Beacon Lesson Plan Library

Systems Working Together

Sandi King
Bay District Schools

Description

How do the systems of the human body work together to carry out the processes needed for life? Through various activities, students become aware of the interdependence of our body systems. Students also practice reading in the content area.

Objectives

The student understands explicit and implicit ideas and information in fourth-grade or higher texts (for example, knowing main idea or essential message, connecting important ideas with corresponding details, making inferences about information, distinguishing between significant and minor details, knowing chronological order of events).

The student reads and organizes information (for example, in outlines, timelines, graphic organizers) throughout a single source for a variety of purposes (for example, discovering models for own writing, making a report, conducting interviews, taking a test, performing a task).

The student writes notes, comments, and observations that reflect comprehension of fourth grade or higher level content and experiences from a variety of media.

The student knows that complex animals have specialized organs to carry out life processes.

The student knows the major organ systems of the human body.

The student understands the functions of various body systems.

The student knows that processes needed for life are carried out by the cells.

Materials

- One shoe box decorated or labeled to represent a coffin
- Copies and transparency of the article, The Body Team, from associated files (one copy per student plus the demonstration transparency)
- Copies of the implicit questions that accompany the article, The Body Team (one per students)
- Student Web Lesson, Did I Read It or Not? available through the unit plan (see Extensions)
- Transparency of the graphic, Teamwork, from the associated files
- Student science notebooks (made on day one for this unit)
- Overhead projector
- Copy of the Formative Assessment Checklist (see the Extensions section of this lesson plan)
- Copies of the System Name Cards from the associated files
- Copy of the scenarios from the associated files

Preparations

1. Decorate or label one shoe box to represent a coffin.
2. Download, print, and duplicate copies and transparency of the article, The Body Team, from associated files. You need one copy per student plus the demonstration transparency.
3. Download, print and copy the implicit questions that accompany the article, The Body Team . You need one copy per student.
4. Preview the Student Web Lesson, Did I Read It or Not? A link to the lesson is in the Weblinks section of this lesson plan.
5. Download, print, and make a transparency of the graphic, Teamwork, from the associated files.
6. Locate a dictionary.
7. Pass out the student science notebooks (made on day one for this unit).
8. Locate an overhead projector.
9. Download and copy of the Formative Assessment Checklist (see the Extensions section of this lesson plan). If you are using this lesson plan as part of the unit, The Inside Story, this Formative Assessment Checklist has been used daily.
10. Download, print, and make copies of the System Name Cards from the associated files. You need one set of cards per group of 7 students.
11. Download and print a copy of the scenarios from the associated files.

Procedures

This lesson plan is to be used on day 12 of the unit, The Inside Story - Cells, Organs, and Systems of the Human Body. This is lesson plan ten of twelve included in the unit. This lesson plan integrates reading, writing, and science.

Review

1. Review previous information about cells, tissue, organs, and all systems studied previously.

*Be sure to have students use their science notebooks as a reference as you ask questions about previous activities in science, reading in the content area, and writing in their science notebooks.

* Specifically, be sure to ask questions from the previous readings to reinforce the new information and to continue checking for comprehension. Use the questions supplied in previous lesson plans as your source for review.

*As you are reviewing, check for individual student’s understanding and mark the Formative Assessment Checklist that was begun on the first day of this unit. Give individualized feedback, both affirmative, “That’s it! Neurons are another name for nerve cells.” and corrective, “Think about what cells need to stay alive. Why must blood vessels be included in our brain?”

2. Review the requirements of Summative Assessment #5, the body systems project, which was introduced previously. Collect any parent signed portion of the information packet not collected previously. Contact any parent who has not signed and returned the bottom portion of the information packet to be sure they are aware of the project criteria and due date.

Reading/Science -

Introduction –

3. Using one set of the System Name Cards from the associated files, fan the cards in your hand like playing cards, but turn them so the students can see the system name on each card. Explain that the fan of cards represent a human body.

* Select a student to come select a card. When the card is removed from the fan, let all the other cards fall in the coffin box. Explain the necessity of the removed system for life of the cells. For instance, if the urinary system is removed, state that without being able to remove extra water and waste from our blood, our body cells would become so full of poisons from the waste we would die, and so full of water, we could not hold it all and we would die.

* Repeat this procedure several times until students begin to understand the relationships and interdependence of the body systems.

4. As a reading activity, students silently read the article, The Body Team. Before reading alert students that they are reading for the purpose of finding implicit information. Implicit means that the information is not stated in the article, but you can figure out the information from reading the article.

* This is the fourth and final day of our study of implicit questioning. If needed, examples of implicit questioning can be obtained from yesterday’s lesson.

5. Pass out individual copies of the article, The Body Team, and display a large projection of the article using the overhead. Allow about five minutes for students to read the article.

* As students are reading, orally praise any students who have gotten out a piece of paper and are making notes or drawing a graphic organizer.

6. After students have completed the reading, distribute the implicit questions sheet. Allow about 15 minutes for students to answer these questions.

7. Upon completion of the written answers to the implicit questions, have students orally share their answers. Dissect the question to see if it is implicit. Ask various students to respond to the statement “Since we know . . . , it is implied that . . .”

8. Formative feedback should be given as you mark the Formative Assessment Checklist from the unit's associated files. Use the checklist to note individual students who had problems with the content on previous days and be sure to direct specific questions to these students. Mark your checklist as to their ability to locate implicit information as well as to answer today’s questions.

* Be sure to give corrective and affirmative feedback. Corrective feedback might include responses such as, “No. Our article tells us that our body team wins by keeping our cells alive and healthy. That is not implied information.” Affirmative feedback might include responses such as, ”That’s right! Since we know that our body systems work as a team, it is implied that the circulatory system is part of the body team. The information we read about our body team led us to imply the information to all the body systems.”

9. To review and hone the skills of understanding explicit and implicit information from a written text, students begin using the Student Web Lesson, Did I Read It or Not? Student Web Lessons are best used by pairs of students as this allows students to serve as mentors to each other and encourages students to orally reason their responses while interacting with the lesson.

* Using the Student Web Lesson by all students can be accomplished if the web lesson is continually displayed and students take turns throughout the rest of the day’s activities for two days. Each pair of students should be able to complete the web lesson in twenty minutes or less.

* If a lab is available, all students can complete the web lesson simultaneously; however, the use of pairs for the lesson is still desirable.

Writing –

10. Remind students of how they organized the science information in their science notebooks (outline, paragraph, and graphic organizer/illustration). Have students put their science notebooks on their desks. On the table of contents page, make the entry “Body Systems – page 23." Have the students turn to page 21 and looking at yesterday’s outline, review the rules of outlining.

11. Students write an outline independently.

12. Science notebooks are put aside, but will be used again after the activity.

Science –

13. Display the transparency, Teamwork Graphics.

14. Activity – Which Systems are Used?
This is a whole group activity for students to show understanding of the interdependence of the body systems. Instructions for the activity, as well as the necessary cards and scenarios are available from this lesson plan’s associated files.

15. During the activity, conduct individual formative assessments of the components and function of our body systems and their role in keeping our cells alive. Give corrective and affirmative oral feedback as you are marking the Formative Assessment Checklist.

Writing –

16. Students have read about the interdependence of the body systems, written an outline of the information, and participated in the Which Systems are Used activity. They should be ready to complete today’s science notebook entries.

* Students write a paragraph about the new science knowledge learned today following the Florida Writes models of main idea, facts, and supporting details that you have modeled previously.

* The paragraph should contain notes about factual information, as well as comments and observations about what has been learned through today’s activities. Allow about 15 minutes for students to complete their writings. As they are writing, circulate around the room, and using the criteria from the rubric, give oral formative feedback to individuals.

* Be sure students are using the rubric as their guide.

* Remember that some students can be using the Student Web Lesson while others are writing.

Science/ Language Arts

17. The final activity for today’s lesson is the graphic organizer/illustration that accompanies each day’s entry in the science notebook. The purpose of the illustration is to organize information for a variety of purposes. Allow students about ten minutes to complete their illustration/graphic organizer in their science notebooks. It is important to do the paragraph writing before the graphic organizer since students may use excessive time on the illustration and not keep their focus on the writing. Doing the writing first helps students remain focused.

18. Collect the science notebooks. Make any final comments and/or feedback in the notebooks. Return them to the students to take home.

19. Remind students again of the project due for Summative Assessment #5. The date due should be written on the board. Oral reminders should be given daily. If time allows, students should be given the opportunity to work on their projects in class.

Assessments

1. Formative assessments are integrated in this lesson plan and are described in the procedures section of this lesson plan. Examples of affirmative and corrective oral feedback are also given. A Formative Assessment Checklist is available from the unit's associated files.

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2966. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. The article can be read orally to assist students with reading problems.
3. The Student Web Lesson, Did I Read It or Not?, can be done whole group or in a lab setting.

Web Links

This link may be used as a teacher reference, or for student use for enrichment. Students should not be allowed to use sites without adult supervision as the graphics of some of the body systems are not appropriate for student use at this level. This site allows students to select the body system they would like to explore. Sites contain a wealth of information, graphics, and animations. Since all systems are represented here, adult supervision is strongly advised. Be sure to preview before allowing students to explore this site.
Inner Learning Online, The Human Anatomy Online

This link may be used as a teacher reference, or for student use for enrichment. Students should not be allowed to use these sites without adult supervision as the graphics of some of the body systems are not appropriate for student use at this level. This site gives illustrations of the various body systems. Users select the system and are presented with various illustrations in which to name the organs. Since all systems are represented here, adult supervision is strongly advised. Be sure to preview before allowing students to explore this site.
Web Anatomy

This interactive Student Web Lesson teaches students about implicit and explicit information and then allows them to use the new knowledge as they read articles about the various body systems.
Did I Read it or Not?

Attached Files

Reading text and associated files     File Extension: pdf

Graphics and associated files     File Extension: pdf

Systems Used activity     File Extension: pdf

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