The Human Body

The Human Body

Ms. Martinez, Mrs. Villavicencio & Mrs. Angotti-Roe

Grades 3 & 4P.S. #5

Introduction: The Human Body

In this unit, the 3rd and 4th grade students will learn the basic functions of the Human Body. Although all of us believe we are familiar with our individual bodies, we may also feel that they are mysterious. As we look at ourselves in a mirror we see some of our body parts, but we know that there are other parts or organs that we cannot see, even as they function. Therefore, while traveling to each organ and learning how it works, the students will apply their knowledge for fun-filled activities. Throughout our journey, scientific terminology and vocabulary will be emphasized. Students will develop vocabulary to make language acquisition comprehensible. We will also use cognates with our Bilingual students so they can see how English words are also familiar in their native language. The power point presentations will take an important role throughout our project, especially for the Bilingual students, as well as, the monolingual class. It is the purpose of this unit to give basic information about the biological system with which the body performs its amazing functions. First, our students learned each body system in our Health textbooks. We learned what our bodies are made up of, where our organs and muscles are located, and how they work together. When finished, we created replicas of the human body. Next, some students from each class were given the assignment of searching a Google engine for information on some fruits and vegetables we enjoyed at the beginning of the year. Each student made a “Healthy Announcement” each morning for a month using an assigned template. Along this journey, our friend Slim Goodbody visited our school. He is a wonderful educator on the human body and we all learned a lot from him. Another exciting activity we did, involving help from our Physical Education teacher, Mr. Cooney, was using the Wii-Dance Revolution to learn how to properly take our pulse. We also learned what our heart rates should be at a resting period and what they should be at after playing on the Wii. As our journey came to an end, our students were given the opportunity to apply their knowledge of technology while learning about the human body. Every student created their own power point presentations. They followed a certain rubric and guidelines giving them room to show their creative sides when adding animation to their individual power point slides. Overall, the project will allow students to explore and become amateur Slim Goodbodies and healthy advocates. For the remaining school year, students will keep learning how to keep their bodies healthy while maintaining a well balanced diet through our school Nutrition Wellness Program. Our students also learned how to classify their food source, nutritional content and its value.

Lesson 1 – Circulatory & Respiratory Systems

Objective Student will be able to identify the functions of the Circulatory and Respiratory System. Time: Two 40 minute periods Material:

• United Streaming. Com Video: The Inside Story with Slim GoodBody Lubba Dubba: The inside 10 segments Duration: 14:40 minutes

• McGraw Hill Health/ Chapter 2 Lesson 4

• Peoples Education Measuring Up/ Unit 2 Lesson 5

Procedure: • Introduce vocabulary words by showing illustrations of each word so that later these

words can be used in other activities.

• Students will watch a video on United Streaming and recall vocabulary words.

• Read and Discuss the functions of the Circulatory and Respiratory System

• Students will construct short answer format on how the Circulatory and Respiratory System work together.

Assessment: • Use open ended question for student to have the opportunity to practice their writing

skills as well as their inquiry skills.

• Why is “circulatory” a good name for this system?

Questions: 1. Explain how each body part works? 2. What are the main parts of the Circulator System? And the Respiratory System? 3. How does the Circulatory and Respiratory System work together? 4. Outline the Diagram of the Circulatory and Respiratory System? 5. How would you take care of your heart and lungs? 6. Compare your heart rate and breathing rate to discover whether or not these rates are

the same for all people?

Lesson 2: The Digestive System

Objective:

Student will be able to identify the parts and functions of the digestive system.

Time:

40 minute period

Material:

• United Streaming.com Video: The Inside Story with Slim Goodbody: Down, Down, Down 7 segments Duration: 14:33 minutes

• McGraw Hill Health/ chapter 2 Lesson 5

• Peoples Education Measuring up/ Unit 2 Lesson

• Additional Resource: The Magic School Bus For Lunch/ Duration 30 min (VHS)

Procedures:

• Introduce vocabulary words for the digestive system as a way to build prior knowledge.

• Students will watch a video on United Streaming.

• After watching the video students will engage in an activity where they will have to fold a sheet of paper into four sections and label each section as: Mouth, stomach, small intestine, and large intestine In each section they will write their interpretation of what that organ’s main job is.

• Read and discuss the parts and functions of the digestive system using their health textbook.

• Students will construct short answer format explaining the job of each main part of the Digestive System.

Assessment:

• Use open‐ended question for students to develop an opinion and explain why do they think its necessary for food to be broken down into very small parts?

Questions:

1. What is the path of food through the Digestive System? 2. What is the function of each organ involved? 3. Write a list of ways to help you have a healthy Digestive System? 4. How do you know when your body needs food? 5. Why is it a good idea to eat slowly and chew food thoroughly?

Lesson 3: The Skeletal and Muscular Systems

Objective: Student will be able to identify the parts and functions of the Skeletal and Muscular System. Time: Two 40 minute periods Material:

• United Streaming. Com Video: The Inside Story with Slim Goodbody: The Team That Hustles 11 segments Duration 14:31


• Peoples Education: Measuring Up/ Unit 2 Lesson 6

Procedures: • Introduce vocabulary words to activate prior knowledge.

• Review all vocabulary words from lessons 1 and 2.

• Recall each word and classify by systems.

• Watch video on United Streaming

• Take a quiz using the Inside Story with Slim Goodbody Review from the teacher’s Guide.

• Students will engage in an activity where they will open their mouth and wiggle their tongue. Roll up their tongue to form a tube. Only some will be able to do this so the will learn that some people are born with this ability and others are not. Therefore, they will be able to answer and explain if the tongue has muscles?

• Read and discuss the functions of your bones and muscles.

• Students will describe the jobs of the skeleton and muscles by writing a short response to questions.

Assessment: • Use critical thinking question to form an open ended response. They will be able to

explain what they have learned about muscles working together with the skeleton.

• Students will work in groups of three, write down all they can remember about the muscular and skeletal system.

Questions: 1. What does your skeleton have to do with the way you look? 2. What does your skeleton have to do with the movement of your body? 3. Describe the job of the muscles? 4. What joins your skeleton to your skeleton? 5. How do voluntary muscles work? 6. How do muscles affect bones?

Lesson 4: The Nervous System & Our Senses

Objective: Student will be able to identify the different parts of the Nervous System. Compare the roles of the sensory nerves. Time: 40 Minute period Material:

• United Streaming.com Video: The Inside Story With Slim Goodbody: The Parts/The Story of Your Brain and Nervous System 9 segments Duration: 14:36 minutes


• Peoples Education Measuring Up/ Unit 2 Lesson

Procedures: • Identify vocabulary words such as brain, spinal cord, sensory nerve cell and motor nerve

cell.

• Review all vocabulary words from Lesson’s 1, 2, 3 to recall information and prepare students for a final assessment.

• Watch a video on United Streaming

• Discuss the five senses

• Suggested Activities: o Students will examine their tongues. Discuss the tiny bumps covering the

tongue. o Use sweet hard candy to find out where on the tongue the candy taste the

sweetest. o Use an apple and an onion to experiment what part does smell play in taste. o Have students bite into an apple slice while smelling a cut union. Does the

apple taste like an apple? Or more like an onion? o Discuss some quiet noises and name very loud noises. o Play a telephone game to test student’s hearing. This activity is very helpful to

build oral language for English Language Learners.

Assessment: • Use open‐ ended question for students to continue to develop their writing skills.

Questions: 1. Why are the bumps larger towards the back of your tongue? 2. Write a paragraph describing where in the tongue can you find the most taste buds for

Sensory sweetness?

Lesson 5: Human Bodies

Objective:

• All students will create a replica of the human body through research and activities focusing on each body part.

Time:

• Ten 40 minutes periods in the afternoon Materials:

• Human body packets for each day http://www.teachervision.fen.com/ (Search: Human Body)

• Paper • Pencils • Scissors • Crayons/Colored Pencils • Computers-Slim Goodbody Videos from United Streaming • Use My Body Grades 1-4 By Rachelle Cracchiolo, for pictures that will be

used for The Human Body Projects. Refer to Bibliography Procedures: Day 1: Read about and discuss the functions of the brain. Color and cut out picture of the brain. Day 2: Read about and discuss the functions of the heart. Color and cut out the picture of the heart. Day 3: Read about and discuss the functions of the large and small intestine. Color and cut out the pictures of each intestine. Day 4: Read about and discuss the functions of the skeleton. Color and cut out the pictures of the bones. Day 5: Read about and discuss the functions of the sensory organs (skin, eyes, nose, ears, tongue). Day 6: Read and discuss the functions of the muscles. Color and cut out picture of the leg and arm muscles. Day 7: Read and discuss the functions of the stomach. Color and cut out picture of the stomach.

Day 8: Students will be partnered up. They will trace the outline of each others bodies on long pieces of constructions paper. When finished, students will cut out their outlines individually. Day 9 & 10: Students will paste all parts they’ve cut/colored onto the bodies. Students will need to know where to paste all body parts with the help of the teachers. Assessment:

• The constructing of the replica will evaluate each students’understanding of the names, functions, and location of body parts. Students will demonstrate their understanding of how each body parts works together through class discussions.

• Students will engage in an interactive assessment in vocabulary classifying each organ to its system. ( Smart Board activity)

Lesson 6: Healthy Fruits and Vegetables

Morning Announcements

Objective:

• Select students will be able to research our healthy fruits and vegetables of the day and inform our school of their benefits toward our bodies and health.

Time:

• Fifteen 20 minutes periods in the morning

Materials:

• Classroom computers • Template to fill in a read from during the announcement • Google.com (Search Engine), http://www.whfoods.com,

http://nutrition.about.com, http://www.foodreference.com Procedures: Each Day: Step 1: Students will volunteer to be a reader for the day. Teacher will give students a sheet of instructions for the project. (see appendix) Step 2: Student will be assigned a fruit or vegetable to research on the classroom computer. Step 3: Use template to fill in information and present to the school. (see appendix) Step 4: Make announcement in central office. Step 5: Class Discussion Assessment:

• The announcements that the students prepare will evaluate their understanding of using computers to conduct their research. A class discussion after each announcement will measure their understanding of the health benefits of the fruit and vegetables we are consuming.

Announcement Template

Good Morning, This is ____________________ with

another nutritional tip of the day…today we will be having

________________. _______________ is full of vitamins

____, ____, and _____. (Find a fact about how this fruit or

vegetable helps our bodies, feel free to include any other

fact you think is important for the announcement) Hope

you enjoy your healthy snack and have a great day!!

IKE 2009-2010

Fruit and Vegetable Instructions

• Sign onto classroom computer

• Use Google.com to research assigned fruit or vegetable. You can also you these suggested websites: http://www.whfoods.com, http://nutrition.about.com, http://www.foodreference.com

• Use the appropriate information from articles found online to fill in template.

• After the pledge of allegiance and morning song make “Healthy Snack of the Day” Announcement.

Lesson 7: Pulse Rate

Objective: Students will be able to take their pulse rate. Time: 1 40 minute period Materials:

• Clock with a second hand • Diagram of body(if necessary to show the diff. sites you can take pulse) • Vocabulary‐ Carotid/Arterial Pulse

Procedures: • Explain to students there are 2 common ways to find their pulse. • Help students locate their pulse points either on their wrists or necks. • Explain that they must use their right index and middle finger on the palm side of

their left wrist. Move your fingers back and forth gently until you find a slight pulse.

• On the neck, the pulse point is located beneath the ear and jawbone. This might be an easier pulse to find.

• When everyone has found their pulse try it again for a few times. Explain that they will be doing it again so they can practice. After several times, take it for a minute and write it down.

• Take pulse for one minute. Record your results on worksheet. Repeat procedure 3 more times to see if they get similar results.

Assessment:

• Children will be able to locate their pulse points. Be sure that they use the index or middle finger, not the thumb.

• Students will record their resting heart rate after 60 seconds. • Keep log of resting heart rate for future use. • Students will practice their oral language fluency.

Lesson 8: Fun with Marshmallows

Objective: Students will be able to construct a simple apparatus to visually detect the pulse. Time: 1 40 minute class Materials:

• Toothpicks • Marshmallows

Procedures:

• Provide each student with a toothpick and a marshmallow. • Stick the toothpick into the marshmallow. • Have students work in pairs and locate their pulse on the inside of their wrist. • Have students place the marshmallow with toothpick on their inside of the wrist

just below the base of the thumb. • Have the other student observe the toothpick as it moves. Let student time the

counts in 60 seconds. • Use this information to determine how many beats per minute.

Assessment:

• Students will summarize what they observed and compose a paragraph on what they learned from the activity.

Lesson 9: Target Heart Rate

Objective: Students will be able to describe changes in their pulse before and after physical activities. They will also learn how to find their target heart rate. Time: 2 40 minute classes Materials:

• Clock with a second hand

Procedures: • Have students find their pulse before any activity. • Record the resting pulse. • Students will run in place and do jumping jacks for 30 seconds. • Record your pulse. •

Assessment:

• What happens to your heart rate after a physical activity?

• Why do you think your pulse rate increases after exercise?

Lesson 10: Wii Fit- Dance, Dance Revolution Does the Body Good

Objective: Students will be able to properly find their target heart rate while exercising with the Wii Fit. Materials:

• Projector screen • Wii Fit/ Dance, Dance Revolution. • Dance mats • Target heart rate worksheet with computational steps • Karvonen’s Formula

Procedures: • Students will report to the gym with Mr. Cooney. Mr. Cooney will have everything

set up for the students. At this time they should have taken their resting heart rate in their classrooms.

• Make sure that all students are dressed in comfortable clothes and with socks. Shoes must be removed.

• 4 students will be selected to be in the front of the class on the real mats. The rest of the students will be in back of them standing on the dummy mats. They will have to follow along practicing their footwork. While the leaders are actually playing Dance, Dance Revolution.

• After completion of a song they will take their pulse for 1 minute and I will record it.

• Now we rotate so each student gets a chance to participate on the real pads. This rotation should happen for all songs and I will record all their pulses.

• When the 40 minute class ends we will form a circle for the cool down and stretching.

Assessment: • Students will place their target heart rate range into a worksheet so they

can construct it into a line graph.

• Students will use http://nces.ed.gov/nceskids/createagraph/default.aspx to create their line graphs.

http://nces.ed.gov/nceskids/createagraph/default.aspx

Lesson 11: Power Point Instructions

instructions to power point 2.pptx Step 1 Step 2

The Human Body

CirculatorySystem

RespiratorySystem

Muscularsystem

Skeletal System

This year the 3th and 4th grade classes are headed on a journey to study the Human Body. First we will take a journey through the Circulatory and Respiratory Systems and identify their functions and organs. Aside from learning how they work, we will engage in many fun activities.Moving along on our journey we will make a short stop to the

digestive system and see how our food moves through the stomach and intestines into the blood stream.With a snapshot of the skeletal and muscular systems, we learn

how each one works together to move the body.Ouch! A reaction that is sent to the brain allowed us to recognize

certain roles of the sensory nerves, motor nerves and reflexes.

Digestive System

SensorySystem

Traveling Through The Human Body

3

Task• Explore each of the Body Systems.•Find an illustration of each organ.•Write its parts and identify how they function within their systems.

1. Create a title pagea .title b. n c. grade d. p

omplete 1 slide per systemCirculatory , Respiratory, Digestive, Skeletal , Muscular

and Sensory Systems

ame icture2. C

3. On each slide you will insert a picture of an organ that is specific to its system.

Must include:Title, vocabulary, definitionsShow text- enhance content.

4. Use graphics to make each slide attractive.5. Slide #8 use the internet linked below to copy and paste the heart diagram and label each numberLinkswww.smm.org/heart/lessons/heartdiagram. htmwww.smm.org6. On slide #10 use your text book (Harcourt Science) pg – to create your own slide on the eye.7. Slide # 11 should include Fun Facts about the Human Body8. Slide #12 Bibliography

4

5

LINKS

http://kidshealth.org/www.smm.org/heart/lessons/heartdiagram.www.smm.orghttp://www.funfacts.com.au/interesting-human-body-facts/http://health.readvivek.com/Funny-facts-about-human-body.htmlhttp://images.google.com/images?rlz=1T4ADBR_enUS265US306&q=picture%20of%20the%20eye&um=1&ie=UTF-8&source=og&sa=N&hl=en&tab=wihttp://images.google.com/images?rlz=1T4ADBR_enUS265US306&q=skin&um=1&ie=UTF-8&source=og&sa=N&hl=en&tab=wihttp://office.microsoft.com/en-us/clipart/default.aspx?ver=12&app=powerpnt.exe

CATEGORY 4 3 2 1 Background Background does not

detract from text or other graphics. Choice of background is appropriate for the project.

Background does not detract from text or other graphics. Choice of background could have been better suited for the project

Background does not detract from text or other graphics. Choice of background does not fit project.

Background makes it difficult to see text or competes with other graphics on the page.

Text- Font Choice & Formatting

Font formats have been carefully planned to enhance readability and content

Font formats have been carefully planned to enhance readability

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Content- Accuracy All content throughout the presentation is accurate. There are no factual errors

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed of inaccurate.

Content is typically confusing of contains more than one factual error. It is difficult to understand the time period that was chosen.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 grammatical errors, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and or spelling errors.

Use of Graphics All graphics are attractive ( size and colors) and support the theme/ content of the presentation.

A few graphics are not attractive but all support the theme/ content of the presentation.

All graphics are attractive but a few do not seem to support the theme/ content of the presentation.

Several graphics are unattractive and detract from the content of the presentation.

Effectiveness Project includes all material needed to gain a comfortable understanding of the Human Body.

Project includes most material needed to gain a comfortable understanding of the Human Body.

Project is missing more than two key elements.

Project is lacking several key elements and has inaccuracies.

6

Samples of Student’s Power Point Presentations

E:\IKE 2010 student samples\student sample3.pptx

By: Uriel Ortega


BY JUAN CARLOS


By Lisseth

LP1

New Jersey Core Curriculum Standards

Health HE.3-4. - The dimensions of wellness are interrelated and impact overall personal well-being. HE.3-4.2.1.4.A.2 - Determine the relationship of personal health practices and behaviors on an individual's body systems. HE.3-4. - Choosing a balanced variety of nutritious foods contributes to wellness. HE.3-4.2.1.4.B.1 - Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively. HE.3-4.2.1.4.B.2 - Differentiate between healthy and unhealthy eating practices. HE.3-4.2.5.4.A.2 - Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space. HE.3-4.2.5.4.A.3 - Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles. HE.3-4. - Each component of fitness contributes to personal health as well as motor skill performance. HE.3-4.2.6.4.A.2 - Participate in moderate to vigorous age-appropriate activities that address each component of health-related and skill-related fitness. HE.3-4.2.6.4.A.4 - Determine the extent to which different factors influence personal fitness, such as heredity, training, diet, and technology. Science SCI.3-4. - Essential functions of the human body are carried out by specialized systems: Digestive, Circulatory, Respiratory, Nervous, Skeletal, Muscular, Reproductive. SCI.3-4.5.3.4.A.3 - Describe the interactions of systems involved in carrying out everyday life activities. Language Arts LA.4.3.1.4 A.1 - Identify differences of various print formats, including newspapers, magazines, books, and reference resources. LA.4.3.1.4 A.3 - Identify and locate features that support text meaning (e.g., maps, charts, illustrations). LA.4.3.1.4 C.2 - Know and use common word families to decode unfamiliar words. LA.4.3.1.4 E.1 - Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading. LA.4.3.1.4 E.3 - Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams). LA.4.3.1.4 F.2 - Infer specific word meanings in the context of reading passages. LA.4.3.1.4 G.5 - Follow simple multiple-steps in written instructions. LA.4.3.1.4 H.1 - Use library classification systems, print or electronic, to locate information. LA.4.3.1.4 H.3 - Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

LA.4.3.2.4 A.1 - Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. LA.4.3.2.4 A.3 - Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing. LA.4.3.2.4 A.7 - Review and edit work for spelling, mechanics, clarity, and fluency. LA.4.3.2.4 A.8 - Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources. LA.4.3.2.4 A.10 - Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing. LA.4.3.2.4 B.2 - Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information. LA.4.3.2.4 B.5 - Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately. LA.4.3.2.4 B.8 - Improve the clarity of writing by rearranging words, sentences, and paragraphs. LA.4.3.2.4 C.1 - Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. LA.4.3.2.4 C.2 - Use increasingly complex sentence structure and syntax to express ideas. LA.4.3.2.4 C.3 - Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses. LA.4.3.2.4 C.4 - Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue. LA.4.3.2.4 C.5 - Use capital letters correctly in sentences, for proper nouns, and in titles. LA.4.3.2.4 C.8 - Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones. LA.4.3.2.4 C.10 - Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work. LA.4.3.2.4 D.8 - Write informational reports that frame a topic, include facts and details, and draw information from several sources. LA.4.3.2.4 D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations). LA.4.3.3.4 A.1 - Use details, examples and reasons to support central ideas or clarify a point of view. LA.4.3.3.4 B.3 - Explore concepts by describing, narrating, or explaining how and why things happen. LA.4.3.3.4 B.6 - Solve a problem or understand a task through group cooperation. LA.4.3.4.4 A.1 - Listen actively for a variety of purposes such as enjoyment and obtaining information. LA.4.3.5.4 A.1 - Interpret information found in pictorial graphs, map keys, and icons on a computer screen. LA.4.3.5.4 C.1 - Express preferences for media choices.

Mathematics MA.4.4.1.4 A.6 - Compare and order numbers. MA.4.4.1.4 B.1.b - Multiplication: repeated addition, area/array. MA.4.4.1.4 B.3.a - Pencil-and-paper. MA.4.4.1.4 B.4.c - Multiplication of 2-digit numbers. English Language Proficiency ELL.3-5.L.A.2 - Listen to read, watch, and respond to plays, films, stories, books, songs, computer programs, and magazines. ELL.3-5.L.A.3 - Exchange verbal and nonverbal messages. ELL.3-5.L.A.6 - Interpret vocabulary gained through listening. ELL.3-5.L.B.1 - Follow multistep oral directions. ELL.3-5.L.B.2 - Listen to and summarize a story and/or information from various sources (television, film, speaker, or assembly). ELL.3-5.L.B.4 - Listen and contribute to class discussions. ELL.3-5.S.A.3 - Participate in full class, group, and pair discussions. ELL.3-5.S.B.4 - Ask for assistance with a task (e.g., meaning of words, directions). ELL.3-5.S.C.1 - Use the primary language for clarification. ELL.3-5.S.C.3 - Recognize and use Standard English appropriately. ELL.3-5.R.D.2 - Read aloud and silently with proper phrasing, inflection, and intonation. ELL.3-5.R.G - Apply basic reading comprehension skills using context to construct meaning. ELL.3-5.W.C - Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling). ELL.3-5.W.D.2 - Use relevant graphics in writing (e.g., maps, charts, illustrations) to support product. ELL.3-5.V.A - Develop an understanding of how media/visual arts influence meaning and language acquisition. Technology and Technological Literacy TEC.3-4.8.1.4.A.1 - Demonstrate effective input of text and data using an input device. TEC.3-4.8.1.4.A.2 - Create a document with text formatting and graphics using a word processing program. TEC.3-4.8.1.4.A.3 - Create and present a multimedia presentation that includes graphics. TEC.3-4. - The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. TEC.3-4.8.1.4.D.2 - Analyze the need for and use of copyrights. TEC.3-4. - Effective use of digital tools assists in gathering and managing information. TEC.3-4.8.1.4.E2 - Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. TEC.K-4.8.1.4 A.2 - Use basic features of an operating system (e.g., accessing programs, identifying and selecting a printer, finding help).

TEC.K-4.8.1.4 A.3 - Input and access text and data, using appropriate keyboarding techniques or other input devices. TEC.K-4.8.1.4 A.4 - Produce a simple finished document using word processing software. TEC.K-4.8.1.4 A.6 - Create and present a multimedia presentation using appropriate software. TEC.K-4.8.1.4 A.7 - Create and maintain files and folders. TEC.K-4.8.1.4 A.9 - Use basic computer icons. TEC.K-4.8.1.4 B.5 - Recognize the need for accessing and using information. TEC.K-4.8.1.4 B.6 - Identify and use web browsers, search engines, and directories to obtain information to solve real world problems. TEC.K-4.8.1.4 B.7 - Locate specific information by searching a database.

Self Evaluation- Lisett Martinez

As a Bilingual educator, IKE was an excellent way to provide a setting where students were engaged in language acquisition at all times. The students were infused with monolingual and gifted and talented students. This proved to be beneficial to the bilingual students. They were able to collaborate, share ideas, and display their potential as second language learners in a general education setting. As a culminating activity they worked on a power point presentation to show case their acquired knowledge. As a result, the students were involved in learning new technology objectives to enhance their learning experience. For many students using technology posed a new challenge for them. However, by the end of the unit the student succeeded in accomplishing incredible power point presentations.

Self-Evaluation-Alyssa Angotti-Roe

The Eisenhower Project was a new experience for me. I went into this project

with some back round knowledge about technology, but after working with our IKE facilitators and my colleagues I’ve learned so much more. This experience has given me new tools and knowledge I need to incorporate technology into my lessons no matter what I’m teaching. I went into this profession believing everything can be taught in a fun and exciting way and this project has shown me many ways to further my beliefs.

Working on this project with my students and two bilingual classes has proven to be beneficial. I was truly impressed with the students when it came to expressing and showing what they learned through technology. The pupils picked up on new tasks quickly and created beautiful projects as a result. They can walk away from this project knowing how to properly care for their bodies, how their body systems work and how to create many types of projects using technology. I’m very proud of them.

All in all, I feel this project was a great experience. Our students gained valuable skills and lessons that they will use in the future which was one of our many goals.

Self Evaluation- Lezlie Villavicencio

The Eisenhower Project was an outstanding experience for me as well as for my Bilingual students. Prior to this project, I thought I had a good background on technology. However, after I saw the works of previous IKE projects and meeting with Mrs. Amara and Ms. Deitmaring I was amazed on what I did not know. This experience has helped me realize and learn how I can integrate everything I teach with technology. This also helped me see how much the children loved learning how to use many computer programs. They were always excited and ready to work on their projects. Working along side another Bilingual and monolingual fourth grade has been a great experience for my students. They were at first a little hesitant because of their language barrier and difference in grade, but it worked out perfect. They really enjoyed it and they actually helped each other out. All of the students can honestly say that they have had a terrific journey learning how the body works and how to properly take care of their bodies. They can also give valuable information to relatives and other fellow students about the body system. My final words are that they have created great presentations and projects. This experience will help them greatly in the future. Great job!

Documents

The Human Body