The PE teacher and science teacher for a fourth grade class are discussing how different body systems (structures) serve different functions and how a human’s behavior (diet and exercise) can affect these body systems. These teachers have collaborated with the SLMS to begin work on a research project where each student will choose a body system to research. In the library, the SLMS will help students to choose a topic and find resources for their topic.
Instructional Goals:
1. Students will understand that one way to choose a topic is to explore different resources for different topics.
2. Students will understand what information sources are appropriate for their topic.
3. Students will understand how to select information resources for their topic.
1. Fourth grade students will explore various print and online resources in five different stations to find one fact about each body system that interests them in order to choose a topic to research.
2. In partners, fourth grade students will create a list of four types of resources they could use for this project.
3. Individually, fourth grade students will locate at least three reliable information resources (one online) for their chosen topic.
Motivational Goals:
1. Students will become interested in choosing a topic that they enjoy learning about.
2. Students will become interested in taking care of their bodies.
3. Students will become confident in their ability to locate research materials.Clip Art pictures on Microsoft Word 2007
Skeleton Outfit
CD Player
'Dem Bones' children's song
Large Boxes
Computers
Information Resources of various reading levels about body systems
Stations Handout
Information Resources Handout
Index Cards
Introduction: (5 minutes) When the students arrive, the SLMS will be dressed in a skeleton outfit and the song, ‘Dem Bones’ will be playing in the background. Each table in the media center will have a large box (about 2 ft. x 2 ft. x 2 ft.) with question marks on it and a number. At each table there are also two computers.
The SLMS will stop the music, and ask students what they’ve been learning in their science and PE classes. Students will answer. SLMS will reveal that they will be doing research projects about different body systems.
Body: (50 minutes) The SLMS will explain to the students that they will be working on choosing a topic today as well as looking into different types of information resources. He/she will present the learning objectives for the day. He/she will reveal that the next activity will revolve around choosing a body system to research. This activity will be presented as a way for students to make a choice about a research topic, as this will be the first time in this science class that they
have been able to choose their own topic for research. Looking at resources for several different topics can help students decide which topic interests them.
The SLMS will break the students into groups of four. Each group will begin at one of the stations. At each station, there are available resources about one type of body system from the following (circulatory, skeletal, respiratory, muscular, and nervous). Students will spend about five minutes at each station. For each station, they will fill out a part of a handout, which asks them to find out a fact about that body system. They will also cite where they found the information on the handout.
Each station also contains an index card that they will not look at until the SLMS puts the music on. When it is time to move stations, the SLMS will put the song on again. Students at each table will read the index card together, which gives them a locomotive or nonlocomotive movement to do which helps strengthen the body system that they have just learned about. They will move in this way to the next station.
After all the students have been to all the stations, (25 minutes), the students will gather back together, and take a moment to fill out the last part of the handout, which asks them to choose which body system to focus on. The SLMS also lets them know that they
do not have to choose one of the body systems from the activity.
The SLMS will ask the students to brainstorm four types of sources that might help the students find information. (Encyclopedia, Books, different websites, etc.) in partners.
For this research, the students must answer the question of how an individual’s behavior can
affect that body system (i.e. Weight lifting strengthens the muscular system by building up muscles, etc.). They must also talk about what each body system does and how each system (structure) helps the body to function.
The SLMS will then form a class list of resources that the library can offer for this project.
He/she reminds them to utilize computers in turns.
He/she also reminds them that they do not have to choose one of the body systems from the activity. They are free to research another one if they so choose.
The students will have about fifteen minutes to explore the information resources in the library.
They will need to find at least three resources that were not already used in the activity. At least one of the sources must be an online source. (The SLMS will be close at hand to help). Students will fill out another handout with information about these resources and why they chose them.
Conclusion: (5 minutes) The class will meet back together and quickly share some of the sources they found.
1. The students will turn in a handout with a fact about each body system with citations.
2. The students will brainstorm four types of information resources in partners and the SLMS will have a checklist to see if students come up with these.
3. The students will fill out a handout with three specific resources for their topic with a part explaining why they chose each source.
AASL Standards for the 21st Century Learner
Learners use skills, resources, & tools to:
1. Inquire, think critically, and gain knowledge.
1.1 Skills
1.2 Dispositions in Action
1.3 Responsibilities
1.4 Self-Assessment Strategies
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.3 Responsibilities