The Bruins I.C.E. School Lesson 1: Cardiovascular and Respiratory Systems Lesson 2: Skeletal System Lesson 3: Digestive System Lesson 4: Informational Text How Hockey Works: The Science of Hockey by Keltie Thomas Worksheets Included: Please see each lesson for worksheets and frameworks applied to that lesson. 1
Lesson 1: Cardiovascular and Respiratory Systems Concept/Topic to Teach: Cardiovascular and Respiratory Systems Students will have an understanding of the increase in their heart rate (pulse) from being at rest to after participating in physical activity. They will learn to find their heart rate on their wrists, or on their neck. Standard Addressed: M.C.1.e. The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and for protection from disease. All of these systems interact with one another. Activities: Students will measure their heart rate (pulse) before beginning the floor hockey game. Students will play a game of floor hockey and measure their heart rate (pulse) at different intervals of the game. The class can be divided in half for two teams, or divided into smaller groups with more than one game being played at a time. The teacher can determine how many minutes the floor hockey game will be. General Goals Expected Outcome: Students will gain an understanding that their heart rate (pulse) increases as they exercise. They will be able to count their heart rate (pulse) at their wrist or neck. Specific Goals: Students will measure their heart rate (pulse) before they begin to play floor hockey and at various times while playing the game. They will work in pairs where one student will use a stopwatch for timing one minute, while the other student counts his/her heart rate. Technology Integration: http://www.cyh.com/healthtopics/healthtopicdetailskids.aspx?p=335&np=285&id=1467 Kids Health How To Take Your Pulse http://www.foodinsight.org/linkclick.aspx?fileticket=nv8psgkxvo0%3d&tabid=1325 Information for teachers on heart rate 2
Required Materials: Stopwatches Foam balls Hockey sticks Heart rate chart Introduction: While learning about the cardiovascular and respiratory systems, students will play a game of floor hockey and monitor their heart rate. The students will practice finding their heart rate (pulse) using their wrist and neck. Students may choose which way they prefer to take their pulse for this activity. The students will also learn how to use a stopwatch to measure one minute of time. Explanation/ Modeling: The teacher can use reference materials to explain how the human heart works. The timeframe for teaching how the human heart works, and for students practicing taking their heart rates (pulse), may vary depending upon how quickly the students gain an understanding of counting their heart rate (pulse) and using a stopwatch. Independent Practice: The students can practice taking their heart rate (pulse) and using a stopwatch during recess, or after completing their daily assignments. Differentiated Instruction: Some students may need additional help taking their heart rate (pulse) and/or using a stopwatch. Some students may take their pulse for 15 seconds and then multiply times 4 instead of counting for one minute. Extensions: After playing the hockey game, the students can think of other activities in school that cause an increase in their heart rate (pulse), and then practice with their partner. (For example; walking quickly around the classroom, jogging in place, or going up and down the stairs.) Students can make a list of activities that they think will not increase their heart rate (pulse) and then try these activities to determine if their heart rate (pulse) increases or not. Check for understanding: The teacher will monitor the students when they are working in pairs, making sure they are able to find and take their heart rates (pulse). The students should have an understanding that exercise will increase their heart rates (pulse). 3
Closure/Wrap up: Class discussion and sharing changes in their heart rates (pulse). Evaluation: Heart rate chart may be used as an assessment. The students may complete an assessment paragraph explaining the changes they observed in their heart rate (pulse) before and during the floor hockey game. 4
Name Timer Does Your Heart Rate Change During A Floor Hockey Game? Complete the heart rate chart below to determine if your heart rate changes while playing a game of floor hockey. Heart Rate Chart Count Your Heart Rate Heart Rate (after one minute) Before the Game Begins End of Period 1 End of Period 2 End of Period 3 5 Minutes After the Game 5
Lesson 2: Skeletal System Concept/Topic to Teach: Students will become familiar with the bones of the skeletal system. Standard Addressed: M.C.1.e. The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and for protection from disease. These systems interact with one another. General Goals: Students will become familiar with the skeletal system of the human body. Specific Goals: Students will gain an understanding that the main functions of the skeletal system are to support their body, enable the body to move, protect organs, store minerals, and produce blood cells. Students will determine the role the skeletal system has while playing the sport of hockey. Required Materials: Paper skeleton to put together with brass fasteners Paper hockey stick and paper ice skates (students can draw or the teacher can provide a pattern for the students to use) Large posters and/or individual pictures of the human skeleton with bones and joints labeled http://www.lessontutor.com/jm_skeleton.html http://www.eslthemes.com/special_days/halloween/skeleton/indexskeleton.htm skeleton to put together Introduction: Students will gain an understanding that the main functions of the skeletal system are to support their body, enable the body to move, protect organs, store minerals, and produce blood cells. This lesson will center upon supporting the body and enabling the body to move. 6
Explanation Modeling: The teacher can use reference materials to explain the human skeletal system. The timeframe for teaching the skeletal system and for students putting their skeletons together and playing the hockey game may vary with each class. Independent Practice: Provide the students with a paper skeleton to put together using brass fasteners, and a copy of the skeletal system labeled with the names of the bones. The students can add a hockey stick and ice skates to their skeleton. Working in pairs, they can use the skeletons to play a game of hockey. As they are playing, they can see which parts of the skeletal system are using during hockey. The students will complete the chart Our Bones Playing Hockey. Differentiated Instruction: Some students may need additional help making their paper skeletons, and guidance when they determine which parts of the skeletal system are used when playing the sport of hockey. Extensions: Students can research the skeletal system and determine how each part is used while playing a hockey game. Check for understanding: A class skeleton with a hockey stick and ice skates can be made on a bulletin board, and the names of the skeletal system used in the sport of hockey can be labeled. As students research the skeletal system, more information can be added to the bulletin board. Closure: As a class group, have students share and discuss their skeletons and charts with the class. Evaluation: Charts may be used as an assessment. The students may complete an assessment paragraph using the information from their chart and any research they completed. 7
Name Date Bones for Hockey Complete the chart below with the actions your skeleton is taking while playing a game of hockey and then write the names of the bones being used with each of these actions. Actions (Moves) in the Game of Hockey Bones Used When Playing Hockey 8
Lesson 3: The Digestive System Concept/Topic to Teach: Students will understand how digestion and healthy eating enable them to live healthily. They will also understand that the Boston Bruins need to eat healthy in order to have the strength and stamina to play professional hockey. Standards Addressed: M.C.1.e. The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another. General Goals: Students will become familiar with the digestive system and healthy eating. Specific Goals: Students will be able to think about their own eating habits and those of the Boston Bruins as they become familiar with their digestive system and having a healthy body. Technology Integration: http://kidshealth.org/kid/stay_healthy/food/pyramid.html http://www.fns.usda.gov/tn/kids-pyramid.html Food Pyramid information and games http://www.coolfoodplanet.org/gb/kidz/ Healthy eating games Required Materials: Food Pyramid Digestive System Summary/Digestive System Summary Chart Eating Healthy with the Boston Bruins activities 9
Introduction: The class will read and discuss the Digestive System Summary/Chart and the Food Pyramid from the websites provided or other reference materials the teacher may have. The children will classify the foods the Boston Bruins eat and the foods they eat, following the Food Pyramid guidelines, onto Eating Healthy with the Boston Bruins charts. Games may be played using the Internet websites. Modeling/Explanation The teacher will read and discuss the Digestive System Summary and the Food Pyramid with the class. Students will be given time to complete the Digestive System Summary chart, and Eating Healthy with the Boston Bruins charts. Independent Practice Students will complete their assignments independently. Differentiated Instruction: Adaptations: Digestive System Summary/Chart and Eating Healthy with the Boston Bruins activities may be read orally, or read in paired groupings. Directions may be read orally for creating activities. Extensions: Complete an additional assignment(s) researching the digestive system, or the food pyramid. A letter may be written to the trainer or the chef of the Boston Bruins asking for information about the foods served to the Boston Bruins on Game Days. Check for understanding: Have a class discussion on the digestive system and healthy eating. Students may discuss and share their charts with the whole class or small group sharing of charts. Closure: The students share and discuss their eating habits with the classmates. Evaluation: Eating Healthy with the Boston Bruins and Digestive System Chart may be used as an assessment. 10
Healthy Eating With the Boston Bruins Here are websites for lessons and materials using the Food Pyramid. http://www.nourishinteractive.com/free_printables/food_groups_worksheets/kids-food-servings-food-groupsservings-pictures-kids-printable-guidelines-food-portions.pdf Use this link to print out the Food Pyramid to use as a guide for this lesson. http://www.nourishinteractive.com/free_printables/kids_food_groups_chart_easy_printable_guide.pdf Use this link to print out the Food Pyramid to use as a guide for this lesson. http://www.nourishinteractive.com/kids/en/build-a-meal/build-a-meal Use this Interactive site using the food pyramid to plan out meals 11
Name Date Eating Healthy With the Boston Bruins Every day, not only on game days, the Boston Bruins eat healthy in order for their bodies to digest the foods they eat properly. Everyone from players, to trainers, and chefs work together to make sure the players are always eating healthy. Because they eat healthy, the Bruins have the energy to play with great strength and stamina during their long hockey season. Complete the chart below by adding in some of the foods the Boston Bruins eat in order to keep their bodies full of energy and healthy. Some foods eaten by the Boston Bruins: brown rice, steak, bananas, whole wheat pasta, strawberries, nuts, eggs, broccoli, melons, broiled chicken, eggs, carrots, multigrain breads, milk, oranges, lettuce, peanut butter, fish, potatoes, tomatoes, water, yogurt, and apples. Grains Vegetables Fruits Dairy Proteins 12
Name Date Are You Eating Healthy With the Boston Bruins? Now that you have completed the chart with foods eaten by the Boston Bruins, think about the foods you have been eating this week. Create a list of some of the foods you have eaten and add them to a chart of your own. Some of the foods you have eaten this week: Grains Vegetables Fruits Dairy Proteins 13
Digestive System Summary Let s take a look at how the foods you eat go into your body, are digested, and then become the energy you need for your daily activities and sports. Digestion begins as soon as you put food into your mouth. Your teeth have the job of cutting, tearing, and grinding the foods you eat into small pieces that can easily move down your throat. The saliva you have in your mouth helps to moisten and soften the food. Your saliva has chemicals called enzymes that break down starches in your food, and make it easy for you to swallow. Often, your tongue lets you taste foods so you can tell the difference between which are sweet, sour, salty, and bitter foods. Your tongue is also working to digest your food. Actually, your tongue is a muscle that works with the saliva in your mouth to make food come together in little balls so you are able to swallow it. Once your food moves down your throat, it travels through your esophagus, which acts as a transportation tube to bring food from your mouth down into your stomach. This movement is all taking place when you swallow. As you are swallowing, and your food is traveling through your esophagus, you are closing a little door in your throat called the epiglottis. When the epiglottis closes, it keeps your food continuing on through the digestive process. The epiglottis prevents your food from going down into your trachea (your windpipe) and then into your lungs. Your food is continuing to digest, as it keeps moving down your esophagus. This part of digestion is called peristalsis. During peristalsis the layers of muscle in your esophagus and in your intestines relax and contract, back and forth, to pass your food into your stomach. Now, the job of your stomach is to use chemicals, called gastric juices, to make your food smaller into little particles. These gastric juices have chemicals, hydrochloric acid and enzymes, which break down food. Your food now moves around in your stomach and mixes with these chemicals for about 3 to 4 hours. After your stomach has completely digested, your food is now in the form of a creamy liquid called chyme. There is a valve at the end of your stomach that opens now and sends your food to your liver. 14
Next, your food is mixed with a chemical in your liver called bile, and gets stored in your gall bladder. When your gall bladder mixes with this bile and your food, it has an important job of breaking down the fats from food into tiny little drops. These fats will be stored and later give us energy. Your pancreas is also working now by adding a digestive juice to your food as it leaves your stomach. The digestive juice now starts breaking down carbohydrates (breads, potatoes, and pasta) and proteins (meats, eggs, and peanut butter) as your food mixture travels to the small intestine. The small intestine does the most work of digestive system. (Even though it is called the small intestine, it is actually about 18 feet long!) Now the real digestion takes place. As your food mixture passes through your small intestine, it is mixed with some new chemicals, and now is digested enough to be used by your body. The walls of your small intestine have thousands of tiny fingers called villi that help move the food. There are blood vessels, which are actually tiny capillaries, in the villi that absorb tiny food molecules (particles). These tiny molecules are now sent off to the rest of your body through your blood, giving you energy to keep your body going. Whatever food your body cannot digest is now sent to your large intestine. The main job of your large intestine is to remove the water that was needed in your digestive process. Now that it is no longer needed in your large intestine, it is sent into your bloodstream. Any food that your body does not need stays for about 12 hours in your large intestine and any undigested food becomes solid waste. This is stored in your rectum until it leaves the body. You can have a healthy digestive system by drinking plenty of water (at least 8 glasses a day) and other fluids. You should also be eating a healthy diet that includes foods rich in fiber (fruits, vegetables, and whole grains). High fiber foods make it easier for solid waste to pass through your digestive system. Your digestive system helps you get the nutrients you need to grow and to stay healthy. In addition to eating healthy, you also need to have a balance between eating healthy foods and physical activities. Try exercising and being physically active for 60 minutes, every day, to help your digestive system keep you healthy. Also, limit the amounts of fatty foods and sugars you eat. With you eating healthy, and your digestive system working properly, you can have a healthy life just like the Boston Bruins! 15
Name Date Digestive System Summary Chart Complete the chart below to show the function of your body parts in digestion. Use the Digestion System Summary for information. Body Part Mouth Function in Digestion Tongue Esophagus Stomach Gall bladder Pancreas Small intestine Large Intestine 16
Lesson 4: Science - Nonfiction Literature How Hockey Works: The Science of Hockey Concept/Topic to Teach: Students will discover the connection between Science and the sport of hockey by reading How Hockey Works: The Science of Hockey by Keltie Thomas, illustrated by Greg Hall. Standards Addressed: Reading Standards for Informational Text Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Craft and Structure 4. Determine the meaning of general academic and domain specific words or phrases in a text relevant to grade 4 topic or subject area. 5. Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. Integration of Knowledge and Idea 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts. In the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. General Goals: Students will become familiar with scientific facts about hockey. Specific Goals: Students will discover that a great deal of science is involved in hockey. There is a connection between the facts of science and the enjoyment of playing, or watching, the sport of hockey. Technology Integration: http://wlma2010.wikispaces.com/file/view/nonfiction+text+features.pdf This is a site for explanation of nonfiction text features. 17
Required Materials: How Hockey Works: The Science of Hockey by Keltie Thomas, illustrated by Greg Hall (Single copy or multiple copies) How Hockey Works: The Science of Hockey Text Features Activity Sheet Score a Goal With the Science of Hockey Introduction: The class will read, discuss, and complete activities using the facts from the book How Hockey Works: The Science of Hockey.. Modeling/Explanation Discuss what the elements of informational text are and what information these elements provide to the reader. Introduce the text, How Hockey Works: The Science of Hockey. The teacher will explain the directions of the activity sheets. Independent Practice Students will read the book and complete their assignments independently. Differentiated Instruction: Adaptations: Students may work in pairs or small groups to read the book and complete their assignments. The teacher may assign students specific pages in the book to read. Extensions: Students may create an independent project, (posters, charts, reports, etc.), using the text and other reference materials provided by the teacher or media specialist. Check for understanding: Class discussion on the connection between science and hockey Whole Class or Small group sharing of facts Closure: As a whole class, have students share their activity sheets with the class. As a whole class, create a chart of the facts discovered in the text. Evaluation: Activity sheets may be used as an assessment. 18
How Hockey Works: The Science of Hockey Text Features We read informational text differently than we read fictional text. In order to read and understand informational text, it is important that you use the features of non-fictional text to locate and understand information. Complete the chart below using your informational text. Title Author Text Feature Photographs Chapter and Page Number How it Helps You Understand the Text Illustrations Captions Maps Chart Graph Lesson Title 19
Heading Subheading Index Glossary Types of Print Labels Table of Contents 20
Name Date Score a Goal With the Science of Hockey! Score a Goal! Write 10 facts you learned about the science of hockey from reading the text, How Hockey Works: The Science of Hockey. Remember to write your facts in interesting, well written sentences. 21
*Extension Activity Create a colorful, fact filled poster using the facts you discovered in the text. Be creative using your facts and your own illustrations. Use the text as a guide. 22