We are currently studying living things. During recent explorations of the wetland and school garden, students closely observed living and non-living things and how they interact to form ecosystems. In the classroom we synthesized our observations and listed the general characteristics of living and non-living things. We noticed it was relatively easy to define the characteristics of living things, but much more difficult to describe the characteristics of non-living things. We could only describe non-living things as what they were not.
After this discussion students posted a lot of questions on the question board, mostly about the human body. How do we breathe? Why do people need to eat? How do we grow? How are we alive? What makes us die? I wanted to follow the students' interest in their own human bodies, so I invited Dr. Welling to visit our classroom. Dr. Welling is a parent of one of my students. I knew this expert brain surgeon could help us find answers to our questions about the human body. Sure enough, he provided an unforgettable learning experience for students. He brought several human body parts to show us, including a brain, lung, kidney, and heart. It was amazing to hold all of these body parts in our hands, and think about how they all work together to keep us alive.
After this discussion students posted a lot of questions on the question board, mostly about the human body. How do we breathe? Why do people need to eat? How do we grow? How are we alive? What makes us die? I wanted to follow the students' interest in their own human bodies, so I invited Dr. Welling to visit our classroom. Dr. Welling is a parent of one of my students. I knew this expert brain surgeon could help us find answers to our questions about the human body. Sure enough, he provided an unforgettable learning experience for students. He brought several human body parts to show us, including a brain, lung, kidney, and heart. It was amazing to hold all of these body parts in our hands, and think about how they all work together to keep us alive.
Dr. Welling explained what each of our body parts (or organs) do. He also showed us some diseased organs. Students were shocked by how dirty and black the smoker's lungs were. It made us never want to touch a cigarette. Also, the heart we examined had an artificial valve in it. Dr. Welling explained that to keep our heart healthy, we need to exercise and eat a healthy diet. High-fat foods can clog our blood vessels, like a straw can be clogged with butter, making it difficult for the heart to pump blood and oxygen to the rest of our body.
Dr. Welling also told stories about memorable brain surgeries he had performed. He recalled operating on a young man who was suffering from a serious head injury due to a skate boarding accident. He had crashed hard, and he was not wearing a helmet. His brain had become so swollen that it was pinching shut the blood vessels feeding blood and oxygen to his brain. During a life-saving brain surgery, Dr. Welling removed a portion of the boy's skull to make room for his brain to swell. Two weeks later, after the swelling had gone down, he replaced the skull fragments and the young man lived. The lesson learned? Always wear your helmet!
Dr. Welling also recalled operating on a 10-year-old boy who had a brain tumor near his pituitary gland. The tumor was causing the pituitary gland to be hyperactive. Since one of the jobs of the pituitary gland is to regulate growth, the young boy had grown to be over 7 feet tall! Dr. Welling operated on the boy to remove the brain tumor and save his life. And in case you were wondering, no, the boy did not shrink! However, he did stop growing.
Dr. Welling also described the different parts of our brain, and how each part does something different. Our brain is so complex, and truly amazing! He concluded his visit by telling us about his career, including the preparation and schooling required to become a brain surgeon. Even though he had to go to school for a long time, he said it was worth it. Because now he gets to help people live longer and better lives. And that is what he likes best about his job, that he gets to help people every day. We are so grateful to Dr. Welling for taking the time to visit our classroom. It was an unforgettable experience for all of us!
Dr. Welling also told stories about memorable brain surgeries he had performed. He recalled operating on a young man who was suffering from a serious head injury due to a skate boarding accident. He had crashed hard, and he was not wearing a helmet. His brain had become so swollen that it was pinching shut the blood vessels feeding blood and oxygen to his brain. During a life-saving brain surgery, Dr. Welling removed a portion of the boy's skull to make room for his brain to swell. Two weeks later, after the swelling had gone down, he replaced the skull fragments and the young man lived. The lesson learned? Always wear your helmet!
Dr. Welling also recalled operating on a 10-year-old boy who had a brain tumor near his pituitary gland. The tumor was causing the pituitary gland to be hyperactive. Since one of the jobs of the pituitary gland is to regulate growth, the young boy had grown to be over 7 feet tall! Dr. Welling operated on the boy to remove the brain tumor and save his life. And in case you were wondering, no, the boy did not shrink! However, he did stop growing.
Dr. Welling also described the different parts of our brain, and how each part does something different. Our brain is so complex, and truly amazing! He concluded his visit by telling us about his career, including the preparation and schooling required to become a brain surgeon. Even though he had to go to school for a long time, he said it was worth it. Because now he gets to help people live longer and better lives. And that is what he likes best about his job, that he gets to help people every day. We are so grateful to Dr. Welling for taking the time to visit our classroom. It was an unforgettable experience for all of us!
The following week we spent some time reflecting on our experience with Dr. Welling. We examined a list we had created at the beginning of our study, describing the characteristics of living things. After some consideration, we realized something was missing from our list. That is, living things think! What makes a fish or a bird or a cat different than a rock is that it thinks and responds to its environment. We added this very important characteristic of living things to our list.
Next, I displayed some photos of various animal brains. We did a thinking routine called "See Think Wonder." Students were given one minute to view the image in silence. Then we had a discussion describing what we SEE (looking for similarities and differences), what we THINK is happening (or how the brain works), and what we WONDER about. I recorded students' responses on the board.
One thing students could SEE was that all the brains had a line down the center, dividing them into left and right hemispheres. And the brain hemispheres were the same (or symmetrical) on both sides. That was something that was the same about them. Students could SEE differences, however, in brain size and the amount of "bumps" or folds in each brain. One thing students THINK is that the five senses are important because they give information to the brain, and help the brain respond to its environment. Students WONDER about the relationship between brain size and body size, as well as the relationship between brain size and intelligence.
One thing students could SEE was that all the brains had a line down the center, dividing them into left and right hemispheres. And the brain hemispheres were the same (or symmetrical) on both sides. That was something that was the same about them. Students could SEE differences, however, in brain size and the amount of "bumps" or folds in each brain. One thing students THINK is that the five senses are important because they give information to the brain, and help the brain respond to its environment. Students WONDER about the relationship between brain size and body size, as well as the relationship between brain size and intelligence.
This prompted a friendly debate over the question: Are bigger brains smarter? Students began to describe what they know about the abilities of the different animals that were shown. For example, students noted that pigeons have a homing instinct, sharks are amazing hunters, and cats have excellent night vision. Doesn't a brain have to be smart to do all of those things? But we were puzzled. If these animals are so smart, why are their brains so small? It was a great question.
How do you determine whether an animal is smart, or smarter than another? All animals have such different abilities. How do you measure intelligence? Are animals specially adapted for life in certain environments? How does the ability to respond to your environment help you survive? We had lots of questions. It was time to investigate!
How do you determine whether an animal is smart, or smarter than another? All animals have such different abilities. How do you measure intelligence? Are animals specially adapted for life in certain environments? How does the ability to respond to your environment help you survive? We had lots of questions. It was time to investigate!
Students moved to different centers to play with their new ideas. We made models of the brain with dough, and put together a puzzle of the human body. We also tested how quickly we could respond to our environment, measuring how fast we could catch a dropped ruler. We tested both our right and left hand to see which hand could react more quickly.
We used a couple of class periods to research the adaptations of various animals, taking notes in our science journals as we read Ranger Rick magazines. We were curious to find out which animal is the smartest. Perhaps the dolphin, or the chimpanzee? It's difficult to say. One thing we did discover is that every animal has its own special creature powers (as the Kratt brothers say). Scientists call creature powers "adaptations". Adaptations are body parts or behaviors that help an organism survive in its environment. For our final project, we used our research on adaptations to create a class book of animal-inspired superheroes.
We used a couple of class periods to research the adaptations of various animals, taking notes in our science journals as we read Ranger Rick magazines. We were curious to find out which animal is the smartest. Perhaps the dolphin, or the chimpanzee? It's difficult to say. One thing we did discover is that every animal has its own special creature powers (as the Kratt brothers say). Scientists call creature powers "adaptations". Adaptations are body parts or behaviors that help an organism survive in its environment. For our final project, we used our research on adaptations to create a class book of animal-inspired superheroes.
Ant Boy, for example, has the adaptations of an ant and can lift things that are fifty times his own weight! Dolphin Man has a blowhole and is an excellent swimmer. He can communicate with dolphins and uses echolocation to find and save dolphins caught in nets. Owl Man can fly fast, and turn his head all the way around to see when bad guys are coming. Cheetah Man can run super fast, has spots for camouflage, and uses his claws and amazing eyesight to get the bad guys. This was a fun project for students, and a great way for me to assess whether students got the concept of adaptations.
This wraps up our study of living things. Students celebrated their learning with an incredible music performance called "We Are Amazing". Students sang about their amazing bodies, our big beautiful world, and the power they have to make this world a better place. They sang about the importance of making good choices, dreaming big, and being kind to others. They sang about how life's challenges make us stronger, and how we can do amazing things when we all work together.
The third grade performed these songs for other students at the school, and for their parents at a special evening event. I smiled and cried through the whole thing. It was the best! I want to thank the third grade teachers who taught the students these powerful songs, and thank the students who worked so hard to prepare for this program. Third graders, you are amazing!
This wraps up our study of living things. Students celebrated their learning with an incredible music performance called "We Are Amazing". Students sang about their amazing bodies, our big beautiful world, and the power they have to make this world a better place. They sang about the importance of making good choices, dreaming big, and being kind to others. They sang about how life's challenges make us stronger, and how we can do amazing things when we all work together.
The third grade performed these songs for other students at the school, and for their parents at a special evening event. I smiled and cried through the whole thing. It was the best! I want to thank the third grade teachers who taught the students these powerful songs, and thank the students who worked so hard to prepare for this program. Third graders, you are amazing!
We Are Amazing
206 bones in my body to help me stand tall,
230 joints I can bend to jump up when I fall,
660 muscles to move when I dance or play ball.
That is amazing!
I have the power to think and to see
And imagine the world the way it can be.
Nobody else is exactly like me.
That is amazing!
Chorus
I can discover and I can decide
to share all the light I have hidden inside,
for I have a power that can't be denied!
That is amazing! I am amazing!
Chorus
Everyone of us breathes.
Everyone of us blinks.
Every heart in us beats.
Everyone of us thinks!
We are amazing!
Jump up and clap and shout it.
And the things we will do will surprise me and you
there is no doubt about it.
We are amazing.
When you think about it
there is no doubt about it.
So stop and think...about it.