Submitted by: Josh Day
 

Date: January 26, 2000

Grade Level(s): 2, 3

Subject(s):

Duration: one 60-minute session

Description: A hands-on, technology-integrated lesson on the skin for second or third graders.

Goals: Students will:
1. demonstrate a broad understanding of the skin
2. demonstrate a broader understanding of the Human Body

Objectives: Students will be able to:

1.list some of the functions that the skin performs for the body.
2.compare and contrast the differences between each other’s fingerprints.
3.use the internet as a source for further learning

Materials:

Procedure:

Lesson Intro:

1. Organize students in their groups for computer work (4-5 per group)

2. Ask student if they remember talking about bones last week.
- Bring up and revisit web-site Human Anatomy Online to refresh the students on last weeks lesson.
- Well can you see your bones? Why not? – Our skin

3. “Today we are going to talk about our skin”
- Let’s take a closer look at one of our skin’s jobs

4. Discuss the directions for I’m Feeling Fine (pg. 3) and proceed with the activity.
- Pass out worksheet that goes with activity.
- Pass out paper bags for activity.

Lesson Focus:

1. Discuss results of activity #1
- Collect paper bags
- Can anyone guess what one of our five senses helped us get the best answer?
- TOUCH- that’s just one of the jobs our skin provides for us.
- Have all students visit the web-site http://www.fi.edu/qa97/me10.html
- Go through the site on projection screen, showing the students how our skin works with our sense of touch

2. Using a Powerpoint presentation on the projection screen discuss and illustrate the other jobs that our skin performs- children do fact web on their data sheet. The 5 slides would include:
- Provides the body’s sense of touch – keeps us safe (burns)
- Our covering: It keeps all of our body parts in our body- Can’t see them.
- It keeps dirt, germs and bad stuff out. – Protects our inner body
- Controls our body temperature. (Goose bumps, sweating)
- Makes you special- only one YOU (fingerprints)!

Closure:

1. Organize the students into groups and give directions for Fingerprint Fun.
- Pass out paper and ink pads
- Ask them to get out their markers and crayons

2. After most students are done with picture, close by giving them this Fun Facts about the skin:
- Out of all the organs in the body our skin is the heaviest and largest one- it covers 21sq. feet and weighs about 9 pounds in an adult.
- Also, students finished early can check out other neat facts about our skin and our fingerprints on the web at:
http://sentrykids.com - electronic fingerprinting
or http://yucky.com - “gross” and fun facts about the human bodyI’m FEELING Fine

Materials:
- Pine branches with needles
- Hot Hands hand warmers.
- Zip-lock bags with ice cubes inside
- Cotton balls
- Paper bags
- Data sheet

Procedure:
1. Organize the students into four groups.
2. Place each object into a separate bag and number the bag. There should be four bags: #1- cotton balls, #2- Hot Hands, #3- pine branches, #4- ice cubes
3. Tell students that they are not allowed to look, instead use their hands to “see” what is in the bag. Begin passing the bags to each group.
4. Ask the students to look at their data sheet, and connect the bag # to the descriptive word in the other column. The students may also guess what the object is.
5. Make sure every student gets to feel in each bag
6. Discuss their findings.

Assessment:

Because this is designed to be an introductory lesson to our skin, my evaluation would mostly focus on students’ observable behaviors rather than on immediate standard tests. For an evaluation of the students, I would design a rubric to rate the students from 0-3 on each category mainly through observation. I would use the following criteria for my rubric:

1.Participation
2.Cooperation with others
3.Pays attention
4.Behaves appropriately
5.Follows directions
6.Stays on task/Completion of data sheet
7.Imagination/Creativity/Individuality

Useful Internet Resources:

Human Anatomy Online
http://www.innerbody.com/htm/body.html

Touching
http://www.fi.edu/qa97/me10/me10.html

Sentry Kids
http://sentrykids.com

Yuckiest Site on the Internet
http://www.yucky.com
 

Data Sheet

Draw a line to the word that best matches what is inside that bag. You can also write what your group thinks is in the bag on the line.

1. Bag # 1 cold ___________

2.Bag # 2 soft ___________

3.Bag #3 sharp___________

4.Bag # 4 hot ____________

Fingerprint Fun

Materials:

Procedures:

1.Allow children to press their finger on to an inkpad, and then on to their paper.
2.Encourage children to make animals, insects, people or any creations using their fingerprint and crayons/markers.
3.On the remaining space of paper, children can make a scene for their creation.

Enrichment:

Science-students could look closely at their fingerprint and decide which one of the three types they are. In addition, they could explore skin color and melanin.

Art- students could draw and color during finger printing. Encourage the students to create a scene or habitat for their finger print design.

* Children can look at the additional websites or for bonus find other skin web sites.

* In addition, a teacher could plan an extension project in which the class was broken up into 5 groups. Each group is assigned a topic from one of the 5 powerpoint slides. Each group would be responsible for finding at least one web site on their topic. In addition, they could design a multimedia presentation for the class.

http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Interdisciplinary/INT0125.html
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: 2^nd 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.

http://www.lessonplanspage.com/ScienceCIInteractingSystemsHumanBody24.htm

Title - Probing into Plant Parts
By - Sean Kathryn O'Connor
Primary Subject - Science
Secondary Subjects - Computers, Multidisciplinary
Grade Level - 1-4
John Hydock Elementary School
Mansfield School District
Burlington County, New Jersey

Meets the following NJ Core Curriculum Standards:

Standard 3.2: All Students Will Listen Actively in A variety Of Situations To Information From A variety Of Sources.

Standard 5.2: All Students will develop Problem-Solving, Decision-making And inquiry Skills, Reflected By Formulating- Usable Questions And Hypotheses, Planning- Experiments, Conducting, Systematic Observations, Interpreting And analyzing Data, Drawing Conclusions. And Communicating Results.

Standard 5.6: All Students Will Gain An Understanding of the structure, characteristics and basic needs of organisms.

Standard 5.7: All Students Will Investigate The Diversity Of Life.

Goals:
Students will obtain a better understanding of a plant as an organism with needs, and how the various parts of the organism help it to meet its needs.
Students will gain a higher comprehension of making predictions, setting a hypothesis, Conducting an experiment, waiting for data/collection, and drawing conclusions/analyzing the data.
Students will understand how some plants are alike and different.

Objectives:
Students will use a Venn diagram to identify the similarities and differences between trees and other plants.
Students will identify various parts of plants and determine which parts people eat. (Carrot - root, apple - fruit/seed, celery - stem, lettuce - leaf)
Students will conduct a celery stalk experiment in which they determine the value and use of the stem, and how it helps the plant to meet its needs.

Materials Needed: Laptop computers (mobile lab), digital camera, plant and tree part diagram, paper, apple, celery, carrots, lettuce, dip, carrot/celery sticks, baby food jars (6), food coloring, plant part cut&paste homework sheet, chart paper, markers, chart sheets for students, paper towels, water, newspaper, Red Leaf, Yellow Leaf by Lois Ehlert

Procedures / Activities:

Introduction:
Whole group discussions of what plants need to survive and grow. (soil, air, water, sunlight)

Pose the question, 'How do plants get what they need to survive?'

Show students the cover of Red Leaf, Yellow Leaf by Lois Ehlert. Students make predictions, set purpose (parts of a tree) and read aloud.

Discuss parts of a tree and how they help it to survive. Show students two diagrams-. Plant parts and Tree parts.

Make a Venn diagram and students compare similarities and differences between both.

Development:
Pass around carrots, celery, lettuce, and an apple. Ask students to notice similarities and differences between them.

Create a 4-column chart on chart paper titled, Which Part Do We Eat?

Students construct charts at their desks (see chart below) and identify answers: leaf=lettuce, root=carrot, stem=celery, fruit/seed=apple

Groups discuss what each part does-. (root gets water and food from the soil, etc.)

Focus on the stem, ask students what the stem does. If celery is a stem, what would happen if we gave it different colored water? Would it change, stay the same, die?

Students are given their laptop computers (Our school has a mobile computer lab) and their predictions are drawn in Paint Artist. (Microsoft)

Conclusion:
Students continue to draw predictions while small groups are called to the science center to conduct experiment with teacher assistance.

Take digital pictures of experiments when groups are completed to use for comparison later on.

Students eat celery sticks, carrot sticks, and dip.

Discuss plant part cut and paste homework sheet.

Student Outcomes:
Through observation, interviews consisting of open and closed-ended questions, and reviewing the students' work, it will be evident that the students have achieved the following; knowledge of plant parts and tree parts, a comprehension of how the parts of an organism help it to survive, an understanding of the scientific process, the use of a Venn diagram, the different parts of plants that people eat, and how to integrate technology into science.

Suggested Changes: I will most certainly use this plan again next year!

What went well? I feel that the lesson was very effective, because the students met and exceeded all of the objectives. They were able to relate to the material, have hands-on experience, and have fun. The lesson ran smoothly because of how prepared the classroom was. The science center materials were ready to use, laptops were ready, as were the assignment papers and the digital camera.

What should be changed for next time? The next time that I facilitate this lesson I would like to create a rubric to use for assessment. Students will give input of what they think the rubric should consist of: participation, teamwork, correct answers, etc. This will make the outcomes a lot more clear. I would also like to integrate a student evaluation to find out how they feel. More time will be needed in order to do these things.

http://www.lessonplanspage.com/ScienceCIMDPlants-VsTrees-EdibleParts-CeleryAnalysis14.htm

Weather Data

An AskERIC Lesson Plan

Author: Dorothy Justice, Sandy Plains School, Baltimore, MD

Date: 1994

Grade Level(s): 1

Subject(s):

MAJOR OBJECTIVES:

MATERIALS CHECKLIST:

TIME REQUIRED: 1/2 class period per month, ongoing daily activity

ACTIVITIES AND PROCEDURES:

·        Have the students use their tally sheets to record the weather (for example, cloudy, foggy, rainy) each day during the month. Tally their information on a large tally sheet.

http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Meteorology/MET0026.html

The El Nino Effect Using the Internet

An AskERIC Lesson Plan

Submitted By: Libby Clabo
Endorsed By: P. Sean Smith, Ph.D., Berea College, Berea Ky<

Date: January 31st, 1998

Objective(s)

Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. Students identify and analyze systems and the ways their components work together or affect each other.

Grade Level(s): 4

Subject(s):

Overview

This lesson is a good one for students to have a better understanding for their environment.  It is important for students to have an understanding for the things around them. El nino effects us every 3-5 years and that will definitely be in the students life time. It is important for students to know about the weather patterns and how they are effected by the El nino effect. Through doing this lesson the students will have a better understanding of why every so often it is warmer in December through January than it is compared to other winter months. This lesson will allow the students to get familiar with the El nino effect and learn more about it.

Learner outcomes for the lesson

 After this lesson, students will
* be more knowledgeable about the el nino effect
* use information that they find and write a story over it
* use the internet

Procedure

1. Have students log on to one or more of these site on the El nino effect:
http://quest.arc.nasa.gov/topex/student/NASAfact/ El _ Nino .html
http://www.xmission.com/~hunter/ el _ nino .html
http://www.atmos.washington.edu/gcg/RTN/Figures/RTN7.html
http://observe.ivv.nasa.gov/nasa/earth/ el _ nino /elnino1.html

2. Have students to find some interesting things that they want to bring to the classes attention on the El nino effect.

3. Discuss with the children why the El nino effects occurs and ask them if they think there is anything that they can do to stop it from happening.

4. Have the students write a story about how they think they could stop the El nino effect.

Extensions

Have students see if they can browse the web and find some more sites on the El nino effect.

Assessment

I would assess the children by reading the stories that they wrote and seeing if they used the information that they found on the net to come up with their story of how they would end the El nino effect. Through writing the story they are having fun with the information that they found by being creative. I can assess them in this way by seeing how well they put this information into their story. I would also assess them by having them present information to the whole class about what they found on the net. By doing this I would know how much information they obtained through doing their internet searching.

Resources

Internet access and access to a program similar to Microsoft word if not available.

http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Meteorology/MET0025.html

Understanding Weather

An AskERIC Lesson Plan

Author: Janet R. Sheppard, Paragon Elementary School, Paragon, Indiana

Date: 1994

Grade Level(s): 4

Subject(s):

MAJOR OBJECTIVES:

MATERIALS CHECKLIST:

TIME REQUIRED:

ACTIVITIES AND PROCEDURES:

·        Have the students keep daily records of temperature, air pressure, humidity, cloud types, cloud cover, wind, and precipitation, enter the data into the teacher-developed spreadsheet template, and make bar graphs weekly.

(1) question-and-answer data file;

(2) a flashcard set;

(3) coloring book using the desktop publishing software;

(4) crossword puzzle;

(5) set of word search and spelling practice exercises; and

(6) a survey of weather instruments students have at home.

http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Meteorology/MET0021.html

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