Collaboration: Body System Presentations #1 (Day 3 of 6)
Lesson 4 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.
This lesson is a follow-up to the previous lesson.
Students have completed their research on their selected human body system. As a follow-up response, students need to identify the body system that works closely with (integrates) their researched topic and provide evidence of how these two systems integrate in order to maintain homeostasis.
After each student has had the opportunity to record their responses to the opening question, the students will engage in a brainstorming session to identify which body systems work most closely together. Here are the results:
- Cardiovascular and Respiratory
- Muscular and Skeletal
- Digestion and Excretory
- Endocrine and Immune (a discussion followed to explain about the importance of the skin)
- Nervous and all body systems
Students used the Body System Research Project Information Sheet to guide their research for this collaborative assignment.
Teacher Preparation - Before the students arrive, the teacher needs to set up 8 lap tops around the room. For this lesson, I chose to have four lap tops on the counters on one side of the room and four lap tops on the counters on the other side of the room to keep the flow of the activity simple and easy for the students to follow. It is recommended that you organize your computers in a way that clusters two sets of 4 computers each to accommodate the two different presentations that will occur simultaneously .
Each group member was responsible for presenting on their own in order to ensure all group members knew their information and had the opportunity to practice their public speaking/presentation skills.
As the students enter, they will be notified as to which four groups will be presenting today. It was important to have all students have the same due date so they did not feel like they were being picked on or given a shorter period to prepare their presentations.
The Logistics of Presentation Day!!!
First Round of Student Presentations: The Digestive System and the Excretory System
The members of each of these two groups will go to their assigned computers and load their Google Drive presentation. Once the four members of the digestive system group and the four members of the excretory group are ready, the students in the class are assigned to the computer stations by rows to minimize the chaos and keep the group size manageable. The students in the small audience will take notes while their peer present their information about their body system. The presenters will also share their 3D model with the group to reinforce the main structures and functions of their selected body system. Each group has a time limit of 10 minutes to complete their Google Drive presentation and share/discuss their 3D model with their audience.
After all of the eight presentations (4 stations for each of the 2 topics) are complete, the students in the audience rotate to the other side of the room to hear the alternate topic presentation. The process repeats itself and will give the student-presenters a chance to feel like a classroom teacher by repeating the same exact content to a new group of students! Once the presentations 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 next two presentations to the class.
Second Round of Student Presentations: The Nervous System and the Endocrine System
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.
Once back at their seats, students were to reflect on the four presentations that they listened to during today's lesson. Each student need to record the most interesting fact they learned from their peers regarding human anatomy and physiology.
Samples of Student Work - These documents demonstrate the varied level of effort and learning that was exhibited by the students. Most students engaged in the activity and retained much of the information that they heard from their peers. The peer-to-peer instruction was very beneficial and was enjoyed by most students!
The next lesson will build on this lesson and capture the second day of student group presentations.