Unit Topic or Theme: Science- Body systems

Grade: 5th grade

• Lesson topic: The location and description of organs within the human digestive system.

• Lesson objectives: Students will be able to describe the role of the organs which make up the human digestive system. Students will also be able to correctly match (from a list) the location of each organ to the correct region of the body.

• Instructional technique: In groups, students will use the first interactive website to “build” their own digestive system on the Smart Board. Afterwards, students will work in pairs to “build” their own digestive system on the second interactive website. Finally, students will complete the worksheet individually to test their learning.

• Instructional materials: Students will be using the interactive website along with the provided worksheet.

• http://www.sheppardsoftware.com/health/anatomy/digestion/digestion_game_1.htm This is the website students will use in larger groups (the teacher will set this up on the Smart Board).

• https://www.brainpop.com/games/buildabodydigestivesystem/ This is the website students will use in pairs.

• https://www.tes.com/teaching-resource/label-the-digestive-system-6109934 This is the handout/worksheet students will be completing individually.

• Theoretical perspective: It is important for students to know this so they can know the functions of parts of their own bodies and how different body parts are affected during digestion.

• Procedure:

1. Introductory activity: Not applicable

2. Step-by-Step Outline:

1. The students will be divided into four teams, which will all try to assemble and drag the parts of the digestive system to the correct parts of the body using the Smart Board. This activity informally assesses what students already know and familiarizes them with the different parts of the digestive system. The teacher will allow students to make mistakes and have multiple attempts to figure out the correct answer, and will step in if students need help.

2. In partners, students will use the interactive website to learn about each organ and drag each one to the correct location within the body. The teacher will observe and be available to answer questions, but students should be trying to figure out the answers based on the website and by working with their partners.

3. Closure: Students will be informally assessed by working individually on a worksheet to see if they can correctly match organs in the digestive system after being given a description and a picture.

4. Adaptations for different learners: The first activity in the procedure has an auditory guide which says aloud the organs/body parts. This can aid ELL students and/or struggling readers, because they do not have to solely use reading skills to complete the activity. Also, our implementation of group work in this lesson is beneficial for students who are successful when working with peers.

5. Homework: Not applicable

• Evaluation:

1. For our objective “Students will be able to describe the role of the organs which make up the human digestive system”, the worksheet can be considered a formative assessment, on which successful completion is 70% accuracy. This worksheet can be used as a reference for a larger unit on body systems, and students will be tested on the digestive system information at the end of the unit. For our objective “Students will also be able to correctly match (from a list) the location of each organ to the correct region of the body, completion of the Build-a-Body and the worksheet with at least 70% accuracy would be indicative of successfully reaching the objective.

2. Concerns: How can we ensure students stay on-task while working on computers? How can we ensure that students in small groups are all participating, contributing, and understanding the material? How do we appropriately manage disruption (or possibly students acting immaturely about certain parts of the lesson)?