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Students walked into class and found 3-cups, one string, and rubber band.

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Challenge rules were given to students. Working in pairs, students were challenged to create a pyramid only using the string and rubber band.

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Pairs that completed the task, were then challenged to complete the pyramid again using only one tool. They were asked again to build to increase their speed.

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Students were asked to reflect and build connections to what they have been learning. Students were able to discuss how the activity represented team work. We discussed how the pair that completed the challenge first was different from the pair that completed the challenge the most times. Students made connections between collaboration and efficiency. One student mentioned how it got easier the more they completed the task, similar to how the body reacts to changes in systems.

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Class was given scenarios and had to identify which systems were interacting.

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Responses were based on specific organs and their functions rather than the overall systems.

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Students were given articles and links in Google Classroom to use as resources for their assignment. Questions on the assignment were aligned to CAASPP Performance Task stimuli. The stimuli were similar in differentiated version, but it included less opportunity for student choice, as well as diagrams embedded for support

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Students opened the assignment prior to looking over the resources. In the future, i would move the assignment to the bottom of the live stream so they are forced to open articles. I had all assignment and articles in one Google Classroom, but when peers noticed others had the differentiated one, they opened that assignment. If this were my own class, I would set up Google Classrooms specific to my student needs or be better prepared on assigning to specific students only.

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Using 3-2-1 Format, 3 body systems, 2 ways they are connected or interact, 1 way to maintain homeostasis.

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Based on the on-going assessments of the lesson, students need more support making connections/interactions. The 3-2-1 and Google Classroom assignment showed students could not make a connection between a body system and a non-living system. This may go back to the structure of the Google Classroom because they were provided an article specifically making a connection between the immune system and the army. Since students kept referring back to the functions of specific organs rather than the system, I would create a chart to record the function of each system. I would create a similar chart for functions of non-living systems so they can visually make a connection between the two.

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Students were most engaged during the warm-up activity. The feedback and responses were most accurate during this time. Since it was a day 4 lesson, I planned a larger block of independent practice., however, they did not have the stamina to complete the task in the short time period. In the future i would briefly go over each source and link to help guide their research. Since I was assessing their knowledge on interactions of body systems, I needed to provide more opportunity for them to communicate their understanding rather than distracting them with the multiple readings.