Human Body

NAME: Erica Sims Grade Level(s): 2 Subject(s):
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Science/Anatomy Technology Language Arts

Description: Students will learn about body parts and systems of the human body. Each day, students will be identifying and explaining a body part. Students will use tracings of their own body parts to formulate a body model that will be displayed for others to see. The students will be able to see the different body parts and their function through a power point made by the teacher. The students will then use the computer, in groups, to create power point presentations on one body part. Each group will have a different body part to research, with designated web sites, and they must have details and pictures of the body part. Goal: Students will identify various human body parts and the functions of these parts within the larger system. National/State Standards: 1c. Describe the function of the major internal organs to include the heart, brain, lungs, liver, kidneys, and intestines. NETS –S Standards: • • • •
Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1) Use a variety of media and technology resources for directed and independent learning activities. (1, 3) Communicate about technology using developmentally appropriate and accurate terminology. (1) Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

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Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2) Demonstrate positive social and ethical behaviors when using technology. (2) Practice responsible use of technology systems and software. (2) Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3) Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

Objectives: The students will: 1. 2. 3. 4. 5. 6. 7. identify major body parts and systems. locate body parts. explain how various parts and systems function. compare the body to a machine. explain how various body systems and parts work together. identify the functions of the body parts. create a power point of a certain body part and it’s functions

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Body part stencils (make out of file folders for students to trace) Overheads with information and vocabulary about each body part (brain, heart, lungs, stomach, intestines, pancreas, gall bladder, etc.) Large butcher block paper Markers Crayons Scissors Glue Computer with internet access and power point

Activity One (notice that the first part include the Teacher’s procedures/actions and the second part consists of Students’ procedures/tasks to complete the activity) 1. Teacher will prepare the classroom for the activity by collecting required materials and resources for students to use. 2. Teacher will develop instructional materials for the lesson activity (e.g., overheads). 3. Each day, teacher will introduce a new body part and/or system to the students.

4. On an overhead projector, students will read and discuss facts and vocabulary related to each body part or system. 5. After the class discussion, students will trace the particular body part on different colored paper. "Parts" are cut out with scissors and to be saved in baggies belonging to each child. 6. At the end of the unit, trace each student's body on a large piece of butcher paper (do not cut out). 7. Students can recall facts about the parts and write them on the backs of each of their parts. 8. Finally, students glue down their parts in the correct location on their paper body. 9. Hang these true-to-life representations of the human body around the school for others to see. Activity Two 1. Teacher will prepare for the days activity by turning on all computers. 2. Teacher will get power point on board for students to see. 3. Teacher will show students the power point on all of the body parts and their functions that they learned about. 4. Teacher will ask questions to make sure the students understand the previously learned material on the body parts. 5. They teacher will tell the students that they will be making a power point like hers. 6. The teacher will split the students up into groups of four. 7. The teacher will assign each group a body part. 8. The teacher will give each group a list of web sites they are allowed to search for this project, and give them the requirement of what should be in the power point presentation. 9. The students will go to the computers and research their topics on the web sites given. 10. The students will create a power point and show them when they are done.

Activity One Students accurately recall facts about each part using the following criteria concerning their body part models: 11. Parts are labeled correctly (10 points) 12. Parts are colored according to instructions (10 points) 13. Parts are glued in the appropriate location (10 points) Activity Two Students use the computer and their writing skills to create a power point presentation.

10. Power Point works correctly and they typed in the power point(10 points) 11. Have correct details about their body part(10 points) 12. Have pictures of their body part(10 points) 13. Showed creativity and time in put into presentation(5 points)

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