L.O. 4: Describe the structure function and interactions of the organs of the human digestive system, circulatory and respiratory system
Strand 5 - Biological Science
Element: Systems and Interactions
LEARNING OUTCOME 4:
DESCRIBE THE STRUCTURE FUNCTION AND INTERACTIONS OF THE ORGANS OF THE HUMAN DIGESTIVE SYSTEM, CIRCULATORY AND RESPIRATORY SYSTEM
Students should be able to:
1. Label and state the functions of the organs of the human digestive system
2. Understand the role of the digestive system
3. Explain how the parts of the digestive system work together
4. Create a shutter fold book to illustrate the organs of the digestive system
Single Class, 40 minutes, 7th November 2016
Students worked in pairs for 4 minutes. The students divided their A0 whiteboards into three columns:
I set the countdown timer to 4 minutes and I asked the students to work in pairs to write or draw anything they already know about these three human systems. At the end of the 4 minutes, I used a classroom managament technique which I find is working really well: 'ONe hand up, all hands up and no talking'. I am not sure why this technique is working so well with this group. Perhaps, as I use it sparingly, it is visual and it is quite competitive between the students.
When the students are working in groups, if I, or any student in the class, wishes to get the attention of the whole class, you simply raise your hand. If someone sees you with your hand up, looking around, they must do they same. Once your hand is up, the expectation on you is that you do not talk. The initiator has an opportunity to communicate and then the group work resumes as before.
I am going to ask the students why do they think that this strategy is effective.
The effectiveness of this activity surprised me. As I am trialling a new resource, this next task emerged directly from the '5-E' enquiry lesson structure. The first step in this structure is to pose a detailed, challenging Inquiry question. I heard Dan Meyers speaking at a conference a few years ago and he advised that if you posed an Inquiry question, you should also present a thought stimulating image along side the question. The 5E lesson design supports this approach. I was amazed at how hooked the students were to the question and to the image. I will definitely use this approach again. I think the detailed yet open structure of the question, the quality of the accompanying image and the wait time were crucial components to the success of this hook.
I waited 15 seconds after posing the question-this felt like a LONG wait time but I forced myself to do it. The next step was also effective, I asked the students to discuss the question with their partner and then I asked every student to write down there answer. There was no hiding - all minds were active. As I walked around the lab, I could see all the students answers on the large AO whiteboards. The students suggested that these projections 'caught the food', 'soaked the nutrients into your brain' , 'created enzymes', 'squished the food'. A brief class discussion on possible functions followed. Students started a mind map in their scrapbook and recorded their learning so far in the class.
I asked the students to divide their AO boards into three columns for 3-2-1! This is a tecnhique that I use often with videos. I find that it promotes active listening and engagment with the video. The students must fill in 3 new pieces of information, 2 interesting pieces of information and they must write a question to find out more or to clarify a confusion or misconception. Normally, with first years, as was the case today. I show the video twice. I allowed a 30 second 'fill in' count down after each showing.
I asked the students to label themselves 1 and 2. I asked all number 2's to raise their hand. This was to ensure numbers had been assigned. I explained to students that we were going to participate in Marketplace (Paul Ginnis), but instead, in a condensed form called 'Rapid Marketplace'.
1. I gave students a series of questions, shown above, based on the '5-E' lesson plan design. They had one minute on the countdown timer to read the questions and I asked them to turn over the sheet and place it under the whiteboard, out of sight.
2.I set the countdown timer to 3 minutes, I asked the number 2 students to be active, vibrant stall sellers and the number 1 students had to visit as many stalls as possible in 3 mintes. I asked them to sign their name at the stall, if they felt they had learned something new at that stall.
3.The stall sellers were trying to get as many names as possible, as they got one point per name. This created enthusiasm and excitement among the stallholders, and the noise levels were very high in this activity. When the buzzer sounded after 3 minutes, all student returned to their original seats. I did not ask them to do this, bu this indicates to me that they are reaching a threshold where they are 'trained in' to the active learning methods I am employing. This makes the process smoother, more enjoyable and increases the level of learning for all. I find that the 'training in' period is lengthy and can take up to 8 weeks or more - of course, it is ongoing as I deploy new methods or trial new techniques that I find along the way and as I reflect on the most succesful teaching and learning events.
4. The roaming students had 1 minutes on the countdown timer to share their learning with their stall holder partner. I showed a second video, once more, asking them to complete a 3-2-1. I also showed this video twice, with a fill in break between each one. We repeated the 'Rapid Marketplace' for three minutes with the number 1 student as stallholder. Once again, when the buzzer sounded all students returned to their original seating.
I asked student to complete the introductory mind map to the digestive system- recording and reflecting on their learning. The students did not know what a mind map was. I normally teach the Tony Buzzan (search 'Tony Buzzan mind map' on YouTube) mind mapping technique in second or third year. For today, we used an introductory, basic spider diagram. I think I will teach the Tony Buzzan method in First Year this year.
Students began to answer the series of questions using their mind map, their whiteboard and working collaboratively with their partner.
Homework: Complete the questions, and stick into your scrapbook. The questions are based on the Action Verbs from the science specification. Create a shutter foldable to illustrate the organs of the Digestive System.