Process
To efficiently accomplish this task, all group
members should use the following guidelines:
- First, you'll be assigned to a team of 3 students by random
selection. All students will pick a number between 1 and 6 from a hat and
those with the same numbers will work together. The number selected also
represents the body system that you'll be working on.
- It will be to your advantage to
assign each member a particular part of the project. For example, one person
may be responsible for finding information relating to your topic for the
report. Another person may want to work on the visual aid(s), while another
may want to work on the presentation or the assessment tool.
- Once your particular role has
been defined, it is time to get to work. Whatever your role, the following
websites can be advantageous to all group members because you will find lots
of useful information, pictures, diagrams, etc... that will enable you to
write your report, create the visual aid(s)/model(s), and find some fun ways
to assess your classmates' knowledge. Here are some links that will be helpful
to you:
http://www.innerbody.com/image/skelfov.html
http://www.stcms.si.edu/hbs/hbs_student.htm
http://www.factmonster.com/ipka/A0774536.html
http://kidshealth.org/PageManager.jsp?lic=1&article_set=29673&ps=110
http://www.medtropolis.com/VBody.asp
4. Once you have obtained the
necessary information, it is time to organize it. As the reporter, I suggest
you organize the information to make sure you
answer the following questions or provide the following information:
- What is the name of the body sytem
and what is its major purpose?
- What are the major parts of this
body system and what do they do?
- Describe any processes that this
body system goes through (ex: digestion, blood circulation).
- How does this system help out the
other body systems?
- What can you do to keep this system
healthy and functioning properly?
- What are some problems or diseases
that may develop? Can these diseases be cured/treated?
When creating your model(s)/visual
aid(s), keep these things in mind:
- Did I include and label all the
major parts of this system?
- Am I able to explain what each part
does and in the proper order?
- Did I spell everything correctly?
- Is my model neat and attractive?
- Can the students sitting in the
back of the room see and read what is labeled?
When creating your assessment tool,
consider the following:
- Is the information I am testing
my classmates on included in the presentation?
- Are the questions appropriate for
our grade and ability level?
- Are the questions written using
proper spelling and grammar?
5. Once this process has
been completed, organize and practice your presentation as a group. It will
be a good idea to make note cards and practice making frequent eye contact
with the audience. Also, practice speaking loudly and clearly and make sure
you know how to pronounce all words properly. By doing this, you should have
created an informative and interesting presentation on one of the amazing
systems of the human body!!!! GOOD LUCK!!!
This
lesson is used as a supplement to the unit that covers the major systems
of the human body. This project is completed over the course of several classes.
I usually give students about 3 full class periods to complete this assignment.
I do not give them 3 full periods right in a row; sometimes I cover a particular
topic and then give them the remaining class time to work on their projects.
The projects are completed over the course of about four weeks, with the
final week being the time to present.
To divide students into groups, I
place little pieces of paper with the numbers 1-6 in a hat. I go around the
room and have each student select a number. This number determines who their
group members are as well as what body system they will be researching.
Overall, this is a pretty simple lesson
to pull off as long as you provide the students with the necessary means
to complete each task. Everything else kind of takes cae of itself. One problem
you may encounter is the fact that some students may not do their share.
If this is the case, you can take that person out of the group and have him/her
do it alone or you can give students two grades for the project: a group
grade and an individual grade based on their own work.
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