Sing the Systems: Brain and Body in Action

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Sing the Systems: Brain and Body in Action

Grade 5Science6 days

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5.0 (1 rating)

Sing the Systems: Brain and Body in Action is a project designed for 5th-grade science students, focusing on the interactions between human body systems and the brain. Over six weeks, students creatively use music and movement to express scientific concepts, reinforcing their understanding of anatomy through songwriting and performance. The project incorporates collaboration, as students work in groups to write lyrics, design movements, incorporate feedback, and create a cohesive performance. The goal is to enhance comprehension and engagement using artistic expression, culminating in a school concert where students showcase their musical and scientific integration.

MusicMovementHuman Body SystemsBrain FunctionsCreative ExpressionCollaborative Learning

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we creatively use music and movement to explain the complex interactions between human body systems and the brain in a way that enhances both understanding and engagement?

Essential Questions

Supporting questions that break down major concepts.

How do different human body systems interact to support overall health and function?
What are the main functions of the brain and its different parts?
How can music and movement enhance our understanding of complex scientific concepts?
In what ways can creative expression be used to communicate scientific knowledge?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will understand and explain the interactions between different human body systems and the functions of various parts of the brain.
Students will demonstrate their understanding of human anatomy through creating lyrics that describe how the body systems and brain functions work.
Students will enhance their learning and engagement by creatively using music and movement to illustrate scientific concepts.
Students will collaborate in groups to create a cohesive musical performance that communicates scientific content effectively.

Next Generation Science Standards

5-LS1-1

Supporting

Support an argument that plants get the materials they need for growth chiefly from air and water.Reason: This standard focuses on understanding how systems support life processes, analogous to understanding human body systems.

5-PS3-1

Supporting

Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.Reason: This aligns with the project’s focus on explaining how body systems maintain function, similar to understanding animal energy usage.

5-ESS2-1

Supporting

Develop a model to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Reason: Understanding interactions within Earth systems parallels understanding body system interactions.

Common Core Standards

CCSS.ELA-LITERACY.CCRA.SL.5

Primary

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.Reason: The project employs music and movement to convey scientific information, enhancing comprehension and engagement.

National Science Education Standards

NS.5-8.3

Primary

Understandings about scientific inquiry: Develop descriptions, explanations, predictions, and models using evidence.Reason: Involves description and explanation of scientific concepts through creative expression.

Entry Events

Events that will be used to introduce the project to students

The Body Harmony Concert Challenge

Students enter the classroom to find it transformed into a concert venue, complete with stage lights and music equipment. A guest speaker, who is a musician and science enthusiast, introduces the concert challenge: creating a song about the human body systems and performing it at a school event. This event taps into students' creative, musical, and scientific interests while providing an authentic and engaging entry into the project.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Song Lyric Composer

Students write creative lyrics for a song about human body systems and brain functions, enhancing their understanding of anatomy through poetic expression.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the provided song base and identify key points about human body systems and brain functions to be highlighted in the lyrics.

2. Research basic functions and interactions of different body systems and brain parts using science textbooks and online resources.

3. Collaboratively brainstorm and draft lyric ideas in small groups, ensuring they accurately reflect scientific knowledge.

4. Craft the final version of the lyrics, using rhyme and rhythm to help convey scientific concepts.

Final Product

What students will submit as the final product of the activityCompleted song lyrics that accurately and creatively describe human body systems and brain functions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5-PS3-1 and CCSS.ELA-LITERACY.CCRA.SL.5 as students use language to describe scientific concepts and enhance understanding through music.

Activity 2

Musical Movement & Prop Design

Students design movements and create props to accompany their song, using these elements to deepen understanding of human body systems and brain functions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify key concepts from the song lyrics that can be expressed through movement or physical props.

2. Experiment with different actions and props that can symbolically represent body systems and brain functions.

3. Finalize a sequence of movements and design props that align with the lyrics and enhance the performance.

Final Product

What students will submit as the final product of the activityChoreographed movements and crafted props that complement the lyrics and performance theme.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.CCRA.SL.5 as students use creative expression to enhance understanding of presentations.

Activity 3

Rehearsal & Feedback Loop

Students rehearse their performances, incorporating teacher and peer feedback to refine and enhance their understanding and presentation.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Perform the song for peers, focusing on integrating movements and props.

2. Engage in a structured peer feedback session to receive constructive feedback on scientific accuracy and performance quality.

3. Reflect on feedback and make necessary adjustments to improve both scientific content and performance.

Final Product

What students will submit as the final product of the activityA refined musical performance ready for presentation at the school event.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NS.5-8.3 and CCSS.ELA-LITERACY.CCRA.SL.5 as students apply feedback to improve informational and expressive accuracy.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Creative Expression in Science

Category 1

Scientific Understanding

Assess the depth of comprehension of human body systems and brain functions as evidenced in the lyrics and performance.

Criterion 1

Accuracy of Information

Measure how accurately the lyrics describe the scientific concepts relating to body systems and brain functions.

Exemplary

4 Points

Lyrics offer a detailed and nuanced description of body systems and brain functions, reflecting deep understanding and accurate scientific information.

Proficient

3 Points

Lyrics correctly describe body systems and brain functions, showing competent understanding and adherence to scientific facts.

Developing

2 Points

Lyrics provide a basic description of body systems and brain functions, with some inaccuracies in scientific information.

Beginning

1 Points

Lyrics contain several inaccuracies or misconceptions about body systems and brain functions.

Criterion 2

Integration of Concepts

Evaluate how creatively and accurately the scientific concepts are woven into the song.

Exemplary

4 Points

Scientific concepts are seamlessly integrated into the song with creativity, enhancing both educational value and artistic appeal.

Proficient

3 Points

Scientific concepts are well-integrated into the song, maintaining a good balance between educational content and musical elements.

Developing

2 Points

There is an attempt to integrate scientific concepts into the song, although somewhat lacking in creativity or coherence.

Beginning

1 Points

Scientific concepts are poorly integrated, resulting in a disjointed song with little educational value.

Category 2

Creative Expression

Examine the use of music, movement, and props to enhance understanding of human body systems and brain functions.

Criterion 1

Musicality and Rhythmic Expression

Assess the song's rhythmic quality and how effectively it uses musical elements to convey scientific concepts.

Exemplary

4 Points

Song employs rhythmic and musical elements in an innovative way, perfectly aligning with the scientific content to enhance understanding.

Proficient

3 Points

Song effectively uses rhythm and musical elements to convey scientific concepts, contributing to understanding.

Developing

2 Points

Song uses basic rhythmic and musical elements, with some influence on scientific understanding.

Beginning

1 Points

Song displays minimal use of musical elements, with little impact on the communication of scientific concepts.

Criterion 2

Movement and Prop Use

Evaluate the effectiveness of movements and props in representing scientific concepts during the performance.

Exemplary

4 Points

Movements and props are thoughtfully chosen and executed to clearly and creatively represent scientific concepts.

Proficient

3 Points

Movements and props are well-selected and support the representation of scientific concepts effectively.

Developing

2 Points

Some effective movements and props are used, but choices may lack consistency or clarity.

Beginning

1 Points

Movements and props are ineffective or haphazardly chosen, adding little to the representation of scientific concepts.

Category 3

Collaboration and Reflection

Focus on the process of working together in groups and incorporating feedback to improve the performance.

Criterion 1

Collaboration Skills

Assess the ability to work effectively within a group to achieve common goals.

Exemplary

4 Points

Demonstrates leadership and contributes significantly to group discussions and the overall project outcome.

Proficient

3 Points

Actively participates in group efforts, contributing to discussions and project completion.

Developing

2 Points

Participates in group efforts with some prompting, limited contribution to discussions.

Beginning

1 Points

Rarely participates in group efforts or discussions, providing little to no contribution.

Criterion 2

Reflection and Improvement

Evaluate how students use feedback to improve their understanding and performance.

Exemplary

4 Points

Consistently seeks, applies feedback constructively, makes thoughtful adjustments to improve understanding and presentation.

Proficient

3 Points

Applies feedback constructively and makes adjustments to improve understanding and presentation.

Developing

2 Points

Makes minimal adjustments based on feedback, limited improvements in understanding or presentation.

Beginning

1 Points

Does not apply feedback constructively, resulting in little to no improvement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did this project help you understand the interactions between different human body systems and the functions of the brain?

Text

Required

Question 2

How effectively were you able to use music and movement to illustrate scientific concepts?

Scale

Required

Question 3

What challenges did you face when collaborating in groups, and how did you overcome them?

Text

Required

Question 4

Which part of the project did you enjoy the most and why?

Multiple choice

Required

Options

Writing Lyrics

Designing Movements and Props

Performing the Song

Receiving and Applying Feedback

Question 5

In what ways do you think creative expression can be used to communicate scientific knowledge effectively?

Text

Optional