ALEX Classroom Resource

  

The Senses: Touching StudyJam

  Classroom Resource Information  

Title:

The Senses: Touching StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/science/human-body/touching.htm

Content Source:

Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

This is how you touch: Nerve cells throughout your body respond to external stimuli by sending nerve impulses to your brain. To put it another way, your skin’s nerve cells respond to the things you touch, allowing you to feel them.

This resource presents a short slide show about how humans interpret and respond to things they touch. After utilizing this resource, the students can complete the short test to assess their understanding.

Content Standard(s):
Science
SC2015 (2015)
Grade: 4
10 ) Obtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Obtain information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.
  • Communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.
Teacher Vocabulary:
  • communicate
  • articulate
  • obtain
  • structure
  • function
  • interactions
  • digestion
  • respiration
  • circulation
  • excretion
  • movement
  • control
  • coordination
  • protection
  • disease
  • body systems
Knowledge:
Students know:
  • Humans have systems that interact with one another.
  • The purpose, functions, and interactions of the digestive system.
  • The purpose, functions, and interactions of the respiratory system.
  • The purpose, functions, and interactions of the circulatory system.
  • The purpose, functions, and interactions of the excretory system.
  • The purpose, functions, and interactions of the systems that contribute to movement, control, and coordination.
  • The purpose, functions, and interactions of the systems that protect the body from disease.
Skills:
Students are able to:
  • Obtain information by reading and comprehending grade-appropriate complex texts about the interacting systems in the human body.
  • Evaluate information about interactions and functions of human body systems by comparing and/or combining across complex texts and/or other reliable media.
  • Communicate information orally and/or in written formats about interactions and functions of human body systems.
Understanding:
Students understand that:
  • The body is a system of interacting parts that makes up a whole and carries out functions its individual parts can not.
AMSTI Resources:
AMSTI Module:
Animal Studies

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.10- Identify human systems (i.e. digestive, circulatory, and respiratory).


Science
SC2015 (2015)
Grade: 4
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).


NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.


Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
  • Investigate different ways animals receive information through the senses.
  • Investigate different ways animals process the information they receive and how they respond to it.
Teacher Vocabulary:
  • investigate
  • evidence
  • transmit
  • perception
  • receptors
  • senses
  • sensory information
  • process
  • memories
Knowledge:
Students know:
  • Different types of sense receptors detect specific types of information within the environment.
  • Sense receptors send information about the surroundings to the brain.
  • Information that is transmitted to the brain by sense receptors can be processed immediately as perceptions of the environment and/or stored as memories.
  • Immediate perceptions or memories processed by the brain influences an animal's actions or responses to features in the environment.
Skills:
Students are able to:
  • Identify different ways animals receive, process, and respond to information.
  • Identify evidence of different ways animals receive, process, and respond to information to be investigated.
  • Plan ways to Investigate different ways animals receive, process, and respond to information.
  • Collect and communicate data of different ways animals receive, process, and respond to information.
Understanding:
Students understand that:
  • Sensory input, the brain, and behavioral output are all parts of a system that allows animals to engage in appropriate behaviors.
AMSTI Resources:
AMSTI Module:
Animal Studies

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.11- Identify the sense organs and the information they receive (eyes/sight, tongue/taste, ears/hearing, skin/touch, nose/smell).


Tags: cell, external stimuli, human body, nerve cells, organ, senses, stimulus, touch
License Type: Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

The test may be completed as a whole group or independently on student devices.

  This resource provided by:  
Author: Hannah Bradley