Angie+King+Science+8+Body+Systems

This lesson addresses issues about health and nutrition that are prominent in our current society. Students will get a chance to research how certain environmental factors, such as smoking and diet, can have on human body systems. This lesson will develop on what students already know about human body systems and how they work. Students will use effective research skills to create a powerpoint presentation about the effects of smoking and diet on the circulatory, respiratory and digestive systems.
 * __Abstract:__**

General Learner Outcomes: //Students will:// Specific Learner Outcomes: //Students will:// Information and Communication Technology Outcomes: //C.1:// Students will access, use and communicate information from a variety of technologies //C.2:// Students will seek alternative viewpoints, using information technologies //C.4:// Students will use organizational processes and tools to manage inquiry. //C.5:// Students will use technology to aid collaboration during inquiry. //F.1:// Students will demonstrate an understanding of the nature of technology //F.3:// Students will demonstrate a moral and ethical approach to the use of technology. //P.3:// Students will communicate through multimedia
 * __Lesson Outcomes:__**
 * describe areas of scientific investigation leading to new knowledge about human body systems and to new medical applications
 * identify examples of research into functions and dysfunctions of human cells, organs or body systems
 * investigate and describe factors that affect the healthy function of the human respiratory, circulatory and digestive systems
 * plan and conduct a search, using a wide variety of electronic sources
 * refine searches to limit sources to a manageable number
 * access and operate multimedia applications and technologies from stand-alone and online sources
 * access and retrieve information through the electronic network
 * analyze and synthesize information to create a product
 * communicate in a persuasive and engaging manner, through appropriate forms, through speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose
 * use information technologies to find facts that support or refute diverse viewpoints
 * develop a process to manage volumes of information that can be made available through electronic resources
 * access, retrieve and share information from electronic sources, such as common files.
 * demonstrate an understanding that information can be transmitted through a variety of media
 * use time and resources on the network wisely
 * understand the need for copyright legislation
 * model and assume personal responsibility for ethical behaviour and attitudes and acceptable use of information technologies and sources in global and local contexts
 * create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity, and geographic location
 * create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from remote sources

-Class set of computers, Laptop cart perhaps -Assessment rubric -Smartboard -google.com website -youtube.com website
 * __Materials and Resources:__**

Lesson 1: 50 minutes __Lesson Set:__ -**5 minutes**: How to Make a Ball of Tar - youtube video...show the video, but try and find it at a different source, your teaching interenet research skills, but your being a bad example and using a bad source for your introduction video... [] -after video, have a couple of student comments about what they saw. Have students describe how they feel about smoking. Ask higher level thinking questions like:
 * __Lesson Procedure:__**
 * **Give your opinion on smoking and defend your position**
 * **Give your opinion, but remember to "teach", not "preach"....it can be a controversial issue, be careful....do not get emotionally involved in the issue or it may go badly....stay objective.**

__Development:__ -**5 minutes**: Class Discussion and Brainstorm -**5 minutes**: Research Project -introduce research project to students: **What effects can smoking, diet, and nutrition have on the diferent systems of the body? Namely the Circulatory, Respiratory, and Digestive systems.** -students will further their knowledge about what they know about the effects of smoking and nutrition and create a powerpoint presentation in groups of 4 or 5 on their findings. Students will also create a summary study sheet for their peers for study purposes. This sheet will need to be a condensed version of the powerpoint presentation. Students will not be graded on their study sheet, but they are required to provide a copy to every student in the class. The purpose of this collaborative research project is for the students to teach each other about their findings. -product will be powerpoint presentation: 10 slides minimum on assigned topic (circulatory, respiratory or digestive system) -students will be graded according to the following rubric (hand out rubric to students, and go over together)  Criteria || Excellent 5 || Very Good 4 || Adequate 3 || Limited 2 || Total: /25 -**10 minutes**: Effective Research Skills -on the Smartboard in the classroom, go to google website and search "smoking" -point out to students that this search results in 132 million websites found and the first website is one about the smoking aid Nicorette, which is not relevant to the particular research assignment -tell students that we need to use our effective research skills (previously learned and practiced) to focus our search -ex: search "smoking and circulatory system" in google - 303 000 hits -ex: search "smoking and circulatory system and harmful effects" in google - 17,600 hits: much more effective researching -emphasize to students the importance of doing advanced searches in any search engine to narrow the search to more relevant information about the topic -students also need to be aware that some sites are not useful and it is useless to scan them for information, when they clearly do not have anything of value. Also it is important that students are smart "surfers" and that they follow relevant links when it is appropriate -because students will be presenting the information they found, the teacher needs to address the issue of plagiarism and "copying and pasting" from the internet. Students need to re-word information, so that the copyright issues are maintained. -finally, ask students if there are any questions about the assignment or research effectiveness for clarification -**20 minutes**: Research Time -students will have rest of period to research their assigned topic. They will also be given the next day and presentations will be the day after that. Therefore this particular lesson will take approximately 3-4 days depending on the size of the class and how effective their research skills are. When allowing your students time to research and prepare a presentation...make sue that as a class you have a "lets see how were all doing" to check how the students are doing and if they are on the right track. __Closure (Teacher Inquiry):__ __Assessment:__
 * **What effects can smoking have on the circulatory and respiratory systems?**
 * **What effects can diet and nutrition have on the circulatory, respiratory and digestive systems?**
 * **While having the class discussion and brain storming, make a web of ideas or mind map on the Smartboard to focus and engage the class, this allows the students to follow along and when you are done you can print off the mind map you have made and give it to the students**
 * -**use the students' brainstorming ideas to lead into the topic and assignment for the next couple of days
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> __Oral Presentation Rubric__ **
 * <span style="display: block; text-align: right; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Level
 * <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Presentation showed that it was researched… || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a precise and comprehensive manner || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a detailed and thorough manner || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a basic and partial manner || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a vague and superficial manner ||
 * <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Presentation was… || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Extremely organized and easy to understand || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Well organized and easy to understand || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Not well organized and some parts were confusing || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Disorganized and confusing ||
 * <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">The presentation performance (voice and clarity) was… || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Excellent || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Very good || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Adequate || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Limited ||
 * <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">The presentation was equally distributed among members || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Excellent || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Very good || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Adequate || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Limited ||
 * <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Presentation communicates information… || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a manner that enhances meaning and engages the audience || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a manner that supports meaning and appeals to the audience || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a manner that assists with meaning and generally interests the audience || <span style="display: block; text-align: center; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">In a manner that is confusing and has little audience appeal ||
 * -5 minutes:** The teacher may wish to ask each group how effective their research was today. Students should have a good grasp of their topic and what group member is doing what. <span style="color: rgb(37, 37, 203);">Have a peer evaluation form of each member and have the groups designate what they are doing and what they are going to do as far as group member responsibilities go.