Topic Lesson Plan by Anna Lee Griffis

Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance students will be able to use the computer to research information on the Internet.
B. The student will identify a select number of human body organs and bones when prompted by the teacher with the use of diagrams and pictures on the Internet.
C. The student will tell what types of foods are healthy for people to eat and what types of foods are not healthy by choosing the healthy foods from a pictorial list when prompted by the teacher.

Assessed QCC:
A. Grade: K
Subject Area: Technology Integration
Strand: Research
10 Topic: Research
Standard: Uses basic research techniques with teacher guidance.

B. Grade: K
Subject Area: Health
17 Topic: Body Parts
Standard: Identifies parts of the body and explains how they work

C. Grade: K
Subject Area: Health
15 Topic: Foods
Standard: Selects nutritious foods that contribute to good health.

Materials and Equipment:
1. Computer with Internet connection (one for each student would be ideal)
2. Pencil & paper (to make notes for lesson plan assessment and reflections)
3. TopicQuest Web page created by Anna Lee Hastings entitled The Wonderful World of the Human Body (Copy attached)
3. Modification of a lesson developed by Dr. Diane L. Judd
URL: http://chiron.valdosta.edu/djudd/topiclesson.html

Technology Connection:
Technologies that will be used in this lesson include:

Procedures:
Step One: Introduction
Have a small group of students go to a computer. Explain to students that you are going to use the computer to find out information about the human body and nutrition. List 2 or more questions that introduce students to topic of dinosaurs that establish a connection to students' prior knowledge by asking them: "Do you know what organ is inside of your head?" "Can you tell me something that you know about your bones?" Today we are going to learn about the human body and nutrition by visiting websites on the Internet and we will do a fun activity to learn more about the human body and nutrition. I have made a special Web page for your class called The Wonderful World of the Human Body. (During discussion have students turn around away from the computer to interact.)

Step Two Teaching the Primary Learning Outcomes:
(Have students sit at the computer where they can control the mouse and computer.) (Explain to students the process of the lesson.) After we visit several websites about the human body and nutrition, then you will pretend to be a doctor who needs to figure out what parts of the a patient's body are hurting inside of her body and what types of foods that your patient can eat to keep her healthy.

Check for understanding
Have students explore and discuss the information in each of the 3 or 4 pre-selected websites. Ask students guiding questions about the important concepts in each of the visited websites. (Save "How the Body Works" and "Nutrition Monster" websites to use in Mission Project.) List three or more questions.
1. "Look Inside Your Body" - Can you tell me the name of the bone that makes up your head? What does that bone protect?
2. "FactMonster.com" - Why do we burp?
3. "KidsHealth.org - The Heart" - Is your heart a muscle or a bone?

Practice and feedback related to the PLO
Read mission project to students. Explain to students that they are going to pretend to be a doctor and that they will need to figure out what organs inside of their patient's body are hurting based on where she tells the doctor it hurts (her head, her belly, her chest, her ear, and her eye). The student, still pretending to be a doctor, will then play a game on the "Nutrition Monster" web site to help determine which foods will be healthy for the "doctor's" patient to eat and which ones would not be healthy. Tell the students that the information that they will need to complete their mission project is listed and connected in the mission activity. Visit website for information for mission project, "How the Body Works" and "Nutrition Monster." Discuss the information in the linked website in the mission activity with the students to emphasize interesting and important information students will need to complete mission project. While students are completing mission project, teacher will observe students and give assistance when needed.

Mission
Now that we have explored a few websites and learned more about the human body and nutrition, you are going to go on a mission. Pretend that you are doctor. A patient has come to you and is complaining of pain all over her body - her head, her belly, her chest, her eyes, and even her ears. It is your job to figure what is hurting inside of her body by answering these questions:

1. What body organ is inside of her head?
2. What body organs are inside of her belly?
3. What body organs are inside of her chest?
4. What body organ is inside of her eye?
5. What body organ or bone is inside of her ear??

A great place to find the answers to these questions is at the How the Body Works website. Click on each one of the bodies on the website to find out more about the specific parts of the body and what is inside, and then answer the five questions written above on a piece of paper and draw a picture of the organ or part of the body.

Now doctor, you have figured out what organs and bones may be causing your patient pain. Now, you will need to talk to your patient about keeping herself healthy. Go to the Nutrition Monster website and help the Monster figure out which foods are best for him to eat. This are the same foods that you will need to tell your patient to eat in order to stay healthy. Write down the names of at least three foods that will be good for your patient to eat. Draw a picture of each of the foods.

Step Three
Closure:
Have students discuss their mission project and information they found on the Internet about the human body and nutrition. Tell students that your TopicQuest page is on the Internet and they can visit the website at school or home to learn more about the human body and nutrition. Explain to students that you are going to put the answers to the questions, their lists of healthy foods, and their pictures on the Internet and they will be able to share their mission projects with their friends and family. (If possible teacher should take brief notes during the lesson and concluding discussions to be added later to the assessment and reflections in lesson plan.)

Estimated Time for Step Three:
5 minutes

Assessment:
A. Technology Integration - K
Student will be assessed through observation while using the computer with teacher guidance to do research and find information for the mission project.
Satisfactory: Student is able to use the computer with teacher guidance to do research and find information for the mission project.
Unsatisfactory: Student is not able to use the computer with teacher guidance to do research and find information for the mission project.

B. Health - K
Student will be assessed by the answers provided to the 5 questions asked in the Mission steps and the pictures drawn in regards to the corresponding body organ.
Satisfactory: Student is able to correctly identify at least the following organs in response to the questions: brain, heart, lungs, stomach, ear canal, eye ball.
Unsatisfactory: Student is not able to correctly identify at least the following organs in response to the questions: brain, heart, lungs, stomach, ear canal, and eye ball

C. Health - K
Students will be able to correctly identify which on a certain given type of food is a healthy food and which is a nonhealthy food.
Satisfactory: Student will be able to identify which foods are healthy and which foods are not healthy while playing the Nutrition Monster Internet game.
Unsatisfactory: Student will not be able to identify which foods are healthy and which foods are not healthy while playing the Nutrition Monster Internet game.

Accommodation:
Links for Accommodations for Special Students
1. Select one of your students that needs special attention. Describe the student in your class with special needs. (Do not use the student's real name. You could refer to the student as "the special student.") My special needs student speaks limited English and does not know how to read. She has no language skills, not even in a different language, due to lack of stimulation as a young child. She is, however, very good with technology tools because she is allowed to play academic alphabet games on the computer.

2. List the specific URL address of one Internet resource website, where you found information to assist you to work with your special needs student. Information for assisting special students: Developmental Delay Information Website

3. Explain what you would add to this lesson plan to accommodate your special student? Instead of requiring my special needs student to answer the questions provided in the Topic Quest Mission, I can simply have mimic the part of the body that I am pointing to by pointing with the mouse at the body part on the "How the Body Works" Website.

Reflections: (For Electronic Portfolio under Standard #1 Knowledge of Subject Matter)
1. a. Describe and give examples of how your TopicQuest lesson created learning experiences and activities that makes subject matter meaningful for students.
Talking about the internal organs of the human body is not something that a 5-year-old child is going to do everyday. Not only did we discuss the human body, but we also discussed the Internet and its many uses, including being able to find out information about all sorts of topics. As we discussed the different internal organs, I had the students point to the place on their body where the particular organ would be located, thus giving them a more prospective idea of where the organs are located.

b. Describe and give examples of how your TopicQuest lesson illustrated your understanding of content and tools of inquiry.
One thing that I learned when teaching a lesson involving the computer is to always have the computer set up and ready to go before the students come to sit at the computer. My mentor teacher caught me off-guard and told me to do my lesson when I was not expecting it. She called the two students back to computer and I had to log onto the Internet, find my homepage, and then find this lesson. It seemed to distract the students and me, as well.

c. Describe and give examples of how students were engaged in learning and responded during your lesson.
Both of the students which participated in this lesson are very animated and verbal. They were both excited about the lesson, even though they had no idea what we were going to be doing before hand. Both students responded to my questions and both participated in the activity following the TopicQuest mission.

2. Describe and give examples of how the students achieved the assessment of your lesson. Give the achievement level (satisfactory or unsatisfactory) for each assessment for each of your students.
    A. Technology Integration:
        Student One: Kadarius was able to take control of the mouse and click on links when instructed. His performance was satisfactory.
        Student Two: Michael was able to take control of the mouse and click on links when instructed. His performance was satisfactory.

    B. Health
        Student One: Kadarius was able to correctly identify each of the organs, although he had trouble with the correct name for the stomach (he kept calling it his "gut"). His performance was satisfactory.
        Student Two: Michael was able to correctly identify each of the organs. His performance was satisfactory.

   C. Health
              Note: The Nutrition Monster Internet game would not load on the computer which we were working on, therefore, I was not able to access the students using the game. However, I was able to verbally talk to the students about nutrition and I assessed them verbally as well as through the drawing activity following the TopicQuest mission.
        Student One: Kadarius was able to name and draw three healthy foods and verbally identify unhealthy foods. His performance was satisfactory.
        Student Two: Michael was able to name and draw three healthy foods and verbally identify unhealthy foods. His performance was satisfactory.

3. Describe what you would do differently and why if you taught this lesson again.
I would certainly be sure to have the computer up and running and ready for the students when the students came to the computer. I will also prepare before hand by testing each website on the computer which will be used for the lesson to make sure that each site (and especially the Nutrition Monster game) is able to load on the computer.


A Kindergartner named Kadarius drew this picture to show three items of food that would be healthy to eat. Kadarius drew green beans, a piece of children, and a carton of milk on this plate. When asked about his drawing, Kadarius said, "This is what I like to eat when I am being healthy."	Michael is a Kindergarten student who drew this picture and said, "I like to eat these kinds of peas - my mama calls them 'booger' peas!" Besides the peas, Michael included in his healthy meal a piece of bread and a piece of cheese.