WWA Pre-Assessment
Date: September 28th, 2016
Learning Outcome: To demonstrate his/her understanding of:
- The central idea – The human body is comprised of complex interdependent systems
- The lines of inquiry:
- How body systems work.
- The connection of the systems.
- Behviours that influence the functioning of body systems.
Tasks:
1. Have students brainstorm different body parts they knowtogether. Students decided how they wanted to organise the parts as a graphic organiser.
The parts of the body they discussed were printed off for the students to cut and paste in their UOI books individually.
2. Students had to explain how each body part functions.
file:///Users/Trachanh/Desktop/Photo%20on%209-29-16%20at%2010.49%20AM%20%232.jpg
Assessment Tool: Checklist
Date: September 28th, 2016
Learning Outcome: To demonstrate his/her understanding of:
- The central idea – The human body is comprised of complex interdependent systems
- The lines of inquiry:
- How body systems work.
- The connection of the systems.
- Behviours that influence the functioning of body systems.
Tasks:
1. Have students brainstorm different body parts they knowtogether. Students decided how they wanted to organise the parts as a graphic organiser.
The parts of the body they discussed were printed off for the students to cut and paste in their UOI books individually.
2. Students had to explain how each body part functions.
file:///Users/Trachanh/Desktop/Photo%20on%209-29-16%20at%2010.49%20AM%20%232.jpg
Assessment Tool: Checklist
Reflection:This was a bite difficult because there is a lot of word I do not know.
Body Organ/System Model
Date: 26 October 2016
Learning Outcome: Animal have both internal and external structures that serve various functions in growth, survival, behavior and reproduction.
Task: For homework, students were asked to design a model of a human body organ or system to show how it functions.
Date: 26 October 2016
Learning Outcome: Animal have both internal and external structures that serve various functions in growth, survival, behavior and reproduction.
Task: For homework, students were asked to design a model of a human body organ or system to show how it functions.
Reflection:this made me a little shy because I did it my self.
The Connection of Body Systems
Date: 3 November 2016
Learning Outcomes:
· Analyse the selection and compositions of visual presentations; select examples to explain how they achieve a particular impact, e.g. dominant images, use of colour, texture, symbolism
· Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
· Realise that individuals interpret visual information according to their personal experiences and different perspectives.
Tasks:
· Students rotated around the classroom to discuss how their body systems were connected. They were inquiring about how their body system of choice helped other systems and how other systems helped theirs. They took notes as they rotated around to other groups.
· Students looked at various internal organs and sorted them into which system they belonged with.
· They chose one organ or part of the body to write about what it is, how it functions, how it helps other parts/systems and how other parts/systems help it.
· They worked together to connect the organs/parts together to create a life-sized human body with various organs/parts
Date: 3 November 2016
Learning Outcomes:
- Animal have both internal and external structures that serve various functions in growth, survival, behavior and reproduction.
· Analyse the selection and compositions of visual presentations; select examples to explain how they achieve a particular impact, e.g. dominant images, use of colour, texture, symbolism
· Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
· Realise that individuals interpret visual information according to their personal experiences and different perspectives.
Tasks:
· Students rotated around the classroom to discuss how their body systems were connected. They were inquiring about how their body system of choice helped other systems and how other systems helped theirs. They took notes as they rotated around to other groups.
· Students looked at various internal organs and sorted them into which system they belonged with.
· They chose one organ or part of the body to write about what it is, how it functions, how it helps other parts/systems and how other parts/systems help it.
· They worked together to connect the organs/parts together to create a life-sized human body with various organs/parts
Reflection: This was super fun because I get to draw Bronwyn on two big piece of red paper.
Nervous System Experiments
Date: 2 November 2016
Learning Outcome:
• Different sense receptors are specialized for particular kinds of information, which may be then processed by the people’s brain
Task:
-Students rotated to try out five different experiments that connected to different sense receptors by using their nervous system.
-The various experiments were:
Assessment tool: Checklist
Date: 2 November 2016
Learning Outcome:
• Different sense receptors are specialized for particular kinds of information, which may be then processed by the people’s brain
Task:
-Students rotated to try out five different experiments that connected to different sense receptors by using their nervous system.
-The various experiments were:
- Trying to control blinking their eyes when an object was tossed at them while looking through a clear shield.
- Trying to stay inside the lines of a triangle when only looking in a mirror.
- Trying to improve their reaction time using sight, sound and touch.
- Trying to guess what objects were by only using the sense of touch.
- Trying to guess what objects were by only using the sense of smell.
Assessment tool: Checklist
Behaviours that influence the functioning of body systems
Date: 10 November 2016
Learning Outcomes:
Students will:
-Understand how daily practices influence short and long term health.
-Understand that there are substances that can cause harm to health.
-Understand the interdependence of factors that can affect health and well-being
Task: In groups, students created a cause and effect chart that states positive and negative behaviours that influence different body systems.
Assessment tool: Checklist
Date: 10 November 2016
Learning Outcomes:
Students will:
-Understand how daily practices influence short and long term health.
-Understand that there are substances that can cause harm to health.
-Understand the interdependence of factors that can affect health and well-being
Task: In groups, students created a cause and effect chart that states positive and negative behaviours that influence different body systems.
Assessment tool: Checklist
Reflection: This was easy when me and my partner did the drawing at the bottom of the paper.
Nervous System Experiments
Date: 2 November 2016
Learning Outcome:
• Different sense receptors are specialized for particular kinds of information, which may be then processed by the people’s brain
Task:
-Students rotated to try out five different experiments that connected to different sense receptors by using their .
-The various experiments were:
Assessment tool: Checklist
Date: 2 November 2016
Learning Outcome:
• Different sense receptors are specialized for particular kinds of information, which may be then processed by the people’s brain
Task:
-Students rotated to try out five different experiments that connected to different sense receptors by using their .
-The various experiments were:
- Trying to control blinking their eyes when an object was tossed at them while looking through a clear shield.
- Trying to stay inside the lines of a triangle when only looking in a mirror.
- Trying to improve their reaction time using sight, sound and touch.
- Trying to guess what objects were by only using the sense of touch.
- Trying to guess what objects were by only using the sense of smell.
Assessment tool: Checklist
Reflection: This was hard when I did the smelling because it smell the same.
Who We Are Summative Assessment
Date: 18 November 2016
Learning Outcomes:
Understands that there are substances that can cause harm to health.
Understands the interdependence of factors that can affect health and well-being.
· Language (Reading):
Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility (Locate & select texts)
Selecting events from a text to suit a specific purpose.
Linking ideas, both implicit and explicit, in a text (eg: cause and effect)
Can recognise an increasing bank of words in different contexts, e.g., subject specific words
· Language (Writing):
In shared writing and independently plan, compose, edit and refine explanatory texts, using reading as a source, focusing on clarity, conciseness and impersonal style.
Can select ideas to include in own text to suit purpose and audience
Can work with a partner to discuss and improve each other’s work, taking the roles of authors and editors
Realises that writers ask questions of themselves and identify ways to improve their writing, e.g. “Is this what I meant to say?” “Is it relevant?”
Can plan for and create a published text that reflects the intended purpose and needs of the audience.
Can organise ideas and paragraphs in logical sequence
Can use all basic punctuation that is mostly correct, e.g. when punctuation dialogue, commas, question marks, colon, and semi colon
· Language (Viewing and Presenting):
Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Analysie the selection and compositions of visual presentations; select examples to explain how they achieve a particular impact, e.g. dominant images, use of colour, texture, symbolism
Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Realise that individuals interpret visual information according to their personal experiences and different perspectives.
Vary pitch, pace, volume, expression and use pauses to create impact
Understand how visual effects can be used to reflect a particular context.
Show how body language, e.g., facial expression, gesture, movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning.
Task: Students had to choose one body system to describe:
Assessment tool: Rubric
Date: 18 November 2016
Learning Outcomes:
- Science (Living Things):
- PSPE (Active Living):
Understands that there are substances that can cause harm to health.
Understands the interdependence of factors that can affect health and well-being.
· Language (Reading):
Use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility (Locate & select texts)
Selecting events from a text to suit a specific purpose.
Linking ideas, both implicit and explicit, in a text (eg: cause and effect)
Can recognise an increasing bank of words in different contexts, e.g., subject specific words
· Language (Writing):
In shared writing and independently plan, compose, edit and refine explanatory texts, using reading as a source, focusing on clarity, conciseness and impersonal style.
Can select ideas to include in own text to suit purpose and audience
Can work with a partner to discuss and improve each other’s work, taking the roles of authors and editors
Realises that writers ask questions of themselves and identify ways to improve their writing, e.g. “Is this what I meant to say?” “Is it relevant?”
Can plan for and create a published text that reflects the intended purpose and needs of the audience.
Can organise ideas and paragraphs in logical sequence
Can use all basic punctuation that is mostly correct, e.g. when punctuation dialogue, commas, question marks, colon, and semi colon
· Language (Viewing and Presenting):
Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Analysie the selection and compositions of visual presentations; select examples to explain how they achieve a particular impact, e.g. dominant images, use of colour, texture, symbolism
Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
Realise that individuals interpret visual information according to their personal experiences and different perspectives.
Vary pitch, pace, volume, expression and use pauses to create impact
Understand how visual effects can be used to reflect a particular context.
Show how body language, e.g., facial expression, gesture, movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning.
Task: Students had to choose one body system to describe:
- How it works.
- What other systems is it connected to?
- What behaviours influence the functioning of the body system?
Assessment tool: Rubric
Reflection: This was fun when I get to present to the class and stick the flip on top of my writing.