Lesson 7 of 7
Objective: SWBAT identify various structures and functions of the heart and explain the overall function of the circulatory system.
As the students enter the room they take out their journals and respond to the prompt:
What is still unclear about the circulatory system?
While the students respond, I circulate through the room reading their responses. I remind the students of where they can look in their notes and classroom activities in order to find more information about the topic. I also provide explanations about some of the items students are unclear on and ask them to write down the information, so they can refer back to it when they are studying. I do not have the students share this journal aloud, because we will be reviewing the information again as we review the study guide.
The students then take out their Circulatory System Study Guide. I ask them if they have any questions about the information on the study guide. My policy on reviewing study guides is that I do not read and answer every question for the students. Instead, I have them ask questions about items they are unsure of. They are welcome to ask questions about every single question on the study guide, if they choose. Instead of simply answering the questions, I redirect the question to the class and wait for a student to answer.
Ultimately, I review the correct answer with the students, so they all know the correct answers. I also point out the classroom activities and specific set of notes where the information was reviewed, so the students may refer back to it when they are studying. The review of the study guide addresses NGSS MS-LS1-3 as students review the specialized cells of the circulatory system and how they interact with the rest of the body.
I use this approach to encourage students to become more active participants in their learning and to create dialogue between students. I also post a video review of the study guide online for students to review in addition to holding a lunch study session the day prior to the test.
This student study guide demonstrates the manner in which students add information to their study guides as a way to review information that they may be having difficulty remembering. In this instance the student developed and answered questions about myocytes.
Once the students have had their questions answered, it is time to review. This is where the capstone projects (Circulatory System Capstone Project) become so important. During this review time, the students play the games that were developed by their peers in the capstone project, addressing NGSS SP2 as the projects serve as models of the circulatory system. This section of class is very flexible, as it is dependent upon the types of projects created by the students.
For instance, sometimes I have the students split up into small groups and play the board games they created. I do this by having students take out the game they created and move to a lab table. I then direct the students who did not create a game as their project to each of the game tables. I have the game creators provide an overview of the instructions and then lead the group in playing the game. If students finish a game before the end of class, I have them try another game. I try to use only the games that were created by the students in that specific class, but I do save some games from other years or use games from other class sections as a way to provide students with greater variety.
Another option is to utilize one game for the whole class. I am able to use this option if a student creates a jeopardy, BINGO, or other type game. If there is a jeopardy game available, I divide the class accordingly and have the student creator's explain their version of the rules and lead the game.
A third option for student projects is to have students complete a gallery walk. When I use this option, I place all of the projects created by the students in all of my science classes on tables in the lab. I try to group the projects based on topic, so students are able to seek out the table/topic that is of most interest to them. For instance, with this unit I could have a blood table, a disease table, a heart table, a blood vessel table, etc.
Near the end of class, I have the students wrap up their games or gallery walks and ask them to take out their study guides one last time. I ask the students to place stars by at least two items on the study guide where they feel they need to focus the most attention. I then ask the students to write down where they can locate the information and find extra practice materials. Showing me this completed activity serves as their exit ticket out of the classroom.