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Let's Get Moving! (Unit Opener) : Many of These Lessons Will Be Taught Over Two-Three Days
Let's Get Moving! (Unit Opener) : Many of These Lessons Will Be Taught Over Two-Three Days
(Unit Opener)
**My first lesson is my unit opener, however, I will do other things before I actually start the unit. These will include: Putting a riddle on the corner of the whiteboard at the beginning of the week: o I pump nutrients throughout the body. I am located in the middle of your body to the left. I am about the size of your fist. Who am I? The Heart Creating a bulletin board and slowly adding to it throughout the unit (Canadian Food Guide, Vitamin Chart that includes the sources and importance of each, Mineral Chart that also includes the sources and importance of each, giant chart display, etc.) Doing a KWL chart, where students put sticky notes on the K and W sections (K what do they know, W what they want to know) Creating a book display (as well as artifacts) that includes books relating to various topics from the unit Playing interactive games
Lessons
Lesson 1: Introduction to Maintaining a Healthy Body The Human Machine Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health. 5-0-1A: Formulate, with guidance, specific questions that lead to investigations. We will be touching on a few of the outcomes in this lesson, because it is a general overview
Flexible Groupings: Students will work together as a class on the KWL chart. They
will then work individually on their title pages for their Science Portfolios.
Connection to Prior Lesson: This is the first lesson on this unit. Students will
begin thinking about their body and the way it works.
Assessment Procedures:
By the end of this lesson, students will have a general overview of what we will be learning about in this unit. The assessment tools that will be used in this lesson will include: the KWL chart and the title pages that students will place at the beginning of their science portfolios. Students will also be making lists of observations that they make.
Learning Resources: The materials used in this lesson will include a KWL chart,
sticky notes, chart paper, markers for recording brainstorming/discussion ideas and the Smart Board.
Art/Space Smart: Students will observe different activities displayed on chart paper as well as creating their own colored title pages for their Science Portfolios.
Body Smart: This lesson involves hands on activities including recording ideas on sticky notes.
People Smart: Students will be interacting with other classmates when brainstorming ideas for the word splash and KWL activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will individually record on sticky notes what they know about the human body as well as what they would like to know.
Extensions: As an extension, students will tour around the bulletin board and book
display, taking time to observe the different items and read through some of the books.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: students will be creating colored title pages
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Maintaining a Healthy Body Body Works: Teachers Guide, Manitoba Edition
Lesson 2: What Makes Your Body Live and Grow? Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-02: Interpret nutritional information found on food labels. 5-1-03: Describe the types of nutrients in foods and their function in maintaining a healthy body. 5-1-4c: Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise. 5-1-5f: Record and organize observations in a variety of ways.
How is the protein measured? These will be repeated for several nutritional elements. Using chart paper, the teacher will record all nutritional elements found on the two panels. Students will be divided into pairs where each pair will select one nutritional element from the chart list on which they would like to conduct a comparison between two cereals. Their names will be recorded beside one of the nutritional elements on the chart paper. Each pair will then select two cereal boxes that list their selected nutritional element. The teacher will supply each pair with an activity sheet, graph paper, rulers and reference materials. The activity sheet will be a guide for the investigation. Once the students have completed their activity sheets, they will be challenged to find a way to graph their data. All pairs of students will then construct a graph of their data (typically bar graphs).
Assessment Procedures:
Students will be observed as they work in pairs to complete the cereal comparison activity. The focus will be on their ability to read and record nutritional data, gain information about a nutritional element through research and construct a graph showing their data. The students will be assessed mainly through observation while the discussions and comparison activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each pair to hand in their activity sheet as well as their bar graphs in order to assess whether or not they understand the concepts fully. As an extended response, the teacher will get the students to explain, in their science journals, how each type of nutrient helps you maintain a healthy body.
Learning Resources: The materials used in this lesson will include the video: Bill Nye
The Science Guy: Nutrition, comparison activity sheets, overhead of two nutrition labels from cereal boxes, a variety of cereal boxes, chart paper, markers, 30-cm rulers, graph paper, reference materials on nutritional elements and pencil crayons.
Logic/Math Smart: Students will be recording data and creating bar graphs representing the data.
Art/Space Smart: Students will observe different activities displayed on chart paper as well as watching an educational video.
Body Smart: This lesson involves hands on activities including recording data on activity sheets as well as creating bar graphs and sorting through cereal box nutritional labels.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in pairs during the cereal comparison activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals if they have any further inquiries about the days lesson as well as write an extended response explaining the different types of nutrients.
Extensions:
Have students share their findings about cereals and nutrition in a school newsletter article. Students could also write and learn a song about the different fundamental nutrients in order to remember each one and consolidate learning.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data and creating bar graphs
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Maintaining a Healthy Body Body Works: Teachers Guide, Manitoba Edition
Lesson 3: How Does Food Keep You Healthy? Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-04: Evaluate a daily menu plan and suggest changes to make it align more closely with Canadas Food Guide to Healthy Living. 5-0-6a: Construct graphs to display data and interpret and evaluate these and other graphs. 5-0-2a: Access information using a variety of sources. 5-0-6c: Identify and suggest explanations for patterns and discrepancies in data.
food groups that you should eat from every day (grain products, vegetables and fruit, milk products, meat and alternatives). The chart will then be divided into four columns with each food group listed at the top of one column. Each child will be given a picture of an item from one of the food groups. Their job is to then go up and paste the picture in the correct column. Some children will be given a picture of a snack food. Once every child has had a chance to place their item on the chart paper, discuss why some children could not place their item on the paper. Questions and inquiries will then be discussed following this activity and students will be encouraged to record the four food groups in their science journals as well as two examples of items that belong in each group as well as the suggested servings of each group/day.
Assessment Procedures:
Students will be observed as they work in groups to complete the food group montage activity. The students will be assessed mainly through observation while the discussions and montage activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each student to hand in their Healthy Eating and My Food Menu for One Day worksheets as well as their graphs in order to assess whether or not they understand the concepts fully. Students will also complete a Cooperative Skills Self-Assessment sheet.
Learning Resources: The materials used in this lesson will include copies of the
Canada Food Guide, flyers from grocery stores (illustrated ones), plastic foods, snack foods, food magazines, pictures of items from different food groups, large sheets of white mural paper, chart paper, markers, glue, scissors, 30-cm rulers, graph paper, My Food Menu for One Day worksheets and Healthy Eating worksheets as well as assessment sheets.
Logic/Math Smart: Students will be recording data, sorting data and creating graphs representing the data.
Art/Space Smart: Students will observe different activities displayed on chart paper as well as creating a group montage using an assortment of different food items from food magazine and flyers.
Body Smart: This lesson involves a number of hands on activities including using mural paper to create a montage of the different food groups, recording data on activity sheets as well as creating graphs.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the montage activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals if they have any further inquiries about the days lesson as well as complete the Cooperative Skills Self-Assessment sheet.
Extensions:
Ask students to self-reflect on one or two of the things they have learned so far that have changed their thinking or eating habits, or that have been of great personal interest. These reflections can then be recorded in the students science journals.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data, sorting and creating graphs Art: tracing and outlining a group members body, making a collage of different pictures from magazines and food flyers, creating a montage, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Maintaining a Healthy Body Body Works: Teachers Guide, Manitoba Edition
Lesson 4: Food Processing and The Design Process Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-05: Evaluate prepared food products using the design process. 5-0-1c: Identify practical problems to solve. 5-0-3d: Develop criteria to evaluate a prototype or consumer product. 5-0-5b: Test a prototype or consumer product using predetermined criteria.
to the different processed foods. Students will also pick three microwave popcorn (butterflavoured) brands to buy and bring back to the school for a later activity.
When back at the school, the students will take part in a product evaluation of microwave popcorn using the design process. Students will be introduced (or reintroduced) to the design process. The teacher will list and describe each step using chart paper. Students will first identify the problem and record this on their worksheets. What is the best butter-flavoured microwave popcorn? Once the problem has been identified, the popcorn samples that were bought at the grocery store will be obtained. As a class, students will discuss what the term best means and identify criteria to test, such as: Quantity of popcorn produced (flakes/popped corn) versus unpopped kernels) Cost per serving Taste (**Check for Allergies**) Nutrient value related to grams of fat and calories per serving Packaging related to appearance and use of recycled material As a class, students will then determine the method needed to test the popcorn according to each criterion identified. Groups of students will then be assigned to carry out the different tests. Each group will then test the products using the predetermined criteria. Pop each brand. Measure volumes of popcorn produced and count the unpopped kernels. Calculate the cost per serving by dividing the cost of the whole package by the number of bags in the package. Now, calculate the number of servings in an individual bag (based on the data collected previously and the serving size suggested on the package). Taste test. Students mark a ballot. The results will be represented in a graph. Compare the number of grams of fat and the calories per serving. Look at the packaging to determine whether it is aesthetically pleasing and whether it is made of recycled materials. Groups will then analyze their data as well as data gathered by other groups and provide a conclusion (which popcorn was best). Student groups may come to different conclusions. Discuss reasons why (some groups may have thought taste was more important, some cost). Students will record their findings for each step on design process worksheets. By the end of the lesson students will conclude which brand of popcorn is the best to buy.
Assessment Procedures:
Students will be observed as they work as a class and in groups during the design process activity. The students will be assessed mainly through observation while the field trip, discussions and design process activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each pair to hand in their design process sheets in order to assess whether or not they understand the concepts. Evidence of learning will also be found in the students science journal
of the recordings of processed foods at the grocery store. A rubric checklist for the design process will also be used using the design sheets handed in by each student. A nutrient quiz will then be given.
Learning Resources: The materials used in this lesson will include chart paper,
markers, a trip to the CO-OP grocery store, science journals, design process sheets, ballot sheets, graph paper, a loaf of mouldy bread, a rubric for the design process, samples of microwave popcorn, a microwave and calculators.
Logic/Math Smart: Students will be recording data, measuring volume and counting, calculating cost per serving, comparing and creating graphs representing data.
Art/Space Smart: Students will be observing the different sections of the grocery store as well as a variety of packaged food products and discussion activities.
Body Smart: This lesson involves hands on activities including recording information on activity sheets, handling packaged food items, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the design process activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals if they have any further inquiries about the lesson as well as compiling a list of the different processed foods they observed at the grocery store.
Extensions:
Additives are always tested for safety ahead of time and are listed among the ingredients on the food label. However, some can create health problems because they are indeed chemicals. Students could engage in a research activity where they could report on one or more additives that have been banned in the past.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data, measuring volume and counting, calculating cost per serving, comparing and creating graphs representing data
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Maintaining a Healthy Body Body Works: Teachers Guide, Manitoba Edition
Lesson 5: The Digestive System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-06: Identify the major components of the digestive system and describe its role in the human body. 5-0-4c: Work cooperatively with group members to carry out a plan and troubleshoot problems as they arise.
Connection to Prior Lesson: This is the first lesson focusing on specific body
systems.
Assessment Procedures:
Students will be observed as they work together in a group to complete their digestive system activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, digestive system worksheets and digestive system group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their digestive system worksheets in order to assess whether or not they understand the concepts. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, a PowerPoint of the digestive system, large pieces of white mural paper, word-splash chart from prior lesson, measuring tape, giant chart with headings of each body system and spaces for recording the function of each, diagram of the digestive system overhead, digestive system diagram and role/function worksheets, pencil crayons, scissors, overhead projector, foods to put in blender, a blender, a cutting board, bread, water and large pieces of apple and assessment sheets.
Logic/Math Smart: Students will be observing the different lengths of each body part involved in the digestive system with a measuring tape.
Art/Space Smart: Students will be observing the slideshow, overhead, blender demonstration, coloring and cutting out pictures to paste on the group activity mural, etc.
Body Smart: This lesson involves numerous hands on activities including a digestive system body outline activity, worksheets, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the digestive system group activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Extensions:
As an extension, students could design and construct models of the digestive system in groups using reference materials on the digestive system as well as materials identified by students for constructing the models.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: measuring the length of certain body parts, etc. Art: coloring and cutting, outlining and tracing a group members body onto white mural paper, pasting different parts of the digestive system onto the mural
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Maintaining a Healthy Body Body Works: Teachers Guide, Manitoba Edition http://www.freeclubweb.com/powerpoints/science/humanbody/human-digestive-system.html Patricia Carratello
Lesson 6: The Skeletal and Muscular Systems Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-07: Identify the major components of the skeletal, muscular and nervous systems and describe the role of each system in the human body. 5-0-5a: Make observations that are relevant to a specific question.
video is finished, students will discuss as a class some of the things that they learned from the video. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in a Skeletal and Muscular Systems Vocabulary Sheet. Using the overhead model of the skeletal system, students will be introduced to the four types of joints. The teacher will explain that muscles attached to these joints allow them to move. A handout highlighting the importance of the skeleton and muscles will also be given (My Skeleton and My Muscles).
Assessment Procedures:
Students will be observed as they work together in a group to complete their skeletal and muscular systems activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, Strong Bones experiment, Joint Effort worksheets/experiments and skeletal and muscular systems group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Joint Effort worksheets/experiments in order to assess whether or not they understand the concepts. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, Bill Nye the Science Guy: Bones and Muscle, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lesson, giant chart with headings of each body system and spaces for recording the function of each, diagram of the skeletal and muscular systems overhead, Joint Effort worksheets, overhead projector, Vocabulary sheets, bicycle helmet, coat hanger, elastic bands, paper towel rolls, heavy books, stiff cardboard, 30-cm rulers, single-hole punchers, scissors, paper fasteners, glue and assessment sheets.
Art/Space Smart: Students will be observing a video, overheads, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including a skeletal and muscular systems body outline activity, worksheets, two experiments, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the skeletal and muscular systems group activity as well as in their experiments.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Extensions:
With a ball and a paper cup, have students make simple models of a ball-andsocket hinge. Use scissors to cut the paper cup down so that the ball fits and rotates on this socket.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: coloring and cutting, pasting different parts of the skeletal and muscular systems onto the mural outline
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: Bones and Muscle Patricia Carratello
Lesson 7: The Nervous System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-07: Identify the major components of the skeletal, muscular and nervous systems and describe the role of each system in the human body. 5-0-5a: Make observations that are relevant to a specific question.
questions (How did their body react? Why did they react this way? (The eyes send a message to the brain and the brain sends a message back to the body telling you to duck or protect yourself). The teacher will explain to the class that this is called reaction. The class will be divided into pairs. Each pair will be provided with a 30-cm ruler, 2 activity sheets and graph paper. Students will investigate reaction time using the sheet as a guide. Each student will complete their own sheet. All of the overheads from each body system covered so far will then be placed one on top of the other so students are able to see the different systems in relation to one another. Students will also help the teacher record the function of the brain/nervous system in the giant chart display.
Assessment Procedures:
Students will be observed as they work together in a group to complete their brain mural outline activity as well as in groups during the experimental activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and brain/nervous system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Reaction Time worksheets/experiments in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, Bill Nye the Science Guy: The Brain, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the brain and nervous system overhead, remote control, the book: Oh, The Thinks You Can Think by Dr. Seuss, apple sauce, fun glasses, M&Ms, fasteners, Oh, The Thinks You Can Think worksheets, overhead projector, food colouring, Reaction Time worksheets, Vocabulary sheets, paper fasteners, stopwatch, safety pins, paper, pencils with no erasers, pencil crayons, scissors, 30-cm rulers, graph paper, scary video, My Brain handout and assessment sheets.
Art/Space Smart: Students will be coloring, cutting, observing a video, overheads, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including a brain/nervous system body outline activity, worksheets, two hands-on experimental activities, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during brain/nervous system group activity as well as in pairs in their experimental activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Music Smart: If students get a chance to do the extension they will be learning a rhyme or poem to explore the brain and memory. Music is also played throughout the videos.
Extensions:
Rhymes and Songs: Students will determine how long it takes for them to learn a rhyme or poem to explore the idea of the brain and memory.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions
Math: recording data and creating graphs representing the data Art: coloring and cutting, pasting the brain/nervous system onto the mural outline, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: The Brain Oh, The Thinks You Can Think: http://lh4.ggpht.com/OShp9rdqL2A/TlcnmKnw_wI/AAAAAAAABIo/OfIShIMuA9c/s1600h/schlopp_applesauce_seuss_obSEUSSed_1%25255B2%25255D.jpg Getting Scared Video: http://www.youtube.com/watch?v=DKA0f9vRO38 Patricia Carratello
Lesson 8: The Integumentary System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-08: Identify skin as the major component of the integumentary system, and describe its role in protecting and supporting the human body. 5-0-3a: Formulate, with guidance, a prediction/hypothesis that identifies a cause and effect relationship. 5-0-5a: Make observations that are relevant to a specific question.
protect what is inside and keep the organism from drying up. The teacher will then perform another demonstration. The teacher will prepare a bowl of gelatin/jelly. A pointed pencil will then be held above the bowl and the teacher will drop it into the gelatin. The students will observe what happens (the pencil penetrates the gelatin). The teacher will then place a sheet of paper over the bowl. Drop the pencil again. Add another sheet of paper and drop the pencil again. The students will observe what happens (the paper prevents the pencil from penetrating the gelatin). The teacher will put several sheets of paper over the bowl. Tip the bowl upsidedown onto the paper. The students will observe what happens (the paper prevents the gelatin from falling onto the table). Students will make predictions about the role of skin based on the demonstration. These predictions will be recorded in their science journals.
Students will also help the teacher record the function of the integumentary system in the giant chart display.
Assessment Procedures:
Students will be observed as they work together in a group to complete the experimental activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities and Looking at Cells and Skin Deep worksheets. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets, Skin Deep and Looking at Cells worksheets in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, Bill Nye the Science Guy: Skin, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, Skin Deep and Looking at Cells worksheets, whole onions, whiteboard, knife, gelatin/jelly, pencil, bowl, sheets of paper, a cutting board, My Skin and My Cells handouts, Integumentary Vocabulary sheets, microscopes, prepared onion slides, My Skin and My Cells handouts and assessment sheets.
Art/Space Smart: Students will be observing a video, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including worksheets, hands-on experimental activities, handling and observing an onion, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during their experimental activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Extensions:
Discuss skin cancer and how it can be caused by prolonged exposure to the Sun. Students can then examine different kinds of sunscreen. Discuss the number coding (a sunscreen with SFP 4, for example, suggests someone using this sunscreen can remain exposed to the Sun four times longer without burning than someone who is not using any sunscreen) and how effective the sunscreens are.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: drawing cell diagrams, coloring, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: The Skin
Lesson 9: How Our Bodies Fight Illnesses and Injuries Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-09: Identify components of the human bodys defenses against infections and describe their role in defending the body against infection. 5-0-9e: Be sensitive to and develop a sense of responsibility for the welfare of other humans, other living things, and the environment. 5-0-4c: Work cooperatively with group members to carry out a plan and troubleshoot problems as they arise.
will discuss as a class some of the things that they learned from the video and slideshow. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in the Our Bodies Defences vocabulary sheet to aid in student learning. Students will also receive a handout highlighting some of the main features of the liver (a very important defence organ) that will be read aloud by both students and the teacher (My Liver). The teacher will then review the previous lesson about the skin. Students will be reminded that skin is the bodys first system of defence because it forms a protective wrapper. Students will then brainstorm other ways the body fights disease or recovers from injury based on the video and slideshow. The teacher will title a sheet of chart paper How Our Bodies Fight Illnesses and Injuries. The chart will be divided into two columns: Action Hero and Role or Function. The teacher will ask the students: What parts of your body help you defend against illnesses? What parts of your body help you recover from injuries? The teacher will then use the overhead and show the students the different body systems from previous lessons to review body parts. Then in the Action Hero column, body parts will be recorded that help defend against illness and injury.
Assessment Procedures:
Students will be observed as they work together in a group to complete their mural outline activity as well as in groups and pairs during various other activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the selfassessment sheet (attached to this lesson) to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling.
The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. Criteria for the action hero self-assessment is provided on the following sheet. The teacher will get each child to hand in their Vocabulary Sheets and Action Hero worksheet and poster in order to assess whether or not students understand the concepts discussed. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals The Magic School Bus: Inside Ralphie, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, body systems overhead from previous lessons, cardboard, grey paint, a slideshow, overhead projector, food colouring, Action Hero worksheets, vocabulary sheets, paper fasteners, glue, sample action hero activity sheet, poster paper, construction paper, pencil crayons, My Liver handout and assessment sheets.
Art/Space Smart: Students will be coloring, creating a poster, observing a video, slideshow, overheads, certain materials and activities.
Body Smart: This lesson involves numerous hands on activities including a mural body outline activity, worksheets, creating a game to be played outdoors/gymnasium, etc. People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the mural group activity as well as in pairs during their action hero activity and game creation.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Extensions: Students will listen to two guest speakers (Pharmacists: Ali Nahnybida and
Dan Kyrzyk) discuss ways of maintaining a healthy body, such as reducing the spread of germs through proper hygiene practices, and having regular checkups with a doctor and dentist.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: coloring and creating a poster, coloring and pasting the liver onto the mural outline, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Slideshow Information: http://www.freeclubweb.com/powerpoints/science/humanbody/humanimmune-system.html Video: http://www.youtube.com/watch?v=oosXmB72o7E Patricia Carratello
Lesson 10: The Respiratory System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-10: Identify the major components of the respiratory and circulatory systems and describe the role of each system in the human body. 5-0-4a: Carry out, with guidance, procedures that comprise a fair test. 5-0-5c: Select and use tools and instruments to observe, measure and construct.
Respiratory System Vocabulary Sheet (with diagram) to aid in student learning. Students will also receive a handout highlighting some of the main features of the lungs that will be read aloud by both students and the teacher (My Lungs). Students will then engage in a respiratory system Smart Board activity.
Assessment Procedures:
Students will be observed as they work together in their groups to complete their respiratory system mural outline activity as well as in groups during the experimental activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and respiratory system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets, Direction/Activity and How Much Air Do Your Lungs Hold worksheets/experiments in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, Bill Nye the Science Guy: Respiration, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the respiratory system overhead, other body system overheads covered so far, overhead projector, Direction/Activity and How Much Air Do Your Lungs Hold worksheets, Smart Board, balloons, two-litre drink bottles, modelling clay, fasteners/glue, drinking straws, elastic bands, Vocabulary sheets, My Lungs handout and assessment sheets.
Art/Space Smart: Students will be coloring, cutting, observing a video, overheads, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including a respiratory system body outline activity, worksheets, creating a respiratory system model, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the respiratory group activity as well as in groups during experimental activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Extensions:
As an extension I would make additional challenge vocabulary cards with terms for students to research. These may include terms such as oxygenate, carbon-dioxide, etc.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: coloring and cutting, pasting the respiratory system onto the mural outline, creating a respiratory system model, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: Respiration Lung Diagram on Vocabulary Sheet: http://www.childrenscolorado.org/wellness/info/kids/54039.aspx Patricia Carratello
Lesson 11: The Circulatory System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-10: Identify the major components of the respiratory and circulatory systems and describe the role of each system in the human body. 5-0-7f: Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts.
the path that blood takes, as well as on the oxygenation of blood and the use of this oxygenated blood. The teacher will then engage the class in another activity. Each child will receive a ziploc bag. As each blood component is discussed, the teacher will place an ingredient into their bag. The plasma = corn syrup, white blood cells = marshmallows, platelets = rice, red blood cells = red hots. The teacher will then focus on the effects of exercise on the heart. The students will be asked a series of questions: o What do you think happens to your heart when you exercise? o Could you feel your heart beating after doing the toe touches? o Was it beating faster or slower? o Why do you think your heart was beating faster? Students will be shown how to take their pulse. The teacher will ask the students to place their fingers on the underside of their wrists. Students will count the number of beats they feel in ten seconds. Make sure that students are given time to find and practice reading their pulse. Students will then be divided into working groups. Each group will be provided with an activity sheet and a stopwatch. The sheet will be used as a guide as the students investigate their heart rates. Following this activity, students will discuss the results, focusing on how their heart rate changed after exercise. The teacher will explain that when you exercise, your bodys muscles need more oxygen and, therefore, more blood to carry this oxygen. The heartbeat speeds up to pump more blood to the muscles.
All of the overheads from each body system covered so far will then be placed one on top of the other so students are able to see the different systems in relation to one another.
Assessment Procedures:
Students will be observed as they work together in their groups to complete their circulatory system mural outline activity as well as in groups during the experimental activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and circulatory system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Investigating Heart Rate worksheets/experiments in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal. The teacher will also conference with students individually. Students will use the diagrams of the respiratory and circulatory system to explain how these systems work in the human body.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, Bill Nye the Science Guy: Heart, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the circulatory system overhead, other body system overheads, overhead projector, Investigating Heart Rate worksheets, Ziploc bag, basin, corn syrup, water, red food colouring, sponge, Smart Board, Interactive Map of Heart, fasteners/glue, gym/playground, rope, 4 pails, red balls, blue balls, 4 pylons, paper, marshmallows, rice, red hots, stopwatch, Vocabulary sheets, My Heart handout and assessment sheets.
Logic/Math Smart: Students will be calculating heart rate under different scenarios.
Art/Space Smart: Students will be coloring, cutting, observing a video, overheads, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including a circulatory system body outline activity, worksheets, creating a circulatory system model, blood soup, exercising to investigate heart rates, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the circulatory group activity as well as in groups during experimental activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Extensions: As an extension, I would set up my observation station and have a cow heart
as the item to be observed. Students will have an observation sheet and would be able to touch, pick up and poke the heart to examine it. Students will be locating and observing particular anatomy.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be calculating heart rate under different scenarios. Art: coloring and cutting, pasting the circulatory system onto the mural outline, creating a circulatory system model, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: Heart Blood Soup: http://www.proteacher.org/c/392_circulatory_system.html Interactive Map of Human Heart: http://www.smm.org/heart/heart/top.html Patricia Carratello
Lesson 12: Human Body Waste and Linking The Systems Together Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-11: Describe how the human body gets rid of waste. 5-1-12: Give examples of how systems of the human body work together. 5-0-7f: Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts. 5-0-4c: Work cooperatively with group members to carry out a plan and troubleshoot problems as they arise.
How does the body rid itself of solid waste? What physical evidence can you see when your body eliminates waste? (feces, urine,
sweat)
Assessment Procedures:
Students will be observed as they work together in their groups to complete their urinary system mural outline activity as well as in groups during the experimental activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the
Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activity, worksheets and urinary system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Your Body as a House worksheets to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, a slideshow, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the urinary system overhead, other body system overheads, overhead projector, pictures of city/town waste management, chocolate almonds, fasteners/glue, coffee filters, muddy water, paper towels, Vocabulary sheets, My Kidneys and My Bladder handout and assessment sheets.
Art/Space Smart: Students will be coloring, cutting, observing a video, overheads, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including a urinary system body outline activity, worksheets, working intestines experimental activity, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the urinary group activity as well as in groups during the experimental activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Information on Slideshow: http://www.freeclubweb.com/powerpoints/science/humanbody/human-excretory-system.html Patricia Carratello
Lesson 13: Health Factors and Lifestyle Choices Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-13: Identify and describe factors necessary to maintain a healthy body. 5-1-15: Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors. 5-0-9f: Frequently and thoughtfully evaluate the potential consequences of their actions. 5-0-2a: Access information using a variety of sources.
Assessment Procedures:
Students will be assessed mainly through observation while the discussions, worksheets and presentation are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their My Body Checklist and graphs as well as their questions for Nurse Stephen to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, Nurse Stephen Martin`s presentation and materials, word-splash chart from prior lessons, Smart Board, question sheets, graph paper, 30-cm rulers, My Body Checklist sheets, pencil crayons, and assessment sheets.
Word Smart: Students will be reading, writing down particular responses and discussing with classmates during this lesson.
Logic/Math Smart: Students will recording data and graphing the data.
Art/Space Smart: Students will be coloring, observing a presentation, certain materials, demonstrations, etc.
Body Smart: This lesson involves numerous hands on activities including filling out worksheets, graphing data, and activities Steven has prepared.
People Smart: Students will be interacting with other classmates when brainstorming ideas.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Connections:
Science: Life Science
Social Studies: students will discuss that men and women of diverse cultural backgrounds can contribute equally to science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data and graphing the data. Art: coloring, creating graphs, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller
Lesson 14: Body Image and Health from Media Sources Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-14: Evaluate information related to body image and health from media sources for science content and bias. 5-0-2a: Access information using a variety of sources.
different advertising strategies used. The teacher will divide the students into predetermined groups. Students will each fill out an Advertising Strategies worksheet during this activity. The teacher will look for these examples: Showing the ideal child or family Using a celebrity Including a catchy tune/phrase Omitting significant information
Assessment Procedures:
Students will be observed as they work together in their groups during the activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, activities and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity and working cooperatively. The teacher will get each child to hand in their Advertising Strategies worksheets in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, Advertising Strategies worksheets, word splash chart, newspapers, flyers, teen magazines, large bags of candy, a slideshow as assessment sheets.
Body Smart: This lesson involves numerous hands on activities including worksheets, counting and sorting candy, filing through magazines and newspapers, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the group activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Describe four advertising strategies and explain how they work to attract customers. How do the media influence beliefs about body image and health? Describe the characteristics of a cool person and explain your reasoning.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be counting and sorting candy.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller
Lesson 15: Review, Review, Review! Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-06: Identify the major components of the digestive system and describe its role in the human body. 5-1-07: Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body. 5-1-08: Identify skin as the major component of the integumentary system, and describe its role in protecting and supporting the human body, 5-1-09: Identify components of the human bodys defenses against infections, and describe their role in defending the body against infection. 5-1-10: Identify the major components of the respiratory and circulatory systems and describe the role of each system in the human body. 5-1-11: Describe how the human body gets rid of waste. 5-1-12: Give examples of how systems of the human body work together. 5-1-13: Identify and describe factors necessary to maintain a healthy body. 5-1-15: Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors.
Connection to Prior Lesson: This is a review lesson before the unit test. Students
will review all of the main components of the body systems.
Activating Strategies Preparing for Learning: Acquiring Strategies Integrating and Processing Learning:
Students will play a variety of review games in order to prepare for the test. Body Systems Jeopardy Toss and Talk: The teacher will obtain a large plastic ball. Questions based on different topics throughout the body system lessons will be written on the ball. The teacher will then toss the ball to a student in the room. When a student catches the ball he/she will answer the question that is touching his/her right thumb. If a student does not know the answer to the question, they can say help and another student in the class will have a chance to help the student answer the question. Interactive Smart Board Games
Assessment Procedures:
Students will be observed as they work together in their study groups. The students will be assessed mainly through observation while the discussions, activities and study guide groups are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity and working cooperatively. Evidence of learning will also be found in the students science journal. A cumulative test will be given on all of the body systems.
Learning Resources: The materials used in this lesson will include chart paper,
markers, science journals, study guides, Smart Board, and one large ball.
Body Smart: This lesson involves numerous hands on activities including worksheets, throwing a ball, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the group activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller
Test Time!