Day 2 Outline
Day 2 Outline
Opener (0-10)
There will be the vocabulary of the day to be
completed on the circle graphic organizer.
The center will the unit, and the next one up
will be the term, and the larger one will be
the definition
We are beginning the Immune
system unit (one week)
Skin, nonspecific defense,
infection, anti bodies, AIDS,
virus, bacteria
Annotated Bibliography
Wright, K. L., McTigue, E. M., Eslami, Z. R., University, T. A., &
Reynolds, D. (2014). More than just eye-catching: Evaluating graphic
quality in middle school english language learners' science textbooks.
Journal of Curriculum & Instruction, 8(2), 89-109.
Wright, Mc Tigue, and other colleagues from Texas A & M University
study how the use of graphics, or pictures, help supplement and
reinforce English language learning for English language learners. This
exploratory study evaluates English language science texts used in
Qatari middle schools, presented for an audience of educators. As part
of recent rapid economic and social development, Qatar has been
devoting considerable resources to evaluating and reforming its
educational system. The study looks at how visuals help make
learning the English language more appealing and easier for the
students, and how visuals help conceptualize learning English.
Possible bias may come from drastically different cultural perspectives
of the Middle East, as compared to our American culture.
Annotated Bibliography
Cont.
Jolly, J. L., & Hughes, C. E. (2015). The educational
experience for student with gifts and talents. Teaching
Exceptional Children, 47(4), 187-189.
Cont.
Crandall, P. G., O'Bryan, C. A., Killian, S. A., Beck, D. E., Jarvis, N., &
Clausen, E. (2015). A comparison of the degree of student
satisfaction using a simulation or a traditional wet lab to teach
physical properties of ice. Journal of Food Science Education, 14(1),
24-29.