Teacher Page

All About The Body

Author

Ms. Megan Stamer, December 11, 2015

Abstract & Essential Question

Students are learning about the human body in this sub-unit within our larger life science unit. Students will be learning about the human body through a simulation–THEY become the doctors! Students will be grouped together with different “specialties” (Cardiologist, Neurologist, and Gastroenterologist) to create a clinic of doctors. They will complete the WebQuest with the task of diagnosing a mystery patient’s symptoms, after learning about the various systems of the body. Then they will have to present their findings to the class through a Prezi. The Prezi will need to include pertinent information regarding each of the main groups of the body being studied and diagnosis of their patient. Each group will have a different patient to diagnose. The essential questions of the assignment are “Can the human body function without a given system?” and “How do the systems work together to keep the body healthy?”

Performance Objectives

By the end of this assignment, students will have accomplished the following tasks while diagnosing their patient:

  • Assigned each member a special body system to focus on.
  • Researched a specific body system through the use of guided notes.
  • Correctly diagnosed a mystery patient.
  • Created a Prezi that includes information and the correct diagnosis.
  • Presented a 5 minute oral presentation using the group’s Prezi.

Outcomes

  • Students will understand how the human body works in conjunction with its various systems.
  • Students will identify key organs in the human body.

Scaffolding Knowledge

Essential Questions: 

  • Can the human body function without a given system?
  • How do the systems work together to keep the body healthy?

Level

Activities
Remember
  • Define the major organs within the human body
  • Define the major organs within a given body system
  • Label the major organs on a diagram
Understand
  • Discuss how the body systems work together
  • Identify a major organ on a given assessment, post-webquest
Apply
  • Role-play as doctors to apply learned knowledge to a new situation (mystery patient)
Analyze
  • Contrast the various human body systems to each other
  • Research mystery patient’s symptoms
  • Research their relationship to the human body and human body systems
Evaluate
  • Examine mystery patient and symptoms
  • Develop a diagnosis, based on symptoms and prior knowledge
  • Produce a Prezi Presentation on mystery patient and body systems
  • Compose research together in an organized way
Create
  • Predict the diagnosis, based on symptoms, prior knowledge and research

Multiple Intelligences

Intelligence Each of Howard Garner’s Intelligences will be addressed during this WebQuest.
Linguistic This learner will enjoy sharing their new knowledge of their human body system.  They will also enjoy discussing the possible diagnoses for their mystery patient.
Logical-Mathematical The logical/mathematical learner will enjoy the importance of identifying the steps necessary to diagnose the mystery patient.
Musical The musical learner will appreciate all of the videos associated with the human bodies during the research process.
Bodily-Kinesthetic The bodily-kinesthetic learner will enjoy the movement around the room, as students diagnose their mystery patient.
Spatial The spatial learner will appreciate the diagrams shown online and in their textbook of their human body system.  They will also like becoming an expert on their human body system.
Interpersonal This learner will enjoy collaborating with their team to choose a final diagnosis and also enjoy the discussion and negotiation to arrive at that decision.
Intrapersonal This learner will enjoy becoming an expert on their human body system and researching them.

Mind Styles

Concrete Sequential
  • The linear order of the process helps the Concrete Sequential learner do things in an orderly way
Concrete Random
  •  Concrete Random learners will be able to watch the videos in whichever order they want. 
Abstract Random
  •  Abstract Random learners will enjoy being an expert in their given specialty.They will also enjoy being able to “play” doctor.
Abstract Sequential
  • Abstract Sequential learners enjoy the ability to conduct research through the internet, as well as watch the videos to obtain their information.

Emotion

Students have been to a doctor before. They understand the importance of medical professionals in our society. Grade 5 students also understand how it feels when they are sick. Teachers can review these experiences prior to the WebQuest, so students can easily recall them when needed.

Motivation

Students will be motivated to work on the assigned tasks by their competitive nature. Students at this age love to win. They will strive to make the correct diagnosis. They will also be motivated by their emotional connection to the topic at hand. 

Standards Addressed

Next Generation Science Standards: 5-LS1, 5.PS1.A

Common Core: RI.5.1, RI.5.9, W.5.1

ISTE Standards for Students: These standards are applied throughout all aspects of the WebQuest.

ISTE Standards for Teachers: These standards are applied throughout all aspects of the WebQuest.

NJCCCS Technology: 8.1.5, 

Teacher Preparation

Key Terms

Students will use their textbooks, Interactive Science, from Pearson for their list of Human Body Key Terms.


Alternate Outline – Accommodations

  • For students who are above grade level, increase the amount of body systems needed to study. You could add a fourth person to the group and add the reproductive system, or endocrine system.
  • For students who are below grade level, you could also increase the amount of students in a group. The students could share the workload and become paired experts. 
  • If a teacher is lacking of one or more materials, books can be utilized instead of videos for the research. 
  • For students who are English Language Learners, teachers can provide written words for the videos, to help students better understand the information.

Suggested Follow-Up

If students need more practice on skills, work through diagrams of the human body system as an entire class. This should not replace instruction on the human body, but rather be a follow up to regular classroom instruction.