Sean+Bosley's+PBL

To understand the systems of the body and how the different systems have an impact on daily physical activity. Demonstrate the ability to create physical activities to maintain a __healthy lifestyle__. || Creativity and Innovation Critical Thinking, __problem solving__, and decision making. Instructional Objectives: Students will be able to create a power point that shows what systems of the body have an impact on a goal of 30 minutes of daily physical activity. || Accommodations and Extensions: Some students may have little access to exercise equipment so the class will come up with a list of activities that students can do in their bedroom (or other space available) to help them be physically __active__. Back-Up Plan: Students may use time during recess for their goal of 30 minutes of something at home prevents them from being physically active after school hours. || My evaluation will be based on the list of activities created and whether or not those activities are connected to the correct system of the body. I will also see if the students were able to determine which muscles allow them to do the activity. LESSON REFLECTIONS AND NOTES: Most of the students did a very good job of creating a list of activities for them to be physically active. One parent even wrote a note giving suggestions. My students suggested the idea of using the Wii, which I have done Wii boxing before and it was a very good workout. My students did struggle a little with connecting the appropriate system to the activity. Naming the correct muscles to the activity went much better. I think continuing this lesson will help especially seeing which students maintained their physical activity over spring break. || Sean- I really like your idea to have students create an activity plan and log to document their activity. How will you incorporate technology into this lesson? Will you have students keep a digital spreadsheet on something like Google Docs to graph and keep their information? Will your students do research on the Internet to determine the best kinds of exercise and what will work for them and their lifestyle? I am curious how you will incorporate collaboration in the next part of your unit. Great topic and idea! I just may have to use it for my classroom someday! :-) -Jill Morris
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: 6th Grade Students and Daily Activity |||| Related Lessons: Health and Systems of the Human Body. ||
 * Grade Level: 6th grade |||| Unit: Health ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: What access students have to physical activity tools; a gym, play ground, track, or __Wii__. ||
 * During Class ||
 * Time 11:00 – 12:00 |||| Instructional Activities : Students will create a list of activities that they can do daily to reach a goal of 30 minutes of physical activity. They must identify which systems of the body are having an impact on the activity, and which muscles are being used in the activity. They must create a power point that shows the relationship between the activity and the specific system. They must also have a slide that shows which muscles are being used to do the activity. Students may find pictures from the internet or clip art to add more detail to their power point. || Materials and Resources: Health book, power point. ||
 * Note student groupings, environmental modifications needed, etc: Students will create their own power point but may seek suggestions or advice from classmates. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will create a daily log to track what activities they are doing daily and what system of the body is being impacted as well as what muscles are being used for that activity.
 * Ongoing Assessment(s): Students will create a daily log to track what activities they are doing daily and what system of the body is being impacted as well as what muscles are being used for that activity.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Nicole to Sean-

Wow, I must say that this is a very interesting and appealing lesson! I really love that the students have a real world application to relate to and they can learn something that is very important and useful, while using technology. I see that you are having the students use their text book, but I was wondering if they could also have access to the internet to research some of the information in addition to using it for images for the PowerPoint. I was also thinking that it could be interesting to have the students create a GAME plan of their own geared towards "Demonstrating the ability to create physical activities to maintain a healthy lifestyle" and post their GAME plan in the PowerPoint. This could be an interesting way to create a follow-up activity by having the students follow the plan and record their data. This could even be a great way to incorporate the use of social networking. These are just ideas, of course. I really love this lesson and it sounds like it was very successful!

Nicole deMoll

Koreen to Sean

I really enjoy how you incorporated physical education into a PBL activity. I think that PE is something that is slipping from our education and we need to start valuing it again. I think that 6th graders will love this activity. I like the home connection and the flexibility that students have to use recess as a time to complete the activity. I am wondering about computer access and prior experience with creating slides? Are you a PE teacher or classroom teacher? Will you collaborate with the PE or classroom teacher to assist you with this activity? How will you ensure that students are active during spring break and that they actually did the activity? Good luck! Koreen Humphries

To understand the systems of the body and how the different systems have an impact on daily physical activity. Demonstrate the ability to create physical activities to maintain a healthy lifestyle. Demonstrate the knowledge of specific organs that relate to various systems of the body. || Creativity and Innovation Critical Thinking, problem solving, and decision making. Instructional Objectives: Students will be able to create a web using inspiration that shows an understanding of various organs that work with systems of the body. This will be created Google Docs and Microsoft Word. || 11:00 – 12:00 |||| Instructional Activities: Students will choose three systems of the body that are impacted by the 30 minutes of activity from the previous power point lesson. Students will need to make a list of what organs are actively being used to support each system. For example: the lungs and heart are actively being used in the circulatory system, along with blood and blood vessels. The quadricepts and hamstrings are actively being used while riding a bike. Students will then create a web on Microsoft Word that shows how all the different organs are used to create the system but still how the systems are connected. || Materials and Resources: Health book and access to computer lab. Programs needed are Microsoft word and access to Google docs. || Accommodations and Extensions: Students that have trouble using text box and pictures to create the web will be allowed to use Inspiration. They can copy the created web and paste it into their Google doc. Back-Up Plan: If the computers are not working, students will be allowed to create their web using construction paper. I will help them by providing a variety of magazines to find necessary pictures. They will be allowed to use art supplies that are available. || LESSON REFLECTIONS AND NOTES: Due to spring break being this week, last week was determined Spring Fling and my daily scheduled was altered to be able to participate in the daily activities. This was a school wide function. We did begin discussing ideas but the lesson will take place this week. We are scheduled to go to the lab twice this week to work on our webs. We will generate our list on Monday and will begin the webs on Tuesday. After looking back at lesson on the power points, and looking at other lessons, I decided a rubric was needed for this lesson. I want my students to take ownership of this project so I am going to allow them to help with the generating the rubric. They are then much more accountable since they took part of what is expected. || Jill to Sean-
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Online Collaboration Tools |||| Related Lessons: Systems of the body Power points ||
 * Grade Level: 6th grade |||| Unit: Health ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Students will continue working on chapter 7 in our Health book to learn about what organs make up the various systems of the human body. ||
 * During Class ||
 * Time
 * Note student groupings, environmental modifications needed, etc: Students will be assigned to groups of 3. I will have to give a link to Google docs since my students cannot access Google docs on their own. I will post the link on My Big Campus so each student has access to the link. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will monitor their webs that are being created to make sure that the organs chosen do have an impact on the specific system they are working on. I will have the students create list on paper before they go to the lab to help ensure they have the correct information to create the web. I will also select a student from a different group to read the finished web to give feedback before it is final.
 * Ongoing Assessment(s): I will monitor their webs that are being created to make sure that the organs chosen do have an impact on the specific system they are working on. I will have the students create list on paper before they go to the lab to help ensure they have the correct information to create the web. I will also select a student from a different group to read the finished web to give feedback before it is final.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: To help with the grading, students and I will create rubric that will be used to grade their final web. I will give a basic foundation of a web but we will add the needed information to help determine what is necessary to reach a specific grade.

I really like how you have integrated so many skills with this unit. When I first heard about this unit, I thought it was just a physical activity unit. I love how you related this so much to health, science, writing, reading and technology. This really is a diverse PBL that can teach a variety of standards. I love this idea and I think this is a great project! I completely understand about your schedule being off. I feel as if my PBL unit is taking forever because of spring break and we also went to camp. As teachers, we definitely have to be flexible in our time and adjust as needed! :-)

-Jill

Nicole to Sean

The concept mapping is a really great idea and way for students to see the connections you want them to make. I was wondering why you are having the students create their web in Word rather than Inspiration from the start. Word does not offer as many tools or mapping capabilities as Inspiration or other concept mapping tools online. This would allow them to easily connect several ideas and parts and add text to the connection, etc. However, if you wanted it to be more simple, Word is a good choice, and most students are most likely pretty familiar with it. My other question was about Google Docs. What will the students do specifically with Google Docs after they add their web? I didn't see an explanation for the social networking part in Google Docs and I am curious what you plan to have them do. This is a great lesson, and very interesting! Great job!

Nicole

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To understand the systems of the body and how the different systems have an impact on daily physical activity. Demonstrate the ability to create physical activities to maintain a healthy lifestyle. Demonstrate the knowledge of specific organs that relate to various systems of the body. || Creativity and Innovation Critical Thinking, problem solving, and decision making.
 * Lesson Title: Health Digital Storytelling. |||| Related Lessons: Systems of the body webs and power points. ||
 * Grade Level: |||| Unit: ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Students will use their power points and webs from weeks 5 and 6 to do some healthy activities and take pictures. Students will also take pictures of activities that show how specific organs have an impact on systems of the body. ||
 * ==ACTION== ||
 * Before-Class Preparation: Review systems of the body and organs related to those systems. ||
 * During Class ||
 * Time: 11:00 – 12:00

Monday and Tuesday |||| Instructional Activities: Students will create a list of activities or games that they will be able to do. They will group up with partners to participate in the activities or games. The activities must relate to a system of the body. The activity could even relate to more than one system of the body. Students must take at least 4 pictures of different activities, at least one picture for each system they want to demonstrate. Ex: taking a bite of an apple is an activity that demonstrates the digestive system. After students take at least 4 pictures, they are welcome to take more to have a greater selection to choose from, they will upload their 4 pictures into Photo story. They will then describe how each picture relates to a system of the body and the organ that is being used to support that system. || Materials and Resources: Web and Power points from weeks 5 and 6. Digital cameras. Any sports equipment, products, or games needed for activities. ||
 * Note student groupings, environmental modifications needed, etc: Students may work in groups of 4 or in partners. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will monitor their list to make sure their choice of activities they are going to do demonstrate a system of the body. I will also verify with each student the organ that supports the system.
 * Ongoing Assessment(s): I will monitor their list to make sure their choice of activities they are going to do demonstrate a system of the body. I will also verify with each student the organ that supports the system.

Accommodations and Extensions: I will provide at least 4 digital cameras for those students who do not have access to their own. Students will be allowed to share cameras as well.

Back-Up Plan: Students will be provided with an opportunity to do their activity on the playground or in the gymnasium if needed. I will coordinate my schedule with the P.E. schedule. || The evaluation for this lesson will ultimately be based on the 4 pictures and the explanation of each photo on Photo story. Each picture must demonstrate a different system of the body and the explanation must describe the organ or organs that support the system. Each picture is worth 10 points. I will create a rubric with my students so that they know how to receive all 10 points. LESSON REFLECTIONS AND NOTES: My students really enjoyed showing the different activities that demonstrate the various systems. I was very surprised to see the deep understanding of how eating involves multiple systems (digestive, circulatory, excretory, muscular). They had the most amount of fun show the muscular system playing a variety of games and showing the different muscles involved in the games.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Judy to Sean - I think it is great that you can implement so much technology into a health lesson! Your lesson requires students to see the real life skills they are learning through this project. Even though your base content seems to be health, it also incorporates writing. You mentioned letting students take four pictures, I was wondering if they were limited to four. I know sometimes my third graders want to do more, especially if it deals with tools such as the digital camera. If they finish the required four, are they allowed to do more? I think you have found a way to make health intersting and fun! I need to look at my instructon and see how I can make my instruction more energetic, Thank you for sharing this unit.

Judyb Spears ||