BODY SYSTEMS SASS Science Lesson Plan

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1 BODY SYSTEMS SASS Science Lesson Plan Unit: Body Systems/Review Text(s): Standards Common Core State Standards/Maryland State Curriculum R1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.6: Assess how point of view or purpose shapes the content and style of a text. R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.9: Draw evidence from literary or informational texts to support analysis, research, and reflection. SASS Connection(s) SASS 1 SASS 2 SASS 3 SASS 4 SASS 5 SASS Vocabulary claim, warrant, pre-emptive counterargument, text Big Questions Are the systems of the body interdependent on each other? MSC Standard Grade 7 Cells B.2.b: Recognize and provide examples that human beings, like other organisms have complex body systems of cells, tissues and organs that interact to support an organism s growth and survival. Objective b. Select several body systems and explain the role of cells, tissues and organs that effectively carry out a vital function for the organism, such as: Obtaining food and providing energy (digestive, circulatory, respiratory) Defense (nervous, endocrine, circulatory, muscular, skeletal, immune) Reproduction (reproductive, endocrine, circulatory) Waste removal (excretory, respiratory, circulatory) Breathing (respiratory, circulatory) Objectives Students will be able to determine the importance of all the body s systems by evaluating their contribution to world class swimmer Michael Phelps s 8 gold medals. 1

2 Timing Notes 90 minute lesson 5 min - Do Now 1 min Motivation 10 min Mini-Lesson 50 min Committee style debate 15 min Post-Debate Writing Activity 60 minute lesson 5 min Do Now/motivation 10 min - Mini-Lesson 50 min Committee Style Debate 5 min Post Debate writing activity Materials You tube Clip Body Systems Handout Team worksheet (1 per team of 4-5) Committee Member worksheet (1 per committee member. 3-4 committee members) Committee Verdict sheet (1 for the entire committee) Committee-Style Debate Grading Rubric (1 per person) Assessment Informal Observation Committee Verdict sheet (1 for the entire committee) Committee-Style Debate Grading Rubric (1 per person) Do Now What Body System was most influential to Michael Phelps winning 8 Gold Medals at the 2008 Beijing Olympic Games? Explain. Motivation Today, we are going to review the different body systems. So far, we ve talked about how the systems work together. During today s class, we ll analyze if one particular body system is responsible for high athletic achievement. Mini-Lesson/Direct Instruction First, let s do a review of the body parts and their main function. (Students should refer to notes on subject, previous handouts and textbook) 1. Go through the different body systems (may be helpful to list the systems on the board listing parts and main function of different systems) 2. Refer back to their do now question about Michael Phelps. 3. Have students share out their claims and create a list of the five most important. 4. Show clip of Michael Phelps Swimming: watch?v=jd67pmryit0. (NOTE: You can research another clip as long as it shows Phelps in water. Clip should show him in water breathing (respiratory), Swimming (muscular, Skeletal). Students will also talk about the his nervous system, cardiovascular system as important body systems) 5. Together, create a list of the body systems that helped Phelps win. 2

3 Guided and Independent Practice Now that we ve reviewed our body systems, watched a video of world class swimmer Michael Phelps and created a list of the most important systems that helped him win gold, we are going to break up into five groups based upon that list and have a Debate. Committee Style Debate 1. Separate students into five groups. (can be done randomly, teacher choice or student choice). Select 3-4 students to be on the committee. 2. Assign each group a body system: Respiratory, Muscular, Skeletal, Nervous, Circulatory 3. Review the Team worksheet with the body system teams. Read the task that s at the top of the paper with your team. Then, make sure you write in your team number and the claim you ll be making. If I m on Team Respiratory, for example, then I would say as my claim: Team Respiratory believes that the respiratory system is was the most important body system in helping Phelps win gold. (POST on the board as a model.) In your teams, you ll need to figure out who is doing which job. Each job will have different responsibilities and different times for speaking and preparation, but you will all be responsible for working together to make your case for your element of poetry. The debate will look like this (POST on the board for easy reference it will be used often): Debate Structure STEP 1: Preparation time for all teams. STEP 2: Opening Statement from Team 1 (3 mins) STEP 3: Committee Questioning to Team 1 (2 mins) STEP 4: Preparation time for questions to Team 1 STEP 5: Attacking questions to Team 1 (2 mins) STEP 6: Team 2 completes steps 2-5 STEP 7: Team 3 completes steps 2-5 STEP 8: Team 4 completes steps 2-5 STEP 9: Team 5 completes steps 2-5 STEP 10: Preparation time for all teams. STEP 11: Closing Statements from all the teams (1 min) STEP 12: Committee determines the winning team. Right now, your team will get a significant amount of time to prepare for your 3-minute opening statement. Review the requirements for the opening statement on the worksheet. Work together to develop your opening argument and practice it. 4. Meet with the judges to review the judge task: Read the task you ve been assigned. Review your responsibilities. Review the grading rubric. 5. Circulate the room and assist groups in the development of their arguments. Be wary of some common problems: students are unable to keep track of all of the requirements: Let s create a checklist to make sure that we include everything we need 3

4 to include in our opening round speech. judges are idle: Create a list of questions you might have about each body system. Committee Style Debate Procedure: 1. Seat each team together facing the committee. Teams should be able to see each other and the committee, to whom they ll address all speeches. 2. Ensure that students have the note-taking form and guide students through filling it out: Write in each group s claim During their opening statement, write down each of the team s tag lines, followed by a few bullet points of important information that fits with their tag lines. During the committee questioning round write down any key answers to important questions that you hear. During the attacking questions round also write down any key answers to important questions that you hear. (If you ARE the questioner, feel free to use this space to write in the questions that you want answered.) At the very end, when all teams are giving their closing statements, bullet point any key information from the closing in the last section. Remember that this note-taking form is a part of your grade. 3. Review the debate procedure with the students. 4. Field questions from students before beginning. 5. Remind the committee that they are responsible for guiding students through the debate procedures and that the teacher will be a fly on the wall. 6. Complete debate steps Stop at step 10 and praise students. With time, reflect on steps 1-9: What s going well for you and your team? What are some important arguments we ve heard so far? What will you need to do during the next preparation time so that you are ready for your closing statements? What s one thing you want to make sure your teams does in the final round? 8. Complete steps If necessary, guide the committee through Step 12: What was your task? What teams did a good job convincing you that their element of poetry best contributes to a poem s meaning? Why were their arguments better? What teams are you thinking did not do such a convincing job? Why? Talk out with the rest of the committee and make a decision about which body system was the most important in helping Phelps win gold. As a group, work together to write up your verdict sheet. Remember that this is a big part of your grade. Make sure that you have multiple warrants to support your claim. 4

5 Closing Committee Style Debate Debrief and Reflection: 1. Ask students to use a half sheet of paper to debrief and reflect on the debate. POST on the board: 3 things you learned during today s debate 2 goals you have for the next full class debate 1 question that still remains about body systems 2. Share out a few responses Homework Have students their Committee-Style Debate notes home and build an argument using the claim structure is the most important Body System out into a full paragraph using the Argument Writing worksheet. They can choose to stick with their group s original claim, or choose a new claim. 5

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