My STEM lesson that I created focuses around the functions of the body systems. Body systems are a major part of my Georgia’s 7th grade curriculum. The lesson begins with activating prior knowledge by a short group activity. In the activity, students will work in small groups to match each of the body systems with the riddle that tells its function. Next, students will be asked, “What body systems are used while a person is running?” To begin the lesson, students will run in place for 1 minute in the classroom. Then, with their group, students will brainstorm a list of each of the body systems used while running and how each body system played a part. After brainstorming, students will write a 1 paragraph response to differentiated prompt. To explore the topic, I will then show students a video about an Olympic Track Star that goes through how his body systems work together to allow him to perform. At the conclusion of the lesson, we will have a brief class discussion, going back to our original question. Student paragraphs will be graded so that I can evaluate learning.
This lesson was created with The Five E’s Planning Strategy, which is not something that is new to me. I have always tried to use these strategies in my lesson creation. I have found that breaking down instruction into parts similar to the Five E’s or Blooms Taxonomy has benefited my students in ensuring that they not only learn but can also use the knowledge gained in the lesson. This is usually easy for me because I have class structure that starts with a warm up (my activating or engaging strategy) and follows with instruction, application, and finally a wrap up discussion where students can express their thoughts on what they learned. This helps not only the students but also me as a teacher because I can gauge their progress quickly and adjust future lessons when necessary.
I plan to implement this lesson this week in my classroom. We have just finished learning each of the functions of the body systems, so this will fit into expanding on that knowledge by examining how the systems work together to allow movement. I have a very active and kinesthetic group of students this year, and I think that they will be very excited about this lesson in that they will get to run! Space may be an obstacle that I encounter, but I plan to move desks to make room for students to move around. I understand that other teachers may encounter practical issues with having their students run in the classroom. For example, the lesson may need to be altered or differentiated for students with disabilities. However, I know that my students this year are always eager to participate in hands on kinesthetic activities and are very engaged during such lessons. Just getting out of their seats seems to be a treat for them!
Regan,
ReplyDeleteI also teach 7th grade science in Georgia. I think that by creating a lesson on body systems that has them moving around is great. This is sometimes one of the harder concepts for my students to really grasp. I like the activities that you used in in your lesson plan. I hope that it all goes well when you implement the lesson.I agree that this way really shows if they know and can apply the knowledge.
Sounds like a fun lesson that your students will be engaged in--both physically and mentally. They also get to apply what they have learned about body systems to something we all do--so its connected to real life. Isn't fun to teach wheb everything ties together so well. Good luck.
ReplyDeleteThe running in place is a great engagement for your students! I really appreciated the differentiation fo the writing prompts. I wanted to know if you had a rubric for your writing response. Please let me know.
ReplyDeleteYes, I do use a rubric for any writing assignment I use in class. When grading writing I always use our 7th grade Language Arts writing rubric. This is a school wide rubric that we use because our whole school is focusing on improving writing and cross curriculum writing. I'd be happy to send you the rubric if you'd like to see it.
DeleteThanks for your comment!
Hi Regan,
ReplyDeleteI like how you incorporated the reading and wiring prompts in your lesson. To often students are not given the opportunity to read science in context.
And I have to agree that using the 5-E system is similar to the lesson plan template that we follow at my school. At my school we have to do a warm-up, opening, work session, and closing. As with the 5-E approach, each section is suppose to introduce, engage, guide, and allow students to reflect or demonstrate their understanding. Great Lesson!
P.S. Getting the students out of their seats to move around was great, I'm sure the students will love it!
Regan,
ReplyDeleteYou definitely included the 5Es in your lesson. I love the integration of the various disciplines, which is near and dear to my teaching style as well. As students are walking/running away or coming to class, you can always throw out a question such as, "What body system are you using in doing _______?"
Janie
Regan,
ReplyDeleteGood lesson. What a great way to get students acquainted to their bodies. The Olympic athlete is a good touch. I taught body systems about 5 years ago in Michigan, one of their projects was to create a shirt with as many body systems displayed as possible (extra credit if they wore it to school).
I love you lesson seems very engaging and student centered. I also love the inclusion of literacy.
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