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Have a great Summer!

This article was very help explain how this teaching strategy could be used for every subject, because all subjects are made up of terms that describe and explain the big fact or topic.  This author showed many illustrations when this strategy could be used teach math topics like geometric figures.  This article goes over the root meaning and prefixes of terms and where the meaning comes from.

Vocabulary is sometimes the hardest thing for students to learn.  I believe that the is pressure on them to remember the word definition.  How can you make learning key terms fun and interesting?

What is a great and encouraging way for student to put key terms in their words so it would become relevant and easy to remember?

Other the jeopardy what would be some other ways to teach fun vocabulary as a class?

This article is about “I poems”.  I poems are written in first person where research proves students better understand.  These poems are used for students to express their own words and opinions.  These poems are also a way for students to deepen their thoughts.

Students express their thoughts and feelings from the narrators point of view.  The purpose of the poem is for student to deepen their thought to the writing and connect with the dialogue from the text.  The article suggest that students have a fuller possession of the reading after writing these poems.  These poems are also used to build a background for the reading when they are used before the students reads the material.  I believe that when students write the I poem that they connect themselves to the reading… “I am rolling and lonely to see, I hear the cows chewing on top of me..”  This is a very engaging activity for students to do to connect with the material

I wonder how this I poem could be used in everyday math? My be in science, social studies and English but poetry and mathematics?

Would teacher really have the time to do this activity before the reading? Teachers are so pushed with time, I would think that the I poem would be better after the reading.

How could you push student that have hard time thinking outside the box to perform well in this activity?

Why shouldn’t research papers be used as a learning opportunity instead of a drilling long paper?

Why not a birth certificate and certified letters as part of the research paper? Students will need to know how to find important documents in real life and I believe that real life situations are better than a ten page paper to learn about.

The main point of school is to get students engaged and to learn.  In order to do this you must get students interest, so why wouldn’t you allow an opportunity to learn and explore their interest?

http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Anatomy/ANA0004.htm

Overview:

It is very important for students to understand the important of joints and cartilage in the human skeletal system. Without joints and cartilage humans would not be able to walk or move. Imagine trying to bend your arm and you could because it was bone on bone.  It would feel like someone was rubbing two rocks together and trying to start a fire in your elbow.  OOHHH!!!! Students will see the importance of cartilage and the purpose of joints in the skeletal system. Students will have hands on activity with clay and toothpicks to see how joints functions in the body.

NCSCOS

Competency Goal 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system.

Objectives

4.01 Analyze how human body systems interact to provide for the needs of the human organism:

• Musculoskeletal.
• Cardiovascular.
• Endocrine and Nervous.
• Digestive and Circulatory.
• Excretory.
• Reproductive.
• Respiratory.
• Immune.
• Nervous system.

4.02 Describe how systems within the human body are defined by the functions it performs.

Purpose: Students will name the different joints and understand how they work in the skeletal system.

Objectives:

1. Students will be able to identify, list and locate five different joint types of the skeletal system.
2. Students will use their communication skills to “teach” fellow students about the joints.
3. Students will construct a clay and toothpick “skeleton” and label the joints.

Resources & Materials:

1-2 boxes of toothpicks
palm-sized piece of clay for each student

oversized drawing paper

markers/pencils

Day 1 Procedure:

1. Discuss joints.

A. What is a joint? B. What do they let us do? C. Briefly discuss different kinds of joints – have students move their own joints as teacher points them out.

1. 1. Ball and socket – hips and shoulders
   2. Hinge – elbow and knee
   3. Sliding – vertebrae
   4. Pivot – neck, elbow, wrist
   5. Fixed – skull, pelvis
2. Divide students into groups of four or five.

A. Each group pick a joint and order of presentation out of a hat.

1. 1. Each member write name on slip with joint name on it and return to teacher.

B. Choose a president, speaker, artist, note taker, and runner.

1. 1. the president will be in charge of the whole group and make sure that what needs to be done is done
   2. the speaker will be the main speaker during the presentation
   3. the artist will draw a picture or construct a model of the joint
   4. the note taker will write the outline and make the chart
   5. the runner will make sure the group has all the supplies needed

C. Discuss possible ways to find information – internet, Encarta, encyclopedia, library, books. D. Each group will organize information and present their findings to the rest of the class the following day.

1. 1. The presentation should be 5-7 minutes.
   2. Must include an outline (for the teacher) and a picture/chart of the joint and/or where it is in the body.
   3. Allow time for group work.

Day 2 Procedure:

1. Break into groups and prepare for presentations.
2. Presentations in order picked on previous day.

A. Outline should be given to teacher.
B. Instruct students to take notes during presentations.
C. Chart and pictures/models should be visible to all.
D. Leave time for question and answer segment after each presentation.

1. Homework/Assessment

A. Construct toothpick and clay skeleton.

1. 1. Toothpicks can be broken into different lengths to represent the various bone sizes (about 10 per student)
   2. Clay will give the skeletons mobility and should be placed where the joints would be located (a palm- sized ball to each student)
   3. Give each student white construction paper and shoebox top to build skeleton on (easier mobility)
   4. Label ball and socket, pivot, hinge, fixed and sliding joints on skeleton.

http://www.jc-schools.net/ce/skeletal.html

Overview:

I believe that this lesson will help students have hands-on activity to see the size of the bones and their function.  The pasta is used so students can see the relationship between the bones in the skeletal system.  Students will be able to see the size in comparison with other bones and be able to locate bones better.  This will be different so I believe that students will have fun while learning.

NCSCOS

Competency Goal 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system.

Objectives

4.01 Analyze how human body systems interact to provide for the needs of the human organism:

• Musculoskeletal.
• Cardiovascular.
• Endocrine and Nervous.
• Digestive and Circulatory.
• Excretory.
• Reproductive.
• Respiratory.
• Immune.
• Nervous system.

4.02 Describe how systems within the human body are defined by the functions it performs.

Objective: In this lesson, students will:

• Be able to identify, label, and spell the 25 bones of the body covered in class.
• Associate different types of pasta relating to the size and shape of the 25 bones in the body studied in class.

Resources & Materials:

• Assorted types of pasta
• Glue
• Butcher Paper
• Shoe Boxes for each group of four students
• Coloring Pencils

• Macaroni
• Shells
• Lasagna
• Spaghetti
• Fettuccine

Procedure

1. After having studied the skeletal system of the human body, students will review for a test by making a skeleton. The students will be using various sizes and shapes of pasta to identify the various bones studied in class.

2. Previous to class participation: (per groups of four students)
a. Have an outline of the human body drawn (approximately 4 ft. high) on the butcher paper for each group of four students.
b. Distribute the various types of pasta into the shoeboxes.

3. Students are instructed to use the various types of pasta to represent the 25 bones in the human body learned in class.

4. After the pasta has been placed they may now use the glue to attach the pasta to the paper.

5. Label the pasta bones with the correct scientific name with the coloring pencils.

Extra Helpful Activity 1

Virtual Skeletal System

http://www.ehc.com/vbody.asp

Extra Activity 2

Skeletal Game

http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skeleton

Laura Brinkley

Source: Under the Carol Class area content link.

http://www.ehc.com/vbody.asp

Competency Goal 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system.

Objectives

4.01 Analyze how human body systems interact to provide for the needs of the human organism:

• Musculoskeletal.
• Cardiovascular.
• Endocrine and Nervous.
• Digestive and Circulatory.
• Excretory.
• Reproductive.
• Respiratory.
• Immune.
• Nervous system.

4.02 Describe how systems within the human body are defined by the functions it performs.

4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems.

• Liver.
• Heart.
• Lung.
• Brain
• Stomach.
• Kidney.

4.04 Evaluate how systems in the human body help regulate the internal environment.

4.05 Analyze how an imbalance in homeostasis may result from a disruption in any human system.

The Virtual Body website is a mixture between visual learning and important information about the body systems.  This website also incorporates the body function, location and the important knowledge that helps better understand and take care of their body.  Like the other websites this is learning and studying aid that help students learn the material.  Every website and teacher resources are different and students take some different from each website and is very important to have more than one teaching resource.

Laura Brinkley

Source: http://www.bbc.co.uk/science/humanbody/body/ on this website has a interactive game.

http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?organs

Competency Goal 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system.

Objectives

4.01 Analyze how human body systems interact to provide for the needs of the human organism:

• Musculoskeletal.
• Cardiovascular.
• Endocrine and Nervous.
• Digestive and Circulatory.
• Excretory.
• Reproductive.
• Respiratory.
• Immune.
• Nervous system.

4.02 Describe how systems within the human body are defined by the functions it performs.

4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems.

• Liver.
• Heart.
• Lung.
• Brain
• Stomach.
• Kidney.

4.04 Evaluate how systems in the human body help regulate the internal environment.

4.05 Analyze how an imbalance in homeostasis may result from a disruption in any human system.

This main purpose of this website is the interactive organ games.  This website offers a interactive game for each organ system and offers important information about that organ or body part.  This is a good tool to revisit all the information that had been covered.  This website will be used after the text and literature material is covered.  It is very important for students to know the location of the organ or body part to better understand the importance and each role that it plays in the body.  The organ is showed and little hints and facts are given to describe the organ and the students are supposed to place it on the human body that is given.  Each game goes through each body part in each system.  Students can use these games as a pre-assessment and study guide for the test on the body organs.

Laura Brinkley

Source:  Awesome Library listed under the content area – This website list several different websites with lesson plans –then click on the Biology lesson (Biology Corner.com) –Click on the anatomy button and it takes you to this website.

http://www.innerbody.com/htm/body.html

Competency Goal 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system.

Objectives

4.01 Analyze how human body systems interact to provide for the needs of the human organism:

• Musculoskeletal.
• Cardiovascular.
• Endocrine and Nervous.
• Digestive and Circulatory.
• Excretory.
• Reproductive.
• Respiratory.
• Immune.
• Nervous system.

4.02 Describe how systems within the human body are defined by the functions it performs.

4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems.

• Liver.
• Heart.
• Lung.
• Brain
• Stomach.
• Kidney.

4.04 Evaluate how systems in the human body help regulate the internal environment.

4.05 Analyze how an imbalance in homeostasis may result from a disruption in any human system.

The inner-body website will be used as a visual aid.  It is a type of hands on activity that students can use the mouse to click on each part of each system and get information on each icon.  The icon provides information of the body part and its purpose that it serves in the body system and the body.  This allows students to see each body part and its role and the location in the body.  This website will be a good study guide for students at home because students are required to be able to label important body parts on the test.  This website will be helpful to students at home while they are studying.

Laura Brinkley

Source:  The link was listed under the Content Area links in the Carol website.

Kids Connect .com

http://www.kidskonnect.com/content/view/337/27/

Competency Goal 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body system.

Objectives

4.01 Analyze how human body systems interact to provide for the needs of the human organism:

• Musculoskeletal.
• Cardiovascular.
• Endocrine and Nervous.
• Digestive and Circulatory.
• Excretory.
• Reproductive.
• Respiratory.
• Immune.
• Nervous system.

4.02 Describe how systems within the human body are defined by the functions it performs.

4.03 Explain how the structure of an organ is adapted to perform specific functions within one or more systems.

• Liver.
• Heart.
• Lung.
• Brain
• Stomach.
• Kidney.

4.04 Evaluate how systems in the human body help regulate the internal environment.

4.05 Analyze how an imbalance in homeostasis may result from a disruption in any human system.

This instructional strategy offers a different learning resource compared to the traditional text books.  This website offers literature online and pictures.  It takes each system and covers each organ and its purpose within the system.  This website offers visuals and vocabulary sites for each system.  This website reports how each organ system works and maintain homeostasis within the human body.  The circulatory system also has a page where blood can be followed through the pathways it travels. This website will be used with text as another teaching strategy.  I believe students will find this learning activity to be fun and engaging because it is different from textbooks.  This website is also something that students can refer to when they are home and need help on homework.