The Human Body UnitAnd Integrated, Exploratory Unit

By the Science SurfersMandy Derheimer

Amy GalambosLindsay Lohner

Stacey Reid

Key Generalization

Explore the human body through hands on activities, children’s books, the use of technology, and stations/centers. Observe how the body systems interact with one another. Examine the effects of good and bad chemicals with the human body. Cells, genetics, and the five senses are just parts of the whole that work together. This unit includes how motion, gravity, biomes, and habitats relate to the human body. Great ideas to incorporate for a closer look at the human body.

Adaptability

-Lessons can either be done in a day or can be expanded over a few days-Lessons can be done anytime of the yearindoor or outdoor-Lessons can adapt between grades 3-6th

Practicality-Materials are cheaper than buying textbooks for whole class-Materials can be re used with each lesson in the unit-Students are learning in many different ways, broadening their horizons

Integrated

-Math -Art-Reading -Physical Education-Language Arts -Social Studies-Health

Our Unit Plan meets the following standards:

Michigan Curriculum Framework

Strand I, CS1, E1 – Generate scientific questions about the world based on observation.

Strand I, CS1, E2 – Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment.

Strand I, CS 1, E 3 – manipulate simple mechanical devices and explain how they work Strand I, CS1, E6 – Construct charts and graphs; Prepare Observations.

Strand II, CS1, E1 – Develop an awareness of the need for evidence in making decisions scientifically.

Strand II, CS1, E2 –Show how science concepts can be interpreted through creative expression such as language arts and fine arts.

Strand II, CS1, E4 – awareness of sensitivity to natural world and show how science concepts can be interpreted through creative expression such as language arts and fine arts.

Strand III, CS1, E1 – Cells as living systems; Cell Functions. Strand III, CS2, E1 – Compare and contrast food, energy and environmental needs Strand III, CS2, E4 – compare and contrast environmental needs of organisms. Strand III, CS2, MS4 – understand the how body systems work together. Strand III, CS3, MS1 –Characteristics passed through generations. Strand III, CS3, MS2 – Describe how heredity and environment may influence/ determine

characteristics of an organism. Strand III, CS4, E2 –Explain how physical and/or behavioral characteristics of organisms help

them to survive in their environments. Strand III, CS 5, E1 – Identify familiar organisms as part of a food chain or food web and describe

their feeding relationships with the web. Strand III, CS5, E2 – Explain common patterns of interdependence and interrelationships of living

things. Strand III, CS5, E3 – Describe the basic requirements for all living things to maintain their

existence.

Strand IV, CS3, E1 – Describe or compare motions of common objects in terms of speed and direction.

Strand IV, CS 3, E3 – use simple machines to make work easier

Strand V, CS3, E 2 – Describe weather conditions and climates. Strand V, CS4, E1 – Describe the sun, moon and earth.

The Cost of the “Human Body” Unit Plan

Lesson Plan Arrangement

Lesson Order

Overview of Activities Science Area/Type of Lesson

1. 5 Senses Students are given bags with different substances and they are to use their sense of touch to determine objects.

Life/Centers

2. Body Systems Students will explore different body systems and their functions through stations.

Life/Stations

3. Cells Human cell model and a closer look at an onion peel demonstrate the structure of cells.

Life/Book

4. Good Chemicals

Explore the food guide pyramid using centers. Students create their own guide to staying healthy using the food pyramid.

Physical/Stations

5. Bad Chemicals

Investigate the effects that smoking has on the lungs. The use of technology allows students to research other harmful substances that affect the body.

Physical/Technology

6. Genetics Students will investigate acquired and inherited traits through hands on activities.

Life/Book

7.Photosynthesis Observe photosynthesis first hand by using an activity with plant leaves. An interactive website allows further education on photosynthesis.

Earth/Technology

8. Food Chains Games make this lesson great for middle level kids!

Life/Technology

9. Motion Creating levers is great for students to visualize and be able to apply to bone movement.

Physical/Book

10. Gravity Weightless arms activity to a headstand activity. Explore space and gravity!

Physical/Book

11. Biomes Explore the world and the characteristics/health concerns of biomes.

Earth/Technology

12. Habitats Lend a helping hand with a great service learning project after you learn about what

Earth/Stations

ItemsCost

*Markers/Crayons*Glue*Scissors

*May be provided by students or $30.00

Aluminum foil $2.00Paper clips $2.00Onions $4.00Construction paper $10.00Yarn $3.00Video $15.00Web game and dice $5.00Books Library – no costGummy bears $5.00Zip lock bags $6.002 mice (1 white, 1 black) $10.00Notebooks (whole unit) $8.00Magnifying glasses $30.00Newspaper (employment section) Provided by students – no costShoe boxes Donated – no costPaint $10.00Rulers $4.00Rods $8.00Play dough $10.00Cardboard tubes Provided by students – no costSmall aquarium rocks $10.00Sponges $6.00White butcher paper Provided by the art room – no costString $2.00Balloons $2.00Toothpicks $1.50Earplugs $6.00Tape recorder and cassette tape Provided by the library – no costSpices (cinnamon, ginger, etc.) $4.00Paper bags (lunch bags) $3.00Poster board $10.00Model of lung $30.00

Total Cost of items = $236.50

humans and organisms need for shelter.

Name: Mandy Derheimer

Type: Centers Lesson

Contact Info: Mandy Derheimer, derhe1ml@cmich.edu

Stupendous Senses

Grade Level: 4th – 6th Grade

Materials: Traditional story of The Gingerbread Man, construction paper, markers, glue, spices (ginger, cinnamon, etc.), journals, objects to put in the colored plastic boxes (paper clip, chalk, eraser, etc.), paper bags, objects to put in the paper bags (pumice stone, rock, etc.), examples of optical illusions, tape recorder, tape, earplugs, example of “The Six Magic Dots,” and materials to create the communication idea for the blind.

References: Education World Lesson Plan websitewww.educationworld.com/a_lesson/lesson/lesson183.shtml

The Six Magic Dotswww.educationworld.com/a_lesson/lesson/lesson183.shtml

Science Process Skills:

observation predicting communicating processing information

Common Misconceptions:

The eye is the only organ for sight; the brain is only for thinking. (Color and vision #5)

Loudness and pitch of sounds are confused with each other. (Sound #1)

Key Question:

How are we affected by our senses every day?

MCF and Science Topic:

MCF Strand 1, CS1, E1 & E2 – Constructing new scientific knowledge.

MCF Strand II, CS1, E1 –Reflecting on Scientific Knowledge.

Lesson Objectives:

The learner will gain knowledge of the five senses.

The learner will determine how important the five senses are in our every day lives.

Task Description Theories/MethodsEngage Activity:

Scent of gingerbread

The teacher will begin by reading the students the traditional story of The Gingerbread Man. The teacher will then ask the students what they think the ingredients are to make a gingerbread man. The students will make predictions. Each student will then create their own gingerbread man using construction paper and markers. They will place different spices like ginger, cinnamon, etc. on the stomachs of their gingerbread man.

The students will then follow this activity with writing in

Brain-Based Learning: The students make connections between prior knowledge and new knowledge.

Learning Modalities – visual and auditory.

Stupendous Senses

their journals. Questions they will answer will be things like: What does your gingerbread man look like? What does your gingerbread man smell like? What does the scent remind you of? If you were to eat it, what do you think it would taste like? The teacher will then explain to the students that they will explore in further detail the ways we use our senses every day.

The teacher will then divide the students into 6 equal groups and assign each group a number from 1 to 6. There will be 6 different centers (which will be labeled) set up with the directions explaining each activity. Group 1 will start at center #1, etc. Each center will last around 15 minutes. The students will follow a set of directions given at each center.

Exploring Activity

Center #1:

What’s in the bag?

Center #1: What’s in the bag? – The students will be able to use their sense of touch in this activity. There will be a number of paper bags filled with a mysterious substance. These are things that are normally seen and felt every day. Each student will identify some of the unknown substances. The trick is that they cannot peak into the bag or smell the bag because that would give it away. Some of the substances inside the bag may feel alike, so the students have to be careful. The students will use their hands to investigate with their hands to “see” the objects. The students will be in groups at tables and the teacher will pass out a few bags to each one. Some questions for the students to focus on are: Is it hot or cold? Is it smooth or rough? Is it made up of many pieces? How do your fingers feel after you touched it? Each student will record their observations in their journal. After each group has had some time to investigate the bags, as a class, the students will share their ideas on what they thought was in each bag. As a class, the bags will be opened and the mysterious substances will be identified. As a class, the students will answer the following questions: Which objects gave you the most trouble? What characteristics made these objects more difficult to identify? Who seemed to have the best sense of touch in your group?

Learning Centers – The students are learning through a variety of centers.

Cooperative Learning – The students will work together to complete the task(s) in the centers

Learning Modalities –The students will use their auditory intelligences.

Multiple Intelligences –The students use their sense of touch – bodily-kinesthetic intelligence

Brain based learning - The students make connections between prior knowledge and new knowledge.

Control/Choice Theory – interchanging interaction between wants and needs (freedom)

Processing Activity

Center #3:Internet Colorblindness

Center #3:Internet Colorblindness-For this activity, the students will be instructed to use the Internet to learn more about colorblindness. Each student will use a search engine like www.google.com or www.ask.com to find out more about colorblindness in general as well as answer some questions. Some questions the students will answer could be: What does it mean to be colorblind? What colors can people who are colorblind see? Who is more likely to be colorblind (men vs. women)? If you were colorblind, what are some ways that it could affect your every day living?

If technology fails: The students will be instructed to do their research in the library using other references like books about optical illusions and encyclopedias.

Higher Order Thinking: The students will go through the stages of knowledge, comprehension, applying, synthesis, and evaluating during these centers.

Learning Centers:The students are learning through a variety of centers.

Brain based learning: The students make connections between prior knowledge and new knowledge.

Further Investigation

Center #4:Optical Illusions

Center #5: Can you hear me?

Center #4:Optical Illusions- There will be a number of different examples of optical illusions for the students to investigate. The students will record their initial reaction or interpretation of each example and then they will investigate each one more in depth and discuss with their classmates what each person saw. They will then record what they saw the second time around.

Center #5:Can you hear me? – At this center there will be a tape recorder set up. The tape recorder will be set at a specific volume level. The students will be instructed to listen to the recording and write down as many words that they were able to hear. Then, the students will place ear plugs in their ears and follow with the same activity. Then they will record in their journals the comparison between listening to the recording at a low level without earplugs in as well as with earplugs in their ears.

Learning Centers:The students are learning through a variety of centers.

Learning Modalities: The students will use their auditory and visual intelligences.

Brain based learning: The students make connections between prior knowledge and new knowledge.

Control/Choice Theory: interchanging interaction between wants and needs – freedom.

Applications

Center #6:

Communication for the blind

Center #6:Communication for the blind - The students will be able to experience first hand how people who are blind get by with “reading” things. An example of “the six magic dots” will be available for the students to read and experience. The students will make a list of things that would be difficult for someone who was blind to do. They will then talk about the different ways a blind person can communicate with those around them. After a little discussion with their fellow classmates, the students will decide on something they can create to aid in communication for the blind. Then the students will design their own form of communication for the blind. The students can either build a model of their form of communication for the blind or draw a detailed picture of it.

Cooperative Learning: The students will work together to complete the task(s) in the centers

Learning Centers:The students are learning through a variety of centers.

Control/Choice Theory: interchanging interaction between wants and needs – freedom.

Assessments The students will be graded on the following:

Involvement within the centers – 10pts.

Group work – 5pts.

Journal entries – 10pts

Communication tool/aid for the blind – 5pts.

Total: 20pts.

Engage Activity handout:

The Traditional story of The Gingerbread ManOnce upon a time a little old woman and a little old man lived in a cottage. One day the little old woman made a gingerbread man. She gave him currants for eyes and cherries for buttons. She put him in the oven to bake.

The little old woman and little old man were very hungry and wanted to eat the gingerbread man. As soon as he was cooked, the little old woman opened the oven door. The gingerbread man jumped out of the tin and ran out of the open window shouting, 'Don't eat me!'

The little old woman and little old man ran after the gingerbread man. 'Stop! Stop!' they yelled. The gingerbread man did not look back. He ran on saying, 'Run, run as fast as you can! You can't catch me, I'm the gingerbread man!'

Down the lane he sped when he came to a pig. 'Stop! Stop! I would like to eat you," shouted the pig. The gingerbread man was too fast. He ran on saying "Run, run as fast as you can. You can't catch me; I'm the gingerbread man.

A little further on he met a cow. 'Stop! Stop! Little man,' called the hungry cow, 'I want to eat you.' Again the gingerbread man was too fast. He sped on down the road saying, "Run, run as fast as you can. You can't catch me, I'm the gingerbread man."

The cow began to chase the gingerbread man along with the pig, and the little old woman. But the gingerbread man was too fast for them.

It was not long before the gingerbread man came to a horse. 'Stop! Stop!' shouted the horse. 'I want to eat you, little man.' But the gingerbread man did not stop. He said, ‘Run, run as fast as you can. You can't catch me, I'm the gingerbread man.'

The horse joined in the chase. The gingerbread man laughed and laughed, until he came to a river. 'Oh no!' he cried, 'they will catch me. How can I cross the river?'

A sly fox came out from behind a tree. 'I can help you cross the river,' said the fox. 'Jump on to my tail and I will swim across.' 'You won't eat me, will you?' said the gingerbread man. 'Of course not,' said the fox. 'I just want to help.'

The gingerbread man climbed on the fox's tail. Soon the gingerbread man began to get wet. 'Climb onto my back,' said the fox. So the gingerbread man did. As he swam the fox said, 'you are too heavy. I am tired. Jump onto my nose.' So the gingerbread man did as he was told.

No sooner had they reached the other side, than the fox tossed the gingerbread man up in the air. He opened his mouth and 'Snap!' that was the end of the gingerbread man.

Engage Activity

Journal Questions

1) What does your gingerbread man look like?

2) What does your gingerbread man smell like?

3) What does the scent remind you of?

4) If you were to eat it, what do you think it would taste like?

M. Derheimer 2006

Exploring Activity Questions

Center #1: What’s in the bag?

Observations:

1) Is it hot or cold?

2) Is it smooth or rough?

3) Is it made up of many pieces?

4) How do your fingers feel after you touched the object?

Questions for Class Discussion:

1) Which objects gave you the most trouble?

2) What characteristics made these objects more difficult to identify?

3) Who seemed to have the best sense of touch in your group?

M. Derheimer 2006

Processing Activity Questions

Center #3: Internet Colorblindness

1) What does it mean to be colorblind?

2) What colors can people who are colorblind see?

3) Who is more likely to be colorblind? (men vs. women)

4) Which of the senses do people who are colorblind rely on most?

5) If you were colorblind, what are some ways that it could affect your every day living?

M. Derheimer 2006

Center #4: Optical Illusions Handouts

This is probably the best-known optical illusion of all times! Almost everybody has seen it! What do you see at first glance - an old woman or a young miss? They are

both there!

Rabbit and duck one more time.

This amazing illusion is called dancing elephant. Try to count the number of his legs.

Are the diagonal lines parallel?

Is this a polar bear or a seal?

M. Derheimer 2006

Center #6 handout

http://www.cnib.ca/eng/publications/pamphlets/sixdots/6dots.htm#six

The Six Magic Dots of BrailleThe Six Magic Dots of Braille

Braille Information Centre

Braille is a tactile system of raised dots representing letters of the alphabet. To read braille, the fingers gently glide over paper that has been embossed with the braille code. For notetaking, a pointed instrument is used to punch out the dots on paper held in a metal slate. The readable raised dots appear on the other side of the paper.

History

Braille has been an effective means of communication for blind persons since 1829 when it was invented in Paris, France by Louis Braille. Louis Braille lost his sight at the age of three as a result of an eye injury. As a young boy at school, he became frustrated with the large and bulky raised letter alphabet used to learn reading and writing skills. Later in his life, a French artillery

officer, Charles Barbier de la Serre, gave him the idea of reading by a tactile code. After many years of experimenting, Louis Braille developed a successful reading and writing system that today is used around the world.

The Braille System

The basis of the braille system is known as a braille cell. The cell is comprised of six dots numbered in a specific order. Each dot or combination of dots represents a letter of the alphabet. For example, by checking in the braille alphabet, you will see that dot 1 is the letter "a" and dots 1 and 2 the letter "b".

Braille Alphabet

Numbers and punctuation signs are also represented in braille. By looking at the chart below, you will see that braille numbers are announced by a sign using dots 3, 4, 5, and 6. The use of dot 6 just before a letter indicates a capital.

Try and read the following phrase adapted from the novel The Little Prince by Antoine de Saint-Exupéry.

The phrase you just read is in Grade 1 elementary braille. Just as sighted people invented shorthand, blind persons use a contracted version of braille which is space saving and allows for more rapid reading and writing. The next sequence is the contracted version of the first half of the braille phrase you just read.

Braille is to the blind person what the printed word is to the sighted individual - access to information and contact with the outside world.

It is the building block for language skills, a means to teach spelling to blind children, and the most direct contact with the written thoughts of others. Braille books are available in all subject areas, ranging from modern fiction to mathematics, music and law. As with print, braille is used for taking notes and labeling objects. Braille-adapted devices such as watches, games, playing cards and thermometers are examples of some of the practical and recreational uses of braille.

Learning Braille

Like any new "language", braille takes time and practice to learn. Braille is taught to blind persons as part of the CNIB's adjustment to blindness program. It is also taught in schools within the community. Sighted volunteers transcribe the original printed text into braille.

It takes eight months of training before volunteers become certified CNIB braillists. The rigorous training program conforms to standards set in cooperation with the Braille Authority of North America. Further training is required before brailling educational material for students or specializing in transcribing music into braille.

Braille is produced in a number of ways. It can be transcribed from the original printed text on a machine that resembles a typewriter. The braille writer has six keys which correspond to the six dots of the braille cell. Computers are also used to transcribe and reproduce braille texts. The electronic revolution is changing the way braille is produced, stored and retrieved, making it easier to use in the work place.

M. Derheimer 2006

Summary of websites used:

www.educationworld.com/a_lesson/lesson/lesson183.shtml

This website provided a number of different lesson plans. It had many different activities to use for a lesson about the five senses. It also gave tips on ways to begin and end your lesson of the five senses. This website also provided links to the handouts that were used as well as additional links related to the five senses.

http://images.google.com/imgres?imgurl=http://hlavolamy.szm.sk/images/optical-illusions-seal-bear.gif&imgrefurl=http://hlavolamy.szm.sk/brainteasers/optical-illusions.htm&h=255&w=312&sz=7&tbnid=RKCoRhMLBPT4GM:&tbnh=92&tbnw=113&hl=en&start=4&prev=/images%3Fq%3Doptical%2Billusions%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DG

This website contains a number of different optical illusions to use and print out for your lesson plans or whatever else you may need them for. Each illusion is given a description letting you know what you should see in the picture or a question about what to look for.

www.educationworld.com/a_lesson/lesson/lesson183.shtml This website provided a lot of information about Braille. It talks about the history, the Braille system, the Braille alphabet, and ways to learn Braille. It shows examples of what a paragraph in a book would look like in Braille as well as gives some tips on how to learn Braille by using the six magic dots.

Name: Stacey Reid

Type: Life-Body Systems (centers)

Contact Info: Stacey Reid, reid2sl@cmich.edu

Grade Level: 4th – 6th Grade

Materials: Quantity according to classroom sizeComputer/internet, Worksheets/TPQDAC, Play dough, Cardboard tubes (2 per group), Small Rocks, Sponges, Butcher Paper, Art supplies-tape, scissors, colored pencils/markers/crayons, String, Rulers, Balloons, Stop watch, Toothpicks, Clay

References:Glaser, Byron & Higashi, Sandra. (2003).BONZ iNsiDe-OuT. New York: Harry N.Abrams, Inc.http://www.medtropolis.com/VBody.asp website bookmarked-allows students to explore body systems with virtual explore. Provides facts and information about each body system.http://staff.washington.edu/chudler/chmodel.html brain modelhttp://www.henry.k12.ga.us/curriculum/mybody/skel_lessons.htm Bone Composition http://www.educationworld.com/a_lesson/00-2/lp2190.shtml Human Body Modelhttp://www.henry.k12.ga.us/cur/mybody/resp_lessons.htm#measure%20capacity –lung capacity lessonhttp://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Anatomy/ANA0012.html - Pulse rate lessonhttp://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Anatomy/ANA0004.html - skeletal lessonScience Process Skills: Modeling, Classification, Observation, Question/Experiment

Key Question: How do the body systems interact together to keep the human body alive?

Michigan Curriculum Framework:

Strand III, CS 2, M 4 - understand the how body

Lesson Objective:

The students will understand the functions that the body systems

A Closer Look

Common Misconceptions: (Stacey Reid_)1. That ears have bones.2. That the body is a whole and doesn’t have parts.3. That only some parts are important.4. That all bones are hard.

Set up Prior to Lesson: Have stations supplied with proper materials/art materials Station 1- computer/internet access

Station 2- cardboard tubes, rocks, sponges, tape/TPQDAC, Venn Diagram

Station 3- play doughStation 4-string (cut to 24 inches long/long enough to fit around an inflated balloon), balloons, rulers, recording sheets

Station 5-clock with second hand/or stop watch, heart worksheet Station 6- white construction paper, 10 toothpicks per pair, clay

systems work together play in the human body.

Task Description Theory/MethodEngage From the book Bonz iNdiDe-OuT by Byron Glaser & Sandra

Higashi play The Boney-Hokey-Pokey using the proper names (cranium/pelvic/right phalanges)

Hand out sheet of fun facts

Learning Modalities-kinesthetic

Mult. Intelligence-hands on / movement

Choice Theory- fun/freedomExplore Centers-students in groups of 4/5. 20 minutes per center.

Station 1- The students will visit a website with a virtual body tour. They will be assigned one of the four systems to research. Complete a TQPDAC.

http://www.medtropolis.com/VBody.asp Station 2- In groups students will create a model of the

bone. In the first tube students will put rocks in it and tape the ends. In the second tube the students will put sponges in it. Students will create a Venn Diagram comparing the two.

Station 3- Students will create a model of the brain using play dough. Students will be provided with six colors of play dough each color representing a part of the brain. When the students have completed the model they will give a brief description of what each part does.

Station 4- Students will measure their lung capacity. Students will compare the circumference of a balloon to lung capacity. They will blow up a balloon using one breath and measure the circumference with a piece of string (comprehension of circumference is necessary). They will first record estimation first before using the balloon. Then they will record the actual circumference. Repeat 5 times with estimation/actual information.

Station 5- Pulse rate. Students will perform 4 tasks and then take/record their pulse rate. Sitting, walking, jumping jacks, and mountain climbers. They will do each one for 10 seconds and count their pulse. In order to calculate their pulse they must take the 10 seconds pulse rate and multiply it by 6 to equal 1 minute.

Station 6- students will construct a model of a skeleton with the outline of toothpicks and using a ball sized piece of clay to represent the joints. This will be displayed on a white

Brain Based-centers/movement/cross curriculum (writing)

Mult. Intelligence- group work/hands on/model

Learning Modalities-kinesthetic/visual/diagram

Control Theory- fun/freedom/personal power

Cooperative Learning- group work

Higher Order Thinking-diagram/application

piece of construction paper. On one of the joints the students must label; socket, pivot, hinge, fixed/sliding joints.

Processing Activity

Students will choose a partner and create a life size model of the human body.

Provide each student with a piece of paper about 8 inches taller than their height.

Have one of the students lie down while the other traces him/her and vice versa.

Then the students will cut out the tracings and properly label the body systems. They will use the stations and apply them for labeling. The brain area must include the six sections for example. Also joints need to be labeled. Once finished they may add hair, eyes, and other characteristics.

Higher Order Thinking- label diagrams/application

Brain Based- challenge/movement

Mult. Intelligence- group work/hands on/model/movement

Learning Modalities- visual/kinestheticChoice Theory- fun/freedom/love&belonging/ personal power

Cooperative Learning- partners

Further Investigation

Students will choose a body system studied in class and discuss health concerns that may apply. They will research negative efforts that the environment can have on our body or diseases that may apply to that specific body system.

Students may use textbooks and computer resources.

Higher Order Thinking- application/analysis

Brain Based- challenge/movement

Mult. Intelligence- individual

Choice Theory- freedom

Application Students will choose a system/body area (lungs) and build a model (at home) using supplies they are able to find around the house. On a separate piece of paper provide tips to keep that body system healthy.

Higher Order Thinking-Analysis/application

Mult. Intelligence- individual/model/hands on

Learning Modalities- visualChoice Theory- Fun / freedom / personal power

Problem Solving- create a model using supplies

Assessment Completion of TQPDAC for stations Processing Activity-25 points for proper labeling to

demonstrate students understand the location of body systems.

Further Investigation- 15 points Application- 30 points for completion with proper model and

tips to keep healthy.

Handouts Fun fact sheet TQPDAC for stations Lung Capacity/Pulse Rate data information

Fun FactsDid you know?

more than half the bones in the human body are in the hands and feet?

the highest recorded "sneeze speed" is 165 km (102 miles) per hour?

the heart beats about 3 billion times in the average person's lifetime?

a newborn baby has 350 bones, but a fully-grown adult has only 206?

blood is a liquid organ?

everyone is colorblind at birth?

the surface area of the lungs is approximately the same size as a tennis court?

food will get to your stomach even if you're standing on your head?

skin is the largest body organ?

the average adult is made up of 100 trillion cells?

http://www.educationworld.com/a_lesson/lesson065.shtml

S. Reid 2006

Lung CapacityEstimation Actual with Circumference 1 Breath1.2.3.4.5.

1.2.3.4.5.

Pulse RateHow does your heart rate? Pulse Rate X 6 Pulse Rate (for 10 sec.) (for 1 min.)

   

Sitting 

Walking

Jumping Jacks

Mountain Climbers

S. Reid 2006

TPQDAC

Think First: There are _________body systems in the human body.

Question: How do the body systems work together?

Procedure: Complete the directions at the virtual Body Tour and bone construction stations to

complete the correct data. You will use the data to complete the analysis portion.

Data:

Analysis: How does the body system researched and bone construction relate to the human body as a whole?

Conclusion:

S. Reid 2006

Name: Amy Galambos

Type: Children’s Book

Contact Info: Amy Galambos, galam1am@cmich.edu

Grade Level: 4th – 6th Grade

Materials: book, big pieces of paper for each group, markers, glue, pencils, yarn, aluminum foil, six different cut out shapes and colors, microscopes (enough for each group to share one), slides (enough for number of microscopes, cover slips (enough for number of slides, 1 onion, 1 knife, 1 dropper, cup of water, and computers (optional).

References: Collins, Ross, Germs, Bloomsburg USA Children’s Books, New York, NY, 2004. An Educator's Reference Desk Lesson Plan (Making Three Dimensional Plant and Animal Cells, lesson plan numberAELP-BIO0039); http://web.jjay.cuny.edu/~acarpi/NSC/13-cells.htm; Mrs. Peterson (9th grade teacher at Holt High School) for the onion cells experiment; http://dictionary.reference.com (for words on cell worksheet)

Science Process Skills: Observation Inference/Prediction Communication

Key Question: What does a white blood cell look like and what is their function(s) in a human body?

Common Misconceptions: Students think of their body as a whole instead of thinking of it as made up of many tiny parts such as cells. (Darcy McMahon)

Set up prior to Lesson: have large paper cut out for each group, cut outs for human cell demonstration, yarn cut into pieces, markers and glue for each group, worksheets for cell vocabulary copied, small sections of onion cut, placed on slide along with a drop of water, covered with a cover slip and mounted on each microscope. Bookmark the

MCF and Science Tools:

(Life Science) Strand III, CS1, E1 – Cells as living systems; Cell Functions.

Strand I, CS1, E6 – Construct charts and graphs; Prepare Observations.

Objective: The learner will understand and be able to discuss the parts and functions of cells in the human body and tell how it relates to the health of humans.

“Critters in Our Bodies!”

website on computers for student use in completing the worksheet, http://en.wikipedia.org

TASK DESCRIPTION THEORIES/METHODSEngage Activity

Read book

Read book, Germs by Ross Collins This book explains in a kid friendly way how germs are spread

and how to keep yourself healthy. This book also explains what germs do once in the body, explaining how the white blood cells help to keep a person healthy and fight off infection. This relates right to the topic of cells that students will be learning about.

Q: How would you feel if someone invaded your home? Q: Have you ever thought about why some people get sick and

others do not?

Multiple Intelligences – groups/models.

Higher Order Thinking – key questions.

Exploring Activity

TQPDAC-Onion cells

*Teacher will separate class into groups of 3-4 students for the remainder of the lesson.Onion Cell investigation:Think First: What do the cells in our body that fight off infections look like?

Question: What makes up an onion cell?

Procedure: Look at the pre-made onion cell slide in the microscope. Record observations.

Data: Make a list of observations

Analysis: The learner will describe the physical appearance of the onion cell.

Conclude: The learner will write a description of the parts that make up an onion cell.

*Students will investigate what cells look like on the onion slide and how it relates to the cells in our bodies. They will do this by having the teacher describe what they should be seeing in the slide and after the activity, finding out how the onion cells relate to the human cells. They will be able to see the layers and the nucleus of the onion cell. (They may need help pointing them out, from the teacher)

Multiple Intelligences – hands on, individual.

Brain Based – 1 or more senses.

Higher Order ThinkingChoice Theory – Belonging / freedom, enjoyment.

Constructivism – Students experiences, formulate their own ideas.

Processing Activity

Human cell model

Students will be assigned a task to perform in making a large human cell.

Aluminum foil represents cell membrane; 6 different shapes/colors represent endoplasmic reticulum, nucleus, ribosomes,

lysosomes, mitochondria, and golgi. After giving students their task and representation, the teacher will

place the class into a human cell model.

(Look at the worksheet attached to back for the human cell model). The teacher will explain the model while placing each student in their correct area.This will be done using The Cell printout attached.). The teacher will place each student one at a time as they read the printout of the cell to create the human cell model. This needs to be done in an open area with a lot of space. Students may need help from the teacher with placement but once the model is put together students should be able to visualize what a cell looks like!

Multiple Intelligences – movement, hands on, groups, models.

Brain Based – movement.

Learning Modalities – kinesthetic, auditory, visual.

Choice Theory – belonging and enjoyment.

Further Students will be given a worksheet with cell vocabulary to complete with their group. Students may use the internet if they

Higher Order Thinking –comprehension.

“Critters in Our Bodies!”

Investigation

Cell Vocabulary worksheet/ computer use if needed

choose and they may click on the bookmarked website of the encylopdia to look up words if needed.

Students will come together as a class and make sure definitions are correct. The teacher will call on students to give definitions and will post them on the board so students will be able to have access to them for the next activity.

http://en.wikipedia.org

Multiple Intelligences – groups.

Choice Theory – belonging, groups.

Application

Cell model as a group

Journal- take home

As a group, students will be given materials to complete a cell model.

Students will be given a big piece of paper, markers, glue, pencils, yarn, aluminum foil, and the 8 different shapes and colors that were in the human model.

Students will design their own cell and describe the functions of each part in a journal that will be attached to the cell to be displayed in the classroom.

Optional: Students may need to use the internet to research cells.

After completing this, students will write a journal on how this cell model relates to germs from the beginning. They will relate how the cells they have created help to block out or get rid of germs in their bodies. They should be able to describe this based on the information they have learned from the components of the cell. (homework assignment)

Multiple Intelligences – movement, artistic, models, hands on, involved activity.

Brain Based – challenging activity, movement.

Choice Theory – fun lesson, belonging, power, freedom.

Cognitive development – Constructivism – own ideas Learning Modalities – visual, kinesthetic, auditory.

Assessment

-Group cell model-Completion of TQPDAC

5 points- completion of TQPDAC24 points-12 parts to the cell are labeled and included in group cell model (2 points each)5 points-neatness and accuracy5 points-journal of reasoning complete and gives knowledge of the concept and of the functions of the cells (from the last activity in groups, the cell model)1 point-names of group members on the model.

Handouts/Visual Aids

-cell vocabulary worksheet-Germs book-cell diagram

Germs, by Ross Collins Cell Vocabulary Worksheet Cell diagram to show on overhead

Multiple Intelligences – visual, auditory learners.

Brain Based – fun lesson.

Choice Theory – belonging, big group.

Name: _________________________

Date: __________________________

Cell Vocabulary Match the correct definition with the correct part of a cell.

1. Cell Membrane ___ 2. Endoplasmic Reticulum___3. Nucleus___4. Ribosome___5. Golgi___6. Mitochondria___7. Lysosome___

a. A thin membrane around the cytoplasm of a cell; controls passage of substances in and out of the cell

b. A membrane network within the cytoplasm of cells involved in the synthesis, modification, and transport of cellular materials

c. A large, membrane-bound, usually spherical protoplasmic structure within a living cell, containing the cell's hereditary material and controlling its metabolism, growth, and reproduction

d. A minute round particle composed of RNA and protein that is found in the cytoplasm of living cells and serves as the site of assembly for polypeptides encoded by messenger RNA

e. a net-like structure in the cytoplasm of animal cells (especially in those cells that produce secretions

f. A spherical or elongated organelle in the cytoplasm of nearly all eukaryotic cells, containing genetic material and many enzymes important for cell metabolism, including those responsible for the conversion of food to usable energy

g. A membrane-bound organelle in the cytoplasm of most cells containing various hydrolytic enzymes that function in intracellular digestion

All definitions found on: http://dictionary.reference.com/A. Galambos 2006

BRING ON THE CELLS!!THINK FIRST: Did you ever wonder what fights off the germs in our body? What do these “things” look like that are fighting off the germs?

QUESTION: What makes up an onion cell? What do these parts look like?

PROCEDURE: Using the microscopes, look at the slide and describe:a. what it looks likeb. what “parts” are in the objectc. draw a picture of what you see

DATA: DRAW A PICTURE OF WHAT YOU SEE and make a list of observations…

ANALYSIS: Describe the appearence of the cell and how it might relate to the cells in our body

CONCLUSION:

A. Galambos 2006

http://web.jjay.cuny.edu/~acarpi/NSC/13-cells.htm

(This model is to help the teacher guide the students to create the human cell model)

The Cell

         The cell is one of the most basic units of life.  There are millions of different types of cells.  There are cells that are organisms onto themselves, such as microscopic amoeba and bacteria cells.  And there are cells that only function when part of a larger organism, such as the cells that make up your body.  The cell is the smallest unit of life in our bodies.  In the body, there are brain cells, skin cells, liver cells, stomach cells, and the list goes on.  All of these cells have unique functions and features.  And all have some recognizable similarities.  All cells have a 'skin', called the plasma membrane, protecting it from the outside environment.  The cell membrane regulates the movement of water, nutrients and wastes into and out of the cell.  Inside of the cell membrane are the working parts of the cell.  At the center of the cell is the cell nucleus.  The cell nucleus contains the cell's DNA, the genetic code that coordinates protein synthesis.  In addition to the nucleus, there are many organelles inside of the cell - small structures that help carry out the day-to-day operations of the cell.  One important cellular organelle is the ribosome.  Ribosomes participate in protein synthesis.  The transcription phase of protein synthesis takes places in the cell nucleus.  After this step is complete, the mRNA leaves the nucleus and travels to the cell's ribosomes, where translation occurs.  Another important cellular organelle is the mitochondrion.  Mitochondria (many mitochondrion) are often referred to as the power plants of the cell because many of the reactions that produce energy take place in mitochondria.  Also important in the life of a cell are the lysosomes.  Lysosomes are organelles that contain enzymes that aid in the digestion of nutrient molecules and other materials.  Below is a labelled diagram of a cell to help you identify some of these structures.

http://web.jjay.cuny.edu/~acarpi/NSC/13-cells.htm

(This is to help the teacher describe cells to the class)

Germs Ross CollinsBloomsbury0747571422 £5.99, paperback Buy this Book Pox is a germ. But he is the most gentle and sweetest germ ever to have trained at Germ Academy. As germs go, Pox just isn’t enthusiastic. When he is sent on a mission to infect unsuspecting a little girl called Myrtle on her birthday, Pox can’t decide what to do. Review by Gayle Morison

Food for Thought

Name: Amy Galambos

Type: Stations

Contact Info: Amy Galambos, galam1am@cmich.edu

Grade Level: 4th – 6th Grade

Materials: book, TV, DVD player, DVD about the Food Pyramid, magazine and grocery store ads for pictures of food, Large rolled paper (enough for one for each group); markers, pencils, computers, journals, Venn-Diagram worksheet for each student, Human Nutrition article for center 4, Vegetarian article copies for center 1

References: Good Enough To Eat by Lizzy Rockwell; The Food Pyramid DVD; http://kidshealth.org/kid/stay_healthy/food/pyramid.html (the new food guide pyramid),http://www.mypyramid.gov/kids/kids_game.html (for center 3)

Science Process Skills:

Observations Classification Question/Experiment

Key Question: How does the food you intake affect the body and how does it help give you energy to live?

Common Misconceptions: Energy is confined to some particular origin, such as what we get from food or what the electric company sells. (pg 78 in course pack)

Set up Prior to Lesson: Cut out pictures of food from magazines and newspapers, Purchase or borrow the DVD; The Food Pyramid, set up DVD and TV so it will be ready to play, bookmark website on computers that students will be using: http://kidshealth.org/kid/stay_healthy/food/pyramid.html; copy Venn-diagram worksheet for each student, make copies of nutrition article and vegetarian article for centers 1and 4 (approximately 10 copies of each), Set up centers at four different tables. (pass out articles where needed, the instructions are on their TQPDAC), bookmark the page on the computer, http://www.mypyramid.gov/kids/kids_game.html for center 3.

MCF and Science Topics:

MCF: Strand I, CS I, E1-generate reasonable questions

MCF: Strand 1, CS 1, E2- develop solutions to unfamiliar problems through observation/experiment

MCF: Strand III, CS 2, E1- Compare and contrast food, energy and environmental needs.

MCF: Strand III, CS 5, E1- basic requirements to survive (food, water)

Lesson Objective:The learner will be able to discuss how our food intake is important to our lives and how the energy we have comes from food.

Task Description Theories/MethodsEngage Read book: highlights the food guide pyramid and how a person feels Multiple Intelligences –

Food for Thought

ActivityRead Book; Good Enough To Eat by Lizzy Rockwell

without food as well as what is healthy to eat.

ASK QUESTIONS:1. How do you feel when you want something and you have to wait to get it?2. How do you think it feels for people who do not have the sources we do to stay alive? Ex: other countries

Listening and modeling.

Higher Order Thinking-Key questions

Exploring Activity

Students Record their daily intake

Students will record everything they eat or drink for 3 full days in a journal. This will be used at a later time in the lesson.

Multiple Intelligences – Individual work.

Choice Theory – freedom.

Processing Activity

Video: The Food Pyramid

Computer use

VENN DIAGRAM

Centers

The students will view the movie, The Food Pyramid. This video highlights the OLD food guide pyramid and its components.

The students will then visit the website; http://kidshealth.org/kid/stay_healthy/food/pyramid.html to view the NEW food guide pyramid and compare the two pyramids in a paragraph or two journal entry as well as complete a Venn-Diagram to compare and contrast the two food guide pyramids. (see attached worksheet)

Conclusion Questions: (journal entry) How does the new food guide pyramid differ from the previous one? Which one is more accurate to what you eat on a day to day basis?

Center 1-Grains, Vegetables, Fruits- students will read to themselves the article on these three contributing factors of the food guide pyramid. They will discuss the article and answer questions on their TQPDAC.

Center 2- Interactive Website- got to a computer and click on the bookmarked page, http://www.mypyramid.gov/kids/kids_game.html. Play the game and answer the questions on the TQPDAC.

Center 3- Exercise- students will do an exercise in their center to get their body up and moving and answer questions on their TQPDAC Center 4- effects on the body- students will read the article at the center, discuss and answer questions on their TQPDAC

(SEE ATTACHED TQPDAC)

Higher Order Thinking – knowledge and comprehension Venn diagram.

Constructivism – building on prior knowledge through Venn diagram.

Multiple Intelligences – individual and models.

Learning Modalities – visual. Choice – fun lesson.

Brain Based – using one or more senses, centers.

Choice – freedom, power, belonging, love.

Cooperative Learning – working in groups.

Problem BasedLearning Centers

Further Investigation

Making own new food guide pyramid in groups and present their work to class.

Students will complete this activity in groups

Students will use the pictures already cut out to create their own food guide pyramid.

Students will use a large paper to create their version of the NEW food guide pyramid. The students will make a food guide diagram (the new one) and place food pictures under the correct categories to show a complete day of food intake (supposed to example what they might eat in a day).

Students will then present in groups their food guide pyramid to the class and discuss why they placed the pictures where they did.

Cooperative Learning – working together.

Multiple Intelligences – movement.

Brain Based – challenging.

Learning Modalities- Charting

Choice- belonging, power, freedom

ApplicationsTake home activity. Journal and essay

Students will take the journal information that they recorded in the explore activity and tie it into this part of the lesson.

On the fourth day, students will be asked to compare the requested daily intakes from each category on the good guide pyramid to what they have consumed and write an essay on their findings.

This will include what they might have to change in their diet to fit more into the requested intake of foods. This essay will be no shorter than a page and no more than three pages.

This essay will also include their opinion if they are eating healthy and what their food intake is affecting in their bodies.

Choice – power

Higher Order Thinking –classify and describe.

M.I.-Individual

Assessment TQPDAC- complete and accurate centers (shows some thought and activity) -5 points for each center=20 points

Compare and contrasting the two food pyramids-Venn Diagram- 5 points for completion and shows thought

Food Guide Pyramid group presentation-5 points for participation

Take home activity, journal completion and essay complete and shows thought- up to 10 points

4 6 8 10Little to no effort shown in journal entries or essay. Demonstrates little knowledge on the topic of the food pyramid or good choices in food.

Showed effort but is not complete. Needs work. Journal is not compete and could use some more thought and reflection.

Shows some effort in completion of the journal entry and food intake. Journal reflects activity but could use some work

Compelted three days of observation and recording of food intake. Competes a venn diagram correctly and in depth and the journal shows reflection on this activity.

Handouts / Visual Aids

Venn Diagram worksheet The Food Pyramid DVD Book, Good Enough to Eat Magazine and newspaper ads (food pictures) Articles from the internet to complete stations

Multiple Intelligences – Visual and auditory learners.

Brain Based – fun lessons.

Choice – belonging and loved.

What are you putting in your mouth?Think First! Have you ever thought about what you eat before doing so and how it will affect your body? What part of our body will it hurt or help? Let’s discover together…

QUESTION: What is the food guide pyramid and how does it affect our body?

PROCEDURE: Go to each center and complete the instructions listed below. Come to a conclusion of how it all works together to affect the human body.

DATA:

Center 1- Grains, Vegetables, Fruits (the vegetarian group)-Read the article on your own (silently) and discuss as a group once everyone has read it. Discuss what these three groups have in common and why you think they are included on the food guide pyramid. Then answer these questions on your table below:

What is a vegetarian? What are some vegetarian foods? Are vegetarians healthy? Why or why not? Name three reasons why people are vegetarian and in a sentence or two explain in

your own words the reason and if you think this is a good reason or not and why?

Center 2- 3, 2, 1, BLAST OFF!!- go to a computer. Click on the website, http://www.mypyramid.gov/kids/kids_game.html (it is bookmarked). Follow the instructions and play the game. (My Pyramid Blast Off Game)

On the table below- write down a summary of what you had too much of and what you needed to add to your spaceship. Then write why you think you needed more or less of one of the food groups and how you would change it in the future!

Center 3-Exercise- Stand up. Shake your legs and arms and body (quietly), Do 20 jumping jacks, 10 push ups, and 10 sit ups, and return to your seat. Discuss in groups…

How did this make you feel? Are you out of breath? Did this tire you out or make you feel like you have more energy?

Now, let’s play a game!! THE ADD ON GAME!!... (challenge..can you do this quietly? Without speaking a word or making a sound?)1. Select one person to go first2. The first person will do something (an action, example, a jumping jack). Then the

second person will copy that action and add another action to it. The third person will copy the first two and add onto it with a different action. Continue this until everyone has had a turn. The actions must be related to exercise! HAVE FUN!!

Answer questions on the space below: How did this exercise make you feel? Did you feel like you had more energy this time versus last time? How do you think exercise plays a role in our health? How much do you exercise?

Center 4- Effects on our body- Read the article out loud, taking turns, and discuss what was written in the article. Then move on to answering the following questions:

What three things does food intake aid in to help the human body? What happens to the food once you eat it? What does it do inside the body and in

what ways does it help? Why is water such a necessity to our body?

Name three ways carbohydrates help us What does Protein help in our bodies? What type of fat is the worst for us? What are minerals and how do they help us?

A. Galambos 2006

Center 1 Center 2 Center 3 Center 4

A. Galambos 2006

ANALYSIS: In a couple sentences, describe how each of the centers work together to keep us healthy and what we need to do in our lives to stay healthy.

CONCLUSION:

A. Galambos 2006

Center 4

Human NutritionI. Introduction

Human Nutrition, study of how food affects the health and survival of the human body. Human beings require food to grow, reproduce, and maintain good health. Without food, our bodies could not stay warm, build or repair tissue, or maintain a heartbeat. Eating the right foods can help us avoid certain diseases or recover faster when illness occurs. These and other important functions are fueled by chemical substances in our food called nutrients. Nutrients are classified as carbohydrates, proteins, fats, vitamins, minerals, and water.

When we eat a meal, nutrients are released from food through digestion. Digestion begins in the mouth by the action of chewing and the chemical activity of saliva, a watery fluid that contains enzymes, certain proteins that help break down food. Further digestion occurs as food travels through the stomach and the small intestine, where digestive enzymes and acids liquefy food and muscle contractions push it along the digestive tract. Nutrients are absorbed from the inside of the small intestine into the bloodstream and carried to the sites in the body where they are needed. At these sites, several chemical reactions occur that ensure the growth and function of body tissues. The parts of foods that are not absorbed continue to move down the intestinal tract and are eliminated from the body as feces.

Once digested, carbohydrates, proteins, and fats provide the body with the energy it needs to maintain its many functions. Scientists measure this energy in kilocalories, the amount of energy needed to raise 1 kilogram of water 1 degree Celsius. In nutrition discussions, scientists use the term calorie instead of kilocalorie as the standard unit of measure in nutrition.

II. Essential Nutrients

Nutrients are classified as essential or nonessential. Nonessential nutrients are manufactured in the body and do not need to be obtained from food. Examples include cholesterol, a fatlike substance present in all animal cells. Essential nutrients must be obtained from food sources, because the body either does not produce them or produces them in amounts too small to maintain growth and health. Essential nutrients include water, carbohydrates, proteins, fats, vitamins, and minerals.

An individual needs varying amounts of each essential nutrient, depending upon such factors as gender and age. Specific health conditions, such as pregnancy, breast-feeding, illness, or drug use, make unusual demands on the body and increase its need for nutrients. Dietary guidelines, which take many of these factors into account, provide general guidance in meeting daily nutritional needs.

III. Water

If the importance of a nutrient is judged by how long we can do without it, water ranks as the most important. A person can survive only eight to ten days without water, whereas it takes weeks or even months to die from a lack of food. Water circulates through our blood and lymphatic system, transporting oxygen and nutrients to cells and removing wastes through urine

and sweat. Water also maintains the natural balance between dissolved salts and water inside and outside of cells. Our joints and soft tissues depend on the cushioning that water provides for them. While water has no caloric value and therefore is not an energy source, without it in our diets we could not digest or absorb the foods we eat or eliminate the body’s digestive waste.

The human body is 65 percent water, and it takes an average of eight to ten cups to replenish the water our bodies lose each day. How much water a person needs depends largely on the volume of urine and sweat lost daily, and water needs are increased if a person suffers from diarrhea or vomiting or undergoes heavy physical exercise. Water is replenished by drinking liquids, preferably those without caffeine or alcohol, both of which increase the output of urine and thus dehydrate the body. Many foods are also a good source of water—fruits and vegetables, for instance, are 80 to 95 percent water; meats are made up of 50 percent water; and grains, such as oats and rice, can have as much as 35 percent water.

IV. Carbohydrates

Carbohydrates are the human body’s key source of energy, providing 4 calories of energy per gram. When carbohydrates are broken down by the body, the sugar glucose is produced; glucose is critical to help maintain tissue protein, metabolize fat, and fuel the central nervous system.

Glucose is absorbed into the bloodstream through the intestinal wall. Some of this glucose goes straight to work in our brain cells and red blood cells, while the rest makes its way to the liver and muscles, where it is stored as glycogen (animal starch), and to fat cells, where it is stored as fat. Glycogen is the body’s auxiliary energy source, tapped and converted back into glucose when we need more energy. Although stored fat can also serve as a backup source of energy, it is never converted into glucose. Fructose and galactose, other sugar products resulting from the breakdown of carbohydrates, go straight to the liver, where they are converted into glucose.

Starches and sugars are the major carbohydrates. Common starch foods include whole-grain breads and cereals, pasta, corn, beans, peas, and potatoes. Naturally occurring sugars are found in fruits and many vegetables; milk products; and honey, maple sugar, and sugar cane. Foods that contain starches and naturally occurring sugars are referred to as complex carbohydrates, because their molecular complexity requires our bodies to break them down into a simpler form to obtain the much-needed fuel, glucose. Our bodies digest and absorb complex carbohydrates at a rate that helps maintain the healthful levels of glucose already in the blood.

In contrast, simple sugars, refined from naturally occurring sugars and added to processed foods, require little digestion and are quickly absorbed by the body, triggering an unhealthy chain of events. The body’s rapid absorption of simple sugars elevates the levels of glucose in the blood, which triggers the release of the hormone insulin. Insulin reins in the body’s rising glucose levels, but at a price: Glucose levels may fall so low within one to two hours after eating foods high in simple sugars, such as candy, that the body responds by releasing chemicals known as anti-insulin hormones. This surge in chemicals, the aftermath of eating a candy bar, can leave a person feeling irritable and nervous.

Many processed foods not only contain high levels of added simple sugars, they also tend to be high in fat and lacking in the vitamins and minerals found naturally in complex carbohydrates. Nutritionists often refer to such processed foods as junk foods and say that they provide only empty calories, meaning they are loaded with calories from sugars and fats but lack the essential nutrients our bodies need.

In addition to starches and sugars, complex carbohydrates contain indigestible dietary fibers. Although such fibers provide no energy or building materials, they play a vital role in our health. Found only in plants, dietary fiber is classified as soluble or insoluble. Soluble fiber, found in such foods as oats, barley, beans, peas, apples, strawberries, and citrus fruits, mixes with food in the stomach and prevents or reduces the absorption by the small intestine of potentially dangerous substances from food. Soluble fiber also binds dietary cholesterol and carries it out of the body, thus preventing it from entering the bloodstream where it can accumulate in the inner walls of arteries and set the stage for high blood pressure, heart disease, and strokes. Insoluble fiber, found in vegetables, whole-grain products, and bran, provides roughage that speeds the elimination of feces, which decreases the time that the body is exposed to harmful substances, possibly reducing the risk of colon cancer. Studies of populations with fiber-rich diets, such as Africans and Asians, show that these populations have less risk of colon cancer compared to those who eat low-fiber diets, such as Americans. In the United States, colon cancer is the third most common cancer for both men and women, but experts believe that, with a proper diet, it is one of the most preventable types of cancer.

Nutritionists caution that most Americans need to eat more complex carbohydrates. In the typical American diet, only 40 to 50 percent of total calories come from carbohydrates—a lower percentage than found in most of the world. To make matters worse, half of the carbohydrate calories consumed by the typical American come from processed foods filled with simple sugars. Experts recommend that these foods make up no more that 10 percent of our diet, because these foods offer no nutritional value. Foods rich in complex carbohydrates, which provide vitamins, minerals, some protein, and dietary fiber and are an abundant energy source, should make up roughly 50 percent of our daily calories.

V. Proteins

Dietary proteins are powerful compounds that build and repair body tissues, from hair and fingernails to muscles. In addition to maintaining the body’s structure, proteins speed up chemical reactions in the body, serve as chemical messengers, fight infection, and transport oxygen from the lungs to the body’s tissues. Although protein provides 4 calories of energy per gram, the body uses protein for energy only if carbohydrate and fat intake is insufficient. When tapped as an energy source, protein is diverted from the many critical functions it performs for our bodies.

Proteins are made of smaller units called amino acids. Of the more than 20 amino acids our bodies require, eight (nine in some older adults and young children) cannot be made by the body in sufficient quantities to maintain health. These amino acids are considered essential and must be obtained from food. When we eat food high in proteins, the digestive tract breaks this dietary

protein into amino acids. Absorbed into the bloodstream and sent to the cells that need them, amino acids then recombine into the functional proteins our bodies need.

Animal proteins, found in such food as eggs, milk, meat, fish, and poultry, are considered complete proteins because they contain all of the essential amino acids our bodies need. Plant proteins, found in vegetables, grains, and beans, lack one or more of the essential amino acids. However, plant proteins can be combined in the diet to provide all of the essential amino acids. A good example is rice and beans. Each of these foods lacks one or more essential amino acids, but the amino acids missing in rice are found in the beans, and vice versa. So when eaten together, these foods provide a complete source of protein. Thus, people who do not eat animal products (see Vegetarianism) can meet their protein needs with diets rich in grains, dried peas and beans, rice, nuts, and tofu, a soybean product.

Experts recommend that protein intake make up only 10 percent of our daily calorie intake. Some people, especially in the United States and other developed countries, consume more protein than the body needs. Because extra amino acids cannot be stored for later use, the body destroys these amino acids and excretes their by-products. Alternatively, deficiencies in protein consumption, seen in the diets of people in some developing nations, may result in health problems. Marasmus and kwashiorkor, both life-threatening conditions, are the two most common forms of protein malnutrition.

Some health conditions, such as illness, stress, and pregnancy and breast-feeding in women, place an enormous demand on the body as it builds tissue or fights infection, and these conditions require an increase in protein consumption. For example, a healthy woman normally needs 45 grams of protein each day. Experts recommend that a pregnant woman consume 55 grams of protein per day, and that a breast-feeding mother consume 65 grams to maintain health.

A man of average size should eat 57 grams of protein daily. To support their rapid development, infants and young children require relatively more protein than do adults. A three-month-old infant requires about 13 grams of protein daily, and a four-year-old child requires about 22 grams. Once in adolescence, sex hormone differences cause boys to develop more muscle and bone than girls; as a result, the protein needs of adolescent boys are higher than those of girls.

VI. Fats

Fats, which provide 9 calories of energy per gram, are the most concentrated of the energy-producing nutrients, so our bodies need only very small amounts. Fats play an important role in building the membranes that surround our cells and in helping blood to clot. Once digested and absorbed, fats help the body absorb certain vitamins. Fat stored in the body cushions vital organs and protects us from extreme cold and heat.

Fat consists of fatty acids attached to a substance called glycerol. Dietary fats are classified as saturated, monounsaturated, and polyunsaturated according to the structure of their fatty acids (see Fats and Oils). Animal fats—from eggs, dairy products, and meats—are high in saturated fats and cholesterol, a chemical substance found in all animal fat. Vegetable fats—found, for

example, in avocados, olives, some nuts, and certain vegetable oils—are rich in monounsaturated and polyunsaturated fat. As we will see, high intake of saturated fats can be unhealthy.

To understand the problem with eating too much saturated fat, we must examine its relationship to cholesterol. High levels of cholesterol in the blood have been linked to the development of heart disease, strokes, and other health problems. Despite its bad reputation, our bodies need cholesterol, which is used to build cell membranes, to protect nerve fibers, and to produce vitamin D and some hormones, chemical messengers that help coordinate the body’s functions. We just do not need cholesterol in our diet. The liver, and to a lesser extent the small intestine, manufacture all the cholesterol we require. When we eat cholesterol from foods that contain saturated fatty acids, we increase the level of a cholesterol-carrying substance in our blood that harms our health.

Cholesterol, like fat, is a lipid—an organic compound that is not soluble in water. In order to travel through blood, cholesterol therefore must be transported through the body in special carriers, called lipoproteins. High-density lipoproteins (HDLs) remove cholesterol from the walls of arteries, return it to the liver, and help the liver excrete it as bile, a liquid acid essential to fat digestion. For this reason, HDL is called “good” cholesterol.

Low-density lipoproteins (LDLs) and very-low-density lipoproteins (VLDLs) are considered “bad” cholesterol. Both LDLs and VLDLs transport cholesterol from the liver to the cells. As they work, LDLs and VLDLs leave plaque-forming cholesterol in the walls of the arteries, clogging the artery walls and setting the stage for heart disease. Almost 70 percent of the cholesterol in our bodies is carried by LDLs and VLDLs, and the remainder is transported by HDLs. For this reason, we need to consume dietary fats that increase our HDLs and decrease our LDL and VLDL levels.

Saturated fatty acids—found in foods ranging from beef to ice cream, to mozzarella cheese to doughnuts—should make up no more than 10 percent of a person’s total calorie intake each day. Saturated fats are considered harmful to the heart and blood vessels because they are thought to increase the level of LDLs and VLDLs and decrease the levels of HDLs.

Monounsaturated fats—found in olive, canola, and peanut oils—appear to have the best effect on blood cholesterol, decreasing the level of LDLs and VLDLs and increasing the level of HDLs. Polyunsaturated fats—found in margarine and sunflower, soybean, corn, and safflower oils—are considered more healthful than saturated fats. However, if consumed in excess (more than 10 percent of daily calories), they can decrease the blood levels of HDLs.

Most Americans obtain 15 to 50 percent of their daily calories from fats. Health experts consider diets with more than 30 percent of calories from fat to be unsafe, increasing the risk of heart disease. High-fat diets also contribute to obesity, which is linked to high blood pressure (see hypertension) and diabetes mellitus. A diet high in both saturated and unsaturated fats has also been associated with greater risk of developing cancers of the colon, prostate, breast, and uterus. Choosing a diet that is low in fat and cholesterol is critical to maintaining health and reducing the risk of life-threatening disease.

VII. Vitamins and Minerals

Both vitamins and minerals are needed by the body in very small amounts to trigger the thousands of chemical reactions necessary to maintain good health. Many of these chemical reactions are linked, with one triggering another. If there is a missing or deficient vitamin or mineral—or link—anywhere in this chain, this process may break down, with potentially devastating health effects. Although similar in supporting critical functions in the human body, vitamins and minerals have key differences.

Among their many functions, vitamins enhance the body’s use of carbohydrates, proteins, and fats. They are critical in the formation of blood cells, hormones, nervous system chemicals known as neurotransmitters, and the genetic material deoxyribonucleic acid (DNA). Vitamins are classified into two groups: fat soluble and water soluble. Fat-soluble vitamins, which include vitamins A, D, E, and K, are usually absorbed with the help of foods that contain fat. Fat containing these vitamins is broken down by bile, a liquid released by the liver, and the body then absorbs the breakdown products and vitamins. Excess amounts of fat-soluble vitamins are stored in the body’s fat, liver, and kidneys. Because these vitamins can be stored in the body, they do not need to be consumed every day to meet the body’s needs.

Water-soluble vitamins, which include vitamins C (also known as ascorbic acid), B1 (thiamine), B2 (riboflavin), B3 (niacin), B6, B12, and folic acid, cannot be stored and rapidly leave the body in urine if taken in greater quantities than the body can use. Foods that contain water-soluble vitamins need to be eaten daily to replenish the body’s needs.

In addition to the roles noted in the vitamin and mineral chart accompanying this article, vitamins A (in the form of beta-carotene), C, and E function as antioxidants, which are vital in countering the potential harm of chemicals known as free radicals. If these chemicals remain unchecked they can make cells more vulnerable to cancer-causing substances. Free radicals can also transform chemicals in the body into cancer-causing agents. Environmental pollutants, such as cigarette smoke, are sources of free radicals.

Minerals are minute amounts of metallic elements that are vital for the healthy growth of teeth and bones. They also help in such cellular activity as enzyme action, muscle contraction, nerve reaction, and blood clotting. Mineral nutrients are classified as major elements (calcium, chlorine, magnesium, phosphorus, potassium, sodium, and sulfur) and trace elements (chromium, copper, fluoride, iodine, iron, selenium, and zinc).

Vitamins and minerals not only help the body perform its various functions, but also prevent the onset of many disorders. For example, vitamin C is important in maintaining our bones and teeth; scurvy, a disorder that attacks the gums, skin, and muscles, occurs in its absence. Diets lacking vitamin B1, which supports neuromuscular function, can result in beriberi, a disease characterized by mental confusion, muscle weakness, and inflammation of the heart. Adequate intake of folic acid by pregnant women is critical to avoid nervous system defects in the developing fetus. The mineral calcium plays a critical role in building and maintaining strong bones; without it, children develop weak bones and adults experience the progressive loss of bone mass known as osteoporosis, which increases their risk of bone fractures.

Vitamins and minerals are found in a wide variety of foods, but some foods are better sources of specific vitamins and minerals than others. For example, oranges contain large amounts of vitamin C and folic acid but very little of the other vitamins. Milk contains large amounts of calcium but no vitamin C. Sweet potatoes are rich in vitamin A, but white potatoes contain almost none of this vitamin. Because of these differences in vitamin and mineral content, it is wise to eat a wide variety of foods.

VIII. Too Little and Too Much Food

When the body is not given enough of any one of the essential nutrients over a period of time, it becomes weak and less able to fight infection. The brain may become sluggish and react slowly. The body taps its stored fat for energy, and muscle is broken down to use for energy. Eventually the body withers away, the heart ceases to pump properly, and death occurs—the most extreme result of a dietary condition known as deficiency-related malnutrition.

Deficiency diseases result from inadequate intake of the major nutrients. These deficiencies can result from eating foods that lack critical vitamins and minerals, from a lack of variety of foods, or from simply not having enough food. Malnutrition can reflect conditions of poverty, war, famine, and disease. It can also result from eating disorders, such as anorexia nervosa and bulimia.

Although malnutrition is more commonly associated with dietary deficiencies, it also can develop in cases where people have enough food to eat, but they choose foods low in essential nutrients. This is the more common form of malnutrition in developed countries such as the United States. When poor food choices are made, a person may be getting an adequate, or excessive, amount of calories each day, yet still be undernourished. For example, iron deficiency is a common health problem among women and young children in the United States, and low intake of calcium is directly related to poor quality bones and increased fracture risk, especially in the elderly.

A diet of excesses may also lead to other nutritional problems. Obesity is the condition of having too much body fat. It has been linked to life-threatening diseases including diabetes mellitus, heart problems, and some forms of cancer. Eating too many salty foods may contribute to high blood pressure (see hypertension), an often undiagnosed condition that causes the heart to work too hard and puts strain on the arteries. High blood pressure can lead to strokes, heart attacks, and kidney failure. A diet high in cholesterol and fat, particularly saturated fat, is the primary cause of atherosclerosis, which results when fat and cholesterol deposits build up in the arteries, causing a reduction in blood flow.

IX. Making Good Nutritional Choices

To determine healthful nutrition standards, the Food and Nutrition Board of the National Academy of Sciences (NAS), a nonprofit, scholarly society that advises the United States government, periodically assembles committees of national experts to update and assess nutrition guidelines. The NAS first published its Recommended Dietary Allowances (RDAs) in 1941. An RDA reflects the amount of a nutrient in the diet that should decrease the risk of chronic disease

for most healthy individuals. The NAS originally developed the RDAs to ensure that World War II soldiers stationed around the world received enough of the right kinds of foods to maintain their health. The NAS periodically has updated the RDAs to reflect new knowledge of nutrient needs.

In the late 1990s the NAS decided that the RDAs, originally developed to prevent nutrient deficiencies, needed to serve instead as a guide for optimizing health. Consequently, the NAS created Dietary Reference Intakes (DRIs), which incorporate the RDAs and a variety of new dietary guidelines. As part of this change, the NAS replaced some RDAs with another measure, called Adequate Intake (AI). Although the AI recommendations are often the same as those in the original RDA, use of this term reflects that there is not enough scientific evidence to set a standard for the nutrient. Calcium has an AI of 1000 to 1200 mg per day, not an RDA, because scientists do not yet know how much calcium is needed to prevent osteoporosis.

Tolerable Upper Intake Level (UL) designates the highest recommended intake of a nutrient for good health. If intake exceeds this amount, health problems may develop. Calcium, for instance, has a UL of 2500 mg per day. Scientists know that more than this amount of calcium taken every day can interfere with the absorption of iron, zinc, and magnesium and may result in kidney stones or kidney failure.

Estimated Average Requirement (EAR) reflects the amount of a particular nutrient that meets the optimal needs of half the individuals in a specified group. For example, the NAS cites an EAR of 45 to 90 grams of protein for men aged 18 to 25. This figure means that half the men in that population need a daily intake of protein that falls within that range.

To simplify the complex standards established by the NAS, the United States Department of Agriculture (USDA) created the Food Guide Pyramid, a visual display of the relative importance to health of six food groups common to the American diet. The food groups are arranged in a pyramid to emphasize that it is wise to choose an abundance of foods from the category at the broad base (bread, cereal, rice, pasta) and use sparingly foods from the peak (fats, oils, sweets). The other food groups appear between these two extremes, indicating the importance of vegetables and fruits and the need for moderation in eating dairy products and meats. The pyramid recommends a range of the number of servings to choose from each group, based on the nutritional needs of males and females and different age groups. Other food pyramids have been developed based on the USDA pyramid to help people choose foods that fit a specific ethnic or cultural pattern, including Mediterranean, Asian, Latin American, Puerto Rican, and vegetarian diets.

In an effort to provide additional nutritional guidance and reduce the incidence of diet-related cancers, the National Cancer Institute developed the 5-a-Day Campaign for Better Health, a program that promotes the practice of eating five servings of fruits and vegetables daily. Studies of populations that eat many fruits and vegetables reveal a decreased incidence of diet-related cancers. Laboratory studies have shown that many fruits and vegetables contain phytochemicals, substances that appear to limit the growth of cancer cells.

Many people obtain most of their nutrition information from a food label called the Nutrition Facts panel. This label is mandatory for most foods that contain more than one ingredient, and these foods are mostly processed foods. Labeling remains voluntary for raw meats, fresh fruits and vegetables, foods produced by small businesses, and those sold in restaurants, food stands, and local bakeries.

The Nutrition Facts panel highlights a product’s content of fat, saturated fat, cholesterol, sodium, dietary fiber, vitamins A and C, and the minerals calcium and iron. The stated content of these nutrients must be based on a standard serving size, as defined by the Food and Drug Administration (FDA). Food manufacturers may provide information about other nutrients if they choose. However, if a nutritional claim is made on a product’s package, the appropriate nutrient content must be listed. For example, if the package says “high in folic acid,” then the folic acid content in the product must be given in the Nutrition Facts panel.

The Nutrition Facts panel also includes important information in a column headed % Daily Value (DV). DVs tell how the food item meets the recommended daily intakes of fat, saturated fat, cholesterol, carbohydrates, dietary fiber, and protein necessary for nutritional health based on the total intake recommended for a person consuming 2000 calories per day. One portion from a can of soup, for example, may have less than 2 percent of the recommended daily value for cholesterol intake.

Health-conscious consumers can use the Nutrition Facts panel to guide their food choices. For example, based on a daily diet of 2000 calories, nutrition experts recommend that no more than 30 percent of those calories should be from fat, which would allow for a daily intake of around 65 grams of fat. A Nutrition Facts panel may indicate that a serving of one brand of macaroni and cheese contains 14 grams of fat, or a % DV of 25 percent. This tells the consumer that a serving of macaroni and cheese provides about one-fourth of the suggested healthy level of daily fat intake. If another brand of macaroni and cheese displays a % DRV of 10 percent fat, the nutrition-conscious consumer would opt for this brand.

Nutritionists and other health experts help consumers make good food choices. People who study nutrition in college may refer to themselves as nutritionists; often, however, the term refers to a scientist who has pursued graduate education in this field. A nutritionist may also be a dietitian. Dietitians are trained in nutrition, food chemistry, and diet planning. In the United States, dietitians typically have graduated from a college program accredited by the American Dietetic Association (ADA), completed an approved program of clinical experience, and passed the ADA’s registration examination to earn the title Registered Dietitian (RD).

Contributed By:Bonnie Worthington-Roberts, M.S., Ph.D.Author of Nutrition Throughout the Life Cycle.

"Human Nutrition," Microsoft® Encarta® Online Encyclopedia 2005http://encarta.msn.com © 1997-2005 Microsoft Corporation. All Rights Reserved.© 1993-2005 Microsoft Corporation. All Rights Reserved.

Center 1

DEFINITION OF VEGETARIANISM:

Vegetarianism is the abstinence from meat, fish, and fowl.

WHY PEOPLE ARE VEGETARIAN: A. Compassion for animals: Many people do not want to kill or harm animals. For

example, Albert Schweitzer and Mahatma Gandhi extended their philosophy of compassion and non-violence towards humans to animals also.

B. Aesthetic considerations: Some individuals do not like the taste or appearance of meat.C. Ecological reasons: Every aspect of meat production, from raising livestock to

slaughterhouse operations, presents ecological questions.

It takes more land to produce protein through meat than through vegetables or grain. One acre of land produces 7.9 times more oats than beef and 9.8 times more broccoli than beef. Two- thirds of all cropland in the US, about 300 million acres, is devoted to growing feed for animals whose meat we eat. Excess nutrients -- fertilizers and animal waste -- washing off from these farmlands pollute waterways. (Horton, Tom, The Baltimore Sun, 11/25/84.) In addition to issues with land and water resources, other environmental problems resulting from meat production include soil erosion, deforestation, and decreasing energy supplies.

D. Spiritual reasons: For example, many Seventh-day Adventists, Jains, and Hindus are vegetarian. Some members of the Jewish faith base their vegetarianism on Biblical laws commanding compassion for animals.

E. Health Reasons: A considerable body of scientific data suggests positive relationships between vegetarian diets and risk reduction for several chronic degenerative diseases and conditions, including obesity, coronary artery disease, hypertension, diabetes mellitus, and some types of cancer. (Journal of The American Dietetic Association, November 1993, Volume 93, Number 11.)

One study demonstrated reversal of even severe coronary artery disease by using a combination of a vegetarian diet deriving less than 10% of its energy from fat, smoking cessation, stress management, and moderate exercise. (Journal of The American Dietetic Association, November 1993, Volume 93, Number 11.) It is important to have good habits in each area.

F. Economic considerations: Meat is often too expensive for people.G. Influence of family, friends and famous people:

Did you know all these people were or are vegetarians? Leonardo Da Vinci, Albert Einstein, "Mr.Rogers," Leo Tolstoy, George Bernard Shaw, Mahatma Gandhi, Isaac Bashevis Singer (Nobel Prize Winner), Sylvester Graham (inventor of graham cracker), Louisa May Alcott (raised as a vegetarian), Plato, Pythagoras, Plutarch, "Adam and Eve,"

Albert Schweitzer, k.d. lang (country-rock singer), Linnea Quigley (horror actress), Sara Gilbert (tv actress) ...

COMMON VEGETARIAN FOODS

Macaroni and cheese, spaghetti, cheese pizza, eggplant Parmesan, vegetable soup, pancakes, oatmeal, grilled cheese, bean tacos, vegetable lo mein, French toast, scrambled eggs, French fries, vegetable pot pie, milk shakes, bread, yogurt, cheese lasagna, peanut butter and jelly, cottage cheese, fruit salad....

SOME VEGETARIANS ALSO EAT:

Tofu, tempeh, bulgur, lentils, millet, tahini, falafel, nutritional yeast, whole wheat flour, wheat germ, sprouts, chickpeas, tamari, kale, collards, carrot juice, barley, rice cakes, carob, split peas, kidney beans, soy burgers, kiwi fruit, papaya, blintzes, curry, nut loaf, guacamole...

SOME VEGETARIAN NUTRITION 1. Vegetarian foods high in fat include cheeses, butter, avocado, oil, margarine, nuts, whole

milk, and eggs.2. Sources of calcium in a vegetarian diet include low-fat milk and dairy products, kale,

collards, broccoli, Brussel sprouts, tofu, almonds, and tahini (sesame butter).3. Sources of iron in a vegetarian diet include watermelon, collards, lentils, kale, oatmeal,

and broccoli.

http://www.vrg.org/essay/lessonplan.htm

Good Enough to Eat

A Kid's Guide to Food and Nutritionby Lizzy Rockwell

Larger Cover

Category:juvenile nonfictionFormat: HardcoverOn Sale: 01/29/1999Price: $15.99

Formats Available:Hardcover | Library |

RelatedReading Guide

Introduction

Good Enough to eat is the only guide to kids’ nutrition written especially for kids! As they read, kids will learn:

How the body digests food All about nutrient groups: carbohydrates, protein, fat, water, and vitamins and minerals Which foods contain which nutrients and how much a kid needs each day What the Food Guide Pyramid is and how to use it How to cook several delicious, easy-to-make recipes

This guide contains activities that will help keep kids involved in learning about nutrition.

Smoke Signals

Name: Mandy Derheimer

Type: Technology

Contact Info: Mandy Derheimer, derhe1ml@cmich.edu

Grade Level: 4th-6th grade

Materials: Computers, poster board, construction paper, markers, models of a healthy

and unhealthy lung, journals, overhead projector, KWL

References: Gosselin, Kim. (1998). Smoking Stinks!!

Science Process Skills: Observing Communicating predicting

Key Question:

How does smoking affect the human body?

Common Misconceptions:

The human body is not affected by chemicals long term.

Set Up:

All websites should be bookmarked on the computers.

MCF & Science Topics:

Strand I, LE, CS1 –Constructing New Scientific Knowledge

Lesson Objective: The students will be able to recognize the difference between a healthy and an unhealthy looking lung.

The students will be able to determine which activities a person with an unhealthy lung will have difficulty at participating in.

The students will be able to investigate what harmful chemicals do to the human body.

Smoke Signals

Task Description Theories/MethodsEngage Activity:

Book: Smoking Stinks!! By Kim Gosselin

The students will be seated at their desks while the teacher reads the book Smoking Stinks!! By Kim Gosselin. After the book is read, the students will create a KWL as a class about smoking. The KWL will be created on an overhead projector. The students will then be asked to think about how smoking affects the human body. (Key Question)

Thematic Instruction- focusing on a common theme - smoking

Brain-Based Learning: The students make connections between prior knowledge and new knowledge.

Learning Modalities- auditoryExploring Activity:

Healthy lung vs. Unhealthy lung

Matching game

The teacher will have a model of a healthy lung and a model of an unhealthy lung. (A smoker’s lung). The students will examine both of the lungs. (If they are real lungs in jars, be sure that students do not open the jars, instead instruct them just to observe with their eyes.) They will create a list of observations that will help them with their journal questions.

Then the students will get with a partner and complete a matching game. There will be cards with pictures. The cards will be placed in two categories, either healthy or unhealthy. Some examples for the healthy column would be a person running a marathon. An example for the unhealthy column would be a person gasping for air as they are playing basketball.

Learning centers- The students are learning through a variety of centers.

Cooperative Learning- working together to complete activity.

Brain based learning- The students make connections between prior knowledge and new knowledge.

Control/Choice Theory – interchanging interaction between wants and needs – freedom.

Processing Activity:

Journal

The students will then write in their journal about their observations and the matching activity. Some sample questions could be:

1) How did you know which lung was the healthy one and which one was the unhealthy lung?

2) Were both of the lungs the same size?3) What are some activities that would be difficult

for a person with an unhealthy lung to participate in?

4) What are some symptoms people may have if they do not have a healthy lung?

Brain-Based Learning: The students make connections between prior knowledge and new knowledge.

Control/Choice Theory – interchanging interaction between wants and needs – freedom.

Further Investigations:

Internet exploration of other harmful chemicals to the body, ie drugs

The students will use the internet to investigate other possible harmful chemicals to the human body like drugs and how they affect the body. They will then answer some questions regarding their findings.

Back up plan: If technology fails, the students will go to the library and do their research using encyclopedias and other reference books.

Cognitive development- Moving from hands-on to thoughts about the topic

Control/Choice Theory – interchanging interaction between wants and needs – freedom.

Applications:

Brochure

The students will use a program on the computer to create their own brochure that discusses the different health issues related to smoking, both second-hand smoking and just plain smoking and the effects that smoking has on the body.

Back up plan: If technology fails, the students can create their own brochure out of construction paper and magazine clippings or they could create a poster.

Brain based learning- The students make connections between prior knowledge and new knowledge.

Control/Choice Theory – interchanging interaction between wants and needs – freedom.

Learning Modalities: Kinesthetic – able to use creative ideas.

Assessments: Journal Brochure Further

Investigation

The students will be given five points for completely filling out their journals. Fifteen points will be given for completing a brochure about different health issues related to smoking and the effects that it has on the human body. Ten points will be given for the further investigation of other chemicals that are harmful to the human body.

Engage Activity: KWL handout on smoking.

KWhat we know:

________________________

WWhat we want to know:

_______________________

LWhat we learned:

________________________

M. Derheimer 2006

Processing Activity

Journal Questions:

1) How did you know which lung was the healthy lung?

2) How did you know which lung was the unhealthy lung?

3) Were both of the lungs the same size?

4) What are some activities that would be difficult for a person with an unhealthy lung to participate in?

5) What are some of the symptoms that a person with an unhealthy lung may have?

M. Derheimer 2006

Further Investigation

Questions:

1) Which chemical did you choose to examine further to see how it affects the body?

2) What are some of the symptoms that your chemical has to the human body?

3) If someone is using your chemical, can others around him or her be affected by it as well?

4) What are two interesting facts about your chemical?

M. Derheimer 2006

Summary of book:

Smoking Stinks!! By Kim Gosselin, Thom Buttner

This pointed lesson is told as the story of a classroom health report. There's a bit of humor at the outset as Maddie, contemplating her grandfather's terrible cough, blurts out, "Smoking stinks!" Readers will empathize with her embarrassment as the teacher confronts her for her outburst and assigns smoking as the topic for her report. At lunch, she and a classmate discover that they both have health problems made worse by a family member's smoking, so they invite Maddie's grandfather to speak to the class about his habit. Buttner's charcoal sketches, suffused with subdued color, are grainy and robust, but somewhat inconsistent in the age and appearance of the two children. However, both classroom and home scenes are unpretentious and lively. The points made by Grandpa Norman are predictable: "There's NOTHING good about smoking." Endorsements from health professionals fill the jacket and end sheets, adding to the didacticism. The story moves along well, though, and offers readers the chance to speak up about the smoking done around them. Readers will join the class in cheering Grandpa Norman as he throws away his cigarettes. The classroom scenario should be a comfortable means of introducing discussion on this pressing topic.? www.amazon.com

Name: Lindsay Lohner

GENETICS

Type: Children’s Book Lesson

Contact Info: Lindsay Lohner, lindsaylohner@hotmail.com

Grade Level: 5th- 6th Grade

Materials: 2 different color gummy bears in zip-lock bags, computers, lesson handouts, 1 black mouse and 1 white mouse (opposite sexes), markers, paper.

References: “I Don’t Have Your Eyes” by Carrie Kitzehttp://www.teachervision.fen.com/page/8496.htmlhttp://gslc.genetics.utah.edu/units/basics/tour/http://www.borg.com/~lubehawk/psquare.htmhttp://www.borg.com/~lubehawk/psquprac.htmhttp://www.athro.com/evo/gen/punexam.html

Science Process Skills:

Logic and reasoning Scientific method Questioning Organizing Critical Evaluation

Key Question: Why do you look like some people and why do you look different from some people?

Misconceptions: Acquired characteristics can be inherited.

Set Up: “Explore Activity” - have the gummy

bears divided into separate bags prior to the lesson

“Processing Activity” - the websites book marked on computers that students will use.

“Application Activity” - one mouse that have different color genotypes that are opposite sexes.

MCF and Science Topic:

Strand I, CS1, E1 – Generate scientific questions about the world based on observation.

Strand I, CS1, E2 – Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment.

Strand I, CS1, E6 – Prepare summaries of observations.

Strand II, CS1, E1 – Develop an awareness of the need for evidence in making decisions scientifically.

Strand III, CS3, MS1 –Characteristics passed through generations.

Strand III, CS3, MS2 – Describe how heredity and environment may influence/ determine characteristics of an organism.

Objective: The learner will explore how traits are recessive and dominate and how they are passed from generation to generation and predict using a punnett square the outcomes of genetic crossing.

The true science and study of man is man. -Pierre Charron

TASKS DESCRIPTIONTHEORY / METHOD

Engage Activity:

Read the book “I don’t Have Your Eyes”

Read the text “I Don’t Have Your Eyes.”

In groups, students decide what’s different about each other. Come up with three things that are differences and one similarity.

Brain Based Learning – fact embedded in natural, special memory.

Explore Activity:

TQPDAC – Gummy Bear Genetics

Think First: Why do you think we sometimes look like other people and why do you think we look different?

Now have students look at these: Tongue Rolling, Detached Earlobes, Hitchhiker’s Thumb, Widow’s Peak, Dimples, Blue Eyes.

Questions: Why do some of us have these traits/characteristics and others not?

Process: Using Gummy Bear colors to represent Dominate and Recessive traits demonstrate possible combinations: Red and Red = Red Red and Yellow = Red Yellow and Yellow = Yellow

*Remember that each gummy bear can only have TWO (2) genes… one from the mom and one from the dad.

Data: Have students record the results on data section of TQPDAC “Gummy Bear Genetics” Handout.

Analysis: Answer questions on TQPDAC

Conclusion: Answer “Question” for TQPDAC

*Students should use their hands to move the gummy bears around to see the different combinations of offspring.

Brain Based Learning – Engages whole physiology through active processing.

Multiple Intelligences – Touches on verbal-linguistic, mathematical-logical, bodily kinesthetic, and existential.

Higher Order Thinking – Analysis and Synthesis

Constructivism – Students formulate their own ideas.

GENETICS

Processing Activity

“Tour of the Basics”

Take a tour of the basics at the “Genetics Sciences Learning Center” at the University of Utah online at: http://gslc.genetics.utah.edu/units/basics/tour/ Make sure to bookmark this page for students on the computers.

Have students fill out “Tour Guide” and place it in their Genetic Folder (to keep all of their materials together for further investigations).

Backup Plan: Print out a copy of each page of the website and make an overhead that you can use for whole class instruction.

Brain Based Learning – Relaxed alertness

Choice Theory – Personal power, children move at their own pace.

Further Investigation:

Punnett Square Challenge! How many traits can you figure out?

Background Information for teacher to explain:Genotype - the genes of an organism; for one specific trait we use two letters to represent the genotype. A capital letter represents the dominant form of a gene (allele), and a lowercase letter is the abbreviation for the recessive form of the gene (allele). Phenotype - the physical appearance of a trait or HOW IT LOOKS.

Hand out “Fun with Punnett Squares” and “Punnett Square Challenge.”

Explain “Fun with Punnett Squares” with matching overhead

Have students complete the “Punnett Square Challenge”

Brain Based Learning – Active Processing

Higher Order Thinking – Analysis (interpret, arrange, differentiate, distinguish, diagram)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential.

Applications:Tracing Family traits with Mice.

Watch genetics unfold right in the classroom. Take one black mouse and one white mouse (both of opposite sexes) and breed them in a contained environment. Have student fill out the “Mystery Mouse” handout.

Predict using Punnett Squares the colors of the offspring 2 generations.

Higher Order Thinking – Evaluation (predict, conclude, determine)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential, naturalistic)

Assessment:Family Pedigree Study

Have students investigate their own family traits. First have them identify the traits that they are going to trace through their family. Next have them create a family pedigree on a large poster.

For those student who have exceptional family circumstances (adoption, live with extended family) have them:

Create a fictitious family and design a pedigree for that family. The pedigree should have a family description telling what the genotypes and phenotypes are for each member of the family. They should follow the trait through 3 generations.

Rubric for Grading Assessment and Alternative Assessment:Criteria Beginning

0-1Developing

2-3Accomplished

4Exemplary

5

At least two Punnett Squares demonstrated neatly in project

Does not provide Punnett Squares.

Only one Punnett Square.

Two Punnett Square completed.

Two Punnett Squares completed with descriptions of Genotypes and Phenotypes.

Create a family pedigree that traces one trait through two generations

Does not create pedigree.

Pedigree is one generations with less than two errors

Pedigree is two generations with less than two errors.

Pedigree is two generations with zero errors.

A Pedigree description is included with descriptions of genotypes and phenotypes.

No pedigree description.

Describes either genotypes or phenotypes but not both.

Describes both genotypes and phenotypes, but could use more detail.

Excellent descriptions.

Higher Order Thinking – Evaluation (determine, create, synthesize, judge, conclude)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential, naturalistic)

Brain Based Learning– Active Processing

Constructivism – student constructs relevant understanding of information.

Handouts and Visual Aids:

TQPDAC for “Gummy Bear Genetics” “Tour of Genetics” “Fun with Punnett Squares”

“Punnett Square Challenge” “Mystery Mice” “Family Investigation / Pedigree Rubric”

Name ________________Gummy Bear Genetics

Think First: Why do you think we sometimes look like other people and why do you think we look different?

Look at the following traits/abilities, which do you have which one don’t you have?

Yes or no?Tongue Rolling ________Detached Earlobes ________Hitchhiker’s Thumb ________Widow’s Peak ________ Dimples ________Blue Eyes ________

Questions: Why do some of us have these abilities and others not?

Process: Using Gummy Bear colors to represent Dominate and Recessive traits demonstrate possible combinations:

Red and Red = Red Red and Yellow = Red Yellow and Yellow = Yellow

*Remember that each gummy bear can only have TWO (2) genes… one from the mom and one from the dad.

Data:1. If Papa Bear has two yellow genes and Mama Bear has two red genes, what will the baby bears get?

_____________________________________

2. If Papa Bear has one red and one yellow gene and Mama Bear has two red genes, what will the baby bears get?

From Dad? __________________ From Mom? ____________________

What color will the baby bears be? ______________ Why? _____________________________________________

3. If Papa Bear has two yellow genes and Mama Bear has one red and one yellow gene, what will the baby bears get?

From Dad? __________________ From Mom? ____________________

What color will the baby bears be? ______________ Why? _____________________________________________(*hint remember that red is dominant over yellow)

Analysis: Here’s the scenario…Father Bear (Yellow/Yellow), Mother Bear (Red, Yellow) Son Bear is RED, and Daughter Bear is YELLOW

Son marries RED bear and has 3 Red babies and 1 Yellow1. What does this tell us about the son’s wife? ________________________________________________________

Daughter has two Yellow babies and one Red.2. What does this tell us about the daughter’s husband? ________________________________________________

Conclusion: After reviewing our data and looking over the analysis what can we conclude about traits? How do they move between generations? Do traits ever blend?

L. Lohner 2006

NAME_________________________

THE TOUR OF GENETICS

Go to: http://gslc.genetics.utah.edu/units/basics/tour/

Start by clicking on “What is Heredity?” Read the first 4 slides by clicking the next button 5 times.Answer the following questions:

1. What is heredity? _________________________________________________________

2. Where do we find our traits? _________________________________________________

3. How many sets of chromosomes do humans have? _____________

4. Have many chromosomes do parents give to their children? ____________

Next click on “What is a Trait?” Read up to the slide “How are Traits Inherited?” and then STOP! Answer the following Questions:

1. Define physical traits? ________________________________________________________________________________________________________________________________________________

2. Define behavioral traits? ________________________________________________________________________________________________________________________________________________

3. What is an Allele? ________________________________________________________________________________________________________________________________________________

4. What is a Homozygous? ________________________________________________________________________________________________________________________________________________

5. What is Heterozygous? ________________________________________________________________________________________________________________________________________________

6. What are Dominate traits and what are recessive traits? Give one example from the tour? ________________________________________________________________________________________________________________________________________________

Lastly, click on “What is a Gene?” and read the first slide.Define what gene’s are: ______________________________________________________________________________________________________________________________________________________

L. Lohner 2006

Name ______________________

Fun with Punnett Squares

A Punnett Square is a chart which shows/predicts all possible gene combinations in a cross of parents (whose genes are known).

Here are the steps we follow when starting to using the Punnett Square…Let’s get to it!1. Designate the letters that will represent the traits.2. Determine the genotypes of the parent organisms. 3. List the genes that each parent can contribute.4. Draw a Punnett Square. 5. "Split" the letters of the genotype for each parent & put them "outside" the Punnett Square.6. Determine the possible genotypes of the offspring by filling in the Punnett Square.7. Summarize results (genotypes & phenotypes of offspring).8. Bask in the glory of your accomplishment!

Here is a sample problem for us to use to practice using Punnett Squares-In pea plants, tall pea plants are dominant over short pea plants. Using Punnett Squares, you can predict the genotypes and phenotypes of the offspring of a cross between a homozygous (purebred) tall pea plant and a homozygous (purebred) short pea plant. Now let’s follow our steps!

1. Designate letters that will represent the genes/traits. Capital letters represent dominant traits, and lowercase letters represent recessive traits. T = tall t = short.

2. Write down the genotypes (genes) of each parent. These are often given to you or are possible to determine.T T x t t

3. The traits the parents can contribute are: T and t4. The Punnet Square looks like this:

5 & 6. "Split" the letters of the genotype for each parent & put them "outside" the Punnett Square. And then determine the genotypes and phenotypes of the offspring.

7. Summarize your results: We will have four plants with the genotype of Tt and all four plants will have the phenotype of “tall.”8.

L. Lohner 2006

THE PUNNETT SQUARE CHALLENGE!

Individually work on section A. AFTER you have completed section A you may work in teams of 3-4 to complete section B.

SECTION A

T T

t

t

Tt Tt

Tt Tt

1. In purple people eaters, two-horns (H) are dominant and no horns (h) is recessive. Draw a Punnet Square showing the cross of a purple people eater that is heterozygous (Hh) with a homozygous purple people eater that does not have horns (hh). Summarize the genotypes and phenotypes of the possible offspring.

List the Genotypes: ___ ___ ___ ___List the Phenoypes: __________

__________

2. In pea plants tall plants are represented as “T” and short are represented as “t.” Cross a homozygous tall plant with a homozygous short plant using the Punnett Square.

Summarize the genotypes and phenotypes.List the Genotypes: ___ ___ ___ ___

List the Phenotypes: ___________________ __________

How many tall pea plants will there be? ____

How many short pea plants? ____What is the ratio of tall plants to short plants? ___:___

SECTION B In a certain species of mouse, pointed ears are dominant over round ears. Predict the genotypes and phenotypes of a cross between two hybrid pointed-eared mice.

List the Genotypes: ___ ___ ___ ___ List the Phenotypes: _________

__________ __________How many pointed eared mice will there be? ____How many round eared mice? ____What percentage of mice will be

round ears? __%What percentage of mice will be pointed ears? __%

L. Lohner 2006Name____________________________________________

Mystery MiceYou can study genetics right in our classroom too…let’s check it out!

We are going to cross a white mouse and a black mouse and observe it’s offspring for two generations. Using Punnett Squares we are going to try and predict all of the possible genotypes of the offspring. Remember to hold onto this sheet of paper – this task it going to take a bit of time!

In mice there are black and white fur colors. Black is dominating and represented by “W” and white is recessive and represented by “w.” Your job is to use the Punnett Square to determine the possible outcomes of the offspring of our mice. (REMEMBER…Black can be homozygous and heterozygous, but white can only be homozygous.)

(Homozygous black) (Homozygous black)

Use this pedigree (a heredity map) to demonstrate which mice will be which color dependent on the genotype of the black mouse. Color the boxes that will be black and leave the one’s black that will be white.

(Homozygous black) (Heterozygous black)

L. Lohner 2006

Family Trait Investigation!Create a Family Pedigree

w w

?

w w

?? ? ? ? ? ?

Now that we’ve studied inheritance it’s your chance to study your family. The challenge is to pick a trait to follow through two generations and be able to describe the genotypes and

phenotypes of the offspring. In your genetics report you need to include at least two Punnett Squares and a family Pedigree. You may create your pedigree by hand or on the computer, it is up to you. Below is a rubric for how you will be graded.

If you have unique family circumstances you are lucky…you get to design your own factious family to follow a trait through. BE CREATIVE and come up with a description of the members of the family and how they got the traits that they did. You too must also

include at least two Punnett Squares and a family Pedigree.

You have two weeks to complete your assignment. You may work in groups, but each member should create their own pedigree about their family. If you find this to be challenging…good, but if it is overwhelming please come talk to me for some extra help! Remember to use all of your resources in your genetics folder! Good luck with your investigation

Criteria Beginning0-1

Developing2-3

Accomplished4

Exemplary5 Score

At least two Punnett Squares demonstrated neatly in project

Does not provide Punnett

Squares.

Only one Punnett Square.

Two Punnett Square completed.

Two Punnett Squares

completed with descriptions of Genotypes and

Phenotypes.

Create a family pedigree that traces one trait through two

generations

Does not create pedigree.

Pedigree is one generations with

less than two errors

Pedigree is two generations with

less than two errors.

Pedigree is two generations with

zero erros

A Pedigree description is included with descriptions of genotypes and phenotypes.

No pedigree description.

Describes either genotypes or

phenotypes but not both.

Describes both genotypes and phenotypes, but could use more

detail.

Excellent descriptions.

L. Lohner 2006

“I Don’t Have Your Eyes” by Carrie A. Kitze

This is a touching picture book about how even though children may look different from their parents because of adoption they still carry many of the acquired traits within them.

L. Lohner 2006

Name: Amy Galambos

Type: Technology

To Plant, or Not to Plant?

Contact Info: Amy Galambos, galam1am@cmich.edu

Grade Level: 4-6

Materials: a plant without enough leaves for each member of the class, aluminum foil, scissors, paper clips, computer access, learner journals, pencils, the book; The Giving Tree by Shel Silverstein, copies of interactive website for whole class

References: http://www.ktca.org/newtons/9/phytosy.html (lights out activity); http://mbgnet.mobot.org/bioplants/main.html (interactive website for learners); The Giving Tree by Shel Silverstein, http://www.sciencemadesimple.com/leaves.html (interactive website, investigation)

Science Process Skills: Observation Inference/Prediction Communication

Key Question: In what ways are plants and humans related in terms of survival? How does the life of one of these factors determine the life of the other?

Common Misconceptions: The oxygen we breathe does not come from plants.

Oxygen will always be there, it can’t be used up.

Set up prior to Lesson: Bookmark the website, http://mbgnet.mobot.org/bioplants/main.html (as well as print a hard copy of this lesson) onto computers that learners will be using; cut enough squares of aluminum foil for each learner for lights out activity; place paper towel on window sill or on a table by the window for lights out activity. Bookmark the website, http://www.sciencemadesimple.com/leaves.html (also make a hard copy for yourself of this website)

MCF and Science Tools:

(Physical Science) Strand I, CS1, E1 – ask reasonable questions based on observations

Strand III, CS2, E4 – compare and contrast environmental needs of organisms.

Lesson Objective:The learner will understand and be able to discuss how photosynthesis affects the human body and vise virsa.

Task Description Theories/MethodsEngageActivity

BookQuestions

Read the book, The Giving Tree by Shel Silverstein

This book will tie into the lesson well because it is about giving people something. This relates to photosynthesis by plants giving off oxygen, which humans need to survive, and humans giving off what plants need to survive, carbon dioxide. This book will help students to see the relationship between plants and humans from the giving of things from the giving tree.

Ask Questions:

Multiple Intelligences – students are listening to teacher read aloud.

Higher Order Thinking –Comprehension from story read.

To Plant, or Not to Plant?

1. How do you help others in need?2. How does the tree help others?3.

ExploringActivity

TQPDACLights Out Activity: to better understand photosynthesis and plants.

Follow the activity page: Each student needs a plant leaf, square of aluminum foil, scissors and

one paper clip Student will to cut a shape out of the aluminum foil then paper clip it to

their leaf. Place the leaf by the window on the paper towel already set out and

have student write their name under their leaf on the paper towel and let it sit for a week.

Students will make a hypothesis in their journals as to what they think will happen to their leaves.

Each day for the entire week, time will be allotted for students to check to see if any changes have been made and record it in their journals under data.

At the end of the week, the students will come to a conclusion in their journals about the changes and complete the questions below.

Describe what has happened to the leaf and what the lack of sunshine has done to affect the leaf.

Where have you seen effects like these in nature?(See TQPDAC to help the students in this activity. The teacher will pass out the TQPDAC and explain the activity and have students complete this over a four day period.)

Multiple Intelligences – movement as well as hands on activity. Individual activity.Constructivism- hands on activity

Higher Order Thinking –previous knowledge applied to hypothesis of experiment.

Learning Modalities – visual

Choice Theory - giving students the job of checking their leaf everyday (power)

ProcessingActivities

Interactive website bookmarked on computers

Students will go to the bookmarked website and participate in groups in reading the website.

http://www.sciencemadesimple.com/leaves.html

Students will be in pairs of 2 or groups of 3 depending on the size of the class and will take turns reading out loud to each other the information on the website. After students will discuss what the information means.

Students be asked to come together as a class and have a class discussion. The teacher will ask students to hold an open discussion about the website and the information. The teacher will have a hard copy of the website in case students need help or need to be lead in a different direction.

Brain Based – movement as well as using one or more senses.

Multiple Intelligences –Hands on, involved group activity.

Cooperative Learning- working together

FurtherInvestigation

Interactive Website-bookmarked on computers

Students will go to the bookmarked website and follow the following directions: http://mbgnet.mobot.org/bioplants/main.html

click on “Plants and Life on Earth” students will read this information and answer questions on the

worksheet provided

Backup Plan: Pass out the copies of the interactive website. Please go to the website

and print off a copy before the lesson so that a hard copy is accessible to you before you teach should this fail (you may not cut and paste but you can print right from the website; students will read this and answer questions on the worksheet from this.

This worksheet is a way for students to interact with the website and learn from the material in it. Students will also be interacting with others as well learning something from the website and information.

Higher Order Thinking – Fill in the blanks.

Constructivism – hands on activity

Brain Based – movement, one or more senses, challenging activity (using computers)

Multiple Intelligences - hands on, involved activity, groups.

Choice Theory - Power and freedom and love (their thoughts to answer questions, fun lesson, groups)

Cooperative Learning – groups

Problem Based – students answer questions, solve on their own through reading.

ApplicationsJournal writing

Students will complete a journal at home for homework summarizing their knowledge on how photosynthesis and humans are related to each other. This journal must be at least one page in length and students can use their notes and worksheets used in class as well as outside references (internet, parents, etc.) The journal must show thought and knowledge of the concept.

Choice Theory – Journal writingMultiple Intelligences – hits on individual work and ideas.

Assessment Completion of lights out activity (TQPDAC)- 10 points Completion of interactive website worksheet based on accuracy- 8

points (2 points for each question) Journal application (completion and ideas) 10 points

Completion means that the work has evidence of knowledge of the concept. It means they have mastered it. If there is some knowledge of the concept but not all of it is there, points will be deducted under the teachers discression.

Multiple Intelligences –visual, auditory learners

Brain Based – fun lessons

Choice Theory – journals

Handouts /Visual Aids

TQPDAC handout Light out activity worksheet Website worksheet

Name_____________________________________

HOW PLANTS HELP US

THINK FIRST- What do we need to breathe? What do plants need to live? How does light affect plants and their growth?

QUESTION- How does light source affect plants? In what ways does the placement of plants matter in the growth and development of them?

PROCEDURE- Take one leaf, one paper clip, and one piece of pre-cut aluminum foil. Cut a shape into the aluminum foil. Then, paper clip the foil to the leaf. Go to the window sill and place the leaf with the aluminum foil on the top, on a piece of paper towel. Put your name on the paper towel under your leaf. Then leave this here. Check your leaf everyday when you first come into class for the next four days and

record your observations. These observations must include what the leaf that is exposed to the light looks like and what the leaf under the aluminum foil looks like.

DATA-

Day 1

Day 2

Day 3

Day 4

ANALYSIS-

CONCLUSION- How does the exposure of light affect your leaf and it’s presense?

Activity PageLIGHTS OUT!

Discover what happens if you change the patterns of a plant's light source.

A. Galambos 2006

Main Activity

Without enough sunlight, plants cannot use the process of photosynthesis to produce food.

Materials:

Small shrub, tree or house plant Cardboard or aluminum foil Scissors Paper clips

1. Pick a shrub, tree or houseplant that you can use for an experiment.

2. Using the cardboard or aluminum foil, cut out some geometrical shapes like a circle, square or triangle. Make sure your shapes are big enough to make a patch that will cover nearly half of the plant leaf.

3. Paperclip each shape on a different leaf.

4. If you use a house plant, place it near a south, west or east window were it will get plenty of sunlight. Make notes about the weather each day and add them to your observations.

5. After four days, remove the shapes from the leaves and observe each of the leaves that had a shape covering it.

6. Compare the areas on the leaf that were covered with the shape to other parts of the leaf.

Questions

1. What has happened to the leaves? Describe the effects that the lack of sunshine has on leaves. What has or hasn't happened in the different parts of the leaf?

2. What is the best environment for a house plant? Why?

3. Where have you seen effects like these in nature?

4. Where would you expect to find fewer plants outside because of a lack of sunlight?

http://www.ktca.org/newtons/9/phytosy.htmlA. Galambos 2006

Name______________________________________________________

Our Little Helper:PLANTS!!

Log onto a computer in the classroom with one partner Find the Website that is bookmarked called Our Little Helper and

click on it Read the information on the webpage and complete this worksheet

1. Name seven ways in which plants help the earth.

2. What do plants make that help humans stay alive?

3. What are some sources that we use in our lives that come from plants? (name two)

4. Who do plants make a habitat for?

Extra Credit: What do we give off when we breathe that helps plants stay alive?

A. Galambos 2006

The Giving Treeby Shel Silverstein

Larger Cover

Category:juvenile fictionFormat: HardcoverOn Sale: 04/15/2003Price: $15.99

Formats Available:Hardcover | Hardcover | Library |

RelatedAbout The Giving Tree

'Once there was a tree...and she loved a little boy.'

So begins a story of unforgettable perception, beautifully written and illustrated by the gifted and versatile Shel Silverstein.

Every day the boy would come to the tree to eat her apples, swing from her branches, or slide down her trunk...and the tree was happy. But as the boy grew older he began to want more from the tree, and the tree gave and gave and gave.

This is a tender story, touched with sadness, aglow with consolation. Shel Silverstein has created a moving parable for readers of all ages that offers an affecting interpretation of the gift of giving and a serene acceptance of another's capacity to love in return.

Name: Lindsay Lohner

Type: Technology Lesson

Contact Info: Lindsay Lohner, lohne1la@cmich.edu

Grade Level: 5th – 6th Grade

Materials: “Earth Mother” by Ellen Jackson“Web Game,” dice, game playing pieces

References: “Earth Mother” by Ellen Jackson http://www.ecokidsonline.com/pub/eco_info/topics/frogs/chain_reaction/index.cfm#

Food Chains

http://www.kidport.com/Grade4/Science/FoodChain.htmhttp://highered.mcgraw-hill.com/sites/0070947864/student_view0/chapter2/study_quiz_2_1.htm

Science Process Skills: Logic and Reasoning Scientific Method Questioning/Inquiry Observation Inference/Prediction Critical Evaluation Communication

Key Question: In what ways are humans related and affect food webs?

Common Misconceptions: Things “use up” energy.

Set up prior to Lesson: Bookmark webpage.Have all materials students will need to complete the activities grouped into areas so that they are easy to access quickly.

MCF and Science Tools:

Strand I, CS1, E1 – Generate scientific questions about the world based on observation.

Strand I, CS1, E2 – Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment.

Strand I, CS1, E6 – Prepare summaries of observations.

Strand III, CS5, E1 – Identify familiar organisms as part of a food chain or food web and describe their feeding relationships with the web.

Strand III, CS5, E2 – Explain common patterns of interdependence and interrelationships of living things.

Strand III, CS5, E3 – Describe the basic requirements for all living things to maintain their exsistance.

Strand III, CS5, E5 – Describe positive and negative effects of humans on the environment.

Objective: The learner will understand the flow of energy in food chains and webs and the impact that one organism can have in the food web.

The learner will evaluate and make a judgment about their impact in a food web.

"This is the foundation of all. We are not to imagine or suppose, but to discover, what nature does or may be made to do." -

Francis Bacon

TASKS DESCRIPTION THEORY / METHOD

Food Chains

Engage Activity:Read the book “Earth Mother” by Ellen Jackson.

Read the book “Earth Mother” by Ellen Jackson. This book shows the connections between humans, frogs, and mosquitoes.

Have students organize what organisms have connections to other organisms first from the book and then begin to expand it into nature.

What other connections can we find in nature?

Brain Based Learning – fact embedded in natural, special memory.

Multiple Intelligences –verbal-linguistic.

Explore Activity:

“Make the food chains!”

Divide children into groups of 2-3. Give each group a folder.

Think First: Energy chains (or food chains) exist throught nature. Is there a common pattern to food chains?

Question: Does every food chain start with the same source of energy?

Procedure: Open up your folder and you will find 4 stacks of paper clipped

together. Make sure to keep the piles separate. Separate each stack of paper and try to figure out what order the

organisms go in on the food chain. (Hint look for commonalities among your stacks of papers.)

Data: Record your results in the boxes for each chain.

Analyze: Do you notice any common themes throughout the chains?

Make a judgment as to which organisms are the producers and which are the consumers. Why did you pick those?

Conclude: Answer questions on TQPDAC.

Debrief the activity and explain the terms CONSUMER and PRODUCERS.

Brain Based Learning – Engages whole physiology through active processing.

Multiple Intelligences – Touches on verbal-linguistic, mathematical-logical, and existential.

Higher Order Thinking – Analysis and Synthesis

Choice Theory – Personal power, children move at their own pace.

Learning Modalities – Visual,movement.

Cooperative Learning – Groups.

Processing Activity

Play “Chain Reaction” online.

Learn more about food chains and complete a food chain at: http://www.ecokidsonline.com/pub/eco_info/topics/frogs/chain_reaction/index.cfm#

Have students fill out “Chain Reaction Form.”

BACKUP PLAN! If the technology fails. Explain the following terms to kids using examples. Omnivore, Carnivore, Herbivore, Energy Sources, Food Chains.

Brain Based Learning – Relaxed alertness

Choice Theory – Personal power, children move at their own pace.

Multiple Intelligences – visual-spatial.

Constructivism – students construct understanding through online inquiry.

Further Investigation

The Cooperative Learning “Web of Life”

Cooperative Learning Activity You need a fairly large area, some labels for herbivores (10), carnivores

(5), omnivores (8), and plants (3, although if you have a larger class you could create a few more) and several large balls of yarn in different colors.

The labels for the herbivores, carnivores and omnivores are broken down into specific species from different habitats to represent the creatures from smallest to largest on the particular food chain. e.g. shark > seal > large fish > small fish > crustacean > coral. Give children a label from the chain and have them hang it around their neck.

The largest organisms have the balls of yarn. Each player then has to 'catch' his most likely food source from the remaining players based on size. The shark might catch the seal. The shark holds one end of the yarn (leaving a some of string dangling) stays still and then passes the ball to the seal who then has to catch 'large fish' while still being linked via the wool to the shark. Don't break this yarn link. Then, the large fish has the ball of wool and catches small fish and so on down the food chain until the strand of yarn links all students. (Creatures that get eaten by omnivores may hold more than one colored length of wool so the interdependence is demonstrated.)

When all the links have been established you should have a large web where all organisms are connected and you can see the energy flow though the web.

Brain Based Learning – Active Processing

Higher Order Thinking – Analysis (interpret, arrange, differentiate, distinguish, diagram- as a group)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential.

Cooperative Learning –Teamwork.

Choice Theory – Fun, Freedom

Constructivism – Role Play.

Learning Modalities – Role Play.

ApplicationsFood Web Game!

Have student play the food web game (created by Lindsay Lohner) to develop a higher-level understanding of food webs and their interdependency.

Each team of 3-4 gets a board to play on. A set of playing cards, a dice, playing pieces, and an instruction page.

Higher Order Thinking – Evaluation (determine)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential, naturalistic)

Choice Theory – Personal power, children move at their own pace, fun, freedom.

AssessmentCreate your own food chain with the assigned organisms.

Students will each receive 10 organisms and a sun. The students are then to organize the food web on a sheet of paper to show understanding of the organization of nature. The students must also identify the consumers and producers for the food chains. Then students must explain why they chose the organization for the web the way they did.

Criteria for Assessment:Students will be graded on organization of the web (5pts), identification of

Higher Order Thinking – Evaluation (determine, create, synthesize, judge, conclude)

Multiple Intelligences – Visual-spatial, mathematical-logical,

producers and consumers (5pts), and justification of organization (10pts). existential, naturalistic)

Handouts and Visual Aids:

“Yum! I’m hungry!” TQPDAC“Chain Reaction”“Oh the Webs We Weave!” Game

NAME _________________________________________________________________

Food Chains are Forever!

Think First: Energy chains, or food chains exist throughout nature. Is there a common patter that these chains follow?

Questions: Does every food chain start with the same source of energy?

Process: Open up your folder and you will find 4 stacks of paper

clipped together. Make sure to keep the piles separate. Separate each stack of paper and try to figure out what order the organisms go in on the food chain. (Hint

look for commonalities among your stacks of papers.)

Data: Record your results in the boxes for each chain.

Analysis: Do you notice any common themes throughout the chains? _____________________________

Make a judgment as to which organisms are the producers and which are the consumers. Why did you pick those?_______________________________________________________________________________________________________________________________________________________________________________Conclusion: After reviewing our data and looking over the analysis what can we conclude about food chains?____________________________________________________________________________________

L. Lohner 2006

Go to: http://ecokids.earthday.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm#

Answer the following questions:

Most people eat many different kinds of meats and vegetables. Therefore people are considered ________________.

Those animals who only eat meat are called ________________.

Those animals who only eat plants are called ________________.

Plants get their energy from the ___________, water, and soil.

The order that animals feed on other animals is called a ___________ chain.

Try to put the food chain together online, and then record the correct result in the boxes to the left. Hint...your TOP energy source goes in the TOP box.

L. Lohner 2006

“Oh the Webs

We Weave!”

Instructions

L. Lohner 2006

In groups of 3-4 people roll the die to see who goes first. Lowest number out of two rolls is first.

Roll the die and move between 1 and three places (exclude 4-6).

If you land on a “Web Card,” draw a card and answer the question. If you don’t know the answer move back one space and ask your peers for help.

If you land on an organism, state whether the organism is a producer, primary consumer, or secondary consumer in the food chain in the center of the board game.

The first person to reach the “web winner” is the winner of the game. Everyone should continue to play until all have reached the final square.

* If there are any un answered “Web Cards” at the end of the game answer the questions as a group.

WEB CARDS

L. Lohner 2006Web

Ca

rd

Web

Car

d

WEB CARDWhich organisms are affected if an animal goes extinct?

A. All animalsB. Only consumersC. Only mammalsD. Only reptiles

WEB CARDA manufacturing plant is located on the bank of a river. One day, toxic chemicals from the plant accidentally spilled into the river. Fish absorbed some of these chemicals into their bodies. Later, a hawk living near the river is found to have the same toxic chemicals in its system. Which statement best explains why?

A. The chemicals entered the air.B. The chemicals entered the food chain.C. The chemicals are commonly found in the

environment.

WEB CARDWhich organisms are affected if an animal goes extinct?

All animalsOnly consumersOnly mammalsOnly reptiles

WEB CARDWhich of the following are producers?

A. CatB. Water LilyC. BearD. Shark

WEB CARDOne model that shows how energy passes from organism to organism is called:

A. an energy linkB. a food chainC. photosynthesis

“Oh

the

Web

s W

e

Wea

ve!”

Star

t

Web

Ca

rdW

eb

Card

Web

Car

dW

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ard

Web

W

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L. Lohner 2006

WEB CARDWhat is a food chain?

A. A place to buy foodB. How animals depend on other animals for food.C. A long chain made of food.D. All of the above.

WEB CARDWhat do ecologist call the transfer of energy that begins with the Sun and passes from one organism to the next in a food chain?

A. energy flowB. top consumerC. food web

WEB CARDA food web is more realistic than a food chain because:

A. It compares the number of consumers to the number of micro-organisms in an ecosystem.

B. Food Chains use only a small sampling of organisms.

C. A food web explains why there are more producers than consumers.

WEB CARDWhat distinguishes producers from other organisms

A. They consume a variety of foods.B. They photosynthesizeC. They are abiotic.

WEB CARDWhich of the following food chains correctly shows the path of matter and energy through an ecosystem?

A. deer – bear – grass.B. grass – deer – bear.C. chipmunks – seeds – deer

WEB CARDWhich of the following are biotic factors in an ecosystem?

A. WaterB. SoilC. TreeD. AirWEB CARD

Which organisms are affected if an animal goes extinct?

All animalsOnly consumersOnly mammalsOnly reptiles

WEB CARDWhich of the following are producers?

E. CatF. Water LilyG. BearH. Shark

WEB CARDOne model that shows how energy passes from organism to organism is called:

D. an energy linkE. a food chainF. photosynthesisWEB CARD***What do ecologist call the transfer of energy

that begins with the Sun and passes from one organism to the next in a food chain?

D. energy flowE. top consumerF. food web

L. Lohner 2006

WEB CARDWhat is a food chain?

A. A place to buy foodB. How animals depend on other animals for food.C. A long chain made of food.D. All of the above.WEB CARD

A food web is more realistic than a food chain because:D. It compares the number of consumers

to the number of micro-organisms in an ecosystem.

E. Food Chains use only a small sampling of organisms.

F. A food web explains why there are more producers than consumers.

WEB CARDWhat distinguishes producers from other organisms

A. They consume a variety of foods.B. They photosynthesizeC. They are abiotic.

Name: Stacey Reid

Type: Physical-children’s book

Contact Info: Stacey Reid, reid2sl@cmich.edu

Grade Level: 4-6

Materials: 12" Ruler 1/4" to 1" Diameter Rod or Similar Part To Use As A Fulcrum Book or Similar "Heavy" Object Paper Pencil/markers

References: Christian, Frank & Gelsanliter, Wendy (1998).Dancin in the Kitchen.New York City, NY:G.P Putman’s Sonshttp://www.swe.org/iac/LP/levers_02.html - explore activity www.pbs.org/.../images/ 27ms_sle2treb_levers.gif - image

Science Process Skills: Classification Observation Prediction question/experiment

Key Question:

How do levers relate to our body’s movement?

Common Misconceptions: Believing that machines put out more work than we put in. (pg. 82)

Large objects exert a greater force than small objects. (pg.79).

Set up Prior to Lesson: Have all materials on table for students to work in groups for the explore activity. Also have proper materials available to draw and label diagrams.

MCF and Science Topics:

Strand IV, CS 3, E 3 – use simple machines to make work easier

Strand I, CS 1, E 3 – manipulate simple mechanical devices and explain how they work

Lesson Objective:

The learner will be able to relate how levers effect the motion of the human body.

Dancin’ Bones

Dancin’ Bones

Task Description Theories/MethodsEngage Activity Read book Dancin in the Kitchen by: Wendy Gelsanliter

& Frank Christian. With music from the radio to liven things up, a family all enjoys helping to prepare dinner at Grandma's house* After reading ask students how bones allow us to dance?

Key Question: How do levers relate to how our body’s movement?

Multiple Intelligence-read out loud

Choice Theory- fun

Exploring Activity Insert the end of a lever (ruler) under the edge of a heavy item (book)

Place the fulcrum under the lever (middle) Push down on the lever, take note of how far

the object is raised/force to lift object. Lift the object by hand/take the difference in

applied force Move the fulcrum and repeat step 4. How

does changing the position of the fulcrum change the function of the lever?

TQPDAC worksheet-see attached

Reference: http://www.swe.org/iac/LP/levers_02.html

Higher Order Thinking-analysis,evaluation

Brain Based-movement,challenge

Multiple Intelligence-hands on, movement

Choice Theory-enjoyment

Problem Based

Processing Activity As a class identify the three classes of levers and a few examples in each class.

Pick one example from each class and have the students draw the item

Label the fulcrum, effort, and object to be moved (force)

Discuss any more examples and place in proper lever class

Higher Order Thinking-diagrams

Multiple Intelligence-model, hands on

Choice Theory-enjoyment

Further Investigation

Have students investigate other common examples of levers. Find within school, home, etc. Have students draw the example and label the fulcrum, load, and effort

Brain Based- Challenge (ideas of application)

Higher Order Thinking – classify, application

Brian Based- modelApplications Have students in groups choose an

example of a lever (any class) In groups they must complete a drawing

with proper labeling with an explanation of how it relates to the body and an example of everyday use.

After completion of drawing students must create a model of the lever at home.

Higher Order Thinking –application, classify

Brain Based – diagram

Multiple Intelligence – group work, model

Choice Theory – belonging, enjoyment, freedom

Cooperative Learning Assessment The assessment is based upon the application

process. 10 pts proper labeling of drawing 5 pts description and everyday example 25 pts for completion of model with proper

parts

Handout and Visual Aids

TQPDACHand out of diagram

Dancin’ Bones

Think First: A machine is ____________________________________________.

Question: How does this lever relate to motion of the body?

Procedure: Using the materials provided explore how a first class lever functions.1. Insert the end of a lever (ruler) under the edge of a heavy item (book).

2. Place the fulcrum under the lever (middle)

3. Push down on the lever, take note of how far the object is raised/force to lift the object.

4. Lift the object by hand/take note the difference in applied force.

5. Move the fulcrum and repeat step 4.

Data: Diagram of lever with proper labeling:

Analysis: How does changing the position of the fulcrum change the function of the lever?

Conclusion:

S. Reid 2006

www.pbs.org/.../images/ 27ms_sle2treb_levers.gif

Name: Mandy Derheimer

Space Bodies

Type: Children’s Book

Contact Info: Mandy Derheimer, derhe1ml@cmich.edu

Grade Level: 5th – 6th grade

Materials: Book – Earthdance by Lynn Reiser, Article –“Gravity Hurts (So Good)”,

Kwl form, journal/notebook for each student, poster board for each student, Markers.

References : Reiser, Lynn. (2001). Earthdance.

Miller, Karen. (2001, August). Gravity Hurts (So Good). [20 paragraphs] Science @ NASA. Available

Science Process Skills: Observing Communicating Predicting

Key Question: How does space affect the human body?

Common Misconceptions:

Gravity increases with height – Space #15

Gravity is selective; it acts differently or not at all on some matter. – Space #14

There is a definite up and down in space. – Space #6

Set Up Prior to Lesson:

Print off KWL form, and create an example of the poster

MCF & Science Topics: MCF: I, LE, CS1 (Constructing new scientific knowledge)

MCF: IV, LE, CS3 (Motion of objects)

MCF: V, LE, CS4 (Solar system, Galaxy, and Universe)

Lesson Objective:

The learner will observe changes in the body through an isometric exercise.

The learner will construct a model to represent space.

The learner will be able to understand the effects space has on the human body.

Task Description Theories/Methods

Engage Activity

Book – Earthdance by Lynn Reiser

-The students will be seated at their desks while the teacher reads the book Earthdance by Lynn Reiser.

-After the book is read, the students will create a

Thematic Instruction- focusing on a common theme - space

Brain-Based Learning:

Space Bodies

KWL as a class about astronauts and space. The KWL will be created on an overhead projector. The students will then be asked to think about how space affects the human body. (Key Question)

The students make connections between prior knowledge and new knowledge.

Learning Modalities- auditory

Exploring Activities

Isometric exercise –“Weightless Arms” activity

Inverted gravity exercise – headstand activity

-The students will line up according to height in descending order against the wall. They will then be told to “fold the line” which is where the last person lines up with the 1st person in line and the 2nd to last person lines up with the 2nd person in line, etc. This will determine their partner. -Each pair will find an open space in the room and perform the following activities:-“Weightless Arms” activityEach pair will stand face to face. Student A will stand with their arms along side their body. Student B will firmly press student A’s arms inward as student A pushes their own arms outward for 30 seconds. After the 30 seconds are up, student B will let go and student A should feel that their arms are weightless. Then the partners will switch roles and perform the same activity.-Headstand activityThe students will remain in their same pairs and find an open space along the wall. Student A will perform a headstand against the wall while student B observes things like the coloring and facial features of student A at different time intervals. (10 sec., 20 sec., and 30 sec.) Then the partners will switch roles and perform the same activity.

-Learning centers- The students are learning through a variety of centers.

-Multiple Intelligences- Bodily-kinesthetic intelligence

-Cooperative Learning- working together to complete activity.

-Brain based learning- The students make connections between prior knowledge and new knowledge.

-Control/Choice Theory – interchanging interaction between wants and needs – freedom.

Processing Activities

-Journal

In order for the students to process what they have observed, they will write in their journals about how they felt while doing the activities. The following could be some possible questions to consider:

1) During the weightless arms activity, how did your arms feel after your partner let go of them?

2) During the headstand activity, what kinds of things did you notice while your partner was doing a headstand? Did you notice any changes during the different time intervals? How did your body feel while you did the headstand?

Further Investigation

-Article-Questions/Discussion

In order for the students to further investigate space and the effects it has on the human body, they will individually read an article about astronauts in space. After the students have read the article there will be a class discussion about it and what they learned. The students will answer some questions regarding the article that they just read.

Cooperative learning- working together to complete activity.

Cognitive development- Moving from hands-on to thoughts about the topic

Applications Each student will create a poster that compares and contrasts the

Multiple intelligences- Visual-Spatial intelligence – being able to

-poster different ways and feelings a person on Earth has to those of a person in space. They will draw a person on Earth and a person in space. A way to show the differences in a drawing would be to draw the person in space with red cheeks. After drawing the picture, the students can add different words on their poster to help describe the differences a person would experience if they were in space compared to if they were on Earth.

picture what a person would look like in space.

Brain based learning- The students make connections between prior knowledge and new knowledge.

Control/Choice Theory – interchanging interaction between wants and needs – freedom.

Assessment

-Journal-Poster-Article/Discussions

Five points will be given to the students who have completely filled out their journals. Ten points will be given to the students who have completed their poster that compares and contrasts a person in space to a person on Earth. Five points will be given to the students who have contributed to the discussion and/or represent that they have read the article by correctly answering the given questions about the article.

Engage Activity: KWL handout on Astronauts and Space

KWhat we know:

________________________

WWhat we want to know:

_______________________

LWhat we learned:

________________________

M. Derheimer 2006

Processing Activities:

Journal Questions

1) During the weightless arms activity, how did your arms feel after your partner let go of them?

2) During the headstand activity, what kinds of things did you notice while your partner was doing a headstand?

3) Did you notice any differences among the different time intervals?

4) How did your body feel while you did the headstand?

M. Derheimer 2006

Further Investigation Article:

Gravity Hurts (so Good)

Strange things can happen to the human

body when people venture into space --

and the familiar pull of gravity vanishes.

Listen to this story via streaming audio, a downloadable file, or get help.

August 2, 2001: Gravity hurts: you can feel it hoisting a loaded backpack or pushing a bike up a hill. But lack of gravity hurts, too: when astronauts return from long-term stints in space, they sometimes need to be carried away in stretchers.

Gravity is not just a force, it's also a signal -- a signal that tells the body how to act. For one thing, it tells muscles and bones how strong they must be. In zero-G, muscles atrophy quickly, because the body perceives it does not need them. The muscles used to fight gravity --like those in the calves and spine, which maintain posture-- can lose around 20 per cent of their mass if you don't use them. Muscle mass can vanish at a rate as high as 5% a week.

Above: Astronaut Bill Shepherd prepares for a long stay on the International Space Station with muscle-building exercises on Earth. [more]

For bones, the loss can be even more extreme. Bones in space atrophy at a rate of about 1% a month, and models suggest that the total loss could reach 40 to 60 per cent.

Blood feels gravity, too. On Earth, blood pools in the feet. When people stand, the blood pressure in their feet can be high -- about 200 mmHg (millimeters of mercury). In the brain, though, it's only 60 to 80 mmHg. In space, where the familiar pull of gravity is missing, the head-to-toe gradient vanishes. Blood pressure equalizes and becomes about 100 mmHg throughout the body. That's why astronauts can look odd: their faces, filled with fluid, puff up, and their legs, which can lose about a liter of fluid each, thin out.

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But that shift in blood pressure also sends a signal. Our bodies expect a blood pressure gradient. Higher blood pressure in the head raises an alarm: The body has too much blood! Within two to three days of weightlessness, astronauts can lose as much as 22 percent of their blood volume as a result of that

errant message. This change affects the heart, too. "If you have less blood," explains Dr. Victor Schneider, research medical officer for NASA headquarters, "then your heart doesn't need to pump as hard. It's going to atrophy."

The question is, do such losses matter?

Perhaps not if you plan to stay in space forever. But eventually astronauts return to Earth -- and the human body has to readjust to the relentless pull of gravity. Most space adaptations appear to be reversible, but the rebuilding process is not necessarily an easy one.

Above: Astronaut Susan Helms on Earth (left) and on board the International Space Station (right).

"Each of the parameters have their own normal recovery time," says Schneider. Blood volume, for example, is typically restored within a few days. "Astronauts get thirsty when they come back," Schneider explains, "because their body says, you don't have enough blood in your blood vessels, and that causes the messengers to say, drink more. [Also, the body doesn't] urinate as much."

Muscle, too, can be recouped. Most comes back "within a month or so, "although it might take longer to recover completely. "We normally say that it takes a day [of recovery on Earth] for each day that somebody's in space," says Schneider.

Bone recovery, though, has proven problematic. For a three to six month space flight, says Schneider, it might require two to three years to regain lost bone -- if it's going to come back, and some studies have suggested that it doesn't. "You really have to exercise a lot,” says Schneider. "You really have to work at it."

According to Dr. Alan Hargens, recently of NASA Ames and now a professor of orthopedics at the University of California San Diego medical school, it is important to keep astronauts in good physical condition. "You want the crew members to function normally when they come back to Earth ... and not have to lie around for long periods of rehabilitation," he says.

And Earth isn't the only planet that astronauts might visit. One day humans will journey to Mars -- a six-month trip in zero-G before they disembark on a planet with 38% of Earth's gravity. "[We'll have to maintain] those

astronauts at a fairly high level of fitness," explains Hargens. "When they get to Mars, there won't be anyone to help them if they get into trouble." They will need to be able to handle everything themselves.

Above: Artist Pat Rawlings created this beautiful painting (entitled "Inevitable Descent") of a future astronaut on Mars. [more]

Exercise is the key. But exercising in space differs from exercising on Earth. Here, gravity's pull automatically provides a resistive force that maintains muscles and bones. "[In space] even if you do the same amount of work that you were doing down here on Earth, you miss that gravity component," says Schneider.

Various devices have been developed to mimic the help that gravity provides. One Russian experiment provides resistance by strapping jogging cosmonauts to a treadmill with bungee cords. But that particular combination has not yet proven effective in preventing bone loss -- perhaps because it cannot provide sufficient loads. "The straps are so uncomfortable that the cosmonauts can only exercise at 60 to 70 per cent of their body weight,” says Hargens.

There's also IRED, a NASA-developed Interim Resistive Exercise Device. IRED consists of canisters that can provide

more than 300 pounds of resistance for a variety of exercises. IRED's effectiveness is still being monitored, says Schneider.

Above: Cosmonaut Yury Usachev wears a harness while conducting resistance exercises on board the International Space Station. [more]

Yet another promising device attempts to mimic gravity even more closely. Hargens and his colleagues are developing a Lower Body Negative Pressure (LBNP) device, a chamber that contains a treadmill, and that relies, says Hargens, on the suction of an ordinary vacuum cleaner. "We've found," he says "that we can provide body weight by applying negative pressure over the lower body."

The device, explains Hargens, prevents much of the loss of cardiovascular function and of muscle. It also seems to be effective in reducing some indices of bone loss. One reason is that the LBNP allows astronauts to exercise with an effective body weight between 100% and 120% of what they would feel on Earth. Another is that -- unlike any previous exercise device -- it restores the blood pressure gradient, increasing blood pressure to the legs.

Above: Circa 1973, Skylab astronaut Owen Garriott lies in a Lower Body Negative Pressure device -- a big vacuum cleaner that simulates the effects of gravity on the lower body. Modern versions of the LBNP include a treadmill and self-generated negative pressure. NASA Photo ID: SL3-108-1278

There's growing evidence, Hargens says, that the body's systems interact with each other. For example, "you can't just put high loads on the bone and then expect it to recover if you're not taking care of the blood flow to that bone as well."

Scientists aren't yet sure how gravity "signals" the body to keep bones and muscles strong. "We know that, somehow, gravity is converted from a mechanical signal to a chemical signal -- and we know a lot about these chemical signals," says Schneider. The mechanical signals, though, remain a mystery.

Below: No pain, no gain! Astronaut Charles Conrad Jr., commander of the first manned Skylab mission, wipes perspiration from his face following an exercise session on the bicycle ergometer during Skylab training at JSC. [more]

Solving these problems, says Schneider, could lead to better therapies for people who aren't using gravity properly here on Earth. Aging is the perfect example. Zero-G living mimics closely the effects of old age. Like astronauts, the elderly fight gravity less. They're more sedentary, which triggers the loop of muscle atrophy, bone atrophy, and lower blood volume.

If researchers can identify the signals that generate strong muscles and bones, it might be possible "to get new pills and do exercises" that would trigger those signals here on Earth.

"We've just begun to do research ... looking at the changes that can happen to humans," says Schneider. "There are so many wonderful questions."

And the answers? They're waiting for us ... up there in space, where the absence of weight reminds us that gravitation isn't all bad. Sometimes it's a struggle, our daily contest with gravity, but now we know the struggle is good!

http://science.nasa.gov/headlines/y2001/ast02aug_1.html

Article Discussion Questions:

1. How much mass can back and leg muscles lose in one week?

Answer = (5 %)

2. How much bone loss occurs in one month?

Answer = (about 1%)

3. How much mass could your bones lose in total, if you stayed in space for a very long time?

Answer = (maybe as much as 60%)

4. What measurement unit do doctors use to measure blood pressure?

Answer = ( millimeters of mercury)

5. What is the blood pressure in the brain on Earth?

Answer = (about 60 - 80 mmHg)

6. What is the blood pressure throughout the body in space?

Answer = (about 100 mmHg)

7. How does the heart respond to the lowered blood pressure?

Answer = (it atrophies)

Summary of book:Earthdance by Lynn Reiser

Terra represents Earth in her school production, "Earthdance," a poem about our planet's place in the solar system. The child's mother, an astronaut, flies off into space in the morning, making "a quick trip to the edge of the universe," and arrives back just in time to deliver the necessary astronomical pictures for the play that evening. The story is written in a clear poetic style such as, "In the silent space/between the stars " and explains the Earth's rotation in the solar system. Alliteration and repetition give movement and rhythm, masking the story's instructional intent. The whimsical, childlike drawings of the performance, flooded with primary colors, magically fuse with the full-page, full-color NASA photographs with the mother's rocket superimposed on them. These two illustrative styles parallel one another throughout the school production. The brief explanation of each photograph at the end of the book is an added bonus. A fresh, imaginative approach to a standard topic. www.amazon.com

Name: Stacey Reid

BIOMES – TRAVEL AROUND THE WORLD

Type: Technology/Earth-Biomes

Contact Info: Stacey Reid, reid2sl@cmich.edu

Grade Level: 4-6

Materials: Computer/Internet White blank paper Colored pencils/Crayons

References: Websites for researchhttp://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/introbiomes.html - this website has each biome that students can link on its link. It also provides a food web and other interesting facts.http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html - this website is an introduction to the different biomes. It has a brief summary of each biome with any special characteristics.

http://ths.sps.lane.edu/biomes/index1.html - this website is also divided up into each specific biome. In each biome link it provides a climate/location, vegetation, health issues/concerns, and animals.

Kalman, Bobbie.(1998).What is a biome?.New York:Crabtree Pub. Co

Science Process Skills: Classification Modeling question/experiment

Key Question: What are the biomes and some characteristics about each one?

Common Misconceptions: All areas have the same climate, vegetation, etc. that the area the student lives in -Stacey- Different places have different characteristics.

Set up Prior to Lesson: access to computers with worksheet prepared-websites bookmarked proper art materials on tables/or in a specific area students are able to obtain them

MCF and Science Topics:

MCF: V, CS 3, E 2 – Describe weather conditions and climates.

MCF: II, CS 1, E 4- awareness of sensitivity to natural world

Lesson Objective: The learners will be able to identify the six biomes and its characteristics. They will also be able to apply health concerns according to the biome.

Task Description Theories/MethodsEngage Read the book “What is a biome?” by

Bobbie Kalman

After reading ask: If you could choose a biome to

Mult. Intelligence-reading out loud

Higher Order Thinking-

BI OMES – TRAVEL AROUND THE WORLD

live in which one would it be and why?Key Question: What are the biomes and characteristics of each?

question=evaluation

Learning Modalities-auditory

Explore Have students go outside (weather permitted) and have them write down characteristics around them.

This may be done at the park or just outside the classroom.

Afterwards have them draw what they see (will be used in a comparison later)

Multiple Intelligence-writing/movement

Choice Theory-enjoyment/personal power

Graphic Organizer-to complete information in an organized manner

Learning Modalities-kinesthetic/diagram (drawing)

Processing Assign students in groups 4-5 per group Assign a different biome to each group to

research Each group will use the computer (library

time possible/ take turns in classroom if computer is available) to research their biome and answer the questions on the worksheet provided. TQPDAC

Students may use a graphic organizer if they choose to.

Then each group will present the information they found on the biome to the classroom.

Back up plan*If computers fail encyclopedias may be used.

Multiple Intelligence-group work/hands on (computer)

Choice Theory-fun/personal power

Graphic Organizer-to complete information in an organized manner/see attachment

Cooperative Learning

Further Investigation

In assigned groups have students draw the biome they researched. They must include animal, location, climate, and correct landscape (trees, mountains, etc..)

They must compare and contrast the drawing used in the explore activity to the biome they researched and drew.

Higher Order Thinking-Synthesis

Mult. Intelligence- group work/drawing

Learning Modalities- label/diagram

Choice Theory-fun, personal power

Cooperative LearningApplication In pairs students will create their own

biome with a name. They must include a climate, vegetation,

landscape, animals, and at least one health concern that relates to the body. With the health concern must apply a solution or prevention to the concern.

Higher Order Thinking-application/synthesis

Brain Based-Challenge

Mult. Intelligence-visual/group work/hands on

Choice Theory-enjoyment/freedom/personal power

Problem Based – solution/prevention to health concern

Back Up Plan

Use library time for students to use the encyclopedias Have a video related to biomes available if internet is unavailable Use text book to introduce the topic

Computer Instructions1.The websites are already bookmarked please locate them and choose one at a time.2.Only click on the marked website if I see that you have entered other websites without my permission you

lose privileges at the computer.3.Find the correct biome you have been assigned and complete the TQPDAC and attached data outline.4.When you are finished please exit the websites and return to your seat for more instruction.

TQPDAC-Biomes

Think First: There are ________ biomes around the world.

Question: What health concerns do biomes have?

Procedure:1. Go to assigned computers and obtain the bookmarked website.

2. Research the assigned biome and fill out the provided worksheet with TQPDAC.

Data: Outlined with attached worksheet

Analysis: What are some suggestions to help prevent a health concern?

Conclusion:

S. Reid 2006

Name: __________________________

Biomes Research

Biome: ______________________ Location:_______________

Landscape:

Climate:

Vegetation:

Animals:

Health Concerns:

Unique Characteristics:

S. Reid 2006

Name: Lindsay Lohner

Type: Centers/Stations Lesson

Contact Info: Lindsay Lohner, lindsaylohner@hotmail.com

Grade Level: 4th-5th Grade

Materials: journals, glue, pencils, books on ants, scissors, encyclopedias, computers with internet access,

A Web Quest by Lindsay Lohner and Amy Galambos

HABITATS

markers, paint, colored pencils, and paper (18x24”), magnifying glasses, employment section of the newspaper, and any other “odds and ends” you can find for center #4, and shoe boxes.

References: “Two Bad Ants” by Chris VanAllsburghttp://oncampus.richmond.edu/academics/education/projects/webquests/projectrescue/http://school.discovery.com/lessonplans/programs/antarchitecture/http://www.habitat.org/default2.aspx

Science Process Skills:Scientific method, logic and reasoning, decision making, organizing, planning.

Key Question:What happens when an organism does not have the proper habitat to live in?

Misconception:Every organism needs the same shelter to survive. (Lindsay Lohner)

Set Up:The centers should be set up in advance of class and all materials should be placed in separate areas.

The service learning project starts at the local level by contacting the local HFHI affiliate. Check the website provided above for more information.

Michigan Curriculum Framework:Strand 1, CS1, E2 –Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment.

Strand II, CS1, E1 –Develop an awareness of the need for evidence in making decisions scientifically.

Strand II, CS1, E2 –Show how science concepts can be interpreted through creative expression such as language arts and fine arts.

Strand II, CS1, E4 –Show how science concepts can be interpreted through creative expression such as language arts and fine arts.

Strand III, CS4, E2 –Explain how physical and/or behavioral characteristics of organisms help them to survive in their environments.

Strand III, CS5, E3 –Describe the basic requirements for all living things to maintain their existence.

Objective:The learner will evaluate what organisms need to survive and develop and understanding and appreciation for what humans as organisms need to survive.

Additionally the learner will develop and implement a plan to raise money for those less fortunate to go to Habitat for Humanity (service learning).

TASKS DESCRIPTION THEORY / METHOD

Engage Activity: Read the book “Two Bad Ants” by Chris VanAllsburg

Read the text “Two Bad Ants” by Chris VanAllsburg

Were these ants really “bad ants?” Why or why not?Where do you think the best place for them to live is?Do all animals have a proper place to live or can they switch where they live?

Brain Based Learning – fact embedded in natural, special memory.

Explore Activity:Stations come from one single lesson at: http://school.discovery.com

These centers will take 25-30minutes to complete properly.

Centers about Ant Habitats.

Students will understand the following:

How ants create different kinds of

TQPDAC: AMAZING ANTSStation 1: Take a Closer LookHave students take small magnifying glasses outside and observe ants doing their jobs. (Make sure they don’t harm the ants!) Ask them to look for workers carrying crumbs or guards near the opening of an ant mound. Back inside the classroom, have them sketch what they observed in nature journals for later reference.

Station 2: Nest BlueprintsHave students paint or draw a side view of an underground ant nest. Using fingerprints of washable paint, have students add ants to the tunnels: three connected fingerprints make an ant body, and a few quick pen strokes make the legs and antennae. (Use big thumbprints for that queen ant!) Make

Brain Based Learning – Engages whole physiology through active processing.

Multiple Intelligences – Touches on verbal-linguistic, mathematical-logical, bodily kinesthetic, and existential.

Higher Order Thinking – Analysis and Synthesis

HABITATS

shelters, depending on their environment.

How ants have different behaviors that allow them to survive in different environments.

For this lesson you will need: journals, glue, pencils, books on ants, scissors, encyclopedias, computers with internet access, markers, paint, colored pencils, and paper (18x24”), magnifying glasses, employment section of the newspaper, and any other “odds and ends” you can find for center #4.

sure their drawings depict ants in different stages of development, with ants doing different jobs.

Station 3: Job HuntingAnt jobs are similar to human jobs. Are some ant jobs more important than others are? Are some human jobs more important? What would happen if different ants stopped doing their jobs? What about different humans? Brain storm ideas in your group and create a Venn diagram of jobs that both humans and ants have, and jobs that are different. Use the newspaper “employment section” to spark some ideas!Station 4: Create-An-AntThe best way to study anatomy is often to build a model. Ask your students to choose a variety of ant they particularly like and create a three-dimensional version of it. Their model can be of any size and can use any materials they choose. (Clay, toothpicks, marshmallows, gumdrops, and fabric work really well.) You can also ask them to label the ant’s various body parts. When the students are done, you can assemble their work into an ant museum for the whole school to appreciate!

Station 5: “A Bugs Life”Watch a scene from the Disney video (wth permission) and describe how it is either realistic or not realistic) in a short paragraph.

Station 6: Ant AdventuresWrite a short story about an adventure an ant might face on a daily basis.

Processing Activity

“Mission: Project Rescue.”

Students will draw conclusions about why certain habitats are right for certain organisms and not good for others.

Have students complete “Mission: Project Rescue” Web Quest online at:http://oncampus.richmond.edu/academics/education/projects/webquests/projectrescue/ (Bookmark this page).

Have students fill out “Animal Investigation,” “Habitat Investigation,” and “Final Destination.” As they complete the web quest.

Backup Plan: Have a copy printed off to show in an overhead form and a copy for student to have.

Brain Based Learning – Relaxed alertness

Choice Theory – Personal power, children move at their own pace.

Further Investigation:

Mystery Animals

Divide class into groups. Have each group choose an unusual or unfamiliar animal from the habitat it has been assigned and prepares a card with the name of the animal, a description of the animal’s physical and behavioral characteristics, and a picture of the animal. Mix up the cards and give one to each group, making sure that no group gets its own card. Then challenge each group to figure out, on the basis of the animal’s physical and behavioral characteristics, whether the animal it has been given belongs in the habitat the group was assigned.

Brain Based Learning – Active Processing

Higher Order Thinking – Analysis (interpret, arrange, differentiate, distinguish, diagram)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential.

Applications:As a class use prior knowledge to list as many different Higher Order Thinking –

Build a human habitat! environments that people live in.

How does housing change based on environment?

Have student research an environment and culture and build a model habitat in a shoe box (dioramas) to share with the class.

Evaluation (predict, conclude, determine)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential, naturalistic)

Assessment:

Habitat for Humanity Service Learning Project

What would happen if you didn’t have a place to come home to every night?

Habitat for Humanity International is a nonprofit, ecumenical Christian housing ministry. HFHI seeks to eliminate poverty housing and homelessness from the world, and to make decent shelter a matter of conscience and action.

Throughout the world, the cost of houses varies from as little as $800 in some developing countries to an average of $59,324 in the United States.

Have student’s brainstorm ways to fund raise money to donate to Habitat for Humanity. It could be one big fundraiser, or several smaller fundraisers. Set a class goal for an amount of money depending on the time available.

You could also make it a school wide initiative with students leading the way!This service learning project is linked to the curriculum in that it is focused on the scientific needs of human beings and this is a major need.

Scoring is based on whether or not the class completes it’s class goal set at the beginning of the assessment. Each student is awarded 15points based on level of participation.

Service Learning – Enhances education through real world application. Enhances citizenship in students.

Higher Order Thinking – Evaluation (determine, create, synthesize, judge, conclude)

Multiple Intelligences – Visual-spatial, mathematical-logical, existential, naturalistic)

Cooperative Learning – Group work.

Handouts and Visual Aids:

Amazing Ants TQPDACAnimal Investigation (provided by web quest designer)Habitat Investigation (provided by web quest designer)Final Destination (provided by web quest designer)

AMAZING ANTSA Center Lab!

Think First: Ants are amazing! They can perform many of the same jobs that humans can perform (on a smaller scale of course!) What are some jobs that humans have that ants might have too?

Question: What characteristics to ants have that enables to live (or inhabit) the environment that they do? HINT: Make sure you look at the physical, social, and nest structure when answering?

Procedure:CENTER 1: Take small magnifying glasses outside and observe ants doing their jobs. (Make sure you don’t harm the ants!) Write down what jobs you see them performing in the data section under “Center 1.” Back inside the classroom, sketch what you observed in the box below.

CENTER 2: Paint or draw a side view of an underground ant nest. Using fingerprints of washable paint, add ants to the tunnels: three connected fingerprints make an ant body, and a few quick pen strokes make the legs and antennae. (Use big thumbprints for that queen ant!) Make sure their drawings depict ants in different stages of development, with ants doing different jobs.

CENTER 3: Ant jobs are similar to human jobs. Are some ant jobs more important than others are? Are some human jobs more important? What would happen if different ants stopped doing their jobs? What about different humans? Brain storm ideas in your group and create a Venn diagram of jobs that

both humans and ants have, and jobs that are different. Use the newspaper “employment section” to spark some ideas!

CENTER 4: The best way to study anatomy is often to build a model. Choose at least two variety of ants you particularly like and create a three-dimensional version of it. The Model can be of any size and you can use any materials they choose. (Clay, toothpicks, marshmallows, gumdrops, and fabric work really well.) Please label the ant’s various body parts.

Data:CENTER 1:

L. Lohner 2006

CENTER 3:

Analysis:

Evaluate your data. How are ants similar to humans how are they different? What evidence supports your statements?

Ant Jobs Human Jobs

Conclusion: What characteristics to ants have that enables to live (or inhabit) the environment that they do?

L. Lohner 2006