Collaboration: Body System Presentations #2 (Day 4 of 6)
Lesson 5 of 10
Objective: SWBAT employ their public speaking talents to share their Body System Reserach Projects that were created with Google Drive, as well as their 3D models.
Students will begin the lesson by reflecting on their experiences from the previous lesson, Day #1 of Body System Presentations. Students are asked to record their responses to the following:
- What was the most interesting fact learned from the Day #1 presentations?
- How did the systems that were presented on Day #1 work together to maintain homeostasis?
- What are additional question(s) you still have regarding these body systems?
The students used Body System Research Project Information Sheet to guide their research and creation of their Google Drive Projects.
Students will follow a similar presentation format that was followed on Day #1 of the Body System Presentations. The video clip below demonstrates how the classroom and students are organized to implement the Body System student presentations. The only difference in today's logistics compared to Day #1 is that there are three groups/topics that will be presenting at the same time. In the previous lesson, there were only two groups/topics presenting at the same time. There are nine presentation groups total in this class, so 4 presented yesterday and 5 will present today.
It is important to note that each group member will present independently at their own computer station to a small audience (3-5 students) in an effort to practice and improve their public speaking skills while communicating scientific information.
Each of the presenters will have 10 minutes to share their Google Drive presentations and explain their group's 3D model that reinforces the information shared in the presentation. Audience members will take notes throughout their peers presentation to help review for the assessment that the students will create. Students have been notified that they will be allowed to use their presentation notes during their assessment, so most audience members were observed taking as many notes as possible!
Organizing students for the 1st round of presentations:
Each of the three student Body System Presentations were presented in the first round of presentations which means there were 12 computer stations that were active in the first round. Each student presenter shared their Google Drive Presentation and 3D model to represent their body system.
Video Clip of Small-Group Student Presentations:
Assisting Students Rotating To New Presentation Stations:
Each student group was asked to create a three-dimensional model that represents their researched body system or the major organ in their system as part of this project. Student groups were very creative in their designs which resulted in many eye-pleasing, educational models!
- Respiratory System Model - displaying the lungs and trachea with play-dough!
- Respiratory System Model #2 - another strategy to model the respiratory system!
- Circulatory System Model - this group used yarn to demonstrate the veins and arteries!
- Nervous System Model - nerves made of yarn help conceptualize the nervous system!
- Brain Model - a scale size of the brain to show the different lobes!
- Skin Cross-section Model - the details of the skin are displayed using household objects!
- Heart Model - play-dough has never looked so good as this heart model!
After all of the twelve presentations (4 stations for each of the 3 presentation topics) are complete, the presenters will log-off the computers and all students will return to their desks.
The teacher will announce the topics of the final two presentations to the class.
The presenters for each of these groups will go to their assigned computers and log-in to their Google Drive presentations. Once the presenters were ready, the audience members will go to their assigned computer station and the presentation process will repeat itself so that each of the audience members have the opportunity to take notes on both presentation topics.
The downfall with this presentation model is that the student presenters do not get to hear the alternate presentation that is being shared while they are presenting at the same time. Students will have the opportunity to meet in small groups to hear this information on our review day in a future lesson.
A video clip to organize Round #2 of student presentations:
A video clip of Round #2 student presentations:
As a review of the lesson, students need to brainstorm which other body system their researched body system topic integrates with to maintain homeostasis. Once students identify the body systems that work most closely with their researched topic, they need to provide physiological evidence to defend their statements. The details for their argument need to come from the presentation notes and the Biology textbook. These brainstorming notes will be used as a start in the pre-writing process for the students' final assessment for the Human Anatomy Unit in a future lesson.
This lesson is continued with a student review of their body system presentations in the next lesson.