THE GRAND GLANDS
This lesson is designed to extend knowledge of the endocrine
system through in depth examination utilizing the technology of video. Each
gland in the endocrine system is identified, located and visually presented,
permitting students to internalize their functions and explain why each
is vital to an individual's health.
THE INSIDE STORY WITH SLIM
Little Giants #107
Students will be able to:
- identify and locate glands in the endocrine system;
- explain how the thyroid and pituitary glands are related to growth;
- discuss the function of each gland;
- tell why glands are vital.
- 1 chalkboard and chalk
- 1 human torso model
- 1 model of the brain
- 1 sheet notebook paper
- 1 pencil
- 1 Activity Sheet #1
- 1 any color crayon
- 1 marking pen
- 1 Activity Sheet #2
- nervous system
Write endocrine system on chalkboard. Ask, "What do you
know about the endocrine system and its function?" Allow time for student
responses; do not challenge or make corrections at this time. List each
on the chalkboard. Say, "The endocrine system is made up of glands
working together to control various functions of the body."
Distribute a sheet of notebook paper and a pencil to each student. Write
gland on chalkboard. Say, "This is the first of several terms you will
hear throughout the lesson." Have students pronounce gland and record
the term on their notebook paper. Say, "Leave enough space to include
a definition for gland when it's explained on a video you will see."
Next, encourage students to tell what they already know about glands. Explain
there will be an opportunity for comparing present knowledge of vocabulary
terms to their enhanced knowledge after the lesson has been presented. Follow
the previous procedure as each vocabulary term is in-troduced.
Distribute a copy of Activity Sheet #1 (diagram of the human body) and a
crayon to each student. Say, "Use your diagram of the human body and
the crayon to make a small dot where you believe the thyroid, hypothalamus,
pituitary, endocrine and adrenal glands are located." Allow time for
students to complete the task.
Distribute a marking pen to each student. To give students a
specific responsibility while viewing say, "Watch the video and check
your accuracy in locating the five types of glands in the endocrine system.
If you located a gland accurately, no additional mark is needed for that
gland. If you placed a gland in the wrong location, use your pencil to mark
an X through it, then locate it accurately using the marking pen."
Demonstrate on chalkboard to assure each student under-stands the instructions.
THE INSIDE STORY WITH SLIM GOODBODY
Little Giants #107
BEGIN tape prior to the title being shown. Audio is introductory music;
video is human body with glands highlighted by blinking lights. PAUSE
tape on video of glands highlighted by blinking lights and allow students
to check how accurately they located each type of gland on the human body
diagram. Provide enough time for necessary corrections.
Ask, "How many types of glands in the endocrine system did you locate
accurately before seeing the video?" Allow time for students to interact
as they evaluate their work. To give students a specific responsibility
while viewing say, "As you watch the next video, be prepared to explain
the function of each gland in the endocrine system."
FAST FORWARD and BEGIN tape on next diagram of the human body
with flashing lights; audio is "What makes your wonderful body work
the way it does?" PAUSE tape after visual of the student going
down a hill on the snow; audio is children laughing. Ask a volunteer to
name a gland and explain its function as shown on the video. Write or have
another volunteer write name of the gland and its function on the chalkboard
after the class has reached a consensus relative to accuracy. Continue until
each of the five types of glands has been named, functions accurately explained
and recorded on the chalkboard.
Refer to the list of vocabulary terms written on notebook paper at beginning
of the lesson, then say "Use this time to record a definition for gland
and the five types of glands found in the endocrine system." Allow
time for students to complete the task; assist as may be needed. Have individuals
tell the definition they recorded for each term as classmates check their
own definitions for correctness.
To give students a specific responsibility while viewing say, "Watch
the next video to discover more specifics about where the endocrine system's
glands are located. As the locations are shown on the video, name each gland
you located with a dot on your diagram of the human body." RESUME
tape. PAUSE tape on close-up of Slim Goodbody; audio is "There
are glands located throughout your body, each with a different job to do
but they all work in the same way." Review locations of glands as shown
on the video; have students check their diagrams for correct labelings.
Display a torso model of the human body. Ask, "What name is given to
the endocrine glands located in the head?" Identify a volunteer to
answer, then locate the glands on the model. Follow-up with appropriate
questions or use student questions to ensure everyone has a general idea
of locations and names of endocrine glands. Ask, "What gland is located
in the throat?" Follow previous procedure to gain student responses
to this and the following questions: What is the gland located in the throat
called? Which glands are located in the lower chest cavity? Which gland
is involved in reproduction and identifies you as female or male? Write
hormones on the chalkboard, then ask students to share any knowledge they
have of the term. To give students a specific responsibility while viewing
say, "Watch the next video and decide whether your present understanding
of hormones agrees with information included on the video." RESUME
tape. PAUSE tape after visual of the blood vessel; audio is, "...carried
throughout your body." Allow students to compare their previous knowledge
to information included on the video. Decide, as a group, the best definition
for hormones; instruct students to write the definition on their notebook
To give students a specific responsibility while viewing, say "As you
see the next video, be prepared to explain additional functions of hormones."
RESUME tape with audio, "This is the fascinating network, your
endocrine system." PAUSE tape on visual of Slim pointing toward
the human body diagram with flashing lights. Allow time for students to
tell additional functions of hormones as you record them on chalkboard.
Ask, "What purpose does the endocrine system serve?" Provide time
for student interaction. To give students a specific responsibility while
viewing say, "The next video is a review on the functions of the endocrine
system. As you watch, determine whether your understanding of the system
is the same as explained on the video." RESUME tape; PAUSE
tape on visual where students are sitting on a bench; audio is end of the
song. Allow time for students to evaluate their perception of the endocrine
system and its functions.
Distribute a copy of Activity Sheet #2 to each student. Say, "This
will be used to record specific information about locations and functions
of glands in the endocrine system." Display a model of the brain in
view of students. Ask a volunteer to point out where the hypothalamus gland
is located. Assist as needed. To give students a specific responsibility
while viewing say, "Watch the video and be prepared to list and explain
the function of the hypothalamus gland on your Activity Sheet." BEGIN
tape with visual of Slim pointing to a model of the brain; audio is, "It
is the link between your endocrine and your nervous systems." PAUSE
tape after discussion of the hypothalamus is brought to closure. Ask, "What
are the functions of the hypothalamus gland?" Allow time for the class
to interact as they explain functions of the hypothalamus gland and record
the information on their Activity Sheet. Ask, "Were you accurate in
identifying where the hypothalamus is located before you saw the video?"
Allow for response.
Refer to the brain model as you ask, "Would someone please show where
the pituitary gland is located?" Select a volunteer to demonstrate.
To give students a specific responsibility while viewing say, "As you
watch the next video, look to see if location of the pituitary was accurately
identified and be prepared to explain its functions." RESUME
tape. PAUSE tape on visual of a girl at the chalkboard; audio is,
"Wow!" Allow time for students to evaluate accuracy of locating
the pituitary as done before the video, then discuss its functions. Have
students record appropriate information on their Activity Sheets.
Have students demonstrate where the thyroid gland is located. To give students
a specific responsibility while viewing say, "Let's watch the next
video to verify correctness of the thyroid's location. In addition, listen
for and be prepared to define metabolism." Write metabolism on chalkboard,
then resume tape. Pause tape after metabolism has been defined. Ask, "Did
you correctly identify the location of the thyroid before seeing the video?"
Allow for response. Ask, "What is metabolism?" Provide time for
responses as students explain metabolism is the chemical changes in living
cells by which energy is provided for vital processes and activities. Refer
students to the notebook paper on which other definitions have been recorded.
Instruct them to add the definition for metabolism.
To give students a specific responsibility while viewing say, "Watch
the video and be prepared to explain the function of the thyroid."
RESUME tape; PAUSE tape on visual of several students piled
on top of a tire; audio is end of the song, Thyroid. Elicit discussion as
students tell functions of the thyroid gland. Have students touch the approximate
location of their thyroid glands (base of the neck).
Say, "Another important gland in the endocrine system is the adrenal.
Where do you think it's located?" Select a volunteer to point out location
of the adrenal glands on the model. To give students a specific responsibility
while viewing say, "As you see the next video, watch to find out if
the location of the adrenals was correctly identified; also, listen for
their functions." RESUME tape. PAUSE tape on visual of
three students patting one another on the back; audio is, "...and your
body gets back to normal." Allow students to verify the accurate location
of adrenals, then tell their functions. Instruct them to record appropriate
information on the Activity Sheet. Allow time for completion of the task.
Write gonads on the chalkboard. Say, "The final glands we are going
to discuss are the gonads or sex glands. These glands have different locations
depending upon whether you are female or male." Draw symbols for female,
and male, on chalkboard. Say,"You will often see these symbols used
to designate gender, especially in business and finance documents."
Allow students to discuss and tell where they have seen the symbols used.
Ask, "What do you believe is the function of gonads?" Allow students
to share their beliefs. To give students a specific responsibility while
viewing say, "Watch the last video to learn where these glands are
located and to test your beliefs about their functions." RESUME
tape. STOP tape after information on the gonads has been covered.
Ask a female and a male student to point out location of the gonads for
their gender using the human body torso model. Allow time for discussion.
Ask, "As you watched the video, what did you learn about functions
of the gonads?" Permit students to respond; have them record appropriate
information on their Activity Sheet.
Have volunteers use the models of the brain and human torso to name and
demonstrate locations of all glands in the endocrine system. As a gland
is named/located, allow the volunteer to call on a classmate to explain
the functions of the gland.
Involve students in playing THE GRAND GLAND GAME. It is played
like the television game show, Jeopardy. Explain rules of the game as:
Divide the class into groups of four students each through the process of
counting off; instruct groups to select a member as their spokesperson.
Explain each group will be given an opportunity to choose a number. Assigned
to each number is an answer. The teacher reads the answer, appropriate to
the number selected by a group. The group reaches a consensus on the correct
response which is presented in the form of a question by the spokesperson.
(e.g.) A group chooses question #10. The answer given by the teacher is,
"This gland is located in the head. It is called the master gland."
Following group interaction, the spokesperson should respond, "What
is the pituitary gland?" Design enough questions/answers allowing groups
a limited multiple of opportunities. If scores are recorded to provide a
base for competition, emphasize importance of individually assessing new
knowledge as opposed to the importance of winning.
Refer to the list of facts related to students' knowledge of the endocrine
system which was recorded on chalkboard at beginning of the lesson. Instruct
students to challenge and/or make corrections to the list as appropriate.
Emphasize and compliment the class on new knowledge they have acquired by
actively participating throughout the lesson.
Invite an endocrinologist or a medical student studying endocrinology
to visit your classroom. Ask them to discuss the endocrine system including
the most common disorders and symptoms, as well as how these are medically
treated. In addition, ask them to share information on how to maintain a
healthy body ensuring proper growth.
Create a salt dough model of the human body. Design a color code to identify
the individual endocrine glands. Paint the glands in accordance with the
established color code. Display the models in your classroom.
Have students research endocrine glands and how they affect growth. Design
a graph that shows contrasts between normal growth patterns and abnormal
patterns caused by underactive/overactive endocrine glands.
Language Arts/Creative Writing
Select a specific endocrine gland and make a list of important facts related
to it. Use the list to create a rhyme about the gland. Be sensitive to a
need for accuracy.
Create a musical score for the rhyme created in the Language Arts/Creative
Writing activity. Invite interested classmates to jointly rehearse and perform
the musical rhyme for the class.
Master Teachers: Sharon Braden and James Parsons
Lesson Plan Database
Thirteen Ed Online