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This lesson plan is on the Interacting Systems of the Human Body

Subjects: Computers & Internet, Science Grade: 2 By Jamie Rettke Guided Discovery Lesson (With Technology) Topic: Identif ication of systems of the human body and how they interact Science standards: Illinois Learning Standards State Goal 12: Understand the f undamental concepts, principles and interactions of the lif e, physical and earth/space sciences. o Learning Standard A: Know and apply concepts that explain how living things f unction, adapt and change. n Learning Benchmark 12.A.1a: Identif y and describe the component parts of living things and their major f unctions (p. 34). State Goal 23: Understand human body systems and f actors that inf luence growth and development. o Learning Standard A: Describe and explain the structure and f unctions of the human body systems and how they interrelate. n Learning Benchmark 23.A.1: Identif y basic parts of the body systems and their f unctions (e.g., heart, lungs, and eyes) (p. 72). Grade level: 2 nd Grade Student objectives: When asked, the students will be able to: 1. Recognize and identif y f our of the f ive major systems of the human body when viewed on laser disc 2. Describe the major f unction of f our of the f ive systems of the human body 3. Give two examples of activities in which two of the systems interact together Process Skills: Observations observe various systems of the body and identif y those systems Recording record two examples of how two of the systems interact together using Microsof t Word

Materials: For the teacher: Laser disc player Print out of selected barcodes f or Laser disc player Britannica Laser discs entitled: Muscular System (Ldisc 29) Respiratory System (Ldisc 27) Digestive System (Ldisc 26) Nervous System (Ldisc 25) For the students: Student data collection sheet Computer with Microsof t Word Material preparation before the activity: Teacher must pre-select various video clips giving examples of each of the f ive major systems in the human body. Motivation component: (~ 5 minutes) [Flex arms up and down] Ask students Can you identif y what major system of the body, I am using to f lex my arm? [Skeletal system/nervous system] Perf orm other activities and see if the students are able to identif y the systems involved. Ask students to justif y their answers. Learning activities: Questions: (~ 10 minutes) 1. What are the f ive major systems of the human body? (Knowledge) [Skeletal, respiratory, circulatory, digestive, nervous] 2. What are some ways our systems work together? (Comprehension) [various] 3. What are some ways systems of our bodies work together? (Comprehension) [Various answers. Example: When we run we use our skeletal, respiratory, circulatory, and nervous system] 4. What would happen to us if we were unable to use our (skeletal, respiratory, circulatory, digestive, or nervous) system? (Analysis) [various answers] Data Collection: (~ 10-15 minutes) 1. Distribute data collection sheets to each student. Read over directions with the students.

2. Explain to the students that they are going to view some video clips showing systems of the body. T hey are to watch the video and identif y which system is being shown. Once they have identif ied the system, they are to write down the name of the system on the corresponding line on the data collection sheet. Af ter they have identif ied all the systems on the videodisk, they are to list two dif f erent activities. For each action they list, they should then tell what systems are working together to accomplish that activity. Once all data is gathered, the students will use Microsof t Word to type out their inf ormation. (T he students will have previous knowledge of using Microsof t Word) 3. Begin playing videodisk. Be sure to tell the students, We are now going to view video number. to ensure students do not write their answers in the incorrect area. Allow a couple of moments between each video. You may wish to replay the same video clip bef ore moving on to the next clip. If a student asks that a video clip to be replayed again, it should be done at this time, rather than at the end. 4. Allow time f or the students to come up with two dissimilar activities where multiple systems are working together. Data Processing: (~ 10 minutes) 1. Begin to view each video clip again, asking the students which system is being shown. For each suggestion, the students should attempt to justif y their answers. For example, if the student says the circulatory system is in video clip #1, they must tell you how they know. [Observed the heart, blood, veins, etc.] 2. Review each video clip and discuss students f indings. Remind the students that their answers should not be changed on their data collection sheet, as these will be turned in. 3. Explain to students that they will now choose one of their activities. T he students will need to write 3-4 complete sentences describing how the systems work together to perf orm their activity. Give an example to the students. [When driving, I must use my nervous system and skeletal system. I use my nervous system to observe the world around me through sight and sound. I use my skeletal system when I move my arms to steer the car.] T he students will f irst write their sentences on a sheet of paper. Later, they will use Microsof t Word to type out their paragraph. Time f or this should be allotted later in the day as well as during f ree time. Closure: normal;> (~ 5 minutes) Ask the students to relate their knowledge of systems of the human body, to systems of other animals. Ask, Do you think animals like birds or dogs have these same systems? T his question can be asked in various ways, depending on what science unit is to f ollow. Students may relate their knowledge of systems, in general, to other systems such as the solar system or systems f ound in nature. Review that all systems have independent parts that work together to f unction as a whole. Assessment: 1. Data collection sheet (Formative) 2. Written paragraphs (Formative) Name: List what system is being observed in each video. System observed in video 1: System observed in video 2:

System observed in video 3: System observed in video 4: System observed in video 5: List two activities. Identif y which systems are working together in that activity. Activity 1: Working Systems: Activity 2: Working Systems: Student data collection sheet Rationale: T his lesson is culminating activity to be used at the end of the unit on the human body. T his activity was chosen because it not only reexamines the major systems of the body, but it also activates students prior knowledge of the concept of systems. T hese ideas transcend disciplinary boundaries and prove f ruitf ul in explanation, in theory, in observation, and in design (Benchmarks, p. 123). T he students must use previously learned inf ormation to identif y a system as a set of independent objects that work together to f unction as a whole. T he backbone of the entire lesson is based on the stimulation of prior knowledge. T he objectives chosen f or the students correspond with the Illinois State Goals. T he students are asked to apply their knowledge of the concept at hand, systems of the human body. T he will need to identif y and describe the f unctions of various systems as well as demonstrate how these systems interact and are interdependent upon one another. T his is done during the data collection phase, by allowing the student to view various systems (of the body) in action. T hey will then need to take a minds-on approach to evaluate dif f erent systems as well as how they interrelate with one another. During this lesson, the student will use two predominant process skills, observing and recording. Both observing and recording are valuable to students, as both will be used throughout their pursuit f or scientif ic literacy. From a scientif ic standpoint, this is what specialists in any science do. T hey observe an event and record their f indings. To incorporate technology into the lesson, the students will view various systems (of the body) on laser disk. T his gives the students a more concrete, real-world perspective. It allows the students to see the actual systems (organs) while still maintaining grade appropriateness. T he timing f or each phase of the lesson averages about 10 minutes. T his was done f or the reasons of grade appropriateness. Students at grade level two have a limited attention span. To ensure student attentiveness, as well as motivation, each section is kept to a minimal time. T he motivational content of this lesson is to spark interest in the students. By jumping around, you will grab the students attention and get them wondering, What the heck is she doing? Introducing the lesson in this manner may also motivate students to start asking questions.

T he questions asked during the inquiry (questioning) phase that of the lesson is limited. I designed the lesson with the thought in mind that the questioning be student centered. T he questions to be asked by the instructor are to assess the knowledge of the students and to spark motivation. T his will also allow the students to begin thinking in a minds-on manner even bef ore data processing. T he types of questions may also act as a transition into data collection. Questions have been proposed and the students will now investigate. T he questions are grade level appropriate, to cause a state of disequilibrium, yet they are simple enough to ensure the students will not come to a level of f rustration. Student data sheets are to be distributed af ter the questioning phase f or reasons of classroom management. T he student will be better able to pay attention to the questions if they are not distracted by their worksheet. During data collection, the students will view preselected video clips using Britannicas Human Body Laser Disc collection. For each video clip, the student will either view the actual system or the system at work. For example, on disc 26, the students will view people eating then a x-ray picture of a person chewing f ood. From this, the students should be able to identif y that as the beginning steps of digestion. Each of the f ive systems covered in this unit is represented within the six video clips. Each of the clips are within the students Z PD and theref ore are easily identif iable. T he f ollowing will explain each of the video clips to be viewed by the students: 1.Circulatory (LD27/f rames 27004-30206): traces the blood f low through the circulatory system, showing the heard and blood vessels 2.Respiratory (LD27/f rames 12587-14311): displays a person breathing and demonstrated how air f lows in through the nose to the lungs 3.Nervous (LD25/f rames 24752-25001): shows enlarged picture of the brain and the pathway of nerve impulses throughout the body 4.Digestive (LD26/f rames 02819-03156/07690-08027): displays people eating then shows a x-ray of a person chewing and swallowing f ood 5.Skeletal (LD29/f rames 09220-09926): shows a f ull skeleton as too persons talk about the bones For the video clips, I have chosen to remove the audio. I did this because I did not want the students to be given the correct answers by the narrator. T he students will only view the systems. T hroughout the unit, the students would have a great deal of experience with the dif f erent systems and should only need visual assistance to identif y them. By carrying out the activity in this way, the students will have to call upon the prior knowledge of each system studied. Af ter data collection, the students will be using Microsof t Word to record their f indings. Microsof t Word has been chosen f or its ease of use. T he student will have had previously used this program and will theref ore have little to no dif f iculty during data processing. By having the students write/type out their f indings, students will also be practicing their written language skills. Af ter each of the students have been given an opportunity to type out their f indings using Microsof t Word, I may wish f or the students to share their writings with the class. T his will allow students to learn f rom one another. For example, one student may think of an activity that other students did not. T his will expand their knowledge of the interactions of systems as well as allow students to practice their spoken language skills. T he closure of this lesson has two specif ic goals. First, to act as a review of the lesson. T his will allow the teacher to assess whether or not the students have a f irm grasp on the concepts covered. It will also act as encouragement f or the students to project their knowledge of systems of the body, to other systems in the world. T his in turn, well make a perf ect transition into the next unit.

T he lesson plan itself has been written up using Times New Roman, f ont size 12. T he student data-collection sheets have been written up using Comic sans MS, f ont size 14. T his was done f or various reasons. First, Times is a more f ormal text. Comic sans is less f ormal and more inviting to the students eye. T he text in the student sheets is also larger f or ease of reading. During this unit, f or all the student data collection/data processing sheets, I have been consistent by using Comic sans MS. T his has been done so as not to conf use the students with varying text styles. Directions have been placed on the student data sheet to reduce the number of students asking, What should I do? Having clear directions on each students sheet will enhance classroom management by reducing the amount of direction type questions. T his may also increase student autonomy by allowing them to take ownership of the assignment. Evaluations f or this lesson will be based on various aspects. First, there will be inf ormal observations made during the data collection. Second, the data collection sheets will act as a way to assess the students understanding f or and identif ication of systems. T his will answer the question; Do the students know the systems and their parts? Lastly, the students write-ups will allow the students to demonstrate that they are able to apply their knowledge about the concept. T heref ore, students who are able to identif y f our of the f ive systems and relate the knowledge of their interrelations to a real world situation would have clearly met the objectives. T his lesson was written with Bruners theory of the spiral curriculum in mind. T heref ore, it may be altered to accommodate students at various developmental and cognitive levels. T his lesson may also be easily modif ied to assist special learners in the classroom. T his may be accomplished by providing more individualistic assistance, yet it will vary depending on the specif ic student. E-Mail Jamie !