Boddle provides adaptive math practice & assessments all through a fun game.
We show you which math skills your students need to practice so you can help right away.
This art history video discussion looks at Bodhisattva, probably Avalokiteshvara (Guanyin), Northern Qi dynasty, c. 550--60, Shanxi Province, China, sandstone with pigments, 13-3/4 feet / 419.1 cm high (Metropolitan Museum of Art, New York).
Students are introduced to the circulatory system, the heart, and blood flow in the human body. Through guided pre-reading, during-reading and post-reading activities, students learn about the circulatory system's parts, functions and disorders, as well as engineering medical solutions. By cultivating literacy practices as presented in this lesson, students can improve their scientific and technological literacy.
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Students learn about various crystals, such as kidney stones, within the human body. They also learn about how crystals grow and ways to inhibit their growth. They also learn how researchers such as chemical engineers design drugs with the intent to inhibit crystal growth for medical treatment purposes and the factors they face when attempting to implement their designs. A day before presenting this lesson to students, conduct the associated activity, Rock Candy Your Body.
This thematic unit from Comox Valley Schools (SD71) in B.C. is aimed at Grade 6 Core French students, but is suitable for younger grades and would be easily adaptable for older ones. It is focused on oral practice and participation and would also be useful in primary French Immersion classes!
THIS UNIT'S THEME: Body Parts & Monsters (Le corps & les monstres)
In addition to tips for incorporating French into daily routines, the unit includes:
-Vocabulary
-Pronunciation videos
-Kahoot/flash card games
-Word games
-Games and activities for oral practice
-An art & writing activity
The same page details other units and a Cultural Study: La culture de Montréal.
Summary: The grades 4 and 5 music classes at OES had the opportunity to experience, create, practice and perform body percussion raps. I taught them a Hand Rap, which we practiced and performed together using various sounds objects. We figured out the rhythms to go with the Hand Rap, then enjoyed some videos of other groups using body percussions rhythms to create performances. We discussed and analyzed these performances before creating our own criteria for a composition assignment using body percussion. Finally the students were divided into small groups and given class time to create their own body percussion compositions, followed by practice and performances.
This is a group project I use when teaching body systems in grade 5. Each group is assigned a specific body system to research, write about, create a diagram, and then present to the class. Once all groups have presented to the class, I give each student a test, to assess how much information they understood.
Learning Outcome HB5.2 - Investigate the structure, function, and major organs
of one or more human body systems such as the digestive, excretory,
respiratory, circulatory, nervous, muscular, and skeletal systems. [SI, TPS]
Goal: Identified areas of the Science 5 curriculum where student development of
models of scientific concepts would be appropriate.
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Students design and build devices to protect and accurately deliver dropped eggs. The devices and their contents represent care packages that must be safely delivered to people in a disaster area with no road access. Similar to engineering design teams, students design their devices using a number of requirements and constraints such as limited supplies and time. The activity emphasizes the change from potential energy to kinetic energy of the devices and their contents and the energy transfer that occurs on impact. Students enjoy this competitive challenge as they attain a deeper understanding of mechanical energy concepts.
Ce site est utile pour la correction du travail en français par les étudiants. Les directives et les explications se trouvent en anglais ce qui aide à la compréhension.
Students use a tension-compression machine (or an alternative bone-breaking setup) to see how different bones fracture differently and with different amounts of force, depending on their body locations. Teams determine bone mass and volume, calculate bone density, and predict fracture force. Then they each test a small animal bone (chicken, turkey, cat) to failure, examining the break to analyze the fracture type. Groups conduct research about biomedical challenges, materials and repair methods, and design repair treatment plans specific to their bones and fracture types, presenting their design recommendations to the class.
Students are introduced to the challenge question, which revolves around proving that a cabinet x-ray system can produce bone mineral density images. Students work independently to generate ideas from the questions provided, then share with partners and then with the class as part of the Multiple Perspectives phase of this unit. Then, as part of the associated activity, students explore multiple websites to gather information about bone mineral density and answer worksheet questions, followed by a quiz on the material covered in the articles.
In their reading from activity 1 of this unit, students should have discovered the term "logarithm." It is at this point that they begin their study of logarithms. Specifically, students examine the definition, history and relationship to exponents; they rewrite exponents as logarithms and vice versa, evaluating expressions, solving for a missing piece. Students then study the properties of logarithms (multiplication/addition, division/subtraction, exponents). They complete a set of practice problems to apply the skills they have learned (rewriting logarithms and exponents, evaluating expressions, solving/examining equations for a missing variable.) Then they complete a short quiz covering what they have studied thus far concerning logarithms (problems similar to the practice problems). They consider how what they have learned moves them closer to answering the unit's challenge question.
Students learn about the role engineers and engineering play in repairing severe bone fractures. They acquire knowledge about the design and development of implant rods, pins, plates, screws and bone grafts. They learn about materials science, biocompatibility and minimally-invasive surgery.
Students revisit the mathematics required to find bone mineral density, to which they were introduced in lesson 2 of this unit. They learn the equation to find intensity, Beer's law, and how to use it. Then they complete a sheet of practice problems that use the equation.
Students examine an image produced by a cabinet x-ray system to determine if it is a quality bone mineral density image. They write in their journals about what they need to know to be able to make this judgment. Students learn about what bone mineral density is, how a BMD image can be obtained, and how it is related to the x-ray field. Students examine the process used to obtain a BMD image and how this process is related to mathematics, primarily through logarithmic functions. They study the relationship between logarithms and exponents, the properties of logarithms, common and natural logarithms, solving exponential equations and Beer's law.
After learning, comparing and contrasting the steps of the engineering design process (EDP) and scientific method, students review the human skeletal system, including the major bones, bone types, bone functions and bone tissues, as well as other details about bone composition. Students then pair-read an article about bones and bone growth and compile their notes to summarize the article. Finally, students complete a homework assignment to review the major bones in the human body, preparing them for the associated activities in which they create and test prototype replacement bones with appropriate densities. Two PowerPoint(TM) presentations, pre-/post-test, handout and worksheet are provided.