Chapter 5 – Modeling With Technologies

6th Grade 5.5.A.1 – The Human Body Systems - Inspiration Concept Map, Lesson & Learning Activity

     I created a concept map of the human body systems to introduce my 6^th graders to the major concepts of the human body systems and engage them in meaningful learning of the specifics and the inter-relationships of those systems.  This meets the New Jersey Core Content Curriculum Standard for 6^th graders 5.5.A.1, which states: “Explain how systems of the human body are interrelated and regulate the body’s internal environment.

     I used Inspiration software, which I downloaded from the web.  The software was fun and helpful, but I felt more graphical flexibility would have been preferable for me.  For example, I wanted to move the arrows to a specific location and be the judge of where to put them.  In addition, I didn’t have the ability to change the shape or size of the bubbles, star, or square…the software decided for me.  I wanted a horizontal rectangle to fit at least five words abreast, and it gave me a vertical rectangle that fit one to two words abreast.  In addition, the database of pictures was extremely limited, although I probably could have used existing clip art from other software I have or download them, but I didn’t have the time to investigate it further.  On the bright side, it was easy to hyperlink, which I did to the Digestive System bubble.  It hyperlinks to:  www.innerbody.com/image/digeou.html .

     I would use my 6^th grade Inspiration Concept Map to begin a Unit on human body systems:

Within one class period, the teacher will introduce and the students will discuss and begin to understand the basic concepts and functions of the human body systems with the concept map.  It is a visually pleasing, graphical, and fun introduction to what could be a confusing and difficult subject for some sixth graders to retain.  The concept map, like most models of domain knowledge, would help students better comprehend and remember what they are learning.  It would appeal to visual, conceptual, and, I believe, the entire class and create a meaningful learning experience.  I would ensure all the students understood how important this piece of paper was, as we were going to be using it throughout all the chapters in the textbook that dealt with each system.  Then, we, as a class, would add to the concept model as we went along each chapter.  Culminating the unit, the students would be grouped into teams of 3 or 4, and given a specific body system.  Each team would research their system online and find a website that interactively shows their system, its functions and use.  They would also create a life size model of one of the team members, and diagram their system and its functions.  In addition, the class would add to the concept model, showing the inter-relationships between systems and the final version would be posted on the class website to be played around by the whole class before the final unit test.

     Meaningful learning is a multi-faceted natural human process utilizing all of these body systems.  I believe my use of the Inspiration model and the lessons provided will require my 6^th graders to be intentional and active to learn; reflective and constructive to be able to contextualize knowledge and learning into practical applications, and are morally obligated to share and discuss their knowledge learned with the world.