Learner Description - nine first graders and eight second graders from the Northwest suburban area outside of Chicago. 

Overview - Brief description of the unit

We study the human body and nutrition on alternate years.

What will be taught? -

Students will be able to understand body parts, safety, functions, the five senses, dental health, wellness, drug awareness, and the food pyramid.

How will it be taught? -

Students will have access to trade books as well as the internet to gather information. Many artifacts (x-rays, medical clothing, arm brace, etc.) will be available. Medical and dental personnel will be invited into the classroom to explain and/or role play their jobs.  

What will students do and learn? -

Students will use trade books, the internet, and medical personnel to gather and record information.

Students will read and learn to gather important information from the research materials. Students will work cooperatively, sharing their information by a presentation, poster, and/or slide show made from Kid Pix.

Rationale -

Why would you teach this unit? -

Our current curriculum guide specifies that we study the human body. Students will gain a better understanding of the human body, how important it is to stay healthy, and ways to stay healthy. Students will also have the opportunity to use their communication skills in presenting information learned, orally and artistically.

Why would this qualify as an engaged learning unit?

These engaged learning indicators are addressed -

Responsible for learning

Strategic

Energized by learning

Authentic

Challenging

Multidisciplinary

Performance-based

Generative

Seamless and ongoing

Equitable

Interactive

Generative

Collaborative

Knowledge-building

Empathetic

Heterogeneous

Equitable

Facilitator

Guide

Co-learner

Explorer

Cognitive Apprentice

Teacher

Producer

Why is technology an important component of this unit? -

Internet access with sites from our District 23 web site "Curriculum Links" and sites I found were looked at by all students during computer lab and classroom time. Some students created slide shows in Kid Pix to accompany their presentation, as well as be available for peers to look at later, individually or with a partner. Students worked with all aspects of Kid Pix, including drawing, stamps, writing, and putting pages into a slide show format with sounds and transitions. The digital camera played an important role. The teacher documented students' learning and collaboration, documented project tasks and outcomes. The video camera was used to videotape each oral presentation. This was then used for critiquing each others' presentation, as well as sharing with parents at home.

Why is the project authentic/meaningful, and challenging for students?

A healthy body is an important aspect of living a successful life. With our life spans extending all of the time, chances are we will be alive for a longer time than our ancestors. This also means we have a better chance of having to deal with more diseases, either with ourselves or our families and friends. The more we know about our body, and the better informed we are about how to keep our body healthy, the better chance we have to enjjoy a better quality of life.

This project also develops research and presentation skills that are needed now and for future life experiences.

The use of technology has almost become a way of life in our present world. Knowledge of its capabilities is essential.

Particularly with a combination class, there are sufficient activities for each student to seek his/her own level and expertise area.

Goals - Content, Cognitive and Social - 

What new attributes (knowledge, skills, attitudes ) do you expect students to gain?

What new knowledge do you expect the students to learn? -

Students will learn about the human body and ways to keep it healthy. In order to do this, students will need to work together cooperatively. Students will utilize a different type of reading to gain information from non-fiction sources. Students will see how important it is to tell correct information, and to use their own words when doing this. We will discuss, and begin documenting some of the sources of our research.  

What skills? -

Research (reading, highlighting important points), cooperative learning (sharing), technological skills (internet, word processing, multi-media), presentation skills (listening and speaking), evaluating skills (rubrics), critiquing and debriefing skills.

What attitudes? -

We need to understand how important a healthy body is, and how we are responsible for keeping our body healthy.

What state standards does the unit address? - 

¨ Comprehend a broad range of reading materials

¨ Use correct grammar, spelling punctuation, capitalization and structure

¨ Compose well-organized and coherent writing for specific purposes and

audiences

¨ Communicate ideas in writing to accomplish a variety of purposes

¨ Listen effectively in formal and informal situations

¨ Speak effectively using language appropriate to the situation and audience

¨ Locate, organize, and use information from various sources to answer

questions, solve problems and

   communicate ideas

¨ Analyze and evaluate information acquired from various sources

¨ Apply acquired information, concepts and ideas to communicate in a variety

of formats

¨ Know and apply concepts that describe how living things interact with each

other   and with their environment

¨ Know and apply the accepted practices of science

¨ Know and apply concepts that describe the interaction between science,

technology and society

¨ Apply skills and knowledge necessary to create and perform in one or more

of the arts

¨ Demonstrate knowledge and use of numbers and their representations in a

broad range of theoretical and

  practical settings

¨ Investigate, represent and solve problems using number facts, operations

and their properties, algorithms, and

relationships

¨ Measure and compare quantities using appropriate units, instruments and

methods

¨ Estimate measurements and determine acceptable levels of accuracy

¨ Solve problems using systems of numbers and their properties

¨ Organize, describe and make predictions from existing data

¨ Formulate question, design data collection method, gather and analyze data

and communicate findings

-Know and apply the principles and conponents of health-related fitness

-Assess individual fitness levels

-Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan

-Explain the basic principles of health promotion, illness prevention and safety.

-Describe and explain the factors that influence health among individuals, groups and communities.

-Expalin how the environment can affect health.

-Describe and explain the structure and functions of te huan body systems and how they interrelate

-Explain the effects of health-related actions on the body systems

-Describe factors that affect growth and deveopment

-Apply decision-making skills related to the protection and promotion of individual health.

-Demonstrate skills essential t enhancing health and avoiding dangerous situations.

Learning activities -

We began with the "think we Know" and "Want to learn" parts of K-W-L. We used materials I own, including trade books, children's medical coloring books, and artifacts (arms brace, ID bracelets, bandages, medical clothing, x-rays, blood pressure cuff, tongue depressor, etc.) A dentist visited us, giving us information on keeping our teeth healthy. Information was found on the internet. Students wrote notes to help organize their thoughts.

Students presented their information, using their notes, posters, and/or slideshows created with Kid Pix.  

Student Assessment -

Students created their own rubric, with my direction. I used this tool, as well as observation to assess the students.

Resources - 

We invited a dentist to explain about good dental hygiene. He brought two videos that aided his explanation and demonstrations. He brought his dental tools for visuals.

Management -

Students worked in groups or individually, as required for their job. If more room was needed, desks were easily moved. Access to computers was always available, either in the classroom or in the lab.

Unit Evaluation -

Overall, I think our unit was quite successful. Enthusiasm was high, and the students were energized by their learning. They enjoyed being the explorer, producer, and teacher. Being a multidisciplinary unit, all of students' assets could be utilized. Students were allowed to challenge themselves as much as they wanted. Students seemed to learn a lot from our debriefing sessions.

Finding appropriate reading material at this age level was easy. I have many trade books at appropriate reading levels. Although I was unsuccessful this year in obtaining a nurse or doctor to visit us, I would try to get one again. This unit progressed much more smoothly, since it was our third attempt at engaged learning. It was also the method of learning that the class chose to use for this unit.