Systems+of+the+Body

Type in the content of your page here. ** Systems of the Body ** Differentiated Layered Curriculum/6th Grade/Science & Health Teacher Name: J. Byler Getts & R. Milledge Name ____________________________________________ Period _____ 1. Concept Mapping #23 to #28 2. Class Notes/Labeling Illustrations for Each System 3. Independent Health Quizzes 4. Independent Assessment || ||  || _____ **AA1**: Concept Mapping – Students will fill out Concept Maps during Class instruction and discussion for each system of the body. || 6.4.11 ||   Whole Class Anchoring Activity! || _____ **AA2**: Class Notes/Labeling Illustrations for Each system of the body. || 6.4.11 ||   Whole Class Anchoring Activity! || ______ **AA3**: Read Chapter 6:Sections 1-5 / Pages 150 to 177 in Glencoe Health Book. Complete Chapter 6:Sections 1 – 5 Quizzes. || 6.4.11 ||    Independent Anchoring Activity! || _____ **AA4:** Open Note Final Assessment || 6.4.11 ||   Independent Anchoring Activity! || ||   ||  ­­_____ (10 pts.) **C1**: **NUMBER SENSE AND INTESTINE COILS:** Complete the Number Sense worksheet about bones in your body and with yarn, complete the worksheet about your intestines. Get the worksheets from your teacher. Answer all questions QIA. || 6.4.11 ||                 || ||  ||  || _____ (10 pts.) **C2**: **MAKE A MODEL**: Make a model of any system in the body. Each part must be labeled and the process of how the system works must be written in a well-written paragraph. You can use paper, cardboard, clay, popsicle sticks … whatever you want. If you choose something other than paper, you may have to supply your own materials. If you want to make a model of the skeletal system, there is a sample to follow is file C2. || 6.4.11 ||  || ||  ||  || _____ (10 pts) **C3**: **SYSTEM FLOW CHART:** Create a flow chart for 3 systems of the body; *Naming the system *Name the parts of that system *Tell the process of how they work together as a system. *You may create your own flow chart or use the sample in Folder C3. || 6.4.11  ||                                   ||    System   || Parts  || Parts  || Parts  || Parts  || Parts  || Parts  || Process  || Process  || Process  || || ||   ||    || _____ (10 pts.) **C4: RECORD DIET/EVALUATE YOUR EATING HABITS:** For one week, record EVERYTHING you put in your mouth for breakfast, lunch, dinner, snacks. After one week, compare your eating habits to the Health Food Pyramid/Calorie Intake necessary for a kid your age**__. Write an evaluative paragraph with your findings:__** Are you eating healthy? Are you getting the right amount of foods from each part of the pyramid? Are you taking in the right amount of calories, fats, carbohydrates? || 6.4.11 ||    Example:   When comparing what I actually ate to the recommended food pyramid; I can see that I am really not getting enough protein in my diet. I also am eating way too many calories. I am supposed to have only 1400 calories a day, but I can count at least………. *Resources may include Food Pyramids (Folder C4); Analyzing your Meals wksht. (Folder C4); calorie books (teacher) or use internet search. || || ||  || _____ (10 pts) **C5**: **MAKE A GAME: **Design a board game about one of the systems of the body. The game must include written step by step rules; colored illustrations; the parts of the system you choose; and some sort of descriptive process of how your system works/or doesn’t work (for instance – go backwards 3 spaces for a broken leg! Or go forward 3 spaces for getting a physical! || 6.4.11 ||    || ||  ||  ||   ||  6.4.11  ||     || ||  6.4.11 ||  || 6.4.11 ||  || _____ (15 pts.) **B1: ROLE PLAYING: **Pretend you are a single drop of blood. Describe and illustrate in detail your journey through the circulatory system. What kind of problems might you encounter? Are their any clogged arteries that won’t let you pass through? What does it feel like to get showered with oxygen as you pass through the lungs? What do you need to keep moving? Where are you getting your energy? You can put this on a poster and describe the journey as you go or you can write it up in paragraph style with illustrations or maybe in cartoon style! Your writing must be at least 1 page long. Include descriptive and … || 6.4.11 ||  figurative language (what do you see, hear, feel, taste, smell)! Be creative! Be accurate with your facts! Example: Hi. My name is Henry Hema and I am one single drop of blood. Won’t you join me through a squishy, slimy, slippery ride through the circulatory system? C’mon! Let’s go! Hang on to your red blood cells… It’s gonna be a mitochondrial magnificent ride! || || ||  || _____ (15 pts) **B2:** **SONGS/RAPS** Write a song/rap or poem about a system or several systems of the body! Your song, rap, or poem (limerick 5 stanzas) must include important information about the parts of the system and how the system works. Be clever. Use your imagination! You can get 10 Bonus points if you actually perform it in front of the class! If it’s good enough – we can have CTV record it! || 6.4.11 ||     || _____ (15 pts) **B3: HEALTHY RECIPE: **Collect or create at least 2 HEALTHY recipes for REALLY GOOD HEALTHY SNACKS, DESSERTS, or SMOOTHIES. Write down the recipes carefully; step by step by step. If it is something you can make in class, bring in the ingredients, and you can make it here! (Teachers can supply blenders/juicers if necessary – let us know! We have no ovens or microwaves) Bring mom along or you will at least have to have mom’s permission. You WILL ALSO NEED to get prior approval for what you are doing FROM your teacher. || 6.4.11 ||    You need to be able to write why the recipes are healthy! Think about calories, carbohydrates, proteins, and fats. Describe all of these in your description. If you make the recipe at home, take pictures of it while you make it! Parents - Please send a written ok for your child to do this project! Please feel free to come in and help them or do it at home and record it with pictures or even video! Fun Stuff! || || ||    || 6.4.11 ||  || ||  ||    || _____ (15 pts.) **B5:** **SUPER** **DOOPER** **HEALTHY VEGE** **COMIC BOOK! **Create a comic book with you as the parent character that has to convince your child to eat all his/her vegetables! You must give your characters names. You must illustrate and color the comics. || 6.4.11 ||  You must explain why vegetables are healthy – what kinds of vitamins and minerals will your child get from eating what vegetables? How are they healthy? (Four 81/2 x 11 papers folded in half – at least 7-8 pages long!    || ||  ||    || _____ (15 pts.) **B6: PERSUASIVE LETTER:** Write a persuasive letter telling what system of the body you think is the best! Get the form from your teacher! You must explain how your system works, how it helps the body stay healthy, and why you feel it is the most important system in the body. Justify your choice with at least 20 FACTS!   ||  6.4.11 ||    ||   ||  ||    || _____ (15 pts) **B7:** **STRESS RELIEVER POSTER! **Read page 136 of your Health Textbook. From the text, you should determine several ways to relieve stress both in your body and your mind. Use the wksht. p. 29 found in folder B7 to help your Read/Review and summarize the ways to relieve stress. Then use the information to make a Stress Reliever Poster. Include ways to relieve stress in both your body and mind! Use color! ||  6.4.11 || ||  ||  ||    || ||    || _____ (50 pts.) **Choice A1:** || 6.4.11 ||    || _____ (50 pts**) Choice A2: RESEARCH/REPORT** the healthiest places in the world. Include a map of where these places are. Find out why these places have healthy people. What is the life span of people living there? What do they eat/do to keep themselves healthy? How is it different here in America? Write at least a 1-2 page report including pictures and maps of people, places, cultures of healthy places! || 6.4.11 ||  || _____ (50 pts.) **Choice A3:** || 6.4.11 ||     ||
 * __ Layered Curriculum __** is an opportunity for self-made choice in the process of evaluation. While studying this lesson YOU get to choose the projects that best help you apply the knowledge. Everyone will start on the C layer and work their way to the A layer. Aim high! All work done will be quality work!
 * __ Mandatory Anchoring Activities __**** : **
 * __ Anchoring Activities __** ||
 * __ Standard __** ||
 * __ Teacher/Student Comments: __** ||
 * __ Teacher/Student Comments: __** ||
 * //__ C Layer __//****// : Choose the activities you want to do for a total of 20 points. //** ||
 * __ Choice Activities: __**
 * __C Layer:__ ** ||
 * __ Standard __** ||
 * __ Teacher/Student Comments: __** ||
 * __ Teacher/Student Comments: __** ||
 * //__ ­ __//** _____ (10 pts) **C6: HEALTHY POSTER! **Design, Illustrate, Describe, and Color a Stay Healthy Poster! List and illustrate at least 10 ways how people can stay healthy! Try to focus on health in several parts of the body that includes keeping several systems healthy. Be creative & have fun!
 * //__ ­ __//** _____ (10 pts) **C6: HEALTHY POSTER! **Design, Illustrate, Describe, and Color a Stay Healthy Poster! List and illustrate at least 10 ways how people can stay healthy! Try to focus on health in several parts of the body that includes keeping several systems healthy. Be creative & have fun!
 * //__ _____ __//** (10 pts) **C7: Experiments w/Body System: **Perform **__one__** of the body system experiments w/paperwork for it completely filled out. See your teacher & folder C7 for details.
 * //__ _____ __//** (10 pts) **C7: Experiments w/Body System: **Perform **__one__** of the body system experiments w/paperwork for it completely filled out. See your teacher & folder C7 for details.
 * __ _____ __** (10 pts) **C8:** **VOCABULARY:** Do the vocabulary worksheets from Chapter 6: Pages 38-40. Use your health book. Get forms from your teacher. (C8) ||
 * __ _____ __** (10 pts) **C8:** **VOCABULARY:** Do the vocabulary worksheets from Chapter 6: Pages 38-40. Use your health book. Get forms from your teacher. (C8) ||
 * __ Choice Activities: __**
 * //__B Layer__: Choose the activities you want to do for a total of 30 points.// ** ||
 * __ Standard __** ||
 * __ Teacher/Student Comments: __** ||
 * __ Teacher/Student Comments: __** ||
 * //__ _____ __//** (15 pts) **B4: Experiments w/Body System: **Perform **__two__** of the body system experiments w/paperwork for it completely filled out. See your teacher for details. If you chose this in Layer C – you can NOT choose it again in Layer B. ||
 * //__ _____ __//** (15 pts) **B4: Experiments w/Body System: **Perform **__two__** of the body system experiments w/paperwork for it completely filled out. See your teacher for details. If you chose this in Layer C – you can NOT choose it again in Layer B. ||
 * __ Choice Activities: __**
 * //__A Layer__: Choose the activity you want to do for a total of 50 points. // ** ||
 * //__A Layer__: Choose the activity you want to do for a total of 50 points. // ** ||
 * Writing/Research Activity ** –Culmination Activity) Use the graphic organizer from your teacher and research a disease that affects the body systems. Answer all the questions on the graphic organizer and then write a 1 – 2 page paper about the disease; including all the information from the graphic organizer. Be sure to include a paragraph about why you chose this disease; has it affected anyone you know; what research is being done to help people with this disease?
 * __ Standard __**
 * __ Teacher/Student Comments: __**
 * Read the book ** – Judy Moody – The Doctor is In. Get a prepared Graphic Organizer Pkt. From File A3. You will have to Fill it out AS YOU READ THE BOOK. Go through the packet first to kind of get an idea of what you are looking for and then fill it out. Happy Reading!