For Assessment #1, six items are due:
KWL
Color coded textmap scroll of a textbook chapter
Four Square Graphic vocabulary strategy used on 5 words from your textbook chapter
Two circle Venn diagram comparing your chapter to the sample chapter
8 question quiz on your chapter (2 literal question, 2 inferential question, 2 evaluative question, and 2 appreciative question) and answers
Reflection on how this project went.
Please submit all the following items for Assessment #1 in ONE document with multiple pages – either a Word doc, Google doc, PDF, Powerpoint, or Google slides:
8 questions with answers from your chapter (two literal, two inferential, two evaluative, two appreciative). You can use questions in the chapter or make up your own.
hint:
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Use this space to post one sample of a Four Square Graphic vocabulary card that you created.
Use an unknown word from your word list, Little Red Riding Hood, another class, your Shared Reading book, the news, or from anywhere. Just make sure that this is a word that you want to learn and don’t already know.
Here’s a sample of a Four Square Graphic. Notice that it includes the vocabulary word written several times to practice spelling, a definition (try and use your own words to explain the meaning), a sentence using the word in context, and an image.
For Assessment #1, you will find ten unknown words from our textbook chapter and create ten Four Square Graphics.
They don’t have to be typed. You can create them by and and use your phone to upload your work into Assessment #1 at the end of this module.
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Use this space to post your Little Red story map. Effective story maps are detailed use images, color, and connections (arrows connecting each bubble). Your map is a graphic summary of the story, so be sure to include important information.
Please comment on at least two other story maps noting similarities and differences between your map and other maps.
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KWL Explanation
KWL Chart – Schema and the Reading Process
Read about the KWL chart.
A KWL chart is a graphic organizer designed to help with learning. Each column is described below.
K Column – What I Know:
Before reading, use this column to brainstorm what you know or think you know about a topic you are about to learn. This will cause you to activate your schema, or background knowledge on a topic. This may also be a time when you are guessing about what the new topic is going to be about. These ideas you brainstormed are now out there, activated, causing you to be ready to make connections with new ideas, and therefore, obtain understanding when you read about the new topic. The K column is the “schema” column. Schema is everything you already know about a topic.
W Column – What I Want to Know?:
Under this column you are to brainstorm questions you have on the new topic before reading. Since these are questions you create and not teacher questions or textbook questions given to you to answer, these questions, you come up with, will cause interest and/or purpose to be developed. Why is this important?
Well, as humans, we are all natural learners. Think about the last time you looked up something on the internet. There was a reason why you decided to do that. You either had a purpose (a need) or something sparked your interest to look up that information. Either way, this natural, innate sense caused you to look into something and learn it whether it was information on a sport’s event or players or information regarding a trip or location. Since you either had this purpose or an interest on the topic you also, therefore, probably experienced a high level of comprehension of the information you read. You probably were able to also easily remember the information because of this high level of comprehension due to your initial interest and purpose. Creating your own questions before reading or learning a new topic can be a big help, especially when you have no background knowledge on the topic. Your questions helps with focus, concentration, and therefore, comprehension because you may now have questions you want answers to.
L Column – What I Learned Column:
During or after reading, under the L column you check your understanding of the new topic by including all of the important information you learned. To ensure that you understood the information, you want to make sure to write the information in your own words, break down the information, and use brief phrases.
Hoarse Hoarse |
The sound of a person’s voice, usually when they are sick or the result of screaming for a long period of time; harsh or raspy. |
||
I always get a hoarse voice the day after I attend a music concert. |
Hoarse
Hoarse
Hoarse
Hoarse
Hoarse
The sound of a person’s voice, usually when they are sick or the result of screaming for a long period of time; harsh or raspy.
I always get a hoarse voice the day after I attend a music concert.
ASSESSMENT #1 SCROLL MAP
READ 90
K
● It’s about humans
● The brain and the neurons
● The cells in the nervous
system
● Animal cells
● Nerve impulses
● Molecules, cells, nerves,
and the membrane
● Cells are transmitted
● The textbook is called
biological psychology
● About the inside of the
body, mostly about the
brain and our emotions
W
● What does the nervous
system do?
● What are the structures of
an animal cells?
● How many cells do we
have?
● What is nerve impulse?
● What is the membrane ?
L
● The nervous system
transmits information to the
the other cells.
● All animal cells have a
nucleus.
● The axon regenerates an
impulse at each point.
● An axon is a thin fiber of
constant diameter, in most
cases longer than dendrites.
● The membrane is a structure
that separates the inside of
the cell from the outside
environment.
● The blood barrier excludes
most chemicals from the
vertebrate brain.
Key chart
Color coded:
Pink
Blue
Yellow
Red
Light green
Purple
Sky blue
Orange
Textual elements:
Headers
Sub headers
Vocabulary
Page number
Images
Captions of the images
Questions
Chapter title
Purpose :
The chapter is divided into sections of specific information
More information of the header or answered questions
about the header
To identify new words and the main words of this chapter
The amount of reading there is in the chapter
To visualize the reading
To explain the picture
To ask questions about the reading
To define what the chapter is about
Gila – The other major components
of the nervous system, do not
transmit information over long
distances as neurons do,
although they perform many
other functions
Microglia – Very small cells, also remove
waste material as well as
viruses, fungi, and other
microorganism
Schwann cells – In the periphery of the body
are specialized types of glia
that build the myelin sheaths
that surround and insulate
certain vertebrate axons
Kim chart
Blood-brain barrier – The mechanism that excludes
most chemicals from the
vertebrate brain
Sodium potassium pump – A protein complex, repeatedly
transports three sodium ions
out of the cell while drawing
two potassium ions into it
endoplasmic reticulum – Is a type of organelle found in
eukaryotic cells that forms an
interconnected network of
flattened, membrane-enclosed
sacs
Ribisome – Are the sites at which the cell
synthesizes new protein
molecules
Mitochondrion – Is the structure that performs
metabolic activities, providing
the energy that the cell
requires for all other activities
Membrane – A structure that separates the
inside of the cell from the
outside environment
Nucleus – The structure that contains the
chromosomes
Dendrites – Are branching fibers
that get narrower near
their ends.
Example: A dendrites
branches like a tree.
Cell body – Contains the nucleus,
ribosomes, and
mitochondria.
Example: the cell body is covered
with synapses on its surface in
many neurons
Sensory neuron – It’s soma in the spinal
cord
Example: The sensory
neuron is a neuron
conducting touch
information from the skin to
the spinal cord
Axons – the long threadlike part of a
nerve cell along which
impulses are conducted
from the cell body to other
cells
Example: An axon might be
entirely contained within a single
structure
Radial glia – Guide the migration of
neurons and their
axons and dendrites
during embryonic
development
Example: Radial glia
differentiate into neurons.
Schwann cells – In the periphery of the body
are specialized types of glia
that build the myelin
sheaths that surround and
insulate certain vertebrate
axons
Example: oligodendrocytes in the
brain and spinal cord and
schwann cells
Microglia – Very small cells, also
remove waste
material as well as
viruses, fungi, and
other microorganisms
Example: Microglia
proliferate in areas of brain
damage and remove toxic
materials.
Thiamine – Is a vitamin found in food
and used a dietary
supplement
Example: To use glucose, the
body needs vitamin B1, thiamine.
Action potentials – Messages sent by
axons
Example: To understand
action potentials, let’s begin
by considering what
happens when the resting
potential is disturbed.
Myelin sheath – An insulating material
composed of fats and
proteins
Example: Vertebrate axons
evolved a special mechanism:
myelin sheaths.
Venn diagram
10 question quiz
1. What is at least one major goal in biological
psychology? (literal)
One major goal in biological psychology is to know
about the human brain and how it functions.
2. What is the term of neurons? (literal) It’s the cells transmitted nerve impulses.
3. When did the publisher first hear about biological
psychology? (literal)
The publisher first heard about biological psychology
after the study of development of psychology.
4. How many years has the publisher been working in
this field? (inferential)
The publisher had been working in this fie since 2012.
5. How does the nervous system work? (inferential) The nervous system has two kinds of cells that
transmits the cells to make the nervous system work.
6. What part of the nervous system had he studied
(inferential)
The anatomy of neurons and glia which are the two
transmitted cells that make up the nervous system.
7. What is the purpose of this chapter? (evaluative) The purpose of this chapter is to understand this the
human brain, how the nervous system, and the nerve
impulses.
8. What is the main aspects of the nervous system?
(evaluative)
The main aspects of the nervous system is the neurons
and the glia.
9. Why did the publisher name the textbook biological
psychology? (appreciative)
The publisher named the textbook biological
psychology because the meaning is the study of
behavioral neuroscience and the book is about how we
reacts to things or why.
10. What does the publisher want you to learn while
reading this chapter? (appreciative)
The publisher wants us to learn how the nervous
system and the nerve impulses work and what its made
up of.
Reflection
Everything in this project was a success, but the most difficult part was doing the
questions for the chapter because we had to write ten questions but in four different types
of ways. The discoveries I made about expository text structure and textual elements was
that there was a lot of sections to separate and information under different headings. The
two chapters that I compared were two different subjects so there were only a little bit of
similarities to put in the middle of the venn diagram. The twenty words I included in this
project were mostly the bolded words in the textbook. I remembered some of the words
because I learned them in middle school and high school but it was a review for me so I
put them in the KIM chart and the four graphic squares. I put the words in either one
because it was kind of the same thing for me since both had the definition and a picture,
the four graphic squares just included an example of the word. Some words worked in the
four graphic square because the example is the sentence from the book and so when I
read it, it’ll remind me what it is again. The KIM chart was for the words I just reviewed.
Overall this assessment was not that difficult.
Shared Reading Groups
(This will be a section in your portfolio)
1. Find a book (at least one hundred pages) that you’d like to read with others. It can be any book: fiction, non-fiction, graphic novel, children’s literature, poetry, etc.
2. Find people in class who want to read your book with you.
3. If you can’t find anyone who wants to read your book, join a group that is reading a different book you might enjoy. Check the Shared Reading discussion board on Canvas to see the groups and their books. You can add yourself to a group or start a group and invite others to join.
4. Once your group decides on a book, buy, download, or borrow a copy the book so you each have your own copies.
5. Members of your group will read and discuss the book each week.
6. Use the Canvas Shared Reading discussion board to document your discussions. Please keep in mind, you are documenting your authentic discussions, not summarizing the book.
7. If you don’t like your book or you don’t like your group, you can to switch to a different group and start reading and discussing their book.
8. Discussions can go off topic – just like they would if you were discussing a movie you just saw with friends. The book will remind to of other things that you can talk about. Ask your group members interesting questions that connect the book you are reading to your own lives and experiences. What does it remind you of? What’s confusing? What’s good? What does it all mean? Why should you care? What was the author thinking? Etc, etc., etc…
The Princess and the Pea
A prince
wanted to
marry a
REAL
princess
Prince didn’t know which was a
REAL princess
The prince
travelled all
over world to
find REAL
princess, but
couldn’t find
one
On a rainy
night, a girl
knocked
she said
she was
a real
princess
to test if she was real
princess, they put a pea
under 20 mattresses
the next
morning
she woke
up bruised
and this
showed
she was a
REAL
delicate
princess
They were
married and
lived happily
ever after
Charles Perrault
Once upon a time there lived in a certain village a little country girl, the prettiest
creature who was ever seen. Her mother was excessively fond of her; and her
grandmother doted on her still more. This good woman had a little red riding hood
made for her. It suited the girl so extremely well that everybody called her Little Red
Riding Hood.
One day her mother, having made some cakes, said to her, “Go, my dear, and see how
your grandmother is doing, for I hear she has been very ill. Take her a cake, and this
little pot of butter.”
Little Red Riding Hood set out immediately to go to her grandmother, who lived in
another village.
As she was going through the wood, she met with a wolf, who had a very great mind
to eat her up, but he dared not, because of some woodcutters working nearby in the
forest. He asked her where she was going. The poor child, who did not know that it
was dangerous to stay and talk to a wolf, said to him, “I am going to see my
grandmother and carry her a cake and a little pot of butter from my mother.”
“Does she live far off?” said the wolf
“Oh I say,” answered Little Red Riding Hood; “it is beyond that mill you see there, at
the first house in the village.”
“Well,” said the wolf, “and I’ll go and see her too. I’ll go this way and go you that, and
we shall see who will be there first.”
The wolf ran as fast as he could, taking the shortest path, and the little girl took a
roundabout way, entertaining herself by gathering nuts, running after butterflies, and
gathering bouquets of little flowers. It was not long before the wolf arrived at the old
woman’s house. He knocked at the door: tap, tap.
“Who’s there?”
“Your grandchild, Little Red Riding Hood,” replied the wolf, counterfeiting her voice;
“who has brought you a cake and a little pot of butter sent you by mother.”
The good grandmother, who was in bed, because she was somewhat ill, cried out,
“Pull the bobbin, and the latch will go up.”
The wolf pulled the bobbin, and the door opened, and then he immediately fell upon
the good woman and ate her up in a moment, for it been more than three days since he
had eaten. He then shut the door and got into the grandmother’s bed, expecting Little
Red Riding Hood, who came some time afterwards and knocked at the door: tap, tap.
“Who’s there?”
Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but
believing her grandmother had a cold and was hoarse, answered, “It is your grandchild
Little Red Riding Hood, who has brought you a cake and a little pot of butter mother
sends you.”
The wolf cried out to her, softening his voice as much as he could, “Pull the bobbin,
and the latch will go up.”
Little Red Riding Hood pulled the bobbin, and the door opened.
The wolf, seeing her come in, said to her, hiding himself under the bedclothes, “Put
the cake and the little pot of butter upon the stool, and come get into bed with me.”
Little Red Riding Hood took off her clothes and got into bed. She was greatly amazed
to see how her grandmother looked in her nightclothes, and said to her,
“Grandmother, what big arms you have!”
“All the better to hug you with, my dear.”
“Grandmother, what big legs you have!”
“All the better to run with, my child.”
“Grandmother, what big ears you have!”
“All the better to hear with, my child.”
“Grandmother, what big eyes you have!”
“All the better to see with, my child.”
“Grandmother, what big teeth you have got!”
“All the better to eat you up with.”
And, saying these words, this wicked wolf fell upon Little Red Riding Hood, and ate
her all up.
- Little Red Riding Hood (1697)
Charles Perrault