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Students generate an Inspiration concept map on how body systems are connected in this well-developed “Magic School Bus” lesson

Subjects:

Computers & Internet, Language Arts, Science  

Grade:

5  

Title – The Magic School Bus Inside the Human Body Lesson Plan
By – Carolin Pezeshki
Primary Subject – Science
Secondary Subjects – Language Arts, Computers / Internet
Grade Level – 5th grade

Content:

      Using

The Magic School Bus Inside the Human Body

    , students will study how food travels through the human body, discuss the body systems, and generate a concept map to show how the human body systems are connected. The concept map will be generated using the Inspiration software.

Benchmarks/Objectives:

      3-5.RI.2. Use digital tools to find, organize, analyze, synthesize, and evaluate information.
      S.RS.05.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
      L.OL.05.41 Identify the general purpose of selected animal.

 

      systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

 

      L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities.
      R.CM.05.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

 

      R.CM.05.02 Retell through concise summarization grade-level narrative and informational text.

 

    R.CM.05.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

Materials Needed/Learning Resources:

  • The Magic School Bus Inside the Human Body by Joanna Cole
  • Ziplock bag (1/student)
  • scissors (1/student)
  • piece of bread (1/student)
  • plastic or Styrofoam cup (1/student)
  • 1-2 gallon(s) of orange juice (1/4 of a cup or less/student)
  • The Journey through the Human Body packet (one/student and teacher version)
  • computers with Inspiration software (one/student)

Development:

  • Introduction:
    • Begin by doing a read aloud with The Magic School Bus Inside the Human Body .
    • While reading the book, take your time discussing the content rich pages.
    • Be sure to have the kids taking notes on the notes portion of the Journey through the Human Body packet.
    • As you are teaching the material, make sure to hit all the points on the teacher version of the packet.
    • After reading the text, have students complete the questions for after reading in groups of four.
  • Methods/Procedures:
  • Accommodations/Adaptations:
    • Using the Magic School Bus book accommodates for visual learners as there are many pictures in the text. Having students generate a diagram of the body systems also allows them to visualize.
    • Incorporating concept maps accommodates for those who learn both visually and verbally through the use of words.
    • Because students will be constructing the concept map with the Inspiration program, students who are technologically inclined will be accommodated.
    • Completing the digestive system activity allows students who are kinesthetic learners to make use of their hands.
  • Assessment/Evaluation:
    • Student performance will be assessed informally through completion of the packet.
    • The last section of the packet, Diagram of the Human Body with a Concept Map/Paragraph Explanation , will serve as the summative assessment.
    • Students must include all six systems mentioned in the note portion of the teacher guide and have a brief (at least three key points for each system) explanation of each in their concept map.
    • Students will be doing this with the Inspiration software so they will also be required to have at least one image for each system and incorporate at least three different colors to help organized and categorize the information.
    • Should the concepts indicate the need for more instruction, the information should be presented differently and then reassessed by having them complete another concept map with the Inspiration software.
  • Closure:
    • After completing the activities and assignments, students will write a paragraph on how the body systems are connected and why they think this concept is so important.
    • They will also include another paragraph on their learning by describing which activities helped them learn the most and any areas that they may have had difficulty learning and why.


Teacher Guide:

    Journey through the Human Body

Teacher Guide – Notes while Reading:

      The human body is composed of cells that need energy so people can move, grow, talk, think, and play.
      The journey:

 

      • Digestive system – digests food so cells can use it to make energy
        • Broken into smaller pieces in the mouth
        • Travels down the esophagus
        • Churned and mashed in the stomach
        • Broken down into small molecules for the body to use
        • Villi absorb the food and send them through capillaries
      • Circulatory system – transports blood which contains food and oxygen for the cells and waste taken away from the cells
        • Blood contains red blood cells that move oxygen to the cells
      • Immune system – protects against disease
        • White blood cells protect against disease
      • Circulatory system
        • Red blood cells travel through the four chambers of the heart
        • From there, they move to the lungs where they take the new oxygen in to take to the rest of the body and take the carbon dioxide waste away
      • Respiratory system
        • The lungs take in oxygen when we inhale
        • The lungs release carbon dioxide when we exhale
      • Circulatory system
        • The red blood cells circle around the body delivering oxygen
        • Red blood cells travel to the brain
      • Nervous system – sends messages throughout the body
        • The brain controls body functions
        • The brain is composed of the cerebral cortex (thinking, moving, and five senses), cerebellum (balance and muscles), and brain stem (body functions)
        • Nerves send message to all the parts of the body
      • Muscular system
        • The muscles move when a message is sent down the spinal cord from the brain to the nerves that connect to the muscles

 

    End of the Journey:

      The kids traveled through a blood vessel near the muscle and then were sneezed out from the nasal cavity.

~~~~~~~~~~~~~~~~~~~~~~

Teacher Guide – Questions for After Reading:

  1. Why do our cells need energy?
    1. To help us grow, move, talk, think, and play.
  2. What are the functions of the red blood cells?
    1. To take oxygen to the cells in other parts of the body other than the heart.
    2. To take energy from food molecules to all parts of the body.
    3. To remove the carbon dioxide waste from cells.
  3. What type of cells sends messages to the eyes, ears, muscles, and other parts of the body?
    1. Nerve cells
  4. What are the structures that absorb the nutrients from food in the small intestine?
    1. villa
  5. Relate each system to something in the real world. (For example, the circulatory system is like a pump.)
    1. Circulatory system = pump
    2. Digestive system = compactor
    3. Immune system = Kevlar vest
    4. Respiratory system = juke box (put in money and music comes out)
    5. Nervous system = computer
    6. Muscular system = tug of war (push and pull is like contract and expand)

~~~~~~~~~~~~~~~~~~~~~~

Teacher Guide – Ziplock Stomach Simulator Directions and Questions:

  1. Take a pair of scissors and a piece of bread. Cut the piece of bread into smaller pieces and stick them in a Ziplock bag. What might this represent in the human body?
    1. The mouth chewing the food and breaking it down into smaller pieces.
  2. Add ¼ of a cup of orange juice to the bread and seal the Ziplock bag. Before continuing, double-check the seal of the bag. Start squeezing the Ziplock bag. Observe what happens to the bread and what the different actions that are occurring in the body. What do your fingers represent? What does the Ziplock bag represent? What does the orange juice represent?
    1. The bread becomes all mushy and globby.
    2. The fingers represent the contractions of the stomach or they could be the villi absorbing the nutrients from the food.
    3. The Ziplock bag represents the stomach.
    4. The orange juice represents the gastric juices of the stomach.
  3. Then take the cup and place it under a corner of the bag. Snip a tiny cut in the corner of the zip lock bag. Squeeze the juice into the cup. What might the left over bread be? What would the juice represent?
    1. The bread would be the waste that is left over after the nutrients are absorbed. These wastes would travel out the body after traveling through the large intestine.
    2. The leftover juices would contain the nutrients that are absorbed by the villa and then travel via red blood cells through the body, as explained in the book.

~~~~~~~~~~~~~~~~~~~~~~

Teacher Guide – Diagram of the Human Body with a Concept Map

  • Create a diagram of the human body .
    • Be creative , but include all six systems mentioned during the discussion of the book.
    • Be sure to include labels .
  • Then, create a concept map .
    • Use the Inspiration software ( Students will already be familiar with the software, but it may be necessary to remind them of some of the key functions. )
    • Include three or more key points about each human body system.
    • When creating the concept map, do it in the way that makes sense to you and how you process the information, while also showing how the human body systems are connected .
  • Additionally, you will be required to have at least one image per body system
    • use at least three different colors (to help you organize the information).
    • Ideas for use of color include having a different color for each system or to indicate the level of detail. For example, the actual body systems would be one color and then their functions would be a different color to indicate that the functions are more detailed information.
    • For the images, you might want to include the objects you mentioned in #5 in the questions you completed after reading. Remember the ideas are provided to get your creative juices flowing.

 


Student Guide:

    Journey through the Human Body

Notes while Reading

~~~~~~~~~~~~~~~~~~~~~~

Questions for After Reading

  1. Why do our cells need energy?
  2. What are the functions of the red blood cells?
  3. What type of cells sends messages to the eyes, ears, muscles, and other parts of the body?
  4. What are the structures that absorb the nutrients from food in the small intestine?
  5. Relate each system to something in the real world. (For example, the circulatory system is like a pump.)
    1. Circulatory system = pump
    2. Digestive system =
    3. Immune system =
    4. Respiratory system =
    5. Nervous system =
    6. Muscular system =

~~~~~~~~~~~~~~~~~~~~~~

Ziplock Stomach Simulator Directions and Questions

  1. Take a pair of scissors and a piece of bread. Cut the piece of bread into smaller pieces and stick them in a Ziplock bag.
    1. What might this represent in the human body?

  2. Add ¼ of a cup of orange juice to the bread and seal the Ziplock bag. Before continuing, double-check the seal of the bag. Start squeezing the Ziplock bag.
    1. Observe what happens to the bread and what the different actions that are occurring in the body.
    2. What do your fingers represent?
    3. What does the Ziplock bag represent?
    4. What does the orange juice represent?
  3. Then take the cup and place it under a corner of the bag. Snip a tiny cut in the corner of the Ziplock bag. Squeeze the juice into the cup.
    1. What might the left over bread be?
    2. What would the juice represent?

~~~~~~~~~~~~~~~~~~~~~~

Diagram of the Human Body with a Concept Map

  • Create a diagram of the human body .
    • Be creative , but include all six systems mentioned during the discussion of the book.
    • Be sure to include labels .
  • Then, create a concept map .
    • Use the Inspiration software
    • Include three or more key points about each human body system.
    • When creating the concept map, do it in the way that makes sense to you and how you process the information, while also showing how the human body systems are connected .
  • Additionally, you will be required to have at least one image per body system
    • use at least three different colors (to help you organize the information).
    • Ideas for use of color include having a different color for each system or to indicate the level of detail. For example, the actual body systems would be one color and then their functions would be a different color to indicate that the functions are more detailed information.
    • For the images, you might want to include the objects you mentioned in #5 in the questions you completed after reading. Remember the ideas are provided to get your creative juices flowing.

E-Mail Carolin Pezeshki !

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