Grade
Level: 7
Science. Lesson topic: Body Systems
Structure and Function
Learning
Goals:
(Texas Essential Knowledge and Skills, Grade 7 Science)
(2)
Scientific investigation and reasoning. The student uses scientific inquiry
methods during laboratory and field investigations. The student is expected to:
(A)
plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment
and technology;
(C)
collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic organizers;
(E)
analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
(3)
Scientific investigation and reasoning. The student uses critical thinking,
scientific reasoning, and problem solving to make informed decisions and knows
the contributions of relevant scientists. The student is expected to:
(A)
in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and experimental
and observational testing, including examining all sides of scientific evidence
of those scientific explanations, so as to encourage critical thinking by the
student;
(B)
use models to represent aspects of the natural world such as a model of Earth's
layers;
(D)
relate the impact of research on scientific thought and society, including the
history of science and contributions of scientists as related to the content.
(4)
Scientific investigation and reasoning. The student knows how to use a variety
of tools and safety equipment to conduct science inquiry. The student is
expected to:
(A)
use appropriate tools to collect, record, and analyze information, including
life science models, hand lens, stereoscopes, microscopes, beakers, Petri
dishes, microscope slides, graduated cylinders, test tubes, meter sticks,
metric rulers, metric tape measures, timing devices, hot plates, balances,
thermometers, calculators, water test kits, computers, temperature and pH
probes, collecting nets, insect traps, globes, digital cameras,
journals/notebooks, and other equipment as needed to teach the curriculum; and
(6)
Matter and energy. The student knows that matter has physical and chemical properties
and can undergo physical and chemical changes. The student is expected to:
(A)
identify that organic compounds contain carbon and other elements such as
hydrogen, oxygen, phosphorus, nitrogen, or sulfur;
(B)
distinguish between physical and chemical changes in matter in the digestive
system; and
(C)
recognize how large molecules are broken down into smaller molecules such as
carbohydrates can be broken down into sugars.
(7) Force,
motion, and energy. The student knows that there is a relationship among force,
motion, and energy. The student is expected to:
(B)
illustrate the transformation of energy within an organism such as the transfer
from chemical energy to heat and thermal energy in digestion; and
(12)
Organisms and environments. The student knows that living systems at all levels
of organization demonstrate the complementary nature of structure and function.
The student is expected to:
(A)
investigate and explain how internal structures of organisms have adaptations
that allow specific functions such as gills in fish, hollow bones in birds, or
xylem in plants;
(B)
identify the main functions of the systems of the human organism, including the
circulatory, respiratory, skeletal, muscular, digestive, excretory,
reproductive, integumentary, nervous, and endocrine systems;
(C)
recognize levels of organization in plants and animals, including cells,
tissues, organs, organ systems, and organisms;
(13)
Organisms and environments. The student knows that a living organism must be
able to maintain balance in stable internal conditions in response to external
and internal stimuli. The student is expected to:
(A)
investigate how organisms respond to external stimuli found in the environment
such as phototropism and fight or flight; and
(B)
describe and relate responses in organisms that may result from internal
stimuli such as wilting in plants and fever or vomiting in animals that allow
them to maintain balance.
(14)
Organisms and environments. The student knows that reproduction is a
characteristic of living organisms and that the instructions for traits are
governed in the genetic material. The student is expected to:
(B)
compare the results of uniform or diverse offspring from sexual reproduction or
asexual reproduction; and
(C)
recognize that inherited traits of individuals are governed in the genetic
material found in the genes within chromosomes in the nucleus.
Prior
knowledge and misconceptions. Students in
grade 7 have already had prior learning regarding many aspects of the human
body, but at a very rudimentary level. They have some idea of how the various
body parts work, but are unable to correctly use the language of the
discipline, or to verbalize their prior learning in any useful way. This
project is designed to “refresh” their memories as well as to give them
additional information as to the anatomy and physiology of a typical human. Student interest is already high without prior
stimulation, as students want to learn about this topic, and they also have
some understanding that learning this in my classroom automatically leads to
their learning about the frog and ultimately to frog dissection. Then they will
complete a comparative lab relating to anatomy of the human versus the frog. So
basically, they enjoy learning about the human from the “GROSS!” perspective of
getting to play with frog guts!
Technology
and resources used. Students will use the Indian Ridge Tech dome
and/or the computers on wheels (COWS) to access the webpages necessary to
complete this project. Additionally,
whenever possible, students are asked to continue working on their projects
from home and to upload all new information that they have gathered.
1.
As with Science projects, students will use my class blog, Junior Knights, to
access pertinent information and deadlines as the time approaches.
In
addition, they will use:
2.
www.daramsey2.wikispaces.com Each
group will have its own wiki space to share its product, based upon the body
system assigned. Each group member must join their group wiki and actively participate. A grading rubric is provided to ensure full
participation by each group member.
3.
Students will use previously linked websites that deal with human anatomy. They
will access this information through my class webpage: http://www2.yisd.net/education/staff/staff.php?sectionid=6325&http://www2.yisd.net/education/staff/staff.php?sectionid=6325&
or
through Google Docs: https://www.google.com/fusiontables/DataSource?docid=1II7fm7cN4pMLXNSHuGpZg-Jz8pu5lagRRhgZyN8&hl=en_US
(This is currently in use, the teacher webpage is currently supplying
Science Project information under useful links)
In
this way, it is hoped that this will serve as a “preventative” measure so that
students aren’t needlessly surfing and to increase student and group
productivity.
Activities
list.
1. Students will be placed in groups of
two-three members each, depending on class size.
2.
Using a spinner, the teacher will allow each team to come and “choose” their
body system, based on what is left after previous teams have chosen (nervous,
circulatory, digestive, etc.) There are 12 systems to choose from.
3.
The teacher will discuss the project expectations for the class. Copies of all
instructions will also be provided so that students will know what to do.
4. Students will log on to the school server
using the computers available and be given a tutorial of how to use a Wiki, so
that participation is possible. Students will also be given written directions
and instructions for compliance.
5. Students will sit with member(s) of their
group and decide which partners will be responsible for which project components.
This information must be provided to the teacher.
6. Students will be given the opportunity to ask
questions if they have them.
Project
assessment. See rubric below.
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Project requirements
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Scale Score 4 - 0
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Anatomy (All pertinent components are clearly
visible and labeled)
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Physiology (Function of system is clearly defined)
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Injuries and diseases present with description and system effects
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Medical treatments are
provided and discussed
|
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Homeostasis is described and discussed
|
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Body system interactions are present and discussed
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Active group participation and collaboration
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Active MEMBER participation and collaboration with group
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Ms. Ramsey,
ReplyDeleteThis is a very neat project. I agree that it is very important to provide a list of resources for students to use to prevent off task behavior or to avoid the dreaded searching and searching for that perfect webpage with every piece of information they will ever need that does not exist. Students can find almost any piece of information they want until it comes to academics- then suddenly it is as though they have never heard of the internet before.
Perhaps to encourage better internet usage, you could have students contribute a website that they found that was useful outside of the ones provided to their wikis as a suggestion for others to look at once they have looked at the finished wiki product (and provide a rubric for what constitutes a proper website versus an improper one). They would need to explain the content of the wiki and provide their own review of the effectiveness of the website as a teaching tool. This may be a bit much, but perhaps this could be a DI for your GT students or those who are apt to well in this type of activity.
I like that you are using this project to lead them into the comparative anatomy frog dissection lab. In doing so, perhaps as part of the wiki, after they have fulfilled their requirements as outlined in your lesson, they could add a small labeled diagram of the frog’s comparative system in order to prep them for the actual wet lab.
Something that I would add (and it is something that I now think I need to add to my own lesson) is to have the students create a glossary or vocabulary list within the wiki for their system. As you stated, they are often unable to use the correct language/ vocabulary to properly explain their understanding although they do have a basic idea of the concepts in terms of prior knowledge. I have the same problem at the high school level.
Will others groups look at their finished wiki products as well or will they present their information to the class? If any of these are the case, you could also have the students create a short quiz to give to their peers to see what they have learned from the presentations/ wiki postings. Maybe they could embed a survey form from Google docs into their wikis, have their peers take their respective quizzes, and report back how well their wikis helped to educate their peers about their respective systems.
Overall, I readily enjoyed the process that you are taking to teach your students anatomy and will likely use your lesson as a springboard for future lessons in my own classrooms.