Multimedia Project Design

Project Title: Neurotransmitters

Grade Level: 11th and 12th

Subject/Topic Area(s) Psychology Advanced Biology

Designed By: Doug Oxford

Date: August 1, 2000

School District: Garrett County

School: Southern Garrett High School

Goal:

To raise GPA in the areas of Social Studies (Psychology) and Science (Advanced Biology) through blended instruction. To increase skill levels in multimedia technology and information technology.

Content Standards:

(National Science Education Standards Life Science Content Standard C) As a result of their activities in grades 9-12, all students should develop understanding of the cell.

(National Science Education Standards Life Science Content Standard F) As a result of activities in grades 9-12, all students should develop understanding of personal and community health.

(Maryland Social Studies Core Learning Goals, Expectation 3.2) The student will understand how people function as individuals and as members of groups.

 

Project Summary:

The teacher will utilize multimedia software to create a presentation showing how the interneuron functions and investigate the results of an under or oversupply of the following neurotransmitters: acetylcholine, norepinephrine, serotonine, endorphine, Substance P, and dopamine. Interactive hyperlinks will involve students in inquiry to evaluate the role that biology plays in human behavior.

 

 

 

 

 

Objectives/Desired Results

  • The student will be able to identify the parts of the interneuron
  • The student will be able to explain the role of neurotansmitteres on human behavior.
  • The student will be able to list and state the functions of five neurotransmitter substances.
  • The student will be able to demonstrate how to use search engines on the internet to collect data.
  • The student will be able to demonstrate how to save information in their folders.
  • The student will be able to make inferences and draw deductions on the over or under supply of neurotransmitter substances.

 

Plans for Facilitation: This project can be used in whole group settings with pauses or in a lab setting so that students can use it as a self paced learning module.

 

Instructional Resources:

  • Software:Windows 98, PowerPoint, Microsoft Word
  • Pentium 233 or better
  • Computer Lab with Internet access
  • Projector or TV with digital converter
  • Server folders or 3 ¼" floppy discs

 

Type of Assessment Used (e.g. observations, work samples, electronic discussions, dialogues)

  • Final Folder or disc will include worksheet templates with "in module" answers and Performance Tasks writing assignment.

Scoring tool (e.g. rubric) to be used for evaluation. Be as specific as possible.

  • Answer Key for objective questions
  • Scoring Rubric for Performance Task.

 

 

 

Neurotransmitters

Scoring Rubric

 

 

 

 

 

 
 
  1. Weak

Little or no evidence of the outcome

(2)Basic

Beginning of or some evidence of the outcome

(3)Proficient

Detailed and consistent evidence of the outcome

(4)Strong

Highly creative, inventive, mature presence of outcome

Score

Writing Skills

Shows evidence of a structure to essay development. Less than 10 mechanical or spelling errors.

Satisfactory mechanics with less than 5 errors. Few problems with essay development.

Good word choice, grammar, clarity of thought, spelling. Outstanding essay development.

1-2 errors

Excellent word choice, grammar, clarity of thought, spelling. Outstanding essay development.

 

 

/20

Content

Shows evidence that material has not been fully comprehended. Uses material inappropriately.

Some ideas not consistent with psychological concepts. Uses information properly.

Makes proper psychological statements. Displays an understanding of information.

Uses sound psychological concepts. Show mastery of information.

 

/20

Internet Sources

Shows evidence of an internet source without citation

Uses at least one internet source

Cites at least one internet source from Journal.

Cites at least 2 internet sources fro Journals.

/20

Drawing

Drawing has at least 2 errors

Drawing is missing a component or has misinformation

Drawing has all components

Drawing is very clean, in proportion and clearly labeled

/20

Inferences / Logic

Fails to make refernce to supposition. Merely states facts or theories of others.

Attempts to draw inference in a logical way

Makes a deduction in reference to citation

Makes clear suppositions and logical conclusions.

/20

Total points

        

/100