This lesson was developed as part of Missouri's eMINTS Project (enhancing Missouri's Instructional Networked Teaching Strategies). It should take ten school days to complete.
By completing this lesson, students should display understanding of how various body systems work together to carry out life functions and that no system works single-handedly.
Learners
This lesson is anchored
in fifth grade science and involves communication arts through journals, written evaluations, notetaking, and multimedia presentations. By incorporating map making skills and research, social studies standards are met to
a lesser extent. This WebQuest could also be used for fourth grade students.
Prior to this lesson, students should understand the major functions of the human body. Having prior knowledge in reading maps will also benefit students.
Standards
Missouri Performance Standards
1. develop questions and ideas to initiate and refine research
2. conduct research to answer questions and evaluate information and ideas
3. use technological tools and other resources to locate, select and organize information
4. discover and evaluate patterns and relationships in information, ideas and structures
5. organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
6. explain reasoning and identify information used to support decisions
7. identify tasks that require a coordinated effort and work with others to complete those tasks
8. identify and apply practices that preserve and enhance the safety and health of self and others
Science
Recognize the major life processes carried out by the major systems of plants and animals (e.g., support, reproductive, digestive, transport/circulatory, excretory, response) SC III 2c a
Communication Arts
2. Apply information in format, graphics, sequence, maps, diagrams, charts and index to clarify and connect concepts to the main ideas CA 3 1.6
3. Read and follow multi-step directions to complete a task CA 3 1.5, 1.6
4. Follow a writing process to
- organize information in a graphic organizer
b. apply writing process to write effectively in various forms and types of writing CA 1, 4 1.8, 2.1, 2.2
5. Use conventions of capitalization in written text
- titles (books, stories, poems)
proper nouns (departments of government, school subjects) CA 1 1.6, 2.2
In composing text, use
- comma in compound sentences
- apostrophe in singular possessives CA 1 1.6, 2.2
- classroom resources and dictionary to verify correct spelling CA 1 1.6, 2.1, 2.2
In composing text,
- write compound sentences
- identify and eliminate fragments in writing CA 1 1.6, 2.1, 2.2
5. Use a note-taking system to organize information from written text CA 2, 3, 4 1.6, 1.8
6. Write expository and persuasive paragraphs (emphasizing compare/contrast) with
- an effective topic sentence or a point to prove
- three or more supporting sentences
a concluding sentence CA 4 1.8, 2.1
7. Write well-organized communications in a selected form appropriate to a specific audience (e.g., parents, friend, younger child) and purpose CA 4 1.8, 2.1
Technology productivity tools
- Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology research tools
- Students use technology to locate, evaluate, and collect information from a variety of sources.
- Students use technology tools to process data and report results.
Technology communication tools
- Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
- Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Throughout this lesson, students will use the following levels of Bloom's Taxonomy: Application, Analysis, Synthesis, and Evaluation. Creative problem-solving will be necessary to determine a creative way out of the body. Teamwork will be critical, and compromise may be necessary for some groups.
Helpful Hints, Differentiation, and Extentions
* Students may complete tasks with more ease and understanding if they research only one assigned body system per day.
* For students of lower ability, consider assigning just two interrelating systems. (adjust scoring guide as needed)
* Advanced students could design a travel brochure in addition to the activities described on the Process page.