Beacon Lesson Plan Library
Human Body Quiz
Bay District Schools
Are your neurons alive? Does your larynx vibrate? Students review the various functions and organs of the human body systems as they participate in “The Human Body Quiz” in preparation for the summative assessment of the body systems.
The student knows that complex animals have specialized organs to carry out life processes.
The student knows the major organ systems of the human body.
The student understands the functions of various body systems.
The student knows that living things are composed of cells.
The student knows that processes needed for life are carried out by the cells.
- List of all unit vocabulary words from the associated files
- Copies of the knowledge certificates from the associated files
- Student Web Lesson, Did You Say It or Not?
1. Remove all vocabulary cards and definition cards from the unit word wall.
2. Download and print the vocabulary list from the associated files. If you are using the vocabulary cards from the word wall, this list is not a necessity.
3. If you are using the knowledge certificates provided for the winning group, download, print, and copy enough certificates for half the class (one team) from the associated files.
4. Preview the Wtudent Web Lesson, Did You Say It or Not.
This lesson plan is to be used on day 13 of the unit, The Inside Story - Cells, Organs, and Systems of the Human Body. This is lesson plan twelve of twelve included in the unit.
This lesson plan serves as a review for summative assessment #4, Cells, Organs, and Systems, from the unit. All vocabulary words from the previous lessons are reviewed.
1. To gain attention, ask students if their neurons are alive. Ask students what is connected to the esophagus. Ask students if the pancreas has worked yet today. Inform students that tomorrow is the summative assessment that will check to find out what they know about the organs and functions of the body systems.
The Human Body Quiz activity-
2. Remove the vocabulary from the word wall. These vocabulary cards may be used as the questioning cards, or the list from the associated files may be used. Both of these sources have the same words and definitions. Students may be selected to remove the words, or this could have been done before class.
3. Divide the class into two groups. Make the groups as even ability-wise as possible. By selecting two students at a time (two slow thinkers, then two fast responders, then two lacking self-confidence, etc.), one for each team, it appears to students that they are choosing their team, while actually you are manipulating opponents. Students are happy to be given the option of which team to join, and a student of equal ability opposes each student.
4. As the students are called two by two, they form two groups and stand in a line on opposite sides of the classroom.
5. Explain the rules of the game.
* Only the person to whom the question is directed may talk.
* Each correctly answered question earns one point for the team.
* Incorrectly answered questions are then directed to the opposing team.
* Questions will be alternated between teams, beginning with the first member of each team and progressing down the line.
* Each team has three opportunities during the game (not each turn, but during the entire game) to “ask a friend." The friend must be a member of the same team. Only the selected “friend” may answer.
* Deduct one point from the team score for each incident of team members “assisting” with an answer (or making distracting sounds).
* The teacher serves as the questioner, referee, and scorekeeper.
6. Using the vocabulary definitions from the unit, read a definition and call on the appropriate student to respond with the correct vocabulary word. Give appropriate affirmative feedback such as, “Right! Circulate is the action of moving about, usually in a circle.” Corrective feedback cannot be given until after the correct answer is given and point awarded. Then review the incorrect answer and give corrective feedback such as, “You were right in that the trachea is a tube in the respiratory system, but the trachea is the is connected to the larynx and bronchial tubes, not the throat.”
7. Keep score by marking tallies on the board or in another public place.
8. Members of the winning team receive an award. Normal class awards of free time, a trip to the prize box, or etc. may be used, or the knowledge certificates from the associated files may be awarded.
Wrapping up -
9. Return summative assessment #1 to students. Answer any questions students have about the summative or their score. Address any concerns. Inform students that tomorrow they will be using another summative assessment similar to this first one, only it will cover the body systems and organs. Review the wording of all of the unit's science standards that will be assessed tomorrow. Address any concerns.
10. Students are reminded of the project for summative assessment #5, Putting It All Together. Allow class time for students to work on their projects. Review the rubric and give guidance as needed.
11. Students who have not had an opportunity to use the Student Web Lesson, Did You Say It or Not? as described in yesterday’s lesson plan, Systems Working Together, should be given that opportunity now. This Web lesson serves as a review of understanding explicit and implicit information from a written text for summative assessment #4 tomorrow.
12. Students who have completed both the Student Web Lesson and their projects may use the human body reference books for enrichment.
Formative assessments are integrated in this lesson plan and are described in the procedures section of this lesson plan. Examples of affirmative and corrective oral feedback are also given. It is very important that formative assessment and feedback be done on an individual basis. Group responses hide individual abilities and needs. Always remember to assess the individual and meet their needs.
1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2966. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. The game can be played by small groups of students with one student serving as the game host and the other students answering in turn.
3. Vocabulary words can be given orally with students responding with the definition.
This site gives grade level information on the various parts of the body. This can be used as an enrichment for students or reference for teacher.Kids Health My Body
File Extension: pdfCertificate of Knowledge
File Extension: pdf