1. Topic-
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| Hot and Cold Temperatures |
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2. Content-
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| Human body temperature, thermostat, fever, hypothermia |
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3. Goals: Aims/Outcomes-
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1. Observe our temperatures after various activities
2. Predict how various activities will affect our body temperature
3. Discuss what our bodies are telling us when our temperature changes |
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4. Objectives-
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1. Students will verbalize understanding that our bodies remain
at a relatively constant temperature
2. Students will compare human bodies to a thermostat in regards to
temperature
3. Students will verbalize why it is dangerous when our bodies change
temperature |
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5. Materials and Aids-
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| Thermostat, alcohol swabs, large thermometer (back room) |
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6. Procedures/Methods-
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A. Introduction-
1. Explain to the students that we will be observing our body temperatures
to see if doing various things causes a change in them, and recording
our observations
2. Since we will be working with thermometers, we will have to be
very careful when handling them to ensure they don't break
3. We will discuss what a high body temperature and a low body temperature
mean, and why they can signal danger in our bodies |
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B. Development-
1. The teacher will demonstrate how to take body temperature and
how to record it in a proper sentence, and have each student record
their resting body temperature
2. Explain what we will be doing to warm up our bodies and cool down
our bodies
3. Explain what kinds of sentences we should write. Ex: "When I am
not moving, my body temperature is (blank)" |
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C. Practice-
1. Have students write down predictions in proper sentences in the
spaces provided
2. Have the students warm up their bodies by doing jumping jacks and
take their temperature and record their results in a proper sentence
3. Have students go outside with the teacher and stand still for one
minute to cool down their bodies. Go back inside and take temperatures
and record their results in a proper sentence |
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D. Independent Practice-
1. Students answer questions in their worksheet in proper sentences
2. During discussion time, ask students to explain why our temperature
didn't change during the warm up and cool down activities and record
their answers in proper sentences
3. Introduce the body as a thermostat. What does a thermostat do in
our house? Why does the body work like a thermostat? (answers are
recorded in proper sentences)
4. What does it mean when we have a fever? What does hypothermia mean?
Why is dangerous to have either of these? (answers are recorded in
proper sentences) |
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E. Accommodations (Differentiated Instruction)-
| 1. Assist students who have a hard time spelling, and allow those
who struggle with writing to write shorter sentences, while those
who are strong spellers can coach the weaker students and can write
more complex sentences |
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F. Checking for understanding-
1. Have students explain what their body temperature means
2. Show students a temperature that would indicate fever and ask them
if this person is healthy. Why not? How can we lower body temperature?
3. Show students a body temperature that would indicate hypothermia.
Why is this dangerous? How can we warm up someone who's body temperature
is very low? |
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G. Closure-
1. Revisit the body as a thermostat. It is important to realize
that our body does certain things to keep our temperatures constant.
We shiver when we are cold to warm ourselves up and we sweat when
we are hot to cool ourselves off
2. It is important to realize that since our body temperature stays
pretty much the same that a change in body temperature can signal
that our health is often in danger |
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