Lesson: Body Systems and Me

Student Name: Nicole Andrews

Input: The Body systems and me lesson focuses on health.  This lesson will teach students about their bodies.

HEALTH STANDARDS:

Students will:

1.   comprehend concepts related to health promotion and disease prevention. (1)

2.   demonstrate the ability to practice health-enhancing behaviors and reduce health risks. (3)

3.   demonstrate the ability to use interpersonal communication skills to enhance health. (5)

4.   demonstrate the ability to use goal-setting and decision-making skills that enhance health. (6)

 

OBJECTIVES:

Students will:

1.   actively listen to the introduction of the "Human Body" unit.

2.   list vocabulary from the book, Magic School Bus: Inside the Human Body.

3.   create a "Human Body" folder with dividers for each body system.

4.   construct a cutout of their body.

5.   write a journal entry about their first impression of this unit.

6.   evaluate their behavior/actions for todayÕs lesson.

 

MATERIALS:

1.   The Magic School Bus: Inside the Human Body by: Joanna Cole

2.   Body system books to display in the classroom library

3.   List of body systems

4.   Bulletin board paper

5.   Markers, crayons pens, and pencils

6.   Unit outline on chart paper

7.   Folders for "Human Body" books

8.   Dividers

9.   Vocabulary posters

10.        Notebook paper

11.        Evaluation and assessment checklists

12.        Materials box for cutouts/outlines

 

NETS USED:

1.   Creativity and Innovation

a.    Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

                                              i.     Apply existing knowledge to generate new ideas, products or processes

                                            ii.     Create original works as a means of personal or group expression

2.   Communication and Collaboration

a.    Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

                                              i.     Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

                                           ii.     Communicate information and ideas effectively to multiply audiences using a variety of digital environments and media.

VOCABULARY:

á  Body System- a group of body organs that work together to perform certain functions.

á  Integumentary System- the body system composed of the skin, hair, nails, and glands. The largest system in the body.

á  Circulatory System- the body system that provides all body tissues with a regular supply of oxygen and nutrients and carries away carbon dioxide and waste products. Included in this system are the heart, arteries, veins, and blood.

á  Digestive System- the body system that breaks food down into chemicals that the body can use for energy and to maintain cells and tissues. Included in this system are the stomach, liver, small intestine and large intestine.

á  Respiratory System- the body system responsible for carrying oxygen from the air to the bloodstream and for expelling the waste product carbon dioxide. Included in this system are the lungs, bronchial tubes, alveoli, and bronchi.

á  Nervous System- the body system that gathers information from the external environment, stores, and processes it, and initiates appropriate responses. Included in this system are the brain axons, dendrites, and neurons.

á  Skeletal System- the body system to support the body and to help protect internal soft tissues of the body. Included in this system are the bones, kneecap, ribs, and skull.

á  Muscular System- the body system in which there are three types of muscles—skeletal, smooth, and cardiac.

á  Reproductive System- the body system that functions to produce offspring.

á  Urinary System- the body system that consists of the kidneys, ureters, bladder, and urethra.

 

 

 

PROCEDURES:

Anticipatory Set:

Ask students to stand up. Have them take a deep breath, jump up and down, wiggle their hands, and other various types of body movements.  Then, explain that we will be learning about our bodies and the different systems we have.

The class will create a KWL chart in their table groups.  Students will download their KWL chart to the class website.

   Introduction:

 

3.   Introduce the Human Body unit.

4.   Explain how the unit will be completed.

5.   A system a week.

6.   As a class, in cooperative groups, individually

7.   Rotation of activities/Each day a different activity

8.   Instructions for activities will be modeled and posted at each center.

9.   Maintaining "Human Body" books/folders

10.     Journal expectations

11.     Reflections/evaluations

12.     Homework will be to take home any unfinished worksheets or journal entry. Also, share the activities/information with someone that is not in our class. (Parents, siblings, friends)

13.     "Human Body" open house

14.     Assessment outline/point values

15.     Tell students the objectives for the unit.

16.     Answer questions

 

 Activity 1:

1.   Ask the students to individually write a list of as many body parts and systems that they hear while listening to the story.

2.   Read The Magic School Bus: Inside the Human Body.

3.   Display body outline example.

4.   Write the words from the student lists inside the body outline.

5.   Define body system and the different systems.

6.   Display the vocabulary posters.

7.   Discuss/Clarify vocabulary.

 

 

Activity 2:

1.   Distribute folders

2.   Instruct the students to decorate the covers however they would like. Have them write their name on the front cover.

3.   Distribute the dividers. Have the students create a divider for each body system.

 

Activity 3:

1.   Place students in pairs, and have them make outlines of each other.

2.   Have the students cut out their outline.

3.   Have the students write their name on the foot of their outline.

4.   Have the students roll up their body outline and place it in the designated box.

 

Activity 4:  

1.   Have students get into groups of 2-3

2.   Students will create original works through the use of a powerpoint

3.   The students must create a power point presentation on a particular body system that they learned in activity 1

4.   The presentations should reflect the posters they created in activity 1

5.   They must share the power point presentation with the group

6.   Give the students 15 minutes to put together a short power point presentation

7.   The presentations should be about 5 minutes long

 

Conclusion:

 

Ask the students:

What is the unit that we are beginning? Will we be studying all of the body systems at the same time? How will you evaluate your work each day, week, etc.? 
What papers will you keep? How? Where?
What homework will there be each night?
What type of final assessment will the class complete?

 

EVALUATION:

1.   The human body outline example will be filled with vocabulary terms that the students heard while listening to the Magic School Bus book.

2.   The students will have a human body folder created. Their name will be on the front of the folder, and it will have dividers for each body system.

3.   Each student will have a body outline cutout, their name will be located on the foot, and the cutout will be placed in the materials box.

4.   Each student will write a journal entry about his/her first impression about the "Human Body" unit.

5.   Each student will evaluate/assess his/her behavior and actions during todayÕs lesson.

6.   Students should be assessed on the information they put into their power point

7.   Evaluate how comfortable each student appears while presenting the information in the power point presentation

 

NETS Justification:

 

NETS 1 was applied in this lesson plan.  Students demonstrated creative thinking, constructing knowledge, and developing innovative products and processes through a power point presentation.  Students were given the option of what body system they would create a presentation on.  Then, individuals created an innovative product that they would later share with their peers.  Each power point was graded on the level of creative thinking used, as well as the level of knowledge the project communicated.  In addition, this project was a creation of their individual work as a means of personal expression, which also supports NETS 1.  Students had the freedom to be as creative as possible, with minimal guidance that did not stifle their creativity and originality.  Lastly, this project supported NETS 1 through the application of existing knowledge which generated a new product.  The students were asked to use their prior knowledge on body systems, which was learned in class, and create a new product through the use of a power point.

 

Students will utilize the NETS 2, communication and collaboration, when presenting their power point presentations.  Students will be instructed to share their media project with the entire class. Students are supporting individual learning through the creation of their projects on a human body system of their choice.  In addition, students are contributing the learning of others.  Students will be teaching the information on their individual power points to the entire classroom.