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Izzy B, Bri B, Katie G

We think that when students see how a lesson connects to their own lives, it naturally makes them more curious and willing to learn. Talking about the human body, specifically what organs do, how they keep us alive, and what happens if something goes wrong, makes science feel personal. It’s not just information from a book, this topic relates to their lives. This topic might make students more aware of their health or help them understand a family member who’s sick. It can even spark bigger questions like, “How can I take care of my body?” or “What happens inside when I feel sick?” When learning feels real and relevant, students are more motivated to dig deeper and care about what they’re learning.

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Students may encounter several challenges during this lesson, particularly regarding their physical capabilities compared to their peers. This could lead to inquiries about complex topics in biology and anatomy that teachers may not be fully prepared to address. Additionally, there may be challenges related to students with physical limitations that require careful consideration and support.

This lesson can affect students' lives by influencing them to be more aware and even curious about the human body. This can lead to possible career path exposure or their overall interest in science and how it relates to other content areas.

I enjoyed this lesson, and more particularly, I would use the approach of the 5 Es. I think it can be a great way to introduce the topic of the human body to young learners.

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The application to students' lives promotes intrinsic motivation because students are motivated to learn about their own bodies and share their own experiences. This lesson is easy to relate to and make sense of since it pertains to every person in the class. Students are also physically moving which creates a more engaged learning environment.

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Would you implement any of these practices into your classroom. If so, why?

Each of the inquiry practices is extremely useful in the classroom, and I would definitely use them. Collaboration is key to students building not only communication skills but in sharpening their own reasoning and expanding their thinking. Building upon prior knowledge so that students can be agents of their own learning is an excellent way to empower students to take on increasingly more challenging tasks.

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What challenges may students face & how can the teacher adapt?

I imagine that some students may struggle with being respectful of all bodies, given that this is a fifth-grade lesson. The initial activity of tracing your body may be uncomfortable for some students or may open some students to teasing. This could be addressed by the teacher directly before beginning the activity and would be dependent on the general culture that was already cultivated in the classroom prior to this activity. Perhaps adding in a pre-lesson reading or discussion on diversity of bodies could help to support a positive in-class culture.

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1. Would you implement any of these inquiry-based practices into your classroom to teach about the human body? If so, why? If not, how would you change your approach?

I would definitely implement all of these inquiry-based practices. First things first, I do not think that learning can happen without collaboration, students’ background knowledge, or students’ questions to gauge where the lesson is going. Also, I believe that students receive a richer understanding when they have the opportunity to connect the learning to their own lives and experiences. This includes exploring their bodies, like in your lesson. Also, making a lesson fun and meaningful to students helps with retention, and students will really learn and enjoy doing it.

2. How does the application to students’ lives promote an interesting motivation within students to want to know more? How can this lesson affect a student's life?

When you apply learning to students’ lives, they find the information and lessons to be more meaningful. Relating a lesson or learning to students’ lives gives them a reason to care. When the learning relates to their experiences outside of school, it gains significance.

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Some students may struggle with physical movement based on their physical health, and students may have different physical capabilities. A teacher may face this when they have students with physical disabilities such as being in a wheelchair. A teacher can adapt their techniques to fit these students needs by modifying it to be upper body activities or by having more visual or 3D models.

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This will promote intrinsic motivation because students may want to learn more about their own bodies. This can affect a student's life because it may spark a love for anatomy, which may guide their career and interests for the future.

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I would use collaboration in my classroom to teach about the human body as students tend to be more engaged in a lesson if they are working in pairs or groups.