can draw a literacy link with Frankenstein, about all of the picture Students have Organs, brain, heart, lungs, stomach, liver, bladder, small parts that are required and why. explanation developed and large intestines, kidneys, understanding of skin, eyes, Respiratory system, This is a good way of identifying what organs are Large pieces of Digestive system, Skeleton, what the different Ribs, Chest, Abdomen, Muscles responsible for what functions. This can be done as a paper (big organs basic collective memory, research or ask the expert type enough for functions are and activities. students to where they are in draw around their body. To cement the idea of position on the body students each other) can draw (they can also even link with materials, and Students work as attach different materials to model the different organs, Projector (if teams to challenge such plastic bags for the lungs etc.) their position on a projecting misconceptions and giant pieces of paper that they have made their own organs on use inquiry to outline on. Teachers can also use the projector to project students (easier investigate the most the organs onto volunteer students and use plastic models to see if they representative model if they have them available. are wearing for a particular organ. light colours or Inquiry: Students can base an inquiry around a specific white) organ and its functionality in the human body, such as what material best represents the stomach etc.*Note this Various will be somewhat subjective and rely upon qualitative data. consumable materials, such as balloons, plastic bags, paper bags, cloth etc for carrying out modelling of organs and/or inquiry Learn about factors that Catch: Demo burning a chip such as a nacho showing how Burning nacho Students can contribute to good health much energy is stored in it. This can be used to raise demo: compare and contrast including diet nachos/doritos the differences
Organs, brain, heart, lungs, stomach, liver, bladder, small and large intestines, kidneys, skin, eyes, Respiratory system, Digestive system, Skeleton, Ribs, Chest, Abdomen, Muscles can draw a literacy link with Frankenstein, about all of the parts that are required and why. This is a good way of identifying what organs are responsible for what functions. This can be done as a collective memory, research or ask the expert type activities. To cement the idea of position on the body students can draw (they can also even link with materials, and attach different materials to model the different organs, such plastic bags for the lungs etc.) their position on a giant pieces of paper that they have made their own outline on. Teachers can also use the projector to project the organs onto volunteer students and use plastic models if they have them available. Inquiry: Students can base an inquiry around a specific organ and its functionality in the human body, such as what material best represents the stomach etc.*Note this will be somewhat subjective and rely upon qualitative data. picture explanation Large pieces of paper (big enough for students to draw around each other) Projector (if projecting organs on students (easier to see if they are wearing light colours or white) Various consumable materials, such as balloons, plastic bags, paper bags, cloth etc for carrying out modelling of organs and/or inquiry Students have developed understanding of what the different organs basic functions are and where they are in their body. Students work as teams to challenge misconceptions and use inquiry to investigate the most representative model for a particular organ. Learn about factors that contribute to good health including diet Catch: Demo burning a chip such as a nacho showing how much energy is stored in it. This can be used to raise Burning nacho demo: nachos/doritos Students can compare and contrast the differences