Saturday, November 05, 2016

Blog Post 7 - Lesson Plan 2

Human body systems

I. RATIONALE:

This lesson is designed to introduce students to the human body. They will work together and alone to discover the function and major parts of the digestive, circulatory, and respiratory systems.

II. OVERVIEW

Grade Level: 2nd  

Subject(s): Science

Topic of Study: The AZ College and Career Readiness Standards in Science for Second
Grade: Strand 4: Life Science – Concept 1: Characteristics of Organisms

Time Allotment: 30 minutes

Standards:
  • AZCCRS Science - Strand 4: Life Science
    • Concept 1: Characteristics of Organisms
      • Understand that basic structures in plants and animals serve different functions (e.g., sensory, defense, locomotion)

Objectives: Students will be able to:
  • PO 2. Identify the following major parts of:
    • digestive system – mouth, esophagus, stomach, small and large intestines
    • respiratory system – nose, trachea, lungs, diaphragm
    • circulatory system – heart, arteries, veins, blood
  • PO 3. Describe the basic functions of the following systems:
    • digestive – breakdown and absorption of food, disposal of waste
    • respiratory – exchange of oxygen and carbon dioxide
    • circulatory – transportation of nutrients and oxygen throughout the body


III. IMPLEMENTATION

Launch:
  1. We will watch three short videos on the respiratory, digestive, and circulatory systems
  2. We will have a brief discussion on what we saw in the video:
    • What were the videos talking about?
    • What do you think the circulatory (respiratory, digestive) system does for your body?
    • Do you think one system is more important than the others?
Explore (Jigsaw Activity):
  1. Students will be broken into groups of three (possibly table groups, but if table groups are not in three students can pick partners)
  2. Each member of the group will pick a system – digestive, circulatory, or respiratory
  3. Students will then break up into new groups relating to their chosen system
    • Two groups for each system if there are too many in only three groups
  4. Students will conduct research on their chosen system with their groups
    • Respiratory
  5. As students find information they will each create a presentation on Pixie on their computers.
    • They will include an image of the system they are working on and label the major parts according to what the standard asks. Students will receive an information slip with they need to label and know for their system
    • They will also need to be able to explain the function of the system, but do not have to include it on this presentation
  6. After all students have completed their research and created their Pixie presentation they will rejoin their original group and take turns presenting the information on their system
    • Students will be highly encouraged to take notes to be prepared for the next activity
  7. Then students will add information from the remaining two systems to their Pixie presentation and have a presentation with all three systems
    • This will be saved and sent to the teacher to be used for assessment

Summarize:
  1. The document camera, the teacher will display the systems, one at a time
  2. The teacher will ask for volunteers to help her fill out the parts of the system and explain what the overall function is

Technology Integration:
  • YouTube videos
  • iPads
  • Internet search
  • Pixie
  • Document camera

Differentiated Instruction:
  • Cognitive delay –  There are many safe guards in place to help all students succeed with this lesson. Several research websites have already been found for students to use. Concise and easy to read information sheets can be provide for students who may have difficulty navigating and understanding internet websites. A preset Pixie file could be made that includes the image of the system, arrows pointing to the major parts, and a word bank to choose from. Extra time can be provided to finish the Pixie presentation.
  • Gifted – These students could be challenged to find out about the other body systems and their functions
  • ELL – The kidshealth websites can be read in Spanish, which may be helpful if an ELL student can read in Spanish. Otherwise, information sheets with extra pictures can be provided to help with the understanding of each system. During instruction and the summarize activity the teacher will be sure to use hand gestures to aid in understanding. Extra time can be provided to finish the Pixie presentation.

IV. ASSESSMENT

Procedure:
While students are conducting research and creating their Pixie presentation the teacher will be walking around to answer any questions. Students may need help understanding what they are reading. If multiple students seem to be confused by the same concept the teacher will call the class’s attention back together to explain the concept as a whole.

When students are done with the lesson they will have created a Pixie presentation which will be assessed using the rubric below.



Instruments:

Criteria
Approaches
Meets
Exceeds
Identified the major parts of the digestive system
Correctly identified and labeled at least 3 of the parts: mouth, esophagus, stomach, small intestine, or large intestine. Or found all 5, but not correctly
Correctly identified and labeled the mouth, esophagus, stomach, small intestine, and large intestine
Correctly identified and labeled all 5 parts, plus additional parts that were not required, such as: tongue, pharynx, liver, gallbladder, pancreas, or anus.
Identified the major parts of the respiratory system
Correctly identified and labeled at least 3 of the parts: nose, trachea, lungs, or diaphragm. Or labeled all 4, but not correctly
Correctly identified and labeled the nose, trachea, lungs, and diaphragm
Correctly identified and labeled all 4 parts, plus additional parts that were not required, such as bronchus, bronchioles, alveoli, epiglottis, or larynx
Identified the major parts of the circulatory system
Correctly identified and labeled at least 3 of the parts: heart, arteries, veins, or blood. Or labeled all 4, but not correctly
Correctly identified and labeled the heart, arteries, veins, and blood
Correctly identified and labeled all 4 parts, plus additional parts that were not required, such as atria, ventricles, valves, capillaries,
Described the basic functions of the digestive system
Only correctly described one of the following: the breakdown and absorption of food or the disposal of waste
Mentioned the breakdown and absorption of food and the disposal of waste
Included extra details on digestive system functions
Described the basic functions of the respiratory system
Had an incorrect description of the exchange of oxygen and carbon dioxide
Mentioned the exchange of oxygen and carbon dioxide
Included extra details on respiratory system functions
Described the basic functions of the circulatory system
Had an incorrect description of the transportation of nutrients and oxygen throughout the body
Mentioned the transportation of nutrients and oxygen throughout the body
Included extra details on the circulatory system



IIV. MATERIALS AND RESOURCES
  • The teacher will need internet access, YouTube, and a document camera
    • The links to the YouTube videos used are included in this lesson plan
  • Students will need access to iPads and computers with internet and Pixie
    • The websites that students can use are included in this lesson plan and will be provided to students through the school websites’ student portal or through a google document
    • The iPad apps that can be used are already downloaded
  • The students will receive information slips to guide them in their research. The slip can be seen below:





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