PSA
101 Ways to Show Love Without "Doing It"
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Double Helix
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Genetics
The Double Helix and Genetics section of Biolit had a project titled "Disease Lunchtime Presentation". In this project, we were required to make a tri-fold display with information about our disease, present during lunch, and sell baked goods so that we would be able to donate the proceeds to a foundation serving said disease. My group and I chose Parkinson's disease.
The Double Helix and Genetics helped me grow in the area of Content Knowledge and Design Thinking because my teammates and I learned a lot about the disease we chose. Before the project, my knowledge about Parkinson's disease was limited. When my group and I did the project, we thoroughly researched the disease and developed a deep understanding of it. Now that I have done the project, my knowledge of Parkinson's disease is more in-depth than before. I learned about symptoms. statistics, history, genes that are related to Parkinson's, and how certain medications can be helped to treat it. After all the research, I have successfully learned about Parkinson's disease and the way it affects individuals who have it.
The Double Helix and Genetics helped me grow in the area of Content Knowledge and Design Thinking because my teammates and I learned a lot about the disease we chose. Before the project, my knowledge about Parkinson's disease was limited. When my group and I did the project, we thoroughly researched the disease and developed a deep understanding of it. Now that I have done the project, my knowledge of Parkinson's disease is more in-depth than before. I learned about symptoms. statistics, history, genes that are related to Parkinson's, and how certain medications can be helped to treat it. After all the research, I have successfully learned about Parkinson's disease and the way it affects individuals who have it.
Defense Of Learning
Spring 2015
Double Helix and Genetic Diseases - Disease Lunch Presentation
This project was a lunchtime presentation about a genetic disease. This was important to us because one of our group members had a relative with Parkinson's Disease, so we chose that one to learn about. We were asked to research the disease online and only use .gov, .edu, .org, etc. sites because they were more reliable than sites that ended with .com. After researching, we wrote all the information in a Google Doc and then printed it out. Our next step was to create a poster board/display to help inform students about the genetic disease. The whole BioLit class was asked to bring baked goods to sell at the time of our presentation in order to raise money for the genetic disease.
Knowledge and Thinking
I learned about Parkinson's Disease, what causes it, the treatments for it, and the scientific information such as what happens to the nerves. I learned about how much of an impact Parkinson's can have on someone's daily life while I was reading statistics about the genetic disease. I didn't know anything about Parkinson's Disease prior to this project. Everything we learned was new to me, including some medical terms that I never had heard of before. My score for the Knowledge and Thinking area was 94 out of 100.
Collaboration
I believe that I grew in the Collaboration area with this project. I am the type of person who would rather work alone than with other people, but I feel like this project changed me. I noticed that I was collaborating with my group more and suggesting ideas during our group meetings. I get told by a lot of people that I am a fun and outgoing person to be around, so I embraced those qualities and tried to get along with everyone in my group. I have a feeling that instead of having each member do one specific task, we all shared the tasks and got them done faster and better because you had input from each group member and not just yourself. My score was a 96 out of 100 for the Collaboration area.
How I took Ownership of my Learning
Each member of my group did independent research on a factor of Parkinson's Disease (cause, treatment, daily life, and science behind it), then put the information all together. I was in charge of the "daily life" portion if I recall correctly, and I believe that I only had to make a few changes to my work. I was confident about my work and was ready to stand by it when questioned.
This project was a lunchtime presentation about a genetic disease. This was important to us because one of our group members had a relative with Parkinson's Disease, so we chose that one to learn about. We were asked to research the disease online and only use .gov, .edu, .org, etc. sites because they were more reliable than sites that ended with .com. After researching, we wrote all the information in a Google Doc and then printed it out. Our next step was to create a poster board/display to help inform students about the genetic disease. The whole BioLit class was asked to bring baked goods to sell at the time of our presentation in order to raise money for the genetic disease.
Knowledge and Thinking
I learned about Parkinson's Disease, what causes it, the treatments for it, and the scientific information such as what happens to the nerves. I learned about how much of an impact Parkinson's can have on someone's daily life while I was reading statistics about the genetic disease. I didn't know anything about Parkinson's Disease prior to this project. Everything we learned was new to me, including some medical terms that I never had heard of before. My score for the Knowledge and Thinking area was 94 out of 100.
Collaboration
I believe that I grew in the Collaboration area with this project. I am the type of person who would rather work alone than with other people, but I feel like this project changed me. I noticed that I was collaborating with my group more and suggesting ideas during our group meetings. I get told by a lot of people that I am a fun and outgoing person to be around, so I embraced those qualities and tried to get along with everyone in my group. I have a feeling that instead of having each member do one specific task, we all shared the tasks and got them done faster and better because you had input from each group member and not just yourself. My score was a 96 out of 100 for the Collaboration area.
How I took Ownership of my Learning
Each member of my group did independent research on a factor of Parkinson's Disease (cause, treatment, daily life, and science behind it), then put the information all together. I was in charge of the "daily life" portion if I recall correctly, and I believe that I only had to make a few changes to my work. I was confident about my work and was ready to stand by it when questioned.