Educational Technology Lesson Plan

Group 10

6th grade biology: Major Systems of the Human Body
Contact Information:
Rex Erwin
Joel Henning
Kelly Anding
Title:
Functions and Systems of the Human Body
Primary Subject Area and Grade Level:
Life Science Grade 6
Overview:
Identify and investigate the general functions of the major systems of the human body, specifically the
respiratory system, the digestive system, and the circulatory system. Students will need to know how
these systems work together to help keep up homeostasis. The following is an overview of the three day
lesson plan utilizing Wed 2.0 : Prezi
Approximate Duration:
Three 50 minute lessons. Totaling 2 hours and 30 minutes.
Class Format:
Blended
Danielson, 1b
Common Core Educational Technology Standards Addressed:
SC.6.L.14.5
SC.6.L.14.6
Access Point(s):
SC.6.L.14.Su.1
Interdisciplinary Connections:
Subject area: science ; Body of knowledge: life science ; Big idea: organization and development of living
organisms
Access M/J Comprehensive Science 1
Fundamental Integrated Science
Language arts: LA.6.RI.3.7- Integrate information in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Prior Knowledge:
SC.5.L.14.1
SC.5.L.14.2
Students will need to apply science knowledge gained in lower grades building up to this level of
science: system functions
Outcomes/Objectives:
Day One
The objective of this lesson is for students to be able to:

Given the steps of the respiratory process, students will be able to put them into proper order
with at least an 80% accuracy level.
*the process of respiration: breath oxygen rich air in through nose, lungs exchange the carbon dioxide
from our bodies with the fresh oxygen breathed in, and then our nose exhales the carbon monoxide gas.
Respiration is a constant cycle and failure of the process means death.

Identify on a chart of the human respiratory system the main aspects of the system with at least
an 82% accuracy
Sinus cavity- space located behind the nose inside the skull
Pharynx- pipe which connects the nose to the throat
Larynx- also called the voice box- located in the throat and makes sound as air passes over the cords
Trachea- also called the windpipe- opens to allow air through to the lungs and closes to allow food to
pass into the esophagus
Bronchi- two main branches of the trachea leading to the lungs
Lungs- two cone shaped organs which receive and emit air
Bronchioles- smaller breakdown of the bronchi leading to the air sacs
Alveoli- the tiny air sacs at the ends of the bronchioles which exchange carbon dioxide with oxygen
These objectives will be quizzed to ensure proper retention: label the chart and put process in proper
order at the end of class
The outcome will be to allow students to build knowledge of the human body’s systems and how they
relate to each other.
Day 2

Students will understand how the digestive system functions (question and answer time in class
to demonstrate this knowledge)

Students will be able to name the primary parts of the digestive system (quizlet game to
demonstrate this knowledge as well as worksheet)

Students will be able to identify the major systems of the human body (interactive class review
at the end of unit to demonstrate this knowledge)

Students will be able to describe how these systems interact with each other in order to
maintain homeostasis (class participation in a review after watching the You Tube video on
homeostasis to show knowledge gained on this topic)
Day 3

Students will identify and/or describe the general functions of the skeletal system, respiratory
system, and the circulatory system systems of the human body.

Students will identify and/or describe how the skeletal system, respiratory system, and the
circulatory systems of the human body interact to maintain homeostasis.
Technologies and Other Materials /Resources:
Day 1

This lesson will utilize the following: white board, computer video projector, overhead projector,
paper, pencils, shared group computer, copies of handout quiz at the end of lesson

Technology
Utube video to be used after introduction: https://youtu.be/12ddbrqpZiQ
Kidshealth.org link: http://kidshealth.org/kid/htbw/RSquiz.html
Superteachertools.net / respiratory system Jeopardy:
https://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?gamefile=1428268582Education.com/worksheet quiz material at end of
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Day 2
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//http://quizlet.com/952615/digestive-system-6th-grade-flash-cards/// (Link to Quizlet game to
study the Digestive System)
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//http://www.worksheetplace.////com/mf/Digestive-System-GraphicOrganizer.pdf// (Worksheet to fill in details of the Digestive System)

//https://www.youtube.com/watch?v=XZxuQo3ylII// (Video on Homeostasis)

//https://www.youtube.com/watch?v=JnzwbipJuAA// (Video on the Digestive System)

//http://thehomeschoolscientist.com/science-saturday-the-digestive-system/#.VSaLC_nF-08// (
Instructions for in class experiment)

//http://wm.schoolofdragons.com/SoD/UploadedFiles/small-screenshots/the-digestivesystem.jpg// (Worksheet to label the parts of the Digestive System)

Saltine crackers (for experiment)

Small cheese slices (for experiment)
Day 3

Paper

Pencil

Smartboard

Laptop
Activities/Tasks (Lesson Procedure):
Day One
Lesson Procedure:


Introduction/Gain Attention/Ice Breaker….. total time on this part of introduction ……2
minutes
o
Place key words on overhead onto board: sinus cavity, pharynx, larynx, trachea,
bronchi, bronchioles, alveoli, lungs, and diaphragm
o
Make eye contact, greet class, and ask class what the words on the board
represent. Let class interact and look for the key phrase of respiratory system.
Congratulate if answered or tell class that the lesson is on the respiratory system.
Outcomes and Relevance
o
Outcome of this lesson is for students to have a working knowledge of the respiratory
system and the major organ parts that make up of the system along with their general
location on the body

Motivating Introduction….. total time on video is 4 minutes
o

After the brief introduction listed above, load the utube video provided on the
computer projector and play for the students
Content of Lesson…. Lecture should be 15 minutes
o
Begin the lesson by then placing on the overhead the slide of the labeled respiratory
system
o
Ask the class to take out their notebooks to take some notes on the respiratory system
o
Let the class know that you will be walking them through the respiratory system
function and parts just as the utube video had done and providing them information to
make note of and be able to identify later
o
Begin by pointing out that air enters the nose and goes into the sinus cavity: this
section is located behind the nose in the head
o
Next let the class know the air travels from the sinus cavity into the pharynx: this is
what connects the nose and throat and is located in the upper neck under the chin
o
The next step in the path of air is the larynx: this organ is also known as the “voice
box”. It is located in the middle of the neck area and is what produces sound when air
passes over the vocal cords
o
Air then passes through the trachea: also called the “windpipe”. This section is located
in the lower neck and has a flap which opens to allow air in and out but closes when
we swallow to prevent food from entering….Spend a minute talking about the
following: Choking is when food enters and gets stuck. It must be forced out to clear the
trachea in order to breathe again and prevent death….. Heimlich Maneuver: by getting
behind a choking person and wrapping your arms around them at the upper stomach
area, you can aggressively squeeze in and force the object out of the trachea. Choking is
a leading cause of accidental death
o
#heimlichmaneuver
o
Inform class that the air then enters the bronchi: which are the two main branches of
the trachea which enter the lungs
o
The air now enters into the lungs: these are the two cone shaped organs on either side
of our chest which receive and emit air
o
Once the air enters the lungs, it goes into the bronchioles: these are narrowing, root
like, air pipes that air travels through inside the lungs

o
Inform the class that air has now reached the deepest layer of the lungs, the alveoli:
these tiny sacs provide the medium where the gas exchange occurs in our
lungs. Inhaled oxygen is released into the blood stream and the carbon dioxide from our
body is then release by our exhale.
o
Let the class know that this process works because of the muscle located under the
lungs: the diaphragm: this muscle is responsible for 75% of breathing. When it
contracts, it adds volume to the chest cavity causing the lungs to accept air. Then
when it relaxes, the muscle reduces the volume of the lungs causing the lungs to
release the air it them.
o
Let the class know that what was just gone over is known as the Respiratory System
Closure and Review: total time for group activity should be 20 minutes.
1.) Break class into groups of 3 or 4 depending on the number of computers available
2.) Log onto KidsBiology.com and do the interactive video and questions on respiration
3.) Log onto superteachertools.net and play the respiratory system Jeopardy game

Group Quiz as a review…. Total time frame is 7 minutes
1.) Hand out copies of respiration worksheet listed in the material section
2.) Place overhead from beginning of class back onto whiteboard
3.) Go over worksheet as a group with total group participation after class has worked on for five
minutes
Higher Level Thinking Skills Question: dismissal question: 2 minutes
o
How does the respiratory system tie into the other systems of the body?
o
Which system do you think the respiratory system works primarily with?
o
What are some diseases that can affect the respiratory system?
Day 2

Introduction/Gain Attention ( 5 minutes on Introduction, Outcomes, and Motivation)

o Class/Yes

o i.e.: I say “Class” they say “Yes”. Repeat until the whole class is paying attention.

Outcomes and Relevance
o

Motivating Introduction
o

“Class, as you know we having been learning about the human body. Today we are
going to focus on the digestive system. We have a cool video to watch, and an exciting
experiment to do. When we finish with those, we will break into our groups to fill out a
worksheet so that we can see what we have learned. Now let’s all focus in order to have
time for all these fun activities.”
“Well class, we ALL eat and enjoy food right?? Yes!! So this video on the Digestive
System pertains to ALL of us. Let’s begin by watching it….”
Content of Lesson: 5 minutes to introduce lesson to the class, 40 minutes to watch the short
video and do group work, 5 minutes for closing and review (closing questions, and pass out
homework sheets)
o
Teacher will now show a Youtube Video of the Digestive System at work (using the
Promethean Board and the web)
o
Teacher will now lead students in conducting the experiment “See Amylase in Action”.
Amylase is a digestive enzyme found in saliva that breaks down starches. We will be
testing how amylase works by placing a small piece of cheese and then a small piece of
cracker on our tongues. The cracker WILL start to dissolve as it contains starch( see link
above for full experiment steps)
o
Teacher will now instruct students to break up into their regular groups of four to fill out
the Digestive System Graphic Organizer. They can discuss with each other how the
mouth, esophagus, stomach, and intestines each contribute to digestion.
o
Students will have some class time to play the Quizlet game to review the parts of the
Digestive System (this will be set up on classroom computers, and or Ipads….students
can work together if necessary.)
o
On the final day of covering the systems of the human body the teacher will show the
Youtube video on homeostasis to reinforce how all the systems work perfectly together.


At the end of the time allotted, teacher will gain class attention again, and ask a few review
questions. For extra review, a worksheet to fill out the parts of the digestive system will be
passed out as homework.
Higher Level Thinking Skills Noted

Explain what amylase is and how it works

Describe the process of absorption

Describe the way homeostasis works in the human body

Summarize the digestion process
Day Three


Introduction/Gain Attention/Ice Breaker
o
Instructor will tell everyone “Hello” and to “Have their eyes in front of the classroom.”
o
Students will then stand up and go through a serious of deep breathing exercises. (5
minutes)
Outcomes and Relevance
o

Motivating Introduction
o

The instructor will talk about the benefits and finish by mentioning the benefits of
cardiovascular health. This will tease the introduction to the circulatory system. (5
minutes)
Once the instructor has mentioned the cardiovascular system, a discussion about blood
flow through the heart and where blood goes through in your body. (5 minutes)
Content of Lesson
o
The lesson will begin with instructor having a discussion about how blood gets around
the body. The instructor will engage the students by calling on them to answer
questions about the flow of blood and where it goes. (10 minutes)
o
Students will explore blood vessels by watching a short video clip, conducting a handson investigation about blood pressure. Students will use a blood pressure cuff to
experience a way to measure their blood flow. The instructor is in a support role. (15
minutes)
o
Next the teacher will lead a discussion and explain about how the heart pumps blood
throughout your body and learn facts about the human heart. (10 minutes)
Higher Level Thinking Skills Noted

How does having knowledge of our circulatory system help us if we have are losing blood after
an incident?
Relevance/Rationale:
This lesson plan on the major systems builds on the student’s prior learning of the human body. This
lesson takes the students deeper into the working order of the major systems and will tie into future
lessons on other body systems. The final outcome will be to provide the students with all the systems of
the body and how they all work together to maintain homeostasis.
Assessment Criteria for Success:
Student involvement in the learning process by both listening and participating in group activities will be
indicators for the assessment of both the student and the teacher at the end of the class.

The use of interactive technology will help exemplify the information and solidify the retention
by way of visual aids

The teacher will be moving around the computer work stations to observe the team interacting
with the technical tools and will be able to answer any questions as well as provide input to
students who may need additional information

Students will be able to complete the end of class quiz with at least an 82% ( 13 questions
correct of 16 given questions ) accuracy and be able to understand the process of respiration
and be able to build on it with future lessons

Students will be able to apply the information given on the major systems and understand the
relationship of the body’s functions to create homeostasis
Explorations and Extensions:
Day One:
1. EXPLORATION: Students will be able to find in depth information on the respiratory system and its
functions on the internet and in more advanced biology books. This will lead to a world of information
available on the human body functions
https://kidshealth.org/kid/htbw/RSquiz.html
http://www.kidsbiology.com/human_biology/index.php
http://www.education.com/worksheets/middle-school/science/
#humananatomyforkids
#humanbodysystems
#lungforce
#americanlungassociation
2. EXTENSIONS: Students who may either not score up to the 82% range or who may need additional
information can see the teacher before class or after class.
Day 2:
1. EXPLORATION: Students who have demonstrated mastery of this material will be permitted to play
“Human body jeopardy” on classroom computers and or Ipads. This is also a great thing for early
finishers to do as review.
//https://jeopardylabs.com/play/5th-grade-human-body-systems2//
2. EXTENSIONS: The teacher will work in a small group setting and review the lesson with any students
that were unable to achieve 100% mastery of the material.
Day 3:
1. EXPLORATION:
Students who finish early can grab a laptop and go on to Brain Pop and explore a body system. There
are videos, games, activities, and quizzes available on Brain Pop
2. EXTENSIONS:
Students will be given an opportunity to stay after school to work with their instructor on their
academic work.
Modifications/Accommodations and Access for All:

For ESE students there will be more time allocated and additional support if stated in their IEP.

ESOL students will be teamed up with a language buddy and given addition time and support if
needed.

Teacher will have students with ADD and ADHD seated close so as to be easily able to redirect
them if needed.

Teacher will make further accommodations if necessary
Meaningful technology Integration Explanation:
Teachers today have a wealth of information easily assessible to them and can provide very impactful
lessons to their students by way of using them. Technology is all around us and needs to be harnessed
to gain the full potential available for learning. Social constructivism and connectivism are the future of
education and these technologies must be integrated into every day curriculum to enhance the learning
process. With the touch of a button, educators can bring learning to life, creating excitement and
sparking creativity.
Connectivism provides an opportunity for students to gain knowledge through the set up of their
information resources. As we integrate technology more and more into the curriculum, the expansion of
learning and knowledge is enormous. These tools spark the intellect, are easily remembered, and make
the learning process fun. These technologies bypass all racial and cultural biases and provide an
excellent tool to teach students the skills of collaboration and problem solving. In today’s global
economy, the use of these skills is not a luxury but is a necessity. As today’s students enter the work
force, they will be much farther ahead of their counterparts who do not have the technological,
collaborative, and problem solving skills they acquired through social constructivism and connectivism.