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In terms of students impacted, I have at least 90 student each year that take Anatomy and Physiology. Every student would use the equipment and materials regardless if they were special education or gifted. My Anatomy and Physiology classes have every academic level represented, and all of these students will have access to the equipment and activities. I could also use the Clay Learning System/Maniken in my AP Biology course when it comes to the Animal System Unit.
Additionally, I have a large number of students each year who plans to pursue careers in the medical field after high school. And, I believe these resources will afford them a tremendous opportunity in preparing of those goals.
Clay modeling is an appropriate alternative to animal dissection for my students as it employs cooperative learning opportunities and a kinesthetic approach that is essential for their learning. The Anatomy in Clay has the potential to be used for almost every body system covered in Human Anatomy and Physiology. x The human Maniken clay-sculpting experience may be more effective than an animal dissection because the human-clay sculpting experience will engage the students more actively and is more relevant to the human body.
In my human anatomy teaching laboratories, the animal dissection experience generally emphasizes the isolation and identification of anatomical structures. This approach contrasts with that I hope the students will do with human-clay sculpting. By creating the
will also be great for teachers. now that kids are doing there work they will
One of the few things we learned this year that can be related to this book are the bones and skin. We learned about how the skin heals itself when it's wounded or injured in many
If you were a forensic anthropologist and were studying human remains, what information would you look for in the bones? Why would this information be helpful?
Throughout the years humans have had the tendency to record their daily lives and events. In other words, the art of each era reflects the society and mentality of the civilians. This is why each era has a different way of depicting the human body and how the story they tell is narrated. This research paper will compare between the depiction of the human body in Ancient Egypt and Ancient Greece. Ancient Egypt art was at the start of art history, which was between 3000 BC and 400 AD. The Egyptians wanted to focus more on realism and narrating the story rather than showing the exact details, they wanted everything to be clear and show what was happening in their daily lives rather than show the positions, they didn’t have deficiencies, they were more keen on portraying the whole image. Meanwhile The Ancient Greek art had something equivalent to the Ancient Egyptian art in the cultural part, where they both were obsessed with precision and order. They believed their Gods took human form, that’s why they always had this mentality of portraying the human figure perfectly. They related perfection to the athletic
the students themselves. Would this have a positive or negative effect on their education? If
A long time ago in a land far away, a happy family welcomed young Marsha into the world. She was lively young girl who had an affinity for turkeys in any form. One day, Marsha was playing outside when she noticed a moving van coming down the street. She hoped and prayed that there was a new little girl moving in. A week later the family was moved in, and Marsha was very pleased to see that, in fact, there was a little girl in the family. Her name was Barbara soon to be Barbara Kohls. Marsha and Barb played outside almost every day. However, before they started playing together Barb made Marsha learn all the bones, muscles, and systems in the body. After that she would say, “We need to stretch first, mmkay.”
Paint was used for the activity instead of having the children to trace their hands on a paper plates in order for the kids to tolerate the wet texture of paint, brush, pipe cleaner, and the plate. Tactile can be graded up by having the kids to mix powdered paint before they start the activity in order to feel the dried texture of the paint. Eye-hand coordination was another goal the activity was created to see how the kids were able to control their hands’ movement on the plate to create the turkey figure. Also, eye-hand coordination skill was demonstrated when they were putting the pipe cleaner in the hole to make a handle. It is an important skill that enables children coordinating body movements in response to what they are seeing, and the purpose for this goal was also met because the kids were able to coordinate their hands and body when taking their activity for drying. Moreover, finger isolation goal was facilitated by painting thumb and index finger to make helmet, wattle, and caruncle on the turkey. Finger isolation was also used when making turkey’s feet and toes. It is a very important skill in the development of fine motor skills. It contributes to the development of an effective pencil grasp, typing on a keyboard, tying shoelaces, playing musical instruments, and doing daily living activities. Furthermore, bilateral skill was used throughout the activity except for painting the hands. For
Both Etruscan and Roman tomb sculpture function to memorialize the departed allowing them to move on from the world of the living and seeks to comfort those who have lost the ones they love. The two societies have differing practices in regards to death and therefore sculptures concerning the subject are somewhat different with a few identifiable similarities. While both societies seek to comfort the living and commemorate the dead this is achieved through different approaches. The Etruscan Sarcophagus with reclining couple from Cerveteri, Italy and the Mummy of Artemidorus from Roman Egypt are two examples of contrasting representations of the dead. When analyzing tomb sculpture one of the main questions is whether the work adapts a retrospective approach (presentation of the deceased as they were in life) or a prospective one (the viewpoint of looking forward to life beyond the grave). While the Etruscan sarcophagus gives a more retrospective memorialization through the depiction of the couple in a state of regularity the Roman Mummy of Artemidorus presents a more prospective approach concerning the deceased through the emphasis of funerary practices.
I find the article on ‘The Skeleton Chronicles’ interesting because part of a skeleton holds so much information, just looking at the bone density of a skeleton you are able to determine if a person had a physically stressful life or if they had a life with less physical stress. Bioarchaeology is also able to determine what the political and cultural climate may have been during that time period. In addition, dental clues such as the shape, size, and formation of enamel gives us clues about how a person lived, if they were suffered from malnutrition or if they have had any infections.
Again, dissections can point us to an Intelligent Designer. Through the mink, frog, and mouse, much can be learned about comparative anatomy, how it applies to us, and our Creator Who desires a deep relationship with
Gabrielle Knappenberger, 18, recently five of her art works from Drawing-1 with Dr. Terrence Mckelvey published and hung up on the second floor walls of Hamilton Hall. The five pieces of art that is published consists of a figure drawing that took 1-3 minutes to complete, a one 1-point perspective that took part of class, two 2-point perspectives, and an 3 contour drawing on one picture of her feet. Gabrielle’s favorite drawing out of the five is the contour drawing of her feet because it has more detail and it took more time unlike the simple gestures.
Every year, millions of animals are killed for the purpose of classroom dissections. These animals include but are not limited to frogs, fetal pigs, sharks, mudpuppies, pigeons, mice, foxes, turtles, dogs and cats. The majority of animals used in dissections cannot be used again, leading to a demand in more animals for dissection each year. The use of live and preserved specimens has been the preferred method in both high school and college biology classrooms. However, there is growing concern as to the effectiveness and necessity of dissections. If cruelty-free options are available and have been proven to be just as, or more effective than traditional methods, then the basic ethical principle rules that we chose the less harmful method (Balcombe,
We will want to pay attention more in class. If we keep the chromebooks then kids will listen in classes more. The teaches can find educational games on the chromebooks instead of using paper.
In this dissections students learned a variety of things about how the human body works from how frog bodies work, and how frogs are evolutionarily similar to different animals due to fact that there are similar traits and organs. The grass frog is actually much similar to the human body, as well as, chicken’s internal and external anatomy. The students saw that other different frogs in other groups were very ill, and their organs looked horrible. This was probably due to pollution in these frogs’ environment. What these students did not understand was how their frog was much more healthier than all of the other frogs. If it was pollution that affected these frogs, it would affect all the frogs one way or another. There can be one solution
If the school is capable of using the tool to it’s advantage then it can actually help the students in the long run. This money can build playgrounds, give them money to go on more field trips, and also help with the VIP program. This could provide more funds to even open up a pool, and to have a swimming team. I personally think that we could upgrade our buses, and get heating and cooling for the students.