integrated ict learning unit ade - volume 6 6.5 the body

ade -

Integrated ICT Learning Unit Volume 6

6.5 The Body

Florida Edition

e-Student © The Body

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Information

and

Communication

Technology

English Language

Health and

Physical Ed.

ICT INTEGRATION ACROSS THE CURRICULUM

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INTEGRATED LESSON STRUCTURE

6.5 THE BODY

Prior Learning Requirements

Concept / Topic: Basic knowledge of human organs and their functions

ICT Skills: Entering text into a table

Integrated Lesson Components

i) Touch Typing 5 Min

A suitable activity should be selected by the ICT or class

teacher to ensure continuity and progression of appropriate skills

ii) Tech Talk 5 Min

TOUCHPAD This is the pad usually found on notebooks that is used in

place of the mouse. It is touch sensitive. Who has used a touch pad before?

iii) Integrated Activity 50 Min

Students create a table explaining the structure of

systems of the body and their function

iv) Educational Game optional

A suitable educational game may be used as an optional activity at any point during the course of the lesson at the

discretion of the ICT or class teacher

Resources Used

Software: Internet Explorer; Microsoft Word Prerequisite: Website Linx

Template: None WWW: Various

Learning Areas

• Health and Physical Education • English Language

Additional Learning Opportunities

Concept / Topic: 6.15 Skeleton Scramble

ICT Skills: 6.1 Aims and Goals

Follow On • Find out information about donating parts of your

body for medical research. Debate the issue with

another class / school.

• Visit a museum and investigate how mummification was so effective. Do any cultures

still practice mummification? • Visit the library and draw up a chart showing

strange and interesting facts about people (largest, tallest, oldest etc)



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Student name: Class

Integrated Activity: Students create a table explaining the structure of systems of

the body and their function

Theme/Topic: The Body Integrated Activity

Learning Areas Practice Assess

Health and Physical Education

Make informed decisions about personal health

Comment:

English Language

Locates information using key words and concepts

Summarises information in a table

Expresses opinions

Comment:

Concepts, Skills and Attitudes

Systems and functions

Organ donation & transplant

Locate, access and select relevant information

Summarising

Collaboration

Accountability

4 = Exceeded Requirements 3 = Satisfied Requirements

2 = Partially Satisfied Requirements 1 = Has Not Satisfied Requirements



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Student name: Class




e-Student Skills Practice Assess

Unit 2 - Files and Folders

2.2.1 Right / Left click mouse

2.2.2 Single / Double click mouse

2.3.1 Alpha / numeric keys on keyboard

2.3.2 Special Keys (Ctrl / Alt / Shift etc) on keyboard

2.4 Recognising icons

2.5.1 Open / Exit programmes Using Shortcuts

2.5.2 Open / Exit programmes Using Start Menu

2.6.1 Maximise / Minimise window

2.6.2 Close window

2.6.3 Move window

2.6.4 Multitask between documents / applications

2.6.5 Using the task bar

2.7.1 Navigating through folders / Folder structure

2.7.3 Navigating within a file (scrollbar / hyperlinks)

2.7.4 Opening Files

2.7.5 Saving Files

2.7.6 Closing Files





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Student name: Class




e-Student Skills Practice Assess

Unit 4 - Word Processing

4.1 Open programme

4.2.1 Start new document

4.3.1 Insert text

4.3.2 Format Text (font face/ colour / size / bold)

4.3.3 Align text

4.3.4 Insert bullets

4.4.1 Insert table / Draw table

4.4.2 Insert columns / rows into table

4.4.3 Insert text into table

4.5.1 Insert graphics

4.5.2 Format graphics

4.5.3 Move graphics

4.5.4 Resize graphics

4.5.5 Copy / Paste graphics

4.5.6 Delete graphics

4.7.1 Inserting WordArt

4.7.2 Format Word Art

4.7.3 Move WordArt

4.7.4 Resize WordArt

4.7.5 Copy / Paste WordArt

4.7.6 Delete WordArt

4.8 Save

4.9 Print Preview

4.10 Print

4.11 Exit





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INTEGRATED ACTIVITY

In order to promote relevant discussion, the following questions are posed by

the teacher to the students:

- How does our body function?

- Can you name some systems that our body uses to function?

- What would happen if one of these systems was not functioning

properly?

A short discussion takes place about the various systems that keep the body

going and how that if one of the systems does not function properly it can have

serious consequences.

Brainstorm as a class and list the different systems of the body. This is an

information gathering exercise only.

Circulatory System

Muscular System

Respiratory System

Digestive System

Skeletal System

Nervous System

Excretory System



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Explain to the students that today we are going on a “System Safari”. We are

going to investigate the function/s of systems of the human body and examine

how these systems depend on each other.

Note to the teacher: This task takes the form of a collaborative webquest.

Students are given a task where they have to research information on the

Internet or a CD ROM encyclopedia. They work in groups of 7 to achieve a

shared goal. Each member of the group researches a different topic or theme,

creates a document and presents it to the rest of the group. The group then

discusses the answer to the original task and presents their case to the rest of

the class.

Task: Create a table which explains the structure (parts), functions

and care of the systems of the human body. Include some interesting

information.

Process:

• Form groups of 7 students.

• Each student will research a different system of the body.

• Each member of the group will create a presentation which contains

exciting visual information about the structure and function of the system

as well how to keep that system healthy.

• Each group member will then have an opportunity to present his/ her

system to the rest of the group, ensuring that the whole group

understands the structure function and care of each the system.

• Based on the information learnt from each member, the group will then

discuss how the systems depend on each other in order for the body to

function properly.

• The group will then present their findings to the rest of their class using a

concept map.



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1. Research information about the system you are studying using the www

2. Open the Internet browser by double clicking on the internet icon on

the desktop

3. Access the Inner Body Online website by double clicking on the link

under Website Linx

4. Follow the link to the Human Anatomy Online

5. Bookmark the website if you feel it contains useful information by clicking

Favourites →→→→ Add to favourites

6. Minimise your internet browser and open your word processing programme

by double clicking on the Word icon or by clicking Start →→→→ Programmes →→→→

New Office Document →→→→ Blank Document

7. Save your document into your digital portfolio → office button →→→→ save

as →→→→ locate your portfolio →→→→ double click →→→→ type a suitable name

in the file name box →→→→ save

8. Insert a suitable heading

for your document using

word art.

9. Click on the word art icon

on the insert toolbar

10. Select a suitable, easy to

read word art style by

double clicking on your

choice. Type the heading

in the text box.

11. Change the font , style and

size if you wish by clicking

on the down arrows in the

word art dialogue box

12. When the word art appears on your page � right click �� format word art

�� layout tight � to enable you to move it

13. Position your heading at the top of your page

14. You are now going to insert a table underneath the heading. Move your

cursor so that it is positioned under your heading by pressing the shift key

and pressing enter until the cursor is in the correct position



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15. Click insert toolbar →→→→ table →→→→ insert table

- You will need 5 columns and two rows in your table.

Insert 5 and 2 in the correct boxes. Click OK

- Type five headings:

- System Name

- Structure / parts

- Function

- Care

- Interesting Information

16. Centre, bold and shadow these headings by clicking on

home toolbar →→→→ font. Select style, colour etc in the

font tab

17. Insert a picture of the system you are

researching: Copy and paste a graphic from the

internet � right click on the picture→→→→ copy �

minimise the Internet by clicking on the minus sign in the top right

hand corner of the screen � maximise Word by clicking on the

tab on the taskbar at the bottom of the screen � click in the 1st

column - 2nd row in your table. Home toolbar →→→→ paste

special → bitmap

18. Note: Sometimes the graphic copies over in HTML format in

which case the graphic will not be visible. Using the paste

special function allows you to change the format of the picture

to make it visible

19. Position the graphic in the first column in the row under the heading

20. Research the rest of the information you need and type it in point form (key

words and phrases) under the correct headings

21. Use bullets to indicate each new piece of information by clicking on the bullet

icon on the formatting toolbar

22. Should you wish to format the bullets, click home toolbar →→→→ Bullets →→→→

Select the new style bullet you wish to use

23. Add a custom border around your table

24. Ensure the cursor is inside the table. Page layout toolbar →→→→ page borders

→→→→ click on borders tab →→→→ custom.



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25. Select a style, colour and width of the border and click OK

26. Apply shading to the top row of your table by highlighting the top row of the

table. While the cursor is positioned in the top row, right click →→→→borders

and shading →→→→ click on shading. Select a colour and change the word

in the apply to box to cell. Click OK

27. Save your document

28. Present the information you have researched to the rest of your group ask

questions after your presentation to make sure that everyone understands

the function and care of the system

29. Once you have listened to all the presentations from each group member,

add rows to your table which explains the structure, function and care of all

the other systems you have learnt about.

30. Add extra rows onto your table – ensure that the cursor is in the bottom row

of the table. Right click Table →→→→ insert →→→→ rows below. Keep adding rows

in this manner until you have enough rows.

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SSttrruuccttuurree// PPaarrttss FFuunnccttiioonn CCaarree IInntteerreessttiinngg IInnffoorrmmaattiioonn

• Smooth Muscle • Cardiac Muscle • Skeleta

l Muscle

• Muscles contract to move bones and body parts

• Exercise • Stretch before

and after exercise

• Correct posture

• Balanced diet

• 35 – 45 % of your body is muscle

• Striated muscle has stripes or striations in it.

• Smooth muscle does not.

• Voluntary muscles are muscles that you can move whenever you want to.

• Involuntary muscles contract and relax automatically inside your body. We cannot control our involuntary muscles



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31. Locate pictures of each of the systems on the websites listed above.

32. Run a spell check on your document � review toolbar →→→→ spelling and

grammar. Correct all spelling errors

33. Type your name and class on your document

38. Use the print preview function to check that your document is going to print

properly. Click office button →→→→ print right facing arrow →→→→ print preview

39. Send your document to print. Click Office Button →→→→ Print

40. Type in the page numbers you want to

print according to the instructions

underneath the pages box

41. Click OK



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