Provocation 1

https://healthsmartva.org/uploads/rtedi
tor/file/3-Body%20Systems%20Lesson
%20Plan.pdf
https://arts.ms.gov/wp-content/uploads
/2020/12/MWS-4th-Grade-Science-Virtu
al-Lesson-Plan-1-pdf.pdf

Learning intentions
To reflect on prior knowledge on key concepts to be explored in the unit
Learning experience description

As we launch the unit, we will engage in different provocations to help us think 🤔

about our previous knowledge, conceptual understandings, and skills.

1. Look 👀 at the torso that you have in the class. If you don't have a torso you can
also click on this link to download and print images of a torso.

2. Observe the torso and explore if you can remove some parts and try to put them
together again.

3. Use the visible thinking routine -Parts Purposes Complexity to note down ✍️ your
observations:

●​ What are the parts of the torso?

●​ What are its various pieces or components?
●​ What are the purposes of each of these parts?
●​ What are its complexities?
●​ How is it complicated in its parts and purposes, the relationship between the
two, or in other ways?

Learning goals
You will be able to rate students on the selected learning goals
Targeted lines of inquiry
 How body systems work
The interconnectedness of body systems
Teacher notes
Teacher notes are private to teachers and are not shared with students

●​ Part, Purposes and Complexities routine might be a challenging routine for

some students. Students might need some modelling and guidance during the
process.
●​ If you think it might be challenging, you have two options:

1. You have all the students work on Think, Puzzle, Explore routine.

2. The other option is to have students choose which routine they might want to use
during the provocation.

●​ The free printables of the human body organs were accessed from
123kidsfun.com. YOu can visit their website for more educational resources.

Provocation 2
Learning intentions

To provoke prior knowledge and reflect on what could the big picture idea of this unit be about.
Learning experience description

As we launch the unit, you will also be engaging in another provocation:

1.​ Look 👀at SDGs related to health and wellbeing such as no hunger and

🧐
water.
2.​ Try to identify the SDGs that will directly impact body systems and
our physical body.
3.​ Use the same visible routine: Think Puzzle Explore or Parts, Purposes,
Complexities to reflect on the 17 SDGs in the poster. You have the
choice to use one of the visible thinking routines.
4.​ Be ready to share your thoughts with classmates and think about how
this is connected to provocation 1.
Submission template

sdg-chart

Image (196.4 KB)

 Part and complexities

Image (756.2 KB)

01_Think Puzzle Explore

Image (1.5 MB)

Resources

01_Think_Puzzle_Explore 2

PDF (1.1 MB)

thinking-routine-parts-purposes-and-complexities

PDF (40.2 KB)

 sdg-chart

Image (196.4 KB)

Learning goals
You will be able to rate students on the selected learning goals
Targeted lines of inquiry
●​ How body systems work
●​ The interconnectedness of body systems
●​ Possible ways to ensure healthy wellbeing for community members
Teacher notes
Teacher notes are private to teachers and are not shared with students

When working on this provocation, the students will identify that all SDGs
impact the physical wellbeing in one way or the other. This will start questions
and thoughts and how how they are connected.

Form and Function of Different Body

Systems

Learning intentions

To understand the form and function of different body systems

Learning experience description

🌱 and
💪
Our body is made up of many systems that work to help us grow
survive .

Today, you will choose to research 👁️one body system and you will become
an expert in it.

You will present your findings to your fellow classmates.

1. Choose one 1️⃣ body system that you would like to research:
 ●​ digestive system
●​ respiratory system
●​ circulatory system

2. Use the available resources to identify 🔍:

●​ The main parts of the system
●​ The function of the system
●​ How we can take care of the system

3. Make sure you use at least two resources with citations 💬.

4. Your end product should include a visual and text.

5. Remember, you will need to share your research 🗣️

about this body system
with someone who has not explored it. You will be the source of information.

6. Share the findings of your research with a peer and upload them on the
Toddle Student App.
Resources

The Circulatory System Reading Comprehension

Link

Respiratory System Reading Comprehension

Link

The Digestive System Reading Comprehension

Link
Assessment tool(s)
Checklist
Did I include at least 4 main organs in this sytem?
Yes

No

Did I mention two functions of this body system?

Yes

No

Did I mention at least two ways how to take care of this body system?
Yes

No

Learning goals
You will be able to rate students on the selected learning goals
Targeted lines of inquiry
How body systems work

Interconnectedness of Body Systems

Learning intentions

To make connections to explore the interconnectedness of body systems

Learning experience description

You have inquired into the form and function of body systems. But are they
connected? Do they support each other? What will happen if one of the
system does not work well?

👨
1.​ Create heterogenous groups.
2.​ Each group should have a member who researched one of these body
systems: digestive, respiratory, circulatory.
3.​ Use the research that they have done in the previous learning

👬
experience 'Researching about the body system and learning from
peers' and bring all your information together .

Part 1

1.​ Each member will share 🙋‍♂️

the product that was created in their previous

🗣️
research as a visual reference.
2.​ When sharing , think about the organs, function and how we can take

🔗
care of the system.
3.​ Think about how these systems are connected together.

Part 2

1.​ Your goal as a group 👥is to create a visual that shows your
understanding of how the three-body systems are interconnected.
 2.​ You might want to create a digital version or a hard copy version. It
could be a mindmap or a drawing.
●​ Goal: Understand the interconnectedness of body systems.
●​ Success Criteria: I can identify at least three ways how these
three body systems are connected.
●​ I can challenge myself and reflect on what would happen if one
system was not functioning well.
3.​ Upload your work on the Toddle Student App
Submission template

Concept Map Template

Image (171.1 KB)

Resources

Concept Map Template

Image (171.1 KB)

Untitled

Link
Learning goals
You will be able to rate students on the selected learning goals
Targeted lines of inquiry
The interconnectedness of body systems
Teacher notes
Teacher notes are private to teachers and are not shared with students

●​ During sharing, the teacher can set listening and speaking objectives.
The groups can fill in a group reflection and/ or a self-assessment sheet.
●​ If the teacher co-creates a class rubric for that, it will be a great
opportunity for students to move from self-assessors to self-adjusters.
●​ Students will take notes as their friends are sharing as well so they can
reflect on similarities and differences between systems.
●​ Educators can guide students to use Canva to create their visual
posters.
Factors Impacting Body Systems
Learning intentions

To explore the impact of different factors on the body

To use visual literacy skills to read infographics and collect data from them
Learning experience description

There are many factors that impact our bodies; some we have control of and some
we do not.

👨‍🔬
Although these factors might be external, they have a direct impact on our body
systems .

But how?

Choose to do this engagement alone or with a group.

1.​ Choose one factor that affects one's well- being, that you would like to

✍️
explore. For example, stress or pollution.
2.​ Use the visible thinking routine - What, So What, Now What to write down

👀
your thoughts.

💬
3.​ Identify what you see in the infographic provided below. What message is

🤔
this infographic trying to relay.
4.​ Then apply the question So What to the messages contained in the
infographic-
5.​ Think about the Now What-what action, behaviors or feelings should be taken

👨 👬
as a result of your learning.
6.​ If you did this engagement alone join classmates that explored the same
factor and share your reflections.
7.​ Your next step is to get together with classmates who explored different
factors and share your reflections.
8.​ Final Reflection: What do you notice about how factors impact the body?
9.​ You can upload your reflection on the Toddle Student App and make it a part
of your e-portfolio too.
Submission template
 What, so what, now what

Image (114.6 KB)

Resources

What, So what, Now what Routine

PDF (127.2 KB)

 infographic-common-physical-symptoms-of-stress-among-children

Image (93.6 KB)

Inographic- How stress impacts systems

Image (134.5 KB)

the-negative-health-impact-of-stress

Image (232.8 KB)

Malnutrition food-infographic-infographic-what-does-malnutrition-look-like

Image (165.8 KB)

health-effects-air-pollution-health-effects-air-pollution-human-body-short-long-term-effects-dise
ases-vector-109179030

Image (146 KB)

Learning goals
You will be able to rate students on the selected learning goals
Targeted lines of inquiry
The interconnectedness of body systems
Possible ways to ensure healthy wellbeing for community members

Impact of Health Issues on Other

Dimensions

Learning intentions
To reflect on the impact of health issues on a social, emotional, and economic level.
Learning experience description
There are many factors that impact our physical body like stress, pollution,
malnutrition, anxiety, and lack of sleep. As a result, these factors impact us on a
social, emotional, and economic level.

🤔
👨
1.​ Use the sheet in the resource section to think about how will the mentioned
factors not only impact physical well-being but also impact other
dimensions of our lives. These could be:
●​ Emotional Aspect:​
How will it impact your feelings and thoughts?
●​ Social Aspect:​
How will it impact your relationships with others?
●​ Economical aspect:​

👨‍👧‍👦 🙆‍♂️
How will it impact you on the financial level?

💸
2.​ You can reflect on either one, two, or three aspects (social , emotional ,

👬
and economic ).
3.​ You can collect more data by interviewing people around you. They could
be your friends, family members, and neighbors.
4.​ Remember to upload your work on the Toddle Student App.
Submission template

Imapct on Different Dimensions

Image (53.2 KB)

Resources
 Impact of Health Issues on Different Dimensions

PDF (16.2 KB)

Learning goals
You will be able to rate students on the selected learning goals
Targeted lines of inquiry
How body systems work
 The interconnectedness of body systems

Information Writing
Grades

Grade 4

Subjects

Mathematics, English+2 more

Learning intentions
To use informational writing to describe a health issue, focusing on all three body systems:
respiratory, digestive, and circulatory.
Learning experience description

👨‍🔬
📝✏️
You are very knowledgeable . You have explored body systems and their
interconnectedness. You will share your learning using informational writing

1.​ You have done extensive research about the impact of health issues on body
systems.

👨‍🔬
2.​ Use your learning of how to write an informative essay to write about a health
issue
3.​ Use the template in the resources section to guide you. You can include
●​ causes
●​ effects on the respiratory system
●​ effects on the digestive system

✍️
●​ effects on the circulatory system
4. Your essay . should have at least two causes and two effects on each body
system.

5. Once complete, upload your writing piece on the Toddle Student App.
Submission template

41_Information report writing organizer_Eng Lang Art Templates

Image (164.7 KB)

 Information Writing Rubric

Image (351.5 KB)

Resources

CCSS Informative-Explanatory Rubric - Grade 4

PDF (57.5 KB)

 41_Information report writing organizer_Eng Lang Art Templates

PDF (106.6 KB)

Learning goals
You will be able to rate students on the selected learning goals
Targeted lines of inquiry
Possible ways to ensure healthy wellbeing for community members
Teacher notes
Teacher notes are private to teachers and are not shared with students

●​ Students can choose a health issue of their choice. As part of differentiation,

they can choose one that was already explored in class or a new one of their
choice. Students will need to explain it, its cause, and its effects on the
different body systems.
●​ The teacher might also want to edit the rubric based on the needs and the
expectations of her class or school.
●​ The teacher might choose specific aspects or criteria to focus on with the
student.
●​ The teacher might choose to focus on the aspect the student mostly needs or
based on the student's writing goal.
●​