020-21222
- Lab Report, Notebook & Board Information
- Mini-Labs 2020-21
- Case Studies Writeup Format 2020-21
- Tennis Spring '21
Research II Mini-Projects
Mini-Project #1
"Medicine of the Past"
Video Assignment
Due Date: -Thursday September 8th 2011 & Thursday February 2nd 2012
Objectives
- Describe the field of medicine in the early stages and how it changed during as history evolved.
Instruction: -Students are to create a video that illustrates the progression of medicine through the centuries. Students are to develop a time line for the assignment prior to beginning and document what happened during the time period leading up the deadline. Students may illustrate how medical procedures were conducted during major time periods of the medical field and also how changes were implemented as time progressed. This video is a historical look at the field of medicine.
Assessment: -Students will be assessed with a teacher developed rubric based on quality of research, collaboration and quality of presentation. Students MAY also be assessed by their peers, via a peer assessment rubric completed by the teacher, based on the quality of the video. Students are to provide a copy of their time line, script and a log of the times and locations at which students met and worked on the day of presentation.
Mini-Project #2
"Inspector Gadget"
Due Date: - Friday September 30th 2011/Thursday February 23rd 2012
Objectives
- Summarize and describe the duties of a health inspector.
- Evaluate restaurants and grocery stores based on criteria prepared by the student.
Instruction: -Students are to create a health inspection list, of NO LESS than fifteen items, and use it as a grading scale, (A through F) to evaluate restaurants and grocery stores. The inspection list for the RESTAURANT and the GROCERY stores are to be DIFFERENT from each other. {NEW!!!}
Students are to develop a time line for the assignment prior to beginning and document what happened during the time period leading up the deadline.
Students are then required to visit and evaluate TWELVE separate restaurants and FOUR separate grocery stores. Each group member will be required to inspect his/her own kitchen and restroom facilities.
Upon completion of the research the survey, students are to compile data, and present their findings to the class. Students are required to present findings in the form of a power point and must provide pictures of the places that they have inspected. Students, though, are encouraged to use discretion when taking photographs of restaurants, grocery stores and any bathroom facilities that may be found at those locations.
Students will be working in groups of THREE/FOUR for this mini-project.
Assessment: -Students will be assessed with a teacher developed rubric based on quality of research, collaboration and quality of presentation. Students MAY also be assessed by their peers, via a peer assessment rubric completed by the teacher, based on the quality of the presentation. Students are to provide a copy of their time line and a log of the times and locations at which students met and worked on the day of presentation.
Mini-Project #3
"Medical Careers"
Due Date: - Thursday October 20th 2011/Thursday March 22nd 2012
Title: - The Board GameCareers Within the Medical Field
Content Area/Topic: -Research II
Grade Level: 10 & 11
General Objectives
- Name and describe various careers related to the medical field.
- Distinguish the differences in roles among the different job descriptions.
- Compare the different fields within the subcategories of medical careers.
Description: - This activity requires students to investigate the various medical careers including laboratory, imaging, nursing, medical, dental, veterinary, social, mental health, emergency health, environmental and biotechnological careers. Students create a board game, as an assessment, based on their thorough knowledge of the various medical careers.
Instruction: -Students are to thoroughly study and investigate the various careers related to the medical field. Students are to create a board game, monopoly for example, based on these careers. Students are to show knowledge of the duties of individuals in these careers. Students should have mentioned at least 40 different job descriptions related to the medical field. Students are allowed to work in groups of four. Students are to provide written instructions on how to play the board game
Assessment: -Students will be assessed with a teacher developed rubric based on quality of research, collaboration, originality and the quality of the game. Students will also be assessed by their peers based on the quality and thoroughness of the board game.
Mini-Project #4
"Substance Abuse Help"
Due Date: - Thursday November 10th 2011/Thursday April 5th 2012
Title: - Substance Abuse Help for Blanche Ely High School
Content Area/Topic: -Research II
Grade Level: 10 & 11
General Objectives
- Describe terms that are associated with addictions and treatment.
- Distinguish the differences between substance abuse, substance misuse, dependence and substance addiction.
- Describe the different categories of drugs and their physiological effects.
- Compare different substance abuse prevention programs.
Description: - This activity requires students to investigate the different categories of drugs, substance abuse and ways to prevent substance abuse, misuse and addiction.
Instruction: -
- Students are to thoroughly study and investigate the substance abuse, substance addiction, substance misuse and all associated terms.
- Students are to develop a display board that can be used to attract high school clients and provide information about the various categories of drugs, examples of those drug catgories and how they impact the body.
- Display board must be ATTRACTIVE AND INFORMATIVE.
- Additionally, students are to provide information on substance misuse, substance abuse and substance addiction.
- Students, for validity, should provide statistics on the information previously mentioned.
- Students are to provide rehab centers information on the display board.
- Students are then to develop, and design, an ORIGINAL pamphlet that provides information on the different categories of drugs and how they impact the human body and rehab information.
- Students are to interview the on-campus social worker and psychologist and provide contact information for assistance for those that are in need.
- For volunteer hours, students may be asked to set up information table during lunchtime and provide pamphlets to fellow students.
Assessment: -Students will be assessed with a teacher developed rubric based on quality of research, collaboration and quality of the information provided on the pamphlet. Students may also be assessed by their peers.
Mini-Project #5
"The Evaluator"
Due Date: -
Fall Semester: -N/A
Spring Semester: -Thursday April 26th 2012
Objectives
- Summarize and describe the duties of an organizational/educational psychologist.
- Evaluate the learning environment of Blanche Ely High School.
Description: - Students are to play the role of an organizational/educational psychologist and evaluate the environment of Blanche Ely High School to determine whether it is conducive to a productive learning environment.
Instruction: -Investigators are required to devise an evaluation plan/format for the schools evaluation. The plan should include an evaluation of how the student body learn and develop. When evaluating the student population, investigators should consider behavior, cognitive, development and social perspectives. The plan should also include an evaluation of the techniques, and their effectiveness, used by various instructors. A minimum of 24 instructors should be used if working in pairs of 3 or 4, a minimum of 16 instructors should be included if working in a group of 2 and a minimum of 12 instructors should be used if working alone. Students should also evaluate the instructors classroom management style. Once a plan has been established, students are to execute the plan and collect statistical data and provide an analysis of that data. Students should use both qualitative and quantitative methods of collecting data.
Upon completion of the research the survey, students are to compile data, and present their findings to the class. Students are also to provide recommendations that are necessary to make the learning environment of Blanche Ely High School better. Students are required to present findings in the form of a power point and must data gathered during the experiment/mini-project.
Students will be allowed to work in groups of four for this mini-project.
Assessment: -Students will be assessed with a teacher developed rubric based on quality of research, collaboration and presentation of findings. Students MAY also be assessed by their peers, via a peer assessment rubric completed by the teacher. based on the quality of the presentation. Students are to provide a copy of their time line, script and a log of the times and locations at which students met and worked on the day of presentation.
Mini-Project #6
"The Search for Species"
Due Date: -
Thursday December 1st 2011 {Fall Semester}
Zoo Miami Scavenger Hunt Handout
Thursday May 31st 2012 {Spring Semester}
Objectives
- To explore, and discover, various animal species of South Florida.
- To correctly classify animal species of South Florida.
Instruction
- Students are required to take 35 total photographs of various animal species.
- Students must then classify the organism (KingdomPhylumClassOrderFamilyGenusSpecies).
- For TWELVE of the animals, students must provide further background information that include the following.
- Country of Origin
- Habitat
- Common areas where the organism is found
- Preferred climate
- Common countries where organism is found
- Reproductive Behaviors
- How many times a year the organism reproduces
- How many offspring per reproductive cycle
- Any other interesting facts about the organism
- Students must present the project on a Science Fair Poster Board.
- Students are NOT allowed to use common organisms such as
- Roaches
- Flies
- Ants
- Cats
- Dogs
- Students are also not allowed take photographs at Pet stores or places such as Home Depot; Walmart; Target; etc.
- Students are NOT allowed to take photographs from the web.
- It will result in a zero
- For FOUR of the species, students are to discuss population numbers and discuss conservation techniques necessary to maintain the species and keep it off of the endangered species list.
Assessment:-
- Students will be assessed with ateacher developed rubric based on quality of research, collaboration and quality of presentation.
Mini-Project #7
Objectives: -
To capture, identify, classify and describe 25 different species of insects found in South Florida.
Instruction: -
- Students are to capture and display 25 different species of insects.
- Students are to first prepare the tools that are necessary for catching the insects.
- Students must prepare a jar and a net for the capture of the insects.
- Upon capturing the insects, students must place (pin) them on their display board and start the process identifying the insect.
- Students must provide a full taxonomy table (classification) of the insect and describe the basic features of the insect.
- For 5 of the insects, students must provide additional information for those creatures.
- Country of Origin
- Habitat
- Common areas where the organism is found
- Preferred climate
- Common countries where organism is found
- Reproductive Behaviors
- How many times a year the organism reproduces
- How many offspring per reproductive cycle
- The organisms impact on crops if any
- Common predators for the insects
- Natural and artificial means of getting rid of the insects (if applicable)
- Potential impact on humans
- Any other interesting facts
- Students are NOT allowed to take photographs from the web.
- It will result in a zero
- Students are required to investigate how to make a killing jar, a net, where and how to find insects, how to store insects, how to pin, label and identify the insects.
- THIS IS A GROUP ASSIGNMENT...HOWEVER, MEMBERS IN THE GROUP NEED TO BE CAREFUL THAT THEY DO NOT DISPLAY THE SAME INSECTS.
Assessment: -
- Students will be assessed with a teacher-developed rubric based on quality of research, collaboration and quality of presentation.
Mini-Project #8
The NutritionistIts For Your Health
Title: - Its For Your Health
Due: -Thursday December 15th 2011
Content Area/Topic: -Research II
Grade Level: 10 & 11
General Objectives: -
- Determine an appropriate diet that a teenager should have on a weekly basis.
- Determine why students need to have a balanced diet daily.
- Create a cost effective diet for teenagers that provides full nutrient value.
- Determine a workout routine, that can be done at home, that targets ALL of the major muscle groups on a BI-WEEKLY basis.
Instruction: -
- Research the information, listed below, for the items provided: -
- 10 items from a fast food restaurant
- 10 items found in the snack machines
- 10 fruits
- 10 vegetables
- 3 brands of soda
- 3 energy drinks (must include Red Bull & Gatorade)
- Research and provide the following information below: -
- Calories
- Fat content
- Unsaturated
- Monounsaturated
- Polyunsaturated
- Saturated
- Carbohydrates
- Protein
- Fiber
- Determine how much exercise would be required to burn all of the calories found in that particular fast food item
- Create a BI-WEEKLY exercise routine (routine for two weeks total), for 1 hour per day, that allows an individual to have and healthy lifestyle, stay fit, reduce fat and maintain an appropriate muscle mass while AT HOME.
- Students must post the amount of calories burned for each day of the weekly routine.
- None of the days should look the same with cardio exercise being the exception.**
- Students should have six of the seven days set aside for workout routines with every other day a cardio day.
- Students should list the groups of muscle tissue that is targeted on each day of muscle exercise.
- Students are allowed to provide participants one day of rest for muscle recovery.
- Students must create a wholesome and healthy diet that students can follow on a weekly basis.
- Students must include breakfast, lunch and dinner and are allowed to include 3 small snacks.
- Students must provide the time of day each meal/snack is to be eaten
- Provide the nutrients of found within each meal and snack.
- Students must also include the cost of each meal and snack for students.
- Students should then compare the cost of a healthy wholesome diet versus eating at fast food restaurants consistently.
- Students must also investigate plants and foods that heal.
- Students must provide information on the healing capacity of at least 10 plants.
- Students should provide insight in regards to the type of ailment healed and the plants role in the healing process.
Assessment: -
- Students will be graded on a teacher-created rubric.
Mini-Project #9
"A Video to Educate!"
Due Date: - Thursday January 5th 2011/Thursday May 10th 2012
Objectives
- Summarize a specific medical disorder provided in class.
- Describe the cause, symptoms and characteristics of having the medical disorder.
- Analyze statistical data on the medical disorder.
- Describe, and compare, the various ways in which an individual could contract the disorder.
- Analyze the various cures and treatments available to treat the medical disorder.
- Describe prevention of the medical disorder.
Instruction: -Students are to familiarize themselves a specified medical disorder provided in class. Students, using primary resources, will research and fully investigate the medical disorder.
Upon completion of research of students are to develop a time line, design a script and create a THOROUGH 10 to 15 minute EDUCATION video that addresses the following.
- The cause of the medical disorder.
- Symptoms of individuals having the medical disorder.
- Statistical data relating to the disorder.
- Ways of contraction.
- Possible cures and treatment for the medical disorder.
Students are to create the video to target teenagers and young adults. Students are encouraged to interview fellow students and young adults about their knowledge about the medical disorder.
Assessment: -Students will be assessed with a teacher developed rubric based on quality of research, collaboration and quality of video. Students MAY also be assessed by their peers, via a peer assessment rubric completed by the teacher, based on the quality of the presentation. Students are to provide a copy of their time line, script and a log of the times and locations at which students met and worked on the day of presentation.
1201 NW 6th Ave
Pompano Beach, FL 33060
ph: 754-322-0950
fax: 754-322-1080
ryan