Moodle Project Paper - Nina Dixon & Ken Miller
EDTEC 700 Spring 2011: Learning & Management Systems
Course goals & objectives:
Our course aims to teach fifth grade students about the transport systems of the body. Students will learn about the structures and functions of the circulatory, respiratory, digestive and excretory systems.
On completion of this course, students will be able to score at least 80% on a test of the following information:
1. State the basic unit of life, which is the cell.
2. List the four functions of the capillaries: exchange gases, water absorption, energy absorption, and eliminate waste.
3. List the three basic building blocks of food: carbohydrates, fats, and proteins.
4. List the basic needs of a cell—water, food, gas exchange, and waste disposal.
5. Choose the correct description from a list of how materials are transported to cells in multicellular organisms.
6. Match the structures with their correct functions of the circulatory, respiratory, digestive, and excretory systems in humans.
Description of content:
Lesson 1: Circulation & Respiration
Students will share what they know or understand about the needs of all living organisms. They will learn that in humans, the respiratory system transports oxygen to the blood and carbon dioxide from the blood. They will learn that in the human circulatory system, blood transports resources to the cells and wastes from the cells.
Lesson 2: Digestion and Excretion
Students will learn that cells use simple substances for energy. They will learn that the digestive system breaks down complex substances into simple substances and that these simple substances move from the stomach and intestines into the bloodstream. Additionally, students will learn that the kidney filters waste from blood and converts it into urine.
Lesson 3: Life Support
Students will learn that the circulatory, respiratory, digestive and excretory systems work together to ensure that cells receive the resources they need to live.
Type & description of collaborative interactions:
The collaborative tool we plan to use will be the discussion forum because it will allow us to track student participation as well as give students an opportunity to respond to each other’s inquires about the course.
Type & description of deliverables:
Lesson 1: Circulation and Respiration
Circulatory System: The Circle of Blood (student and teacher resource) - Class This site from the Franklin Institute includes activities and a heart image gallery.
How Your Heart Works (teacher resource) - Class
This site explains how your heart works. From How Stuff Works.
Your Respiratory System (student resource) - Class
Why do you need to breathe? How do you breathe?
Do-It-Yourself Lung Model (student and teacher resource) – Homework
Build your own working model of a lung!
Lesson 2: Digestion and Excretion
IMCPL Kids' Info Guide: Digestive System (student resource) - Class
Simple diagram with links.
Your Digestive System (student resource) - Class
How the digestive system breaks down the food you eat – interactive activities and facts
The Amazing Food Detective (student resource) - Class
Play with your food The childhood obesity case is about to get cracked! The Incredible Adventures of the Amazing Food Detective is a fun and free interactive, online video game for kids aged 9 to 10 that teaches healthy eating and activity habits. In the colorful cartoon game, available in English or Spanish, players solve the cases of eight diverse kids who need to learn healthy habits. Kids can also print out fun health information to share, such as games, scavenger hunts, exercises and recipes. Also available in Spanish.
Dole 5-A-Day Website (student and teacher resource) - Class
This site from Dole includes information about food and nutrition for both students and teachers. Older students will appreciate the Fruit & Vegetable Encyclopedia, plus the recipe section.
What’s for Dinner? - Homework
A fun activity where the program tells the student the number of grams of each type of carbohydrates, protein and fat in each food and how many calories the meal should be and what percentage of fat it should be. The student drags the food on to a plate to make the meal and the program tells them if they were successful or not. If the student has to remove something from the plate, it gets fed to the dog.
Students will reflect in the discussion forum on what they learned about the makeup of food.
Lesson 3: Life Support
Mammallian Circulatory and Respiration System – Class
Look at this model and respond in the discussion forum about the four basic functions of the capillaries. Write one other interesting thing you learned that has nothing to do with the four basic functions.
Virtual Body (student and teacher resource) – Class
This interactive website lets you explore the human skeleton, heart, digestive system, and brain. You need Macromedia Shockwave to use the site. Also available in Spanish.
Your Gross and Cool Body (student and teacher resource) – Homework
Take the Gross Out Quiz and list one thing in the discussion model that you found interesting that was not in the Gross Out Quiz
What makes the human body work? Follow Wendell the Worm and Dora as they explore the human body. Includes explorations of the digestive and urinary systems.
Type of assessment & how they will assess student performance:
I On completion of this course, students will take an online test in Quia (100 points) covering the following information:
1. State the basic unit of life, which is the cell. (15 points)
2. List the four functions of the capillaries: exchange gases, water absorption, energy absorption, and eliminate waste. (15 points)
3. List the three basic building blocks of food: carbohydrates, fats, and proteins. (15 points)
4. List the basic needs of a cell—water, food, gas exchange, and waste disposal. (15 points)
5. Choose the correct description from a list of how materials are transported to cells in multicellular organisms. (15 points)
6. Match the structures with their correct functions of the circulatory, respiratory, digestive, and excretory systems in humans. (25 points)
II Student participation in the discussion forum (100 points)
III Online assignments (100 points)
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