Term
| What was the underlying message in the article published by Nature in 2003 (physiology of the brain during learning) and why was that important for education? |
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Definition
| To prove that the brain undergoes physical and chemical changes each time it learns and there is no long term retention of cognitive concepts without rehearsal. |
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Term
| Discuss the How People Learn framework and identify and explain the importance of EACH of it’s four incorporated elements. |
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Definition
To make meaningful connections between the brain and the classroom.
Learner Centered: Learner is the center of the subject; activate prior knowledge.
Knowledge centered: Hand on Mind On; giving students the big picture; making predictions.
Assessment Centered: learner friendly opportunities to revise and improve thinking.
Community Centered: Bring the community to the classroom. |
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Term
| Explain the science teachers role in a inquiry based, constructivist classroom. |
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Definition
| Guide the students to the correct answers, but never give anything away. Allow them to come up with their own ideas and thoughts. |
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Term
| According to the National Science Education Standards, what science content areas should be less emphasized and where should we be placing more emphasis? |
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Definition
Less Emphasis: Knowing scientific facts & info, studying subject matters, separating knowledge and process, many topics, & inquiry as a process.
More Emphasis: Understanding science processes, learning subject matter, integrating all aspects, studying a few fundamental concepts, inquiry as instructional strategies. |
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Term
| According to the National Science Education Standards, what assessment of science learning areas should be less emphasized and where should be we be placing more emphasis? |
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Definition
Less Emphasis: assessing; discrete & scientific knowledge, to learn what students do not know, easily measured, achievment only, end of term.
More Emphasis: assessing; most highly valued, rich structured knowledge, scientific understanding and reasoning, what students do understand, ongoing assessment of work |
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Term
| Why should problem solving/critical thinking be used more often in science laboratories? |
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Definition
| Allows students to think about thinking |
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Term
| What are four different elements that should be included in a science inquiry laboratory? You may use the perspective of the student and the teacher in your answer.(see lecture about inquiry and science teaching) |
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Definition
| Let students: formulate hypothesis, grapple with concepts, reach own conclusions, provide guidance. |
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Term
| Describe the three statements in the cell theory and why they are important tenets in science. |
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Definition
1. All living things are made of one or more cells. (Cells are part of all living things)
2. Cells are the basic units of structure and function in living things. (Cells are form the structure of living things)
3. All cells come from other cells. (Cells are the basic start of any other cell) |
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Term
| Describe the structure and function of the cell parts that were identified in class. |
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Definition
Lysosomes: Used to digest bacteria ( Garbage cans)
Cell Membrane: Plasma Membrane (dors)
Mitochondria: Powerhouse (electricity)
Cell wall: Supports the shape of the cell (building)
Nucleus: Controls center of the cell (Manager)
Chloroplasts: Found only in plant cells (landscaping)
Cilia & Flagella: Locomotive structures made of microtubules (drive thru)
Golgi body: Processes, packages, and stores fats and proteins (truck leaving food)
Cytoplasm: Watery substance that fills the interior of cells. (air) |
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Term
| Describe the similarities and difference between mitosis and meiosis, why each process is important in survival and reproduction of living organisms. |
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Definition
Mitosis has 2 daughter cells, Meiosis has four daughter cells. They both go through the PMAT cycle except meiosis does it twice.
They help in growth, repair, and reproduction. |
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Term
| What does homeostasis mean? |
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Definition
| Healthy balance of the cells in the human body |
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Term
| What are the seven basic characteristics of a culturally responsive teacher? |
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Definition
| High Expectations, positive relationships, make connections, teacher is guiding, students control parts of lessons, connect cirriculum with students background, instructions around groups and pairs. |
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Term
| Describe the importance of decomposers in our ecosystem. |
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Definition
| They break down decompositions and convert it into carbon. |
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Term
| Explain how humans have impacted the biosphere, using specific examples from class discussion/power point notes. In your discussion, include biotic factors and abiotic factors that have been impacted. |
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Definition
| the use of chemicals such as DDT to kill insects which resulted in many cancerous diseases in humans and animals. |
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Term
| Who was Rachel Carson and why was she important? |
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Definition
| The first ecologist to perceive global dangers of pesticide abuse. |
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Term
| Discuss predation, adaptations for predation, and 7 specific defenses that organisms can use against predators. |
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Definition
Predation: Organisms eating other organisms.
Predator adaptions: claws, teeth, stingers, poison, fast
Defenses: Plants can be meat eaters and have bad taste. Animals can hide, have alarm calls, cause distractions, camouflage, chemicals |
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Term
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Definition
| A place an organism occupies. |
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Term
| Provide 5 examples of how humans have impacted the environment. |
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Definition
| cut trees, cause pollution, fuel overuse, global warming, population increase |
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Term
| Describe five examples of how global warming is directly impacting South Texas. |
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Definition
| drought, climate, water resources, agriculture, gas |
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Term
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Definition
| An interaction which one species lives in another species |
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Term
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Definition
| a symbiotic relationship where one organism benefits while the other is harmed |
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Term
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Definition
| A symbiosis that benifits both partners |
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