Download Human Body Systems

Our Group’s Body System ____________________
Core __________
Human Body Systems
In this unit we will explore six systems of the body: nervous, digestive, respiratory, circulatory, skin, and
urinary. Students will be divided into five groups which will each be responsible for one organ system.
You will research that system and plan how you would best teach about it to the class. You will then
teach it. Each group will have only three days to research and plan and one day to teach the class about
their system, so activities must be chosen carefully to get all the necessary information to the other
students. Your science teacher will model the format for this activity using the urinary system.
Information that must be included in your lesson includes: the overall job of the system, the organs of
the system, major vocabulary that needs to be learned, and processes that take place in the system.
For your lesson, each group will need to have:
1. A journal prompt to start class and get students thinking about what they already know about the
system.
2. A way to get information about the system such as a Smart document or PowerPoint presentation. A
diagram of the organ system must be part of the information shared with the other students. It should
also include information about the levels of life and how your system fits in with them.
3. An activity that involves students in learning about how the system works.
4. A reflection to check for student understanding.
Good resources for information include the following websites:
http://www.stcms.si.edu/hbs/hbs_student.htm This links to many other sites with great information on
each system.
http://www.kidskonnect.com/subject-index/31-health/337-human-body.html Lots of information on
the systems here and through links.
http://www.kidinfo.com/health/human_body.html
http://kids-learn.org/susansilverman/systems/index.htm
http://kidshealth.org/teen/your_body/
www.brainpop.com
(Username: wcms
Password: wayzata)
Textbook pages about the body systems: Respiratory (E37-43), Digestive (E45-50), Urinary (E52-55),
Circulatory (E65-71), Skin (E83-88), Nervous (E101-107)
Student Roles
B= Before lesson
D= During lesson
Group Facilitator – Makes sure everyone is on-task and has work ready ___________________________
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B-Complete daily checklist to connect with group members
B-Keep track of tasks to ensure even distribution of work
B-Time Management – make sure group members have parts of the lesson ready
B-Organize a group meeting at the beginning and end of each class period
Document Facilitator – Outlines the lesson, gets copies and hands them out _______________________
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B-Storyboard
B-Google Document
B-Complete lesson outline
B-Create list of materials needed (copies, lab supplies, etc.)
D-Pass out materials during the lesson
Introduction – leads journal and discussion, goes over learning target ____________________________
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B-Research body system information
B-Develop a thought-provoking question or activity
D-Starts class with the journal activity
D-Goes over the lesson learning targets
Content Facilitator – Creates, gives instructions and leads direct instruction _______________________
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B-Research body system information
B-Synthesizes the entire groups research into a powerpoint or smartboard doc.
D-Walks the class through the information during the lesson
Student Activity Facilitator – Creates, gives directions and leads activity ___________________________
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B-Research body system information
B-Researches possible activities so students can process the content
D-Runs the activity portion of the lesson
Wrap-up – Create exit activity and assesses’ student results ____________________________________
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B-Research body system information
B-Develop a closing activity to check for student understanding
D-Runs the closing activity portion of the lesson
Lesson Outline
Introduction Activity: _________________________________________________________________
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Source: _____________________________________________ Est. Time: ______________
Information Activities- What will you be doing to get information across: ____________________
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Information Activities- What will the students be doing: ___________________________________
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Write Sources in your technology presentation. Est. Time: ______________
Student Activity: ______________________________________________________________________
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Source: _____________________________________________ Est. Time: ______________
Materials Needed: ____________________________________
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Closure Activity: ______________________________________________________________________
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Source: _____________________________________________ Est. Time: ______________
LESSON IDEAS
Ideas for introduction to class:
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A thought-provoking question
A question that relates your topic to students’ lives
A visual for students to think about and discuss
A brief demonstration that gets the students thinking about your system
A brief anticipation guide (about 5 T or F questions)
Key word prediction (p. 115 of Thinking Strategies book)
Ideas for activities:
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Demonstration
Mini-lab
Play / Skit
Part of a Gizmo
BrainPOP and questions
Stations or Carousel
Model building
Game- Pictionary, charades, slap-it, Taboo
Song with actions
Key Word Notes
Body Statues
TAPs
Ideas for closure:
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3-2-1 card
One-word summary
Revisit anticipation guide
One-sentence summary
Analogy comparing the body system to something else
Scrambled sentences (p. 177 of Thinking Strategies book)
Writing frame (p. 187 of Thinking Strategies book)
Who am I
Concrete Spelling
Acrostic
Summary Ball
Revisit key word prediction