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Inside Out -A PowerPoint exploration of seven human body systems

Inside Out -A PowerPoint Exploration of Seven Human Body Systems

How it works:

This unit is used with fifth graders to address the California Science Standards on Life Sciences.  It involves both textual and Internet research on each of seven body systems. Students work in groups of four to answer specifically assigned questions on each system and ultimately produce a PowerPoint presentation of their findings. Subsequently as part of their project they seek out and download photos, pictures, and diagrams to go in their PowerPoint presentation and deliver an oral presentation to the class using an LCD projector and laptop.

There are two additional lessons provided that specifically address how the Internet works and vocabulary associated with it. These are good tools to have for any kind of Internet lessons.

The project addresses a number of different learning styles, including auditory, kinesthetic, visual, and tactile, and a number of thinking skills including categorizing, comparing, summarizing, determining cause and effect, designing, elaborating, paraphrasing, drawing conclusions, and relating details, among others. It also lends itself well to differentiation of both content and product.

Assessment:

This unit contains grading rubrics for cooperative group interaction, standards and mechanics, multi-media presentations, oral presentations, and one sample PowerPoint from each of the seven body systems included in the project. All grading is done in this fashion  and an overall grade averaging all rubric grades is calculated for a final project grade for both the groups and individually.

Standards:

These include the following:

Science Standards

Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:

Students know many multicellular organisms have specialized structures to sup-port the transport of materials.

Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.

Students know how sugar, water, and minerals are transported in a vascular plant.

Students know plants use carbon dioxide (CO 2 ) and energy from sunlight to build molecules of sugar and release oxygen.

Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).

Language Arts


Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

Analyze text that is organized in sequential or chronological order.

Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Research and Technology

Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.

Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).

Evaluation and Revision

Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences

Write research reports about important ideas, issues, or events by using the following guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.

Capitalization

 Use correct capitalization.

Spelling

Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Comprehension of Oral Communication

Ask questions that seek information not already discussed

Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication

Select a focus, organizational structure, and point of view for an oral presentation.

Clarify and support spoken ideas with evidence and examples.

Engage the audience with appropriate verbal cues, facial expressions, and gestures.

Speaking Applications

Deliver informative presentations about an important idea, issue, or event by the following means:
a. Frame questions to direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts
, details, examples, and explanations.

Visual and Performing Arts

Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography).

Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

 

 

Software or Materials Used:

Computers with Internet Access are required. In addition I used Microsoft PowerPoint because that is what is on my computers and what I am most familiar with, however any presentation software like Adobe or Hyper studio will work.

Additional materials needed are books and/or encyclopedias, a projector and projector screen, and a laptop or auxiliary computer from which to run the projector. 

Keywords: 

Science, body systems, PowerPoint, Respiratory System, Digestive System, Excretory System, Circulatory System, Nervous System, Skeletal System, Muscular System, Life Science

The Students: 

This unit was originally designed for use by fifth grade students, however the project can be adapted to any age group that can type and read. Internet research, cut, copy, and paste is required so articulation with a mouse is also necessary.

Overall Value:

I found this unit to be immensely valuable to my fifth grade students. It is a student centered unit in which children direct themselves in research both on the Internet and in texts and reference materials in response to a specific set of criteria.

PowerPoint is a valuable tool for students to have before entering middle school. This project increased the students' comfort with technology, particularly presentation software, and Internet research. The projects they designed allowed for creative license, explorative choices, cooperative learning experiences, and the opportunity to present an informative piece of work using contemporary tools.

I thoroughly enjoyed teaching this unit and watching them come up with things I hadn't even thought of!

Details:

Subject Area:  Science

 Second Subject Area :  Language Arts                               

Starting Grade Level:

any at which students can read and do research. My recommendation, 2nd.

Ending Grade Level: unlimited

Tips for the Teacher:

Be sure that you are familiar with the presentation software you are using. Do not use this project to learn it yourself. You will initially have lots of questions and it is best if you know it off the top of your head, like the back of your hand. The swiftness with which the children will surpass your knowledge will amaze you if you are not already an expert.

Enjoy the creativeness of the children. It will astound you!

 



Name of Project Designer

Karen J. Hamner

Karen Hamner teaches a 4/5 combination class at La Honda Elementary in Lompoc, CA, a small agrarian community just outside Vandenberg Air force Base. She holds a bachelor's degree in Sociology from the University of California, Santa Barbara and a master's degree in Elementary Education from Chapman University. She is currently completing a GATE certification also from UCSB.

 

Karen also teaches the Yearbook/Photography club and a computer mini-class at her school. She is a trainer for the District's adopted writing program, Write from the Beginning, and for the Houghton Mifflin Language Arts adoption. In addition she is a School Site Council grade level representative, science task force member, and site computer mentor teacher. She won the La Honda PTA's Honorary Service Award for the 2002-3 school year.

 

Karen loves her job and helping her students attain new levels of learning through the use of her mini-in-class-computer-lab of fifteen computers. Her objective for technology in the classroom is to have a computer for each of her students to use in the classroom.

 

 

School Name

La Honda Elementary School

 

Email addresses:

hamnerk@lompoc.k12.ca.us

kjhamner@netscape.net