Multiple Intelligences Blooms Taxonomy and Graphic Organisers Knowing Understanding



Download 174.48 Kb.
Date conversion16.05.2018
Size174.48 Kb.
Science and Technology

Stage 2
The Human Body



Multiple

Intelligences

Blooms Taxonomy and Graphic Organisers

Knowing

Understanding

Applying

Analysing
Creating
Evaluating

Verbal


I enjoy reading, writing & speaking

Complete a KWL chart on the Human Body

Worksheet 1



Choose an area of interest for research. Outline plan in

KWL Sequence Chart Worksheet 1B.



Complete a slideshow of the benefits of keeping active

Using visual and research resources Label a skeleton

Worksheet 4A



Identify a disease that you have had. Prepare a recount or information report.

Evaluate a health problems using a cause and effect

Worksheet 9



Mathematical

I enjoy working with numbers & science

Find a healthy recipe to make -follow the measurements and make to share with class.


Compare lung capacity, breath out, holding breath. Graph results or use excel.

Search for information on skin types and skin colour distribution.

Investigate reasons.



Survey class see who have had chickenpox, measles mumps. Record results by graphing or excel

Create data base of height, arm length, arm span, feet length using body measurements Worksheet 2A & 2B

Review how many students have had a broken bone and the cause. Complete a Fishbone diagram

Worksheet 4D


Visual


I enjoy painting drawing & visualising

Use OHP film to draw a layered diagram of bones

Design a cover for a Sun Smart booklet for younger children

Using ‘bag o bones’ Twisties create your own skeleton. Glue on to black cardboard and spray with hair spray.

Use OHP projector to outline facial silhouette on black cardboard.

Use as title page



Create a ‘Stop Disease from Spreading’ message

Worksheet 10B



Justify reason why we need to exercise. Make a Poster

Kinaesthetic


I enjoy doing hands-on activities

Perform muscle testing activities. Record results for evaluation. Teacher to supervise.

Examine cow/sheep bones (cut in half + joints from butcher) Use kidspiration to complete descriptive words

Example 4E


Construct a model of an arm using cardboard and rubber bands

Design and build a model of the lungs using the

Wheezy Lungs Instructions Worksheet 6



Using Children’s Encarta – Human Body Interactive

Replace organs back into the body.


Musical


I enjoy making & listening to music

Locate and listen to song with health messages

Write a health rap/song

Perform rap/song at assembly.

Create and perform a play on a health issue

Write a review on the play

Interpersonal


I enjoy working with others

Research Muscles

Prepare a summary of muscles in our body

Worksheet 3


Locate information on the heart and Circulatory System from Human Body Adventure and complete online quiz

In a small group discuss the effects of too much sun

Complete Fishbone diagram Worksheet 9



Prepare a booklet for younger children to learn about Sun Smart

Interview a medical Practioner/health worker on a specific issue.

Intrapersonal


I enjoy working by myself

Use kidspiration or a flowchart. Complete the story of digestion.

Example 7


Complete Spine cloze Worksheet 4B Ribs question

Worksheet 4C



Use website

Skool UK select Lung Activity 34

to put lungs together


Mind Map the key points you have learnt about the human body

Worksheet 11A



Create a find a word of human body words

Conduct a SOWC * Analysis © Ralph Pirozzo

Worksheet 11B



Suggested Core Tasks



Overview – The Human Body – Stage 2

Students will learn about the human body and research the purpose of each organ for which we depend upon quality life. Students will explore and understand the skeletal, respiratory and digestive system as well as looking at diets and diseases and issues relating to skin.





Foundation statement for Science and Technology

Investigating Scientifically, Designing and Making, The Natural Environment,

The Made Environment

Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.

Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.
Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use.
Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.

Students explore the properties and uses of both natural and made materials and components.





Integrated Links and Outcomes.

English:

Exploring questioning for different purposes, eg surveying other students, interviewing guest speakers. Exploring the language used in media advertising, eg motive, persuasive language.



TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.

RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.


WS2.11 Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words.

WS2.12 Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.

Maths:

Graphing data in a variety of ways.



DS2.1 Gathers and organises data, displays data using tables and graphs, and interprets the results.

Science and Technology

Exploring the human body and how it assists us to live.



INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

DM S2.8 Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process.

UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.
PDHPE:

Extending understandings of role and functions of body systems.

Promotion of positive health habits and behaviours.

COS2.1 Uses a variety of ways to communicate with and within groups.

DMS2.2 Makes decisions as an individual and as a group member.

INS2.3 Makes positive contributions in group activities.

MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.

PSS2.5 Uses a range of problem-solving strategies.

ALS2.6 Discusses the relationship between regular and varied physical activity and health.

DAS2.7 Performs familiar movement patterns in a variety of dance situations.

GDS2.9 Describes life changes and associated feelings.

PHS2.12 Discusses the factors influencing personal health choices.

SLS2.13 Discusses how safe practices promote personal well-being.
Creative Arts:

Creating various artistic forms to express what has been learned in the unit.



MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts

MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices.

DAS2.1 Performs dances from a range of contexts demonstrating movement skills, expressive qualities and an understanding of the elements of dance.

DAS2.2 Explores, selects and combines movement, using the elements of dance to communicate ideas, feelings or moods.






Web Resources

There are many web resources available; the below are just a few that can be used to support the suggested learning activities in the Blooms MI grid.


Human Body Information
Kids Health

http://kidshealth.org
Kid Info – Human Body

www.kidinfo.com/Health/Human_Body.html
ALFY Teach Learn Communicate

http://www.alfy.com/teachers/teach/thematic_units/Human_Body/HB_1.asp


Library Thinkquest

http://library.thinkquest.org/5777/ske1.htm
Human Anatomy Online

http://www.innerbody.com/htm/body.html
Indianapolis Marion County Public Library

http://www.imcpl.org/kids/guides/health/respiratorysystem.html
Gander Academy (this site is not as good as it used to be but is still worth browsing through)

http://www.cdli.ca/CITE/body.htm
Human Body Adventure

http://vilenski.org/science/humanbody/hb_html/skin.html
http://vilenski.org/science/humanbody/hb_html/selftest/circ/index.html
Skin Colour Adaptation

http://anthro.palomar.edu/adapt/adapt_4.htm
Graphic Organizers

Eduscapes



http://www.eduscapes.com/tap/topic73.htm
Write Design Online – Graphic Organizers

http://www.writedesignonline.com/organizers/


Enchanted Learning



http://www.enchantedlearning.com

Search: Graphic Organizers



Edhelper

http://.www.edhelper.com



Learning Experiences:

Task/ s

Learning Experiences

Date

Task 1


Unit Introduction.

  • Brainstorm ‘What do we already know about the human body?’

  • Complete KWL Worksheet 1

  • Read a story to build up background knowledge

  • Ask students to pre-select an area of interest for an ongoing project Worksheet 1B

  • Make a silhouette for title page using OHP and black paper







Task 2

Body Measurements and Size

  • Discuss Body Measurements and Size Variations

  • Locate interesting facts re tallest person/shortest person from Guinness book of records

  • Students compare measurements Worksheets 2A and/or Worksheet2B

  • Graph information or add data to excel and graph


Task 3

Muscles and Exercise

  • Students to research information on muscles – using books/internet Complete Worksheet 3

  • Brainstorm activities that may increase muscle strength

  • Perform simple muscle testing activities (suggested activities link) http://tms.ecol.net/fitness/strength.htm

  • Discuss results of exercises – Was it a fair test?

  • Could exercise be improved at school?

  • List results – for discussion with S.R.C. – Staff

Task 4

Investigate the Skeleton

  • Discuss the function of the skeleton

  • Visit Website: http://library.thinkquest.org/5777/ske1.htm

  • Discuss information and answer questions
  • Label the Skeleton - Worksheet 4A


  • Examine animal bones( joints and cut bones from the butchers)

  • Complete a mind map using Kidspiration (see example page 4E)

  • Visit Website http://library.thinkquest.org/5777/ske1.htm

  • Click link Spine – read. Complete Cloze activity from Worksheet 4B

  • Click link Ribs – read. Answer Questions from Worksheet 4C

  • Survey students who has had a broken bone and how it occurred.

  • Complete a Fishbone Diagram on the board to record information.

  • Students to complete individual fishbone using Worksheet 4D


Extension Acticities

  • Cut OHP to suitable size and draw the sections of a bone one on top of the other to make a layered illustration (use OHP markers)

  • Using ‘bag o bones’ twisties, create a skeleton

  • Make a cardboard model of an arm




Task 5

Investigate the vital organs of the body – Heart

  • Brainstorm the vital organs of the body -Brain, heart, lungs,

  • List basic functions of these organs

  • Visit online Human Body Adventure

  • http://vilenski.org/science/humanbody/hb_html/heart.html
  • Read facts on the Heart and Circulatory System


  • Complete on line self quiz

Extension Activity

  • Locate Children’s Encarta Human Body Interactives

  • Replace organs back into body




Task 6

Investigate the systems of the human body. – Respiratory system

  • Identify characteristics that indicate performance of respiratory systems, eg pulse, lung capacity

  • Brainstorm a variety of breathing/lung capacity tests that students could perform – make sure ‘fair testing’ principles apply.

  • Predict how these may change after exercise

  • Graph results using excel or graph paper

  • Go online to Skool UK Website (No 34 Breathing & Respiration)

  • Put the lungs back in to the body to keep the patient alive!

http://lgfl.skoool.co.uk/keystage3.aspx?id=63

Extension Activity

  • Follow instructions to make a wheezy lung





Task 7


The Digestive System – Keeping Active

  • Examine the digestive system - identify significant organs and research their functions.

  • Visit Website and click the digestion link

http://www.alfy.com/teachers/teach/thematic_units/Human_Body/HB_1.asp


  • Drag and drop the organs into the correct position

  • Read information about the path of food from the mouth to the passing out of the body

  • Complete a flow chart Story of digestion example from Kidspiration




Task 8

Keeping Healthy and Active

  • Locate information about incorrect diet e.g obesity and starvation.

  • Research ways to improve fitness

  • http://tms.ecol.net/fitness/benefits.htm

  • Create a Powerpoint presentation on the benefits of keeping active

  • Or make a poster why we need to exercise

  • Or write a rap or song with a keeping healthy message

  • Locate a healthy recipe that can be made at school – have fun cooking !






Task 9


Skin Type and Sun Smart Behaviour

  • Locate information about Skin types

  • Examine Skin Colour Adaptation http://anthro.palomar.edu/adapt/adapt_4.htm

  • Identify the cause of the skin problems, e.g. too much sun, fair skin.

  • Investigate skin colour distribution around the world.

  • Design and make booklet for younger students that will promote Sun Smart Behaviour: e.g. using skin screens, broad brim hats.




Task 10

Diseases and behaviour and habits that effect health.

  • Discuss common diseases – one that most children might have had

  • Survey students to see what diseases they have had

  • Record results and graph ( computers users add to excel data)

  • Write a recount or information report on the disease

  • Invite a Health worker /Medical Practioner to speak to class

  • Discuss how we cause a health problem that can effect our wellbeing

  • Complete Worksheet 10A Cause and effect example smoking can cause breathing problems/ heart attacks

  • Discuss some common sense approaches to stop spreading diseases

  • Design colourful posters for class message boards Worksheet 10B




Task 11

Evaluation


  • Mind Map key learning points Worksheet 11A

  • Insert points into KWL from Task 1 in the ‘what I learned’ column

  • Evaluate unit by completing a SOWC © Ralph Pirozzo

  • Students to reflect over their work and to summarize in their own words what was the strengths / opportunities/ weaknesses and consequences of the unit. Worksheet 11B

Extension

  • Create a ‘find a word’ from words learnt during the unit







WORKSHEETS

ANSWER PAGES

AND


EXAMPLES

N

Worksheet 1

ame:__________________


KWL Chart

Topic Human Body

What I know

What I want to know

What I want to Learn

(find out)








RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

Name ____________

K

Worksheet 1B
WL Sequencing Chart


What I want to learn:

What I already know:


W


What I already know:
hat \\\\


What I learned:



How will I go about finding out.










Where I could locate information:


What I still want to know:





RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

Name:_____________



B
Worksheet 2A
ody Measurements



Measure the following and record your results on this worksheet:


What is your height in centimetres?


What is the circumference of your head?







What is your hand span in centimetres?


What is the length of your right and left foot?




left



right

What is the length of your arm span from outstretched finger tip to finger tip?



What is the length of your leg from your waist to your ankle?








INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing
N
Worksheet 2B
ame ____________________

Measuring

and Comparing Body Sizes

Human bodies are different sizes and have different proportions. Our body size depends on factors such as bone and muscle size and the amount of body fat. Age also accounts for differences in size and proportion. For example, a baby's head is about one-fourth of the baby's height. An adult's head is about one-seventh of the total body height. Body size is influenced by heredity, diet, and exercise.

Take off your shoes. Have a partner measure you with a tape measure. Record your findings below. Then measure your partner.

1. How tall are you? __________

2. What is the distance between your shoulders? ______

3. Measure your upper arm (from shoulder to elbow) ______and your lower arm (from elbow to wrist).______

Which is longer? _________

4. Measure your back from your neck to your waist. How long is it?_______

5. What is the length of your leg from your waist to your ankle? _____

6. What fraction shows how long your legs are in relation to your height? ___

7. What is the distance from your waist to your knee? _____

8. How does the length of your arms (from shoulder to wrist) compare with the length of your legs (from waist to ankle)? ______

9.Stretch out your arms at your sides-measure from fingertip to fingertip. _____

10. How does your arm span compare with your height? _______

INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing

Name ___________________



M
Worksheet 3
USCLES



Function of Muscles

N
Worksheet 4A


ame_______________________

THE HUMAN SKELETON

Label the Skeleton

There are 206 bones in our skeleton?


Briefly explain the three main functions of the skeleton.


  1. ____________________________________________________

  2. ____________________________________________________

  3. _
    Label the skeleton by using the numbers on the list
    ___________________________________________________

1. Skull


2. Pelvis

3. Collarbone (clavicle)

4. Femur

5. Radius

6. Shoulder blade (scapula)

7. Ulna


8. Tibia

9. Jaw


10. Spinal column

11. Ribs

12. Humerus

13. Fibula

14. Breast bone (sternum)

15. Patella


Skeleton Answer Sheet

Name__________

T
Worksheet 4B
he Spine –

Use this website to help you complete the following cloze exercise. http://library.thinkquest.org/5777/ske1.htm


The spine is the central _________________ for the body.


Another word for the spine is the _____________
The separate irregular bones that make up the spine

are called the ___________________


In between each vertebrate is a layer of

________________ which stops the bones from rubbing together.


T

here are ________ vertebrate in the human spine.
The human spine is _________________ but most mammals are straight.
The human spine allows us to _______________the body on two legs.

backbone curved support balance cartilage 26 vertebrae

The Ribs

RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

Name _______________

T
Worksheet 4C

he Ribs

After reading website http://library.thinkquest.org/5777/ske3.htm on the ribs you should be able to complete the following questions

1. What is the name given to the middle section of the ribs? ___________

2. How long is it? ______________

3. The ribs curve around from ____________to the front of the body.

4. This bony framework is known as the ________________ cage.

5. Its job is to ____________________________________________

6. Most people have how many pairs of ribs ? ________________

7. The ribs are connected to the sternum by _______________ ?

8. Why do the ribs have to be flexible?____________________________

9 The ribs protects what vital organs from knocks and bumps _________________________________________________________

10. What are the last five pairs of ribs often called ? _________________

UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

Task 4C

Ribs Answer Sheet

1. What is the name given to the middle section of the ribs? Sternum

2. How long is it? 6 inches or 15cm

3. The ribs curve around from the spine to the front of the body.

4. This makes a bony framework which is known as the thoracic cage.

5. Its job is to protect the chest

6. Most people have how many pairs of ribs? 12

7. The ribs are connected to the sternum by cartilage

8. Why do the ribs have to be flexible? To allow breathing

9 The ribs protect what vital organs from knocks and bumps.



Heart and lungs

10. What are the last five pairs of ribs often called? False ribs



Name __________________

F
Worksheet 4D
ishbone Diagram

This fishbone diagram shows the main idea along the spine.



Broken Bone Survey

The supporting ideas - being the ‘bones broken’ are written alone top and bottom bones of the fish



Fingers and Bones

The details of how the bones were broken or occurred are written along the smaller lines.



Fell off Bike / Accident/ Playing Sport

You may like to complete this diagram or draw one of your own !





Fingers

and


Arms

Fell of bike

Accident

Playing Sport


INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing

Example Task 4E

During the examination of the animal bones, students are asked to write down as many descriptive words as possible. They may try and cluster words or use knowledge from previous lessons.

Once words have been listed they can then produce a mind map either by hand or by using the Kidspiration /Inspiration program.


http://www.inspiration.com/home.cfm allows a free trial download.
As a further activity students may produce an information report on bones.


UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.




N
Worksheet 6


ame _______________

Instructions Task 6 Wheezy Lung






1. Cut your bottle in half keeping the top part – that is going to be your chest !


2. Cut the big balloon’s neck off and stretch the rest of the balloon tightly over the open end of the bottle. Secure it with an elastic band to keep it tight. Don’t throw the neck away.

3. Unscrew the cap of the bottle and pull out the nozzle. Slip the small balloon over the nozzle and then insert the balloon and nozzle into the bottle upside down. This balloon is your lung.


  1. Seal the gap between the cap and the bottle with blu tack – this needs to be air tight in order for the lungs to work




  1. Check that your lung is working by pulling down on your big balloon – it should act like your diaphragm. When pulled it should inflate your little balloon (your lung). When release the air should be forced out.




  1. To make your air wheeze – take the neck of the balloon that you have saved and place the ‘ringed end’ over the bottle cap – push it down slightly and now when you start the lungs breathing, the movement of air should give you a wheezy sound effect!



RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

Example Task 7


Students firstly determine how many steps are in the story of digestion.

They then determine the wording. Images are then located that suit the wording. Arrows are added to show the path or way.


This flow chart was achieved in Kidspiration. Images were located by searching Clipart Software and searching on the internet – then copied and pasted into Kidspiration.

http://www.inspiration.com/home.cfm allows a free trial download if Kidspiration.


UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

Name ______________

S

Worksheet 9
unSmart
Using a fishbone diagram, list problems that occur with too much sun on the top section, then, on the corresponding bottom section of the fishbone, list what you can do to change this from happening.
E
The effects of too much sun

Dehydration

Drink more water

SLS2.13 Discusses how safe practices promote personal well-being.

xample: Top spine: Dehydration - Bottom spine: Drink more water.

Name _________________

C
Worksheet 10A
ause and Effect

In the cause text box write a health problem (example ‘smoked cigarettes’)

Write down an effect on the body (example ‘breathing problems’)

Think of at least 3 effects for each!







Effect

It could do this to my body



cause breathing problems
___________________
____________________

Effect

It could do this to my body

_______________________
_______________________
_________________________

Effect

It could do this to my body

______________________

SLS2.13 Discusses how safe practices promote personal well-being.


Name_____________________


Worksheet 10B

Stop Disease from Spreading – Instruction Sheet

This activity requires you to draw a creative illustration and a caption that will inform others how to prevent disease from spreading, especially around young children and food handling.

Here are some ideas: Maybe you can make up some more of your own !



    • Coughs and Sneezes – remember to cover your mouth.

    • Cuts and Scratches - cover cuts and sores and attend to the properly.

    • Sick with a virus such as chicken pox or measles or the flu? Stay home.

    • Food – keep it at the right temperature – either cold or hot!

    • Wash your hands – before you eat or prepare food.

    • Flies – shoo them away or use fly spray if food has been put away.

    • Pets should not be left near human food – nor allowed to lick our plates.

    • Water – When washing up use hot clean water – never dirty water.

E
If you’re sick with a virus, Stay at home.

Don’t risk other

People’s health.
xample:

PHS2.12 Discusses the factors influencing personal health choices.
Name ______________


Worksheet 10B


Stop Disease from Spreading



PHS2.12 Discusses the factors influencing personal health choices.





Name _____________________


Worksheet 11A

MIND MAP


Key Points Learnt on the Human Body

Using the topics covered in the unit place key words in the cluster circles.



TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.

Name ___________

S
Worksheet 11B
OWC ANALYSIS

© Ralph Pirozzo

Human Body Unit of Work

Students are given the opportunity to list as many viewpoints as they can in the columns below as an evaluation of the Human Body Unit of work. Any viewpoints are to be taken as both positive and constructive criticism for future improvements to this unit.



Strengths

Opportunities

Weaknesses

Consequences














The database is protected by copyright ©hestories.info 2017
send message

    Main page