Download Body Works - Scholastic Canada

T E
A C H E R ’ S
N O T E S
Focus:
Students explore the human
body: major organs and body systems,
how people’s choices affect the body,
and the importance of good nutrition.
Learning Goals:
Students will have opportunities to learn
• how to correctly use the terms circulatory
system, respiratory system, digestion,
nutrient, nutrition
• that the human body is made up of major
body systems
• the functions of major organs
• that all organs are designed for specific
purposes and fulfill certain roles
• how the major systems in the body
interrelate
• that the human body cannot function well if one
body system isn’t working properly
• how the choices people make affect their body
systems, their organs, and overall health
Discussion Prompts:
© Scholastic Canada Ltd., 2010
• What are some systems that make up the human
body?
• What are some of the major organs in the human
body?
• What does your body need to live?
• What happens when one body system fails?
• Why are nutrients important?
• Which behaviours or habits can lead to health
problems?
• What is a healthy lifestyle? Which activities and
foods are good for the human body?
Assessment Prompts:
• Do students demonstrate, in their discussion and
answers to questions, understanding of the science
vocabulary used in the cards for this unit?
• Are students able to carry out the skills of scientific
inquiry, following activity procedure steps safely
and accurately, making observations when
appropriate?
• Assess students’ responses during discussions.
- Can students explain the role of five major body
systems?
- Are students able to describe the role of two or
three major organs (e.g., heart, lungs, brain)?
- Can students give an example of how body
systems interrelate?
- Are students able to describe two or more
disorders of body systems?
- Can students explain how the heart pumps
blood?
- Can students explain how environmental factors
can affect their health?
- Can students suggest ways to incorporate
exercise and good nutrition into each day?
Links to PCSP Student Book Body Works :
Card 1: see Lessons 1–3
Card 2: see Lessons 4 and 6
Card 3: see Lessons 3, 10, and 11
Card 4: see Lessons 7–9, and 11
Card 5: see Lessons 3, 5, 7, 8, and 10
Focus:
Students explore the
nervous system, the digestive system,
and other major body systems.
Activity Description: Students see a new screen,
entitled “A Bundle of Nerves.” This page features an enlarged
photograph of a boy playing wheelchair baseball. Text answers
the Think question. When students click “continue,” a new
screen, called “Reach for the Top,” appears. Introductory
text states that many people who have spinal cord injuries
or challenges still excel at sports. Canada has many talented
Paralympic athletes. There is a photograph of Chantel Petitclerc
and a brief biography. When students click “continue,” they
see a photograph of Billy Bridges and text explaining his
achievements. One more click on the “continue” icon leads to a
photograph of Lisa Marie Franks
and a description of her sporting
abilities.
Introduce students to the
topic with the video that
shows a male figure running.
Discuss the video and any
comments or questions
students may have.
Learning Goal: Students
learn about some famous
athletes who have spinal cord
injuries or challenges.
Ask Students: Which
movements are most affected
by damage to the spinal cord?
(movement in legs)
Assessment: Can students
explain how the nervous system
controls movement in the legs?
Activity Description: Students see a new screen called “Taking
Sides.” Text answers the Think question and is accompanied by a large
illustration of the human brain. When students click on the orange icon a
drag-and-drop game appears. Students place the pictured items into the
left brain or right brain. This is a timed activity.
© Scholastic Canada Ltd., 2010
Learning Goal: Students learn why the brain is divided into two halves
and how this structure is linked to various functions.
Ask Students: Describe a left-brain task. Describe a right-brain task.
Assessment: Have students create a two-column chart to sort the
following activities into “Left Brain” or “Right Brain” functions: map- reading,
continued next page
PCSP Interactive Science Teacher’s Notes
Activity Description:
A new screen called “System
Breakdown” appears. On the
left, is a brief description of
a disorder. A drag-and-drop
activity asks students to place
an icon for “Nervous System”
or “Digestive System” to
label correctly the type of
disorder pictured. Disorders
include the following:
Crohn’s disease, seizures,
continued next page
2
continued from page 2
playing an instrument, doing
a crossword, modelling with
clay, solving math problems,
making a structure with blocks,
playing chess, reading a book.
Ask students to add three more
activities and place them in the
correct column.
continued from page 2
ulcers, diabetes, Cerebral palsy, Alzheimer’s disease,
and appendicitis. More information about each disorder
appears after the student successfully drops the correct
heading onto the picture. This is a timed activity.
© Scholastic Canada Ltd., 2010
Learning Goal: Students explore some common
disorders that affect the nervous or digestive systems.
Ask Students: Have students choose one disorder and
write a paragraph explaining the disorder and which body
system it affects.
Assessment: Did students’ paragraphs include a
clear explanation of the disorder? Did students provide
the correct body system that the condition affects? Did
students use correct scientific terminology?
PCSP Interactive Science Teacher’s Notes
Activity Description: A new screen called “Systems
and Organs” appears and text tells students to click
on the icons to learn more about various organs. Next
students click the orange icon. A screen called “Get It
Together” appears with a timed drag-and-drop activity
about five major body systems.
Learning Goal: Students identify main organs and
learn how various body systems interrelate.
Ask Students: Name five main organs and state
their functions. Which body systems do they each
belong to?
Assessment: Were students’ answers correct? Based
on their knowledge of major organs, do they understand
how body systems interrelate?
3
Focus:
Students explore the
main functions of the heart.
Activity Description: Students view an illustration of an
artery with accompanying text that answers the first Think question
(Why do arteries have tough, muscular walls?). Then students click
“continue” and investigate a labelled illustration of a vein and an
accompanying explanation that answers a second Think question
(Why do veins have valves to control the blood flow?). Lastly
continuednext
nextpage
page
continued
Introduce students to
the topic with the video
that shows animated
illustrations of the heart
pumping blood through the
body. Discuss the video and
any comments or questions
students may have.
Activity Description: Text
answers the Think question, and a
labelled diagram of a smoker’s artery
supports the explanation. Students
click “continue” and view a screen
called “Inside a Healthy Artery,”
which features a close-up illustration
of a healthy artery, with labels
showing blood cells and platelets.
Activity Description: A new screen entitled “The Heart in Action”
appears. There is a written description of how the heart works and an
animated diagram with arrows showing the flow of blood. Students click
the icons on the diagram to learn more about how the heart works.
Next students click the orange icon and move to a new screen: “Colour
Code”. Text explains the function of the left and right atriums in the
heart. Students drag-and-drop, onto the illustration of the heart, the blue
colour chip for oxygen-poor blood and the red colour chip for oxygenrich blood. This is a timed activity.
© Scholastic Canada Ltd., 2010
Learning Goal: Students investigate the properties of the heart and
discover how the heart pumps blood.
Ask Students: What does the left side of the heart pump?
(oxygenated blood from the lungs to the body) What does the right side
of the heart pump? (oxygen-poor blood from the body to the lungs)
continued next page
PCSP Interactive Science Teacher’s Notes
Learning Goal: Students read
about the risks of smoking and
examine close-up illustrations of
affected and unaffected arteries.
Ask Students: What are the risks
of smoking? What can happen inside
a smoker’s arteries?
Assessment: Do students
recognize that smoking increases the
risk of heart disease? Can students
describe the risks of smoking and
explain what happens inside the
arteries of a smoker? Do students
understand that smoking affects
organs and body systems, and may
have lifelong effects on their bodies?
4
continued from page 4
students click “continue” again and view a labelled illustration of a capillary with text that
answers the final Think question in this series (How wide are most capillaries?).
Learning Goal: Students investigate the structure and function of arteries, veins, and
capillaries, as they relate to the heart and circulatory system.
Ask Students: Can you answer the Think questions without looking at the answers?
Assessment: Do students understand that the structure and function of arteries, veins,
and capillaries are designed to make the circulatory system run efficiently?
Activity Description: Corresponding
to page 4 of the card, this screen
includes the page 4 heart rate activity.
Students take their pulse by following the
instructions provided. Students may click
and drag the coloured bars on the chart
to record their own pulse rate and the
pulse rates of two friends.
Learning Goal: Students expand
their understanding of the heart by
investigating changes in heart rate as a
result of physical activity and resting.
Ask Students: What did you observe
about the effect of exercise on your heart
rate? How long did it take for your heart
rate to return to normal after skipping
rope? What other changes did you notice
during this activity? (heavy breathing,
sweating, feeling warm)
© Scholastic Canada Ltd., 2010
Assessment: What conclusions
can students make about heart rate
as a result of this activity? Do they
understand that exercise makes their
hearts work harder? Did students follow
safety procedures for physical activities?
Did students make accurate graphs of
their results?
continued from page 4
Where does the heart pump the oxygen-rich blood? (to the body) Where does the heart
pump oxygen-poor blood? (to the lungs)
Assessment: Were students able to answer the questions correctly? Do students have a
good understanding of the role of the heart?
PCSP Interactive Science Teacher’s Notes
5
Focus:
Students investigate
respiration and breathing.
Activity Description: The spread entitled “Into Thin Air,” with a
photo of mountaineers with breathing apparatus, includes a detailed
explanation that answers the Think question. When students click the
blue icon, they view an animated video of a man breathing, which shows
the lungs in detail. Students click “Go Back” and then “continue” to
see the spread “Breath of Life.” As students click “continue,” they will
see many other examples of people using oxygen masks to get enough
oxygen: scuba diver, patient in surgery, firefighter, fighter pilot.
Learning Goal: Students explore respiration and discover the
importance of getting enough oxygen to the human body.
continued next page
Introduce students to the
topic with the video that
shows a woman jogging.
Discuss the video and any
comments or questions
students may have.
Activity Description:
Students unscramble the letters
to identify the different parts
of the respiratory system. Once
each word is unscrambled,
an enlarged picture of the
item appears. This is a timed
activity.
Learning Goal: Students
identify different parts of the
respiratory system and explore
continued next page
© Scholastic Canada Ltd., 2010
Activity Description: Students see the heading “First Line of Defence.”
A labelled magnified photograph and detailed text explain how lungs
protect us from germs. Students click “continue” and see a new visual—a
labelled magnified illustration. The text remains unchanged.
Activity Description:
Students click on the blue plus
sign to see an enlarged view of
the same labelled diagram of a
bronchiole.
Learning Goal: Students enhance their understanding of the importance
of the lungs. They learn how the lungs protect them from germs.
Learning Goal: Students
examine small parts of the
respiratory system to learn how
oxygen reaches cells in the body.
Ask Students: Why are the lungs important? How do the lungs protect
people from germs?
Ask Students: What happens
when you breathe in?
Assessment: Do students understand that the lungs are used for
breathing, and that oxygen is essential for life? Do they know the lungs
are part of the respiratory system? Can they explain how the lungs protect
people from germs?
Assessment: Can students
explain briefly what happens in
the body when they breathe in?
PCSP Interactive Science Teacher’s Notes
6
continued from page 6
their functions.
Ask Students: Why is oxygen important? (all cells require it for energy) What are
alveoli? (tiny air sacs that have thin walls, which gas passes through easily) What
does the diaphragm do? (contracts and expands to suck air into lungs) What are
bronchi? (tubes that carry air from trachea to bronchioles) What are bronchioles?
(tiny tubes that branch off bronchus)
Assessment: Do students use appropriate science and technology vocabulary?
Do students understand the basic function of three or more parts of the respiratory
system (e.g., alveoli, diaphragm, bronchi, and so on)?
Activity Description: Corresponding to page 4
of the card, this screen includes the page 4 activity.
When students click the orange icon, they see a new
screen entitled “Breathing Easy.” Here, students are
instructed to click the orange icons to see some indoor
asthma triggers. After clicking “continue,” students will
see some asthma triggers found outdoors.
Learning Goal: Students investigate triggers for
the respiratory disease asthma.
Ask Students: What are some indoor triggers
for asthma? (mould, dust, pet dander, fragrances
and chemicals in cleaning products) What are some
outdoor triggers for asthma? (grass, flowers, paint,
pollen, animals)
Assessment: Are students able to identify several
triggers for asthma? Do they understand that these
triggers can affect the respiratory system? Do they
understand the importance of protecting people with
asthma from these triggers in the environment (e.g.,
dusting the house before having a friend with asthma
visit if dust is a frequent trigger for their friend’s
asthma)?
© Scholastic Canada Ltd., 2010
continued from page 6
Ask Students: Why is it important to get enough oxygen? Why do people breathe
harder when they are higher up a mountain? Describe some technologies that help
people breathe.
Assessment: Can students explain how the lungs and respiratory system help
to meet humans’ basic need for oxygen? Do students use appropriate science and
technology vocabulary?
PCSP Interactive Science Teacher’s Notes
7
Focus:
Students investigate
muscles and bones.
Activity Description: Students click on the icons to find
out about the parts of a bone in this spread called “The
Inside Story”.
Learning Goal: Students discover what’s inside a bone.
continued next page
Introduce students to
the topic with the video
that shows a young male
gymnast executing a
strength routine on the still
rings. Discuss the video and
any comments or questions
students may have.
Activity Description: Text explains that
the muscle in the heart is neither voluntary
nor involuntary, and explains what it is.
Students click “continue” and see a new
screen with illustrations of different muscles.
Students click the images to identify each
type and learn more.
© Scholastic Canada Ltd., 2010
Learning Goal: Students explore three
different kinds of muscle: voluntary,
involuntary, and cardiac.
Ask Students: What is an example of a
voluntary muscle? (biceps, triceps, etc.) An
involuntary muscle? (muscle in intestines)
What type of muscle is your heart made of?
(cardiac)
Assessment: Can students distinguish
between voluntary and involuntary muscles?
Do they understand why some muscles in
the body must move involuntarily?
PCSP Interactive Science Teacher’s Notes
Activity Description:
Students do a timed, dragand-drop activity where they
place labels of bone onto
an illustration of a person’s
skeleton. The labels include
“sternum,” “patella,” and
others.
Learning Goals: Students
identify various bones in the
body’s skeletal system.
Ask Students: Where is the
sternum? Where is the patella?
The femur?
Assessment: Can students
identify three or more bones?
Activity Description:
Text explains what happens
when a bone breaks. An
illustration of a broken bone
supports the text. When
students click “Start,” they
view an animation of the
bone healing process. After
clicking “continue,” they see a
photograph of a girl dancing
and read an explanation
about the role of joints. After
clicking the orange icon,
students may complete a
timed, drag-and-drop activity
to place various pictures with
the correct type of joint.
Learning Goal: Students
read about bone-healing and
explore different types of
joints.
continued next page
8
Activity Description: Corresponding
to page 4 of the card, this screen includes
the page 4 activity. When students click the
orange icon, they read about the importance
of vitamin D to the human body. Next, they
may complete a timed, drag-and-drop activity
about the pros and cons of Sun exposure.
Learning Goals: Students read about the
importance of vitamin D and consider the
benefits and risks of exposure to the Sun.
Ask Students: What is the connection
between the Sun and bones? (get vitamin
D from the Sun, and vitamin D strengthens
bones) What is a benefit of Sun exposure?
(energizes, provides vitamin D) What is a
risk of Sun exposure? (sunburns, skin cancer,
wrinkles, harms eyes)
Assessment: Are students able to explain
the link between the Sun and bones? Can
students explain the pros and cons of Sun
exposure?
continued from page 8
Ask Students: What is bone marrow?
What is spongy bone? What is compact
bone?
Assessment: Do students have a basic
understanding of the inside of bones? Can
students describe the inside of bones briefly,
naming at least two parts?
continued from page 8
© Scholastic Canada Ltd., 2010
Ask Students: What happens when a
bone breaks? (bleeds, clots, hardens into
bone) Name three joints (hinge, pivot, ball
and socket, and so on) What helps people
twist, bend, and move? (joints)
Assessment: Do students have a basic
understanding of bones and joints? Can
students describe briefly the process of
bone healing? Can they explain briefly the
role of joints?
PCSP Interactive Science Teacher’s Notes
9
Focus:
Students explore how our
health is affected by environmental
factors, the media, and our own choices.
Introduce students to the
topic with the video that
shows children eating a
healthy lunch. Discuss
the video and any
comments or questions
students may have.
Activity Description: In this
sequence entitled “Is Technology
Always Good?” students read
text about the pros and cons of
technology, accompanied by a visual
of children playing electronic games.
When students click “continue”
again and again, they will see other
examples of technology that may
affect students.
Learning Goal: Students
examine the pros and cons of
technology’s affect on human
health.
© Scholastic Canada Ltd., 2010
Ask Students: Choose one
technology and describe its pros
and cons, as they relate to human
health.
Assessment: Are students’
descriptions correct? Do students
demonstrate a deep understanding
of this topic?
PCSP Interactive Science Teacher’s Notes
Activity Description:
Students read six tips about
how to make healthy eating
choices. When students click
the orange icon, they may
complete a drag-and-drop
activity where they place foods
into two areas, categorized as
healthy and unhealthy. This is
a timed activity.
Learning Goal: Students
explore healthy food choices.
Ask Students: What is an
example of a healthy lunch?
Does your lunch include foods
from at least three of the four
food groups?
Activity Description:
This spin-the-wheel activity offers
suggestions for staying active in fun
ways.
Learning Goal: Students
discover fun ways to keep active.
Ask Students: Can you list
some fun ways to keep active?
(skating, biking, skateboarding,
tobogganing, dancing, gardening,
doing housework, walking, playing
ball, joining a sports team or class)
Assessment: Do students
understand how they can integrate
exercise into their daily schedule,
without having to go to a gym? Do
students recognize the benefits of
daily exercise?
Assessment: Did students
provide good healthy lunch
ideas? Do they understand
which foods will provide lasting
energy? Do students recognize
the benefits of healthy eating?
10
Activity Description: Corresponding to page 4 of the card, this screen includes the
page 4 pie chart survey about social and media factors that influence your choices about
food, activities, and so on. By clicking the orange icon, students are able to drag the
sliders as required to input the survey results.
Learning Goal: Students create a graph to demonstrate which factors influence their
healthy living choices.
Ask Students: Which factor influenced you the most? The least? Can students
develop their own action plan to enhance healthy living in their own lives?
© Scholastic Canada Ltd., 2010
Assessment: Did students collect accurate data from their surveys? Are students
able to create accurate pie charts to show the results of their surveys? Were students’
action plans sensible and well informed?
PCSP Interactive Science Teacher’s Notes
11
Body Works
(Human Organ Systems)
Overall Rubric
You can use this rubric to assess students’ understanding of
the unit as a whole, after they have completed the five cards
for Body Works. To help you assess communication or
presentation skills students may have used during the activity,
use the Science and Technology Communication and Science
and Technology Presentation rubrics in the Program and
Assessment Guide.
The student
Level 1
Level 2
Level 3
Level 4
Relating Science
and Technology
to Society and
the Environment
(Application of
Concepts and Skills)
Scientific
Investigation and
Technological
Problem Solving
(Inquiry and Design)
© Scholastic Canada Ltd., 2010
Understanding
Basic Concepts
(Knowledge)
PCSP Interactive Science Teacher’s Notes
12