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In terms of human nature, I believe that no one is unteachable. I believe that people are
born curious with a genuine desire to learn. However, this desire to learn is not the same for
all people. Different people prefer to learn in different ways. I don't belive that it is possible
for anyone to be more or less intelligent that someone else. I think that if intelligence could be
measured like money we would all have the same number of dollars, but each person would
have them distributed differently among their assets. I believe creativity is one of the best traits
in a teacher because it makes lessons available to the widest possible audience. Teaching the
same concept several different ways accommodates more learning styles and therefore, more
students. I also think it's easier to remember something if you go over it more than once, and
in a different way. For example, student may start to understand different biological systems
by reading about how the circulatory system works. Most likely, they'll better understand
what they read after dissecting a deer heart. If the subject is still not fully understood, an
outline of the heart and main arteries and veins on the floor of a classroom for studnets to walk
the path that blood would take through their own body would almost certainly cement the
concept. I believe that by using many different methods, teachers can teach for true
understanding, and reach the most students possible.
LESSON PLANS
Home
Circulatory system intro
Andy Hartman
7th grade science
(circulatory system)
Students Need: Notebook
Seating & Materials: Big bag of skittles, Readings for Circulatory
parts(Arteries, veins, capillaries, heart, resptitory), Overheads, dish,
path for closed circulatory system.
Purpose: [Results, the way, the big picture for the day]
* Discover the flow of blood in open and closed circulatory
systems, and the characteristics of the path components.
Objectives: [TSWBAT]
* Determine the difference between open and closed
circulatory systems
* Identify the role of each component in a closed
circulatory system.
Meets WI Standards: A.8.6 and F.8.2
Meets School Standards: 1a 1b 4a
Theories of learning:
MI: __linguistic BBL __Varied Input Constructivism:
__logic/math __ Timely Feedback __ Relevant problems
__ musical __ Safe environment __ Whole to Parts
__Bodily Kin __Active learning __ Different perspectives
__interpersonal __ Challenging accepted views
__intrapersonal __ Constant evaluation
__ visual
__ naturalistic
Introduction:
* Hook: Have students open and close hand as many times as they can for 1 minute. Write down the #
* Take pulse for 10 seconds. Multiply by 6 to find
heart rate.
* Be sure to inform students of normal heart rates
for their age, that heart rate goes down as they get older, and what they
are feeling when they feel the pulse. Some students may get squeamish feeling
a pulse.
* Links: Make the connection between how hard they worked for 1 minute opening and closing their hand, and how hard the heart works all the time by comparing the two numbers.
* Possible extension to figure out how many times
their hearts beat in a day.
Body: (Somewhere-informal assessment, key questions, “activities”) Formal assessment if applicable.
* Ask students to brainstorm what is a circulatory
system, What does it do? what is involved? Why is it important?
* Define Circulatory system: The method by which
oxygenated blood is delivered to an animals cells.
* Discuss types of Circulatory systems, Difference
between open and closed.
* Show overheads regarding open system and allow
enough time for students to copy all the notes, don’t talk while they are
writing.
* Demonstrate open system
* Crowd around 1 table and have each student take
one skittle from a dish and remember the color.
* Group students by color and have them define what
each part in the demonstration represented (table, dish, skittles, students,
teacher).
* Walk through the metaphor with students.
* Show overhead regarding closed system but only the
part that has the definition and the key components.
* Demonstrate closed system
* Students must walk a given path around the desks
and to get their skittles.
* Must stop at Ms. Braatz and welcome back (heart)
before coming to Me (lungs) to get their skittle (oxygen).
* Brings you to the end of class, have students think
about what just happened there until they meet again.
[alternative plan]
Wrap up: (Conclusion, introduction to tomorrow, optional assignment)
* Ask students a series of review questions for the
day during the last minutes of class. Difference between the two systems,
Which to they have, What did the table represent.
Reflection:
Home
Use these helpful links to lean about Electronic portfolios and other
types of alternative assessment.
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