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Title - Interacting Systems
By - Jamie Rettke
Subject - Science, Computers
Grade Level - 2-4
Guided Discovery Lesson (With Technology)
Topic: Identification of systems of the human
body and how they interact
Science standards:
Illinois
Learning Standards
·
State Goal 12: Understand the
fundamental concepts, principles and interactions of the life, physical and
earth/space sciences.
o
Learning Standard A: Know and apply concepts that explain how living things
function, adapt and change.
n
Learning Benchmark 12.A.1a: Identify
and describe the component parts of living things and their major functions
(p. 34).
·
State Goal 23: Understand human
body systems and factors that influence growth and development.
o
Learning Standard A: Describe and explain the structure and functions of the
human body systems and how they interrelate.
n
Learning Benchmark 23.A.1: Identify
basic parts of the body systems and their functions (e.g., heart, lungs, and
eyes) (p. 72).
Grade level: 2nd Grade
Student objectives:
When asked, the students will be
able to:
1.
Recognize and identify four of
the five major systems of the human body when viewed on laser disc
2.
Describe the major function of
four of the five 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 identify those systems
·
Recording - record two examples
of how two of the systems interact together using Microsoft Word
Materials:
For the teacher:
·
Laser disc player
·
Print out of selected barcodes
for 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 Microsoft Word
Material preparation
before the activity:
Teacher must pre-select
various video clips giving examples of each of the five major systems in the
human body.
Motivation component:
(~ 5 minutes)
[Flex arms up and down]
Ask students "Can you identify what major system of the body, I am using to
flex my arm?" [Skeletal system/nervous system] Perform other activities and
see if the students are able to identify the systems involved. Ask students
to justify their answers.
Learning activities:
Questions: (~
10 minutes)
1.
What are the five 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. They are to watch the video and identify
which system is being shown. Once they have identified the system, they are
to write down the name of the system on the corresponding line on the data collection
sheet. After they have identified all the systems on the videodisk, they are
to list two different 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 Microsoft Word to type out their information.
(The students will have previous knowledge of using Microsoft 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 before 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 for 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
justify 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' findings. 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.
The students will need to write 3-4 complete sentences describing how the systems
work together to perform 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.] The students will first write
their sentences on a sheet of paper. Later, they will use Microsoft Word to
type out their paragraph. Time for this should be allotted later in the day
as well as during free time.
Closure: (~ 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?" This
question can be asked in various ways, depending on what science unit is to
follow. Students
may relate their knowledge of systems, in general,
to other systems such as the solar system or systems found in nature. Review
that all systems have independent parts that work together to function 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. Identify
which systems are working together in that activity.
 Activity 1:
 Working Systems:
 Activity 2:
 Working Systems:
Student data collection sheet Ó
Rationale:
This lesson is culminating
activity to be used at the end of the unit on the human body. This activity
was chosen because it not only reexamines the major systems of the body, but
it also activates student's prior knowledge of the concept of systems. These
ideas "transcend disciplinary boundaries and prove fruitful in explanation,
in theory, in observation, and in design" (Benchmarks, p. 123). The students
must use previously learned information to identify a system as a set of independent
objects that work together to function as a whole. The backbone of the entire
lesson is based on the stimulation of prior knowledge.
The objectives chosen
for the students correspond with the Illinois State Goals. The students are
asked to apply their knowledge of the concept at hand, systems of the human
body. The will need to identify and describe the functions of various systems
as well as demonstrate how these systems interact and are interdependent upon
one another. This is done during the data collection phase, by allowing the
student to view various systems (of the body) in action. They will then need
to take a minds-on approach to evaluate different 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 for scientific literacy. From a scientific standpoint,
this is what specialists in any science do. They observe an event and record
their findings.
To incorporate technology
into the lesson, the students will view various systems (of the body) on laser
disk. This gives the students a more concrete, real-world perspective. It
allows the students to see the actual systems (organs) while still maintaining
grade appropriateness.
The timing for each
phase of the lesson averages about 10 minutes. This was done for 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.
The 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.
The 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. The questions
to be asked by the instructor are to assess the knowledge of the students and
to spark motivation. This will also allow the students to begin thinking in
a minds-on manner even before data processing. The types of questions may also
act as a transition into data collection. Questions have been proposed and
the students will now investigate. The 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 frustration. Student data sheets are to
be distributed after the questioning phase for reasons of classroom management.
The 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 Britannica's 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 food. From this, the students should be
able to identify that as the beginning steps of digestion. Each of the five
systems covered in this unit is represented within the six video clips. Each
of the clips are within the students' ZPD and therefore are easily identifiable.
The following will explain each of the video clips to be viewed by the students:
1. Circulatory
(LD27/frames 27004-30206): traces the blood flow through the circulatory system,
showing the heard and blood vessels
2. Respiratory
(LD27/frames 12587-14311): displays a person breathing and demonstrated how
air flows in through the nose to the lungs
3. Nervous
(LD25/frames 24752-25001): shows enlarged picture of the brain and the pathway
of nerve impulses throughout the body
4. Digestive
(LD26/frames 02819-03156/07690-08027): displays people eating then shows a x-ray
of a person chewing and swallowing food
5. Skeletal
(LD29/frames 09220-09926): shows a full 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. The students will only view the systems.
Throughout the unit, the students would have a great deal of experience with
the different systems and should only need visual assistance to identify them.
By carrying out the activity in this way, the students will have to call upon
the prior knowledge of each system studied.
After data collection, the students
will be using Microsoft Word to record their findings. Microsoft Word has been
chosen for its ease of use. The student will have had previously used this
program and will therefore have little to no difficulty during data processing.
By having the students write/type out their findings, students will also be
practicing their written language skills.
After each of the students have
been given an opportunity to type out their findings using Microsoft Word, I
may wish for the students to share their writings with the class. This will
allow students to learn from one another. For example, one student may think
of an activity that other students did not. This will expand their knowledge
of the interactions of systems as well as allow students to practice their spoken
language skills.
The closure of this lesson has
two specific goals. First, to act as a review of the lesson. This will allow
the teacher to assess whether or not the students have a firm grasp on the concepts
covered. It will also act as encouragement for the students to project their
knowledge of systems of the body, to other systems in the world. This in turn,
well make a perfect transition into the next unit.
The lesson plan itself has been
written up using Times New Roman, font size 12. The student data-collection
sheets have been written up using Comic sans MS, font size 14. This was done
for various reasons. First, Times is a more formal text. Comic sans is less
formal and more inviting to the students' eye. The text in the student sheets
is also larger for ease of reading. During this unit, for all the student data
collection/data processing sheets, I have been consistent by using Comic sans
MS. This has been done so as not to confuse 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
student's sheet will enhance classroom management by reducing the amount of
direction type questions. This may also increase student autonomy by allowing
them to take ownership of the assignment.
Evaluations for this
lesson will be based on various aspects. First, there will be informal observations
made during the data collection. Second, the data collection sheets will act
as a way to assess the students' understanding for and identification of systems.
This 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. Therefore, students
who are able to identify four of the five systems and relate the knowledge of
their interrelations to a real world situation would have clearly met the objectives.
This lesson was written
with Bruner's theory of the spiral curriculum in mind. Therefore, it may be
altered to accommodate students at various developmental and cognitive levels.
This lesson may also be easily modified to assist special learners in the classroom.
This may be accomplished by providing more individualistic assistance, yet it
will vary depending on the specific student.
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