High School Biology I 　Teacher: Mr. Kenji Uesugi School: Shogaku High School Okinawa Prefecture

Place ■Regular classroom　□Computer room　□Special classroom　□Gymnasium □Athletic Field　□Outdoors　□Others〔　〕 Type of Lesson ■Class　□Group　□Pair/Individual　□Follow-up　□Others〔　〕 Phase □Introduction　■Development　□Conclusion　□Others〔　〕 Main user of IT ■Teacher　□Student　□Others〔　 〕 Objectives □To introduce the topic　□To motivate students　■As illustrative material used by the teacher　□As illustrative material used by the student　□To master through repetition　□To present a model　□To recollect past experiences　□To compare　□To examine what has been done/studied　■To provide second-hand experience　■Others〔Experiment〕 Equipment ■Computer　■Projector　■Screen　□Electronic Whiteboard　□Visual Presenter　□Digital Camera　■Video Player □Internet　■Digital Contents　□CD-ROM　□Speakers　□Others〔　〕 A good example of how a homemade video clip provides students with visuals that they are familiar with, as well as being useful in conducting a lesson suited to the teaching style of each teacher. The Neural System and Its Functions Contents: based on MEXT’s curriculum guidelines (2)The Environment and Living Organisms A.The Environment and Animal Reaction (B) Reception and Reaction to Stimulants Watch a homemade video clip showing examples of reflex and conditioned reflex to understand the mechanism and role of reflexes such as those that do not originate from the brain. (1) Flexor reflex: Watch a video to understand how a person senses “heat” after immediately removing one’s hand from touching something hot. Have the students reflect on why this happens, why it should happen. (2) The teacher will explain using the blackboard, the mechanism behind reflexes, and complement the explanation by using digital contents. (3) Quadriceps reflex: Use a volunteer to show the quadriceps reflex. After the teacher’s explanation on the mechanism, have the students reflect on how this reflex is important. (4) Install a diagram of the spinal cord into the computer and confirm the pathway of the reflex. (5) Summarize the findings using a presentation software. (1) To provide some sort of familiarity into the visual, ask a fellow teacher, whom the students like, to perform in the video clip. (2) Play the video as many times as necessary, even during questions and explanations, to emphasize the lesson. (3) Since there may be times when a volunteer for the experiment cannot be found, it may be advisable to ask a student beforehand to cooperate. (4) The teacher should only provide clues and hints to try to draw out the answers from the students themselves. (5) The video clip that is to be prepared beforehand should be easy to understand even if it involves exaggerated acting. (6) Homemade video clips are easy to make, once you get used to it, and can be made to suit your own teaching style and has many applications. Information-technology Promotion Agency Computer Education Development Center Education Video Material Collection Site http://www2.edu.ipa.go.jp/gz/