LESSON PLAN

TITLE: The Body: Day 3

AUTHOR: Randi Longmeyer and Sabrina Requena

GRADE: 5^th and 6^th grades

INTEGRATED DISCIPLINES: Social Studies, art

NATIONAL STANDARDS:

CONTENT STANDARD A:
As a result of activities in grades 5-8, all students should develop

·        Abilities necessary to do scientific inquiry

·        Understandings about scientific inquiry

CONTENT STANDARD F:
As a result of activities in grades 5-8, all students should develop understanding of

·        Personal health

·        Populations, resources, and environments

NE STANDARDS:

8.1             Unifying Concepts and Processes – Unifying concepts and process help students think about and integrate a range of basic ideas which builds and understanding of the natural world.

8.1.1        Systems, Order and Organization

8.1.2        Evidence, Models and Explanation

a.      Collect, manipulate, and analyze data from an experiment.

b.      Observe and develop models, such as physical, mathematical, mental, and computer simulations.

c.      Interpret and explain products of experimentation.

d.      Review investigative procedures and conclusions for reasonableness.

8.2             Science as Inquiry – Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.

8.2.1        Scientific Inquiry

a.      Identify questions and form hypotheses that can be examined through scientific investigations.

b.      Design and conduct a scientific investigation.

c.      Use appropriate tools and techniques to gather, analyze and interpret data.

d.      Develop descriptions, explanations, predictions, and models using evidence.

e.      Think critically and logically to make the relationship between evidence and explanations.

f.       Recognize and analyze alternative explanations and predictions.

g.      Communicate scientific procedures and explanations.

h.      Use mathematics in all aspects of scientific inquiry.

8.3             Physical Science

8.4             Life Science

8.5             Earth and Space Science

8.6             Science and Technology

8.6.1        Technological Design

8.6.2        Science and Technology

a.      Recognize that solutions have intended and unintended consequences.

8.7             Science in Personal and Social Perspectives – A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision making.

8.7.1        Personal Health

a.      Research and identify substances harmful to human beings in the natural environment, such as radon, lead, and nitrates.

b.     Investigate and explain how personal choices can directly affect a person’s health, such as exercise,                 nutrition, and use of drugs.

OBJECTIVES: show the effect of one cigarette on the lung, talk about the percentage of people that smoke and how it affects you, make anti-smoking posters

MATERIALS: plastic bottle, cigarette, lighter, clay, plastic tubing, cotton ball, big pieces of paper, crayons, markers, statistics related to smoking

PROCEDURES:

Anticipatory Set: We took the girls outside to show them the effect of 1 cigarette on a lung.

Vocabulary: cancer, smoking, cigarette

Activities: make the lung smoke a cigarette, look at the cotton ball and compare it to an unused cotton ball, look at statistics of smokers

Provision for special needs: make sure no one inhales the smoke or sits it the path way of the smoke, go outside because we teach in a smoke-free building

CLOSURE: Hang anti-smoking posters on the wall

ASSESSMENT: the blackened lung to see if the bottle-lung works, Anti-smoking posters made by the girls that include smoke related facts

References:

www.teachervision.com

Drugs and Your Body from the Creative Teaching Press

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