1.  Materials

a.  Paper

b.  Pencils

c.  PowerPoint presentation “Body Systems Jeopardy”

d.  Human Body Corporation Handout

e.  Resources:

                            i.  http://www.lessonplanspage.com/TheHumanBodyCorporation.htm

             2.  Objectives

a.  Students will review all the body system information and write a letter defending one particular body part’s role in the human body.

             3.  Motivation

a.  As soon as students see that we will be playing a Jeopardy game, they will be motivated to participate. Simply showing them the first slide of the Jeopardy PowerPoint game will excite them. The hard part will be keeping them in their seats at this point. If they would like a couple of minutes to look over their Body Systems folders while the game is loading, provide them with a few minutes. They will be working with their peers at their desk clusters so make sure everyone is seated where they need to be.

             4.  Goal for Learner

a.  Today we will review what we learned about body systems and then write a letter about one particular body part.

             5.  Content and Procedures

a.  Teacher Content

                            i.  Know answers to the Jeopardy questions so when the class is playing you will know whether to click ahead to the answer (meaning the students answered correctly) or the answer given was incorrect (meaning the next group of students has the opportunity to answer.

                            ii.  Be familiar with each student’s assigned body part and be available to assist in prompting students and helping with their letters.

b.  Procedure

                            i.  Have students work in their groups (tables) as one team playing Jeopardy. Choose a team to go first. Each table should have a piece of paper and a pencil to record their scores as well as answer the “Bonus” question at the end of the game.

                            ii.  Use the PowerPoint presentation “Body Systems Jeopardy” to play the Jeopardy game. Let the first group pick a category and a point value. Allow that group the opportunity to answer the question first (after discussing with their group). If the group answers incorrectly, rotate around the room in one direction and allow the next group an opportunity to answer until one group gets the correct answer. When the question has finally been answered, return to the next group (following the one that just chose the category and point value) and allow them to choose the next one.

                            iii.  Once all the questions have been chosen, each group will tally their score and place a “final bet.” The final question will require the entire group’s effort as they explain the path the blood follows in the body. Final scores will be judged by the teacher. Tell students you will be looking for 8 key words (lungs, oxygen, left atrium, left ventricle, body part, carbon dioxide, right atrium, right ventricle).

             6.  Practice/Application

a.  Students will be given the paper below and instructed to write a letter to the Human Body Corporation, defending their position as a particular body part. They will try to convince the Human Body Corporation not to fire their body part by explaining the importance of their role and how life would be without that body part.

             7.  Evaluation of Student Learning

a.  Students’ letters will be graded based on the criteria #1-8 noted on the handout. Students could receive a possible 15 points – 2 points for #1, 3-8, and 1 point for #2.

             8.  Closure

a.  Students’ letters will be displayed in the room and the class will read all of the letters and vote for the letter they believe defends the body part’s position the best. They will not be allowed to vote for their own letter and the voting will be a silent ballot vote so students will not influence one another.