2014-2015 Curriculum Blueprint
Grade:
2
Course: Science
Flexible Time Line
Life Science
15 - 20 days
Unit 7: Big Idea 14 – Organization and Development of Living Organisms
Fourth Quarter
Big Idea Overview
In this Big Idea, students will gain an understanding of various human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
Essential Question for Big Idea 14
How can our knowledge of human body parts help us to understand their basic functions?
Learning Goal
Unit 7 Professional Development
Students will investigate and distinguish between human body parts
and their basic function.
*Intended as a resource to build the teacher’s background knowledge for the current
unit
Teacher Hints:
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This is the first exposure students have had to human body structures and functions
outside the work they have done with body parts associated with senses.
Internal structures are limited to the following: brain, heart, lungs, stomach, muscles,
and skeleton.
In Grade 5, this topic grows to include structures and functions of the following:
pancreas, liver, gall bladder, small and large intestines, and such.
Systems of human body organs are now taught in middle school.
Digital Resources:
Annenberg Learning: Human Body Systems
Science Misconceptions
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Let’s Activate Students Prior Knowledge
Some children may have the misconception that because their bellies rise
and fall as they breathe, air goes into their stomachs.
Some children may not realize that bones are a living material. Bones are
made of two things: a combination of millions of living cells that help bones
grow and repair themselves and hard materials that provide strength. Blood
brings food and oxygen to bones and removes waste.
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Think Pair Share – students can talk in cooperative groups about body parts
they know and use while playing on the playground and their functions.
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Play Quiz Whiz from National Geographic Kids
Vertical Progression:
First Grade: SC.1.L.14.1 Make observations of living things and their environment using the five senses.
SC.1.L.14.3 Differentiate between living and nonliving things.
Third Grade: Human Body not addressed in Third Grade
Revised 3/12/15
Recursive Standards for Big Idea 14
*This is a recursive standard that should be integrated though all standards for this unit.
SC.3.N.1.1 : (DOK 3) Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate
appropriate explanations based on those explorations.
Standards of Instructional Focus
Big Idea 14 Focus Standard
SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
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Engage students in a teacher guided discussion about their body and the parts they know.
Explain the basic function of the brain, heart, lungs, stomach, muscles, and skeleton
o Brain – control center of your body; gets information from your senses
o Heart – pumps blood through your body
o Lungs – takes in oxygen
o Stomach – breaks down food and mixes it with digestive juices
o Muscles – makes your body move (bones, heart, lungs, pupils of your eyes)
o Skeleton – supports your body; gives it shape; protects interior organs
Explore how different body parts work together.
Elaborate on the parts you identified as inside or outside body parts.
Evaluate students understanding of basic human body parts.
Revised 3/12/15
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Literacy Connections:
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Comprehension Passage – Bare Bones
Literary Text - More Parts by Tedd Arnold
Literary Text - The Very Hungry Caterpillar by Eric Carle
Literary Text - Magic School Bus: Inside the Human Body by Joanna Cole
Literary Text - How the Body Works (How It Works) by Steve Parker
Literary Text - DK Guide to the Human Body by Jayne Parsons
Literary Text - The Circulatory System by Helen Frost
Literary Text - Broken Bones by Jason Glaser
Literary Text - A Healthy Body by Angela Royston
Writing/Thinking Map/Graphic Organizer Connections:
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Create a tree map or graphic organizer classifying the parts of the human body (brain, heart, lungs, stomach, muscles, skeleton). Students should use their map to
write an explanatory piece educating their reader on a chosen part.
List 5 things you know about a body part and the function it has.
Create a class KWL chart on body parts.
STEM Connection(s):
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Suggested MEA Activity: Body Book Business - Students must help Dr. Cate decide which topic he should write about first to educate young children on their body
systems. Students will distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
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PBS Learning – Balloon Brain: Designing a Helmet
Revised 3/12/15
Textbook Support
Additional Teacher Resources
*Be selective in choosing content from the textbook resource that meets
the full intent of the focus standard(s). Using only the textbook will NOT
cover all areas of the focus standard.
*The intent of this section is to provide teachers with additional resources to teach to the full
intent of the standard. They are suggested resources, please use professional discretion to plan
your lesson based on your specific classroom needs.
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Pearson Interactive Science:
Chapter 6, Lesson 1
Lessons 1: Try IT! Explore it! and Directed, Guided, and Open
Inquiry
Differentiated Instruction
Note: These books will also be used for Unit 8
Human Body Resources:
Safari Montage Video - Sid the Science Kid: That’s Using Your Brain!
PBS Learning – Balloon Brain: Designing a Helmet
National Geographic – Quiz Whiz: The Brain
BL: Living Things
OL: Animals and Their Life Cycles
AL: From Egg to Animal
Kinetic City
Brain Train 4 Kids.com
Academic Language/Vocabulary
Brain – control
center of your
body
Heart – pumps
blood through
your body
Stomach –
breaks down
food and
mixes it with
digestive
juices
Lungs – takes
in oxygen
Skeleton –
supports your
body; gives it
shape; protects
interior organs
Muscles – makes
your body move
Keeping Healthy Interactive Activity
Kids Health – How the Body Works: Interactive Website (quizzes, articles, movies,
activities, and word finds)
Science Kids – videos, facts, quizzes, lessons, images and more
A-Z Teacher Stuff – Time to Get Organ-Wised
Revised 3/12/15
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are
suggested Higher Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.
SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
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Can you compare and contrast the functions of inside and outside body parts?
Can your body function without (insert above body part)? Explain why or why not.
What is the function of the brain?
How does your stomach turn food into energy?
How does your brain work with your 5 senses?
Suggested Formative Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Description:
Fact First Questioning
Fact First Questioning is a higher-order
questioning technique used to draw out
students’ knowledge. It takes a factual
“what” question and turns it into a deeper
“how” or “why” question. Teachers state
the fact first and then ask students to
elaborate, enabling deeper thinking
processes that lead to a more enduring
understanding of science concepts.
Example:
Revised 3/12/15