1. SHERRY BALTSCHEITEDU 6629/T4/2013HUMAN BODY SYSTEMSGRADE 1/XYX ELEMENTARY SCHOOLCompleted with the cooperation of a wonderful teacherwho allowed me to spend time with her students andteach them this unit of study.

2. LESSON 1THE SKIN WE ARE IN http://www.youtube.com/watch?v=Kg2uaIBXDA0 Lesson plans adapted from www.KidsHealth.org "Clean Skin is Healthy Skin" From www.kidshealth.org Why hand washing is important Understand how germs enter our body IV. Behavioral Objectives Students will be able to name and demonstrate the 5steps of proper hand washing Students will be able to explain why proper handwashing is important Students will be able to explain how germs get into ourbody 3. THE FIVE STEPS OF HAND WASHING 4. MORE ABOUT HAND WASHING 5. LESSON 2SKIN SCAVENGER HUNT Lesson plans adapted from www.KidsHealth.org Identify different textures such as soft, hard, smooth, rough, crunchy,itchy Review the 5 steps of proper hand washing Understand how germs enter our body Understand how our skin protects us from germs Students will demonstrate the 5 steps of proper hand washing fromprevious lesson Students will identify and name different textures that our skin can feel Students will learn how the skin gives us a sense of touch and tell why itis important to use this sense to keep our skin and body safe Students will use their sense of touch to identify different textures andname them accordingly: soft, hard, smooth, rough, crunchy, itchy. The Skin Scavenger Hunt was a huge success! 6. LESSON 2SKIN SCAVENGER HUNT 7. LESSON 3MUSCLES BONES AND JOINTSLesson plans adapted from www.KidsHealth.org Understand that bones, muscles, and joints work together tomake our body move Learn some of the proper names for our bones, muscles andjoints Understand why bones are important and how we can keepthem healthy with proper nutrition and exercise Students will identify bones in their body by pointing to each oftheir bones as teacher points to it on the skeleton picture Students will identify and repeat the names of the muscles asteacher points to them on the muscle picture Students will identify and repeat the names of their joints asteacher points to them on the skeleton picture Students will participate in a "Simon Says" game and movetheir appropriate bones, muscles, or joints as teacher namesthem 8. LESSON 4MUSCLES, BONES AND JOINTSPART 2 Lesson plans adapted from www.KidsHealth.org **This lesson had to be shortened because of a school assembly. Continue discussing and refining the concepts of previous lesson about bones, muscles, andjoints Students will understand that exercise and eating healthy foods will keep our bones, muscles,and joints strong Students will understand that our bones protect our internal organs Introduce the concept that some of our muscles we control and some muscles we do notcontrol Students will play the "Simon Says" game an demonstrate where their bones, muscles, andjoints are on their body Students will participate in a discussion about how our bones protect our internal organs (this isa preview of the upcoming lessons regarding heart, lungs, digestive, and nervous systems) Teacher will observe the students participate in the Simon Says game and monitor studentlearning by playing along and watching each student to ensure that they are remembering theinformation Teacher will monitor student learning by observing the students point to their ribs and say whatorgans they protect, the skull and saying what organ it protects, and the spine. This classdiscussion is designed to give me some idea of the prior knowledge that the students haveabout their internal organs. 9. MR. BONES http://kidshealth.org/classroom/prekto2/body/parts/bones_handout1.pdf 10. LESSON 5OUR HEARTTHECARDIOVASCULAR SYSTEM Lesson plans adapted from www.KidsHealth.org Students will feel their pulse at rest and after exercise Students will count and compare their heart beats after rest and exercise Students will name ways to keep their heart healthy Students will discuss how the heart is a muscle and is protected by the ribcage Teacher will observe students participate in finding their pulse. Teacher will informally evaluate students through discussion about heart healthybehaviors and how the heart is a muscle that is always working Students will draw a picture of their heart by tracing their fist to demonstrate thesize of their heart Remind the students that we have been learning a lot about muscles. State, "Youall know how important muscles are and you have shown me how you can moveyour muscles in so many ways. But...did you know that you have muscles in yourbody that YOU cannot move? They work all by themselves--your wonderful brainkeeps them moving and you do not even know!" Ask the students to point to their heart---ask, "Can you feel it beating?...Are youmaking your heart beat?...Did you know that your heart is a muscle?" 11. STUDENT EXAMPLES OF THECARDIOVASCULAR SYSTEM 12. LESSON 6OUR RESPIRATORY SYSTEM Lesson plans adapted from www.KidsHealth.org Understand the term "respiratory" and "lungs" Understand that staying active through exercise can help our lungs stay healthy and keep us breathing Understand that like the heart, the lungs are protected by our bones Students will locate their lungs and breath in and out while feeling their lungs expand and contract Students will discuss/explain how exercise can help us have healthy lungs Students will locate their ribs and tell how they protect our lungs from injury Teacher will monitor student learning through discussion and questioning for understanding Students will complete "Mr. Sadlungs" activity to demonstrate three exercises for healthy lungs Tell students that today we are going to discuss another important part of our body--our lungs. Have studentspoint to their lungs and see if they can feel them breathe Discuss why we need to breathe Have students lie on floor and put their hands on their chest to find their lungs, have students breathe slowly andquickly Discuss that we can make ourselves breathe and sometimes we can control our breathing, however our brain isin charge of our breathing while we are sleeping and most of our lives. Discuss how our lungs need to stay healthy through exercise and name some of the exercises that we can do tokeep our lungs healthy Discuss activities that are unhealthy for our lungs such as not exercising, smoking, breathing in chemicals, etc. 13. STUDENT EXAMPLES OF OUR RESPIRATORYSYSTEM AND HOW TO KEEP OUR LUNGS HEALTHY 14. LESSON 7OUR DIGESTIVE SYSTEMPART1 Lesson plans adapted from www.KidsHealth.org Understand the words, digest, digestion, system, saliva, esophagus, stomach, intestines Students will participate in whole group and small group discussions about how food movesthrough our body Teacher will observe the students as we play "The Quest to Digest" game (and also the bookwe will read tomorrow) to see if the students have learned the vocabulary associated with thislesson Ask the students how long it takes for food to move through our body? Tell them that they willbe surprised to find out the answer and to listen for it during the story. Introduce the book and write the words "Digestive System" on the chart paper. Begin reading the book and make a note of each of the words on the chart paper when it ismentioned in the book: teeth, esophagus, stomach, small intestine, large intestine This book is lengthy, but contains a lot of excellent grade appropriate information. If needed thestudents can take a "digestion" break and move around for a moment or two to "get theirwiggles out" in order to attend to the story. Continue to add words to the list as necessary Play the "Quest to Digest" trivia game. Place the students into two groups and ask them triviaquestions regarding the vocabulary on the list. Teacher provides the description and thestudents provide the appropriate word. No points are taken--this is just for learning fun. 15. LESSON 8OUR DIGESTIVE SYSTEMPART2 Lesson plans adapted from www.KidsHealth.org Students will continue to develop an understanding about our digestive system and how to keepit healthy Teacher will lead game of the "Quest to Digest" and guide students towards remembering thevocabulary Teacher will work with small groups as they try to figure out how to measure 15 feet of yarn (torepresent the length of the average 7 year olds digestive tract Teacher conducts a quick review of what we have learned so far about the digestive system Teacher states that today we will measure the length of our digestive tract to see how far ourfood travels through our digestive system Read the book and discuss while reading. This will be a review of yesterdays material so keepit fast paced. Refer to the chart if necessary. Skip page 26 in the story as it containsvocabulary that the children may not need to say to their parents later. (ha ha) Divide the student into groups and tell them that now we are going to see how far our food hasto travel through our bodies. Encourage each group to figure out how to measure 15 feet Quickly review the list and ask if anyone learned anything new today Spread the 15 feet of yard out and remind them that their food goes on a long journey 16. HOW LONG IS OUR DIGESTIVE SYSTEM?TAKE A LOOK! 17. LESSON 9OUR NERVOUS SYSTEM Lesson plans adapted from www.KidsHealth.org Understand that the brain controls everything we do Understand that the nervous system has three main parts,brain, spinal cord, and nerves Ask the students what is the "boss" of our body Discuss all of the things that the brain allows our body to do Watch the movie and pause when appropriate to re-iterate apoint or discuss something that may need further explanation Teacher leads discussion and writes down words and phrasesthat the students say about what they learned from the movie Identify and discuss the three parts of the nervous system Students complete nervous system handout Remind the students to take care of their wonderful brainsby wearing helmets when biking or other sports 18. NERVOUS SYSTEM STUDENT EXAMPLES 19. LESSON 10OUR BODY SYSTEMSWRAPUP Lesson plans adapted from www.KidsHealth.org Student will participate in a small group to illustrate and label one of the 5 body systems wehave covered in this unit Student will demonstrate appropriate vocabulary words/terms as it applies to their assignedbody system Students will present their labeled drawing to the class and discuss their assigned sytem Body system drawn and labeled correctly Students use appropriate vocabulary when sharing their picture with the class Review the body systems quickly through discussion Divide the student into groups and explain their assignment to draw and label their assignedsystem Assign systems and help children find room to work Encourage each group to work together and make sure each member has a job to do Remind the students to use the charts and library books for reference Teacher provides assistance when needed Have each group share their drawing with the group 20. LESSON 10WRAP UP 21. WRAP UP PICTURES 22. WRAP UP PICTURES 23. BIBLIOGRAPHY References Dawson, D. (Director). (2006). All about blood & the heart [Documentary]. United States: Schlessinger Media. Dawson, D. (Director). (2006). All about cells & body systems [Documentary]. United States: Schlessinger Media. Dawson, D. (Director). (2006). All about the brain [Documentary]. United States: Schlessinger Media. Baines, R. (2009). The bones you own: a book about the human body. Washington, D.C.: National Geographic. Caster, S. (2010). Lungs. New York: PowerKids Press. Corcoran, M. K., & Czekaj, J. (2006). The quest to digest. Watertown, MA: Charlesbridge. Duhamel, M. (2010). Bones. New York: Scholastic. Ganeri, A. (2003). Your muscles and bones (North American ed.). Milwaukee, Wisc.: Gareth Stevens Pub.. Ganeri, A. (2003). Your digestive system (North American ed.). Milwaukee, Wisc.: Gareth Stevens Pub.. Gold, M. V. (2004). The nervous system. Berkeley Heights, NJ: Enslow Publishers. Gray, S. H. (2004). The nervous system. Chanhassen, Minn.: Childs World. Gray, S. H. (2004). The muscular system. Chanhassen, Minn.: Childs World. Jakab, C. (2006). The respiratory system. North Mankato, MN: Smart Apple Media. Author, U. (Director). (2000). Keeping clean Handwashing for Health [Documentary]. United States: Distributed by100% Educational Videos. Lasko, C. (2010). Skin. New York: Scholastic. Martin, J. M. (2010). Muscles. New York: Scholastic. Rooke, T. W., & Trimmer, T. (2011). A germs journey. Mankato, MN: Picture Window Books. APA formatting by BibMe.org.