Teaching and Leadership 815
May 4th, 2004
The Human Body Thematic Unit
By
Kelly Collins
Barbara Green
Liz Robben
The Human Body Thematic Unit
Come explore the inside and out of the human body! This unit begins with a
hands-on activity to get the students engaged and wanting to know more. The unit
introduces each major system including the: circulatory and respiratory systems,
digestive and urinary systems, skeletal and muscular systems, and body defenses and
disease. Lastly, we close our unit with a variety of fun activities such as songs, games
and cooperative learning activities.
This middle school science unit closely follows the National Standards for
Science, Kansas State Science objectives, and the National ESL Standards. Furthermore,
it includes a variety of activities targeted to reach all the intelligences of the students.
Different learning strategies were also incorporated to enhance lessons, including those
used in large and small group settings.
In order to reach all ESL students, minor modifications may need to be made.
These will come at the teacher’s discretion. For example, reading the text aloud,
translating sections to the native language, pairing a student with a peer, and giving oral
lessons to the student in writing (i.e. notes) may all be adaptations made by the teacher.
2
What To Expect……..
This thematic unit is very comprehensive, but so is the body! We didn’t want to
leave anything out. Therefore, upon opening each lesson, you will find the objectives,
ESL standards, multiple intelligences targeted, learning strategies incorporated, materials
needed, and descriptions of several different activities for that particular topic. For
example, in the Circulatory Systems lesson, you will find an opening activity, activities
that cover the parts of the heart, path of blood flow, veins, capillaries and arteries, parts of
the blood, and pulse. It would be impossible to do all of these lessons in one 30-minute
class, but we wanted to include what is listed in our State Standards for Science.
Therefore, you can choose which activities will fit the best with your curriculum.
Table of Contents
1. Opening Activity
2. Cells, Tissues, Organs, Organ Systems
3. Circulatory System
4. Skeletal and Muscular Systems
5. Respiratory System
6. Digestive and Urinary Systems
7. The Five Senses
8. Closing Activities
3
ESL Standards
Goal 1: To use English to communicate in social settings
Standard 1: Students will use English to participate in social interaction.
Standard 2: Students will interact in, through, and with spoken and written
English for personal expression and enjoyment.
Standard 3: Students will use learning strategies to extend their communicative
competence.
Goal 2: To use English to achieve academically in all content areas
Standard 1: Students will use English to interact in the classroom.
Standard 2: Students will use English to obtain, process, construct, and provide
subject matter information in spoken and written form.
Standard 3: Students will use appropriate learning strategies to construct and
apply academic knowledge.
Goal 3: To use English in socially and culturally appropriate ways
Standard 1: Students will use the appropriate language variety, register, and
genre according to audience, purpose, and setting.
Standard 2: Students will use nonverbal communication appropriate to
audience, purpose, and setting.
Standard 3: Students will use appropriate learning strategies to extend their
sociolinguistic and sociocultural competence.
4
Lesson One:
Opening Activity
Objectives:
The learner will brainstorm several functions of the human body.
Standards:
Goal 1, Standard 1, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory, Cognitive
Indirect: Metacognitive, Affective
Multiple Intelligences:
Verbal/Linguistic
Kinesthetic
Interpersonal
Intrapersonal
Materials:
Several text books
Activity:
The teacher will verbally give the directions below to the class. Then, the entire
class, including the teacher, will do the activity.
1. Stack one book on top of another one.
2. Lift the two stacked books in from of you so the lowest book is about
level with your shoulders. Hold the books in this position for 30
seconds. While you are performing this activity, note how your body
responds. For example, how do your arms feel at the beginning and
toward the end of the 30 seconds?
3. Balance one book on the top of your head. Walk a few steps with the
book on your head.
Upon completion, the teacher will ask the students to write a list of all the parts of
their body that worked together as they performed the activities in Steps 1 through
3. The students will share their lists with the rest of the class. The teacher will
then explain that they will be studying the different parts of the body during this
unit.
5
Lesson 2
Cells, Tissues, Organs, Organ Systems
Objectives:
The learner will be able to name the jobs and give examples of cells, tissues,
organs, and organ systems.
The learner will be able to name and locate the different parts of a cell.
The learner will be able to distinguish different kinds of cells.
Standards:
Goal 1, Standard 1, 2, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory, Cognitive, Compensation
Indirect: Metacognitive, Affective, Social
Multiple Intelligences:
Verbal/Linguistic
Visual/Spatial
Interpersonal
Intrapersonal
Materials:
KWL chart
Materials for cell model: Zip Lock bag, small cup of water, balloon, coffee grinds
“The Body’s Smallest Parts” handout
“Cell Model” handout
Microscopes
Slides with cells (skin cell, red blood cell, white blood cell, etc.)
“Types of Cells” handout
Tissues, Organs, Organ Systems handouts
Cells, Tissues, Organs, Organ Systems Flow chart and overhead
Activity One-KWL
The students will work in pairs to complete the K and W of the KWL
chart on cells, tissues, organs and organ systems. The teacher will then make a
poster-size class KWL chart, incorporating each pairs K’s and W’s as they share
them aloud.
Activity Two-Jobs of Cells
The teacher will pass out “The Body’s Smallest Parts” handout and ask the
students if there are any volunteers who want to read a loud the handout. If not,
the teacher will read the handout to the class. The students will then work in pairs
to underline the jobs of cells (take in food, give off waste, grow and divide).
The pairs will share what they underlined with the rest of the class.
6
Activity Three-Cell Model
The teacher will draw a cell on the board and place the names of the parts
of the cell (using magnetic tape) near the drawing. The teacher will ask the class
if anyone knows where the parts belong and place the corresponding name next to
the corresponding part (nucleus, cell membrane, cytoplasm/protoplasm,
mitochondria). This part of the activity will be done several times, allowing
students practice saying the words and allowing them to come to the board to
place the correct label by the correct part. Then, the teacher will then pass out the
“Cell Model” handout, on which the students will tell what each of the parts of
their model represented (ex. Coffee grinds = mitochondria). The students will
then draw a picture of their model and label all of the parts of the cell.
Activity Four-Different Kinds of Cells
The teacher will already have microscopes set up around the room with
different slides of cells on them. The name of the cell will be written on a card
next to the microscope. The students should already be familiar with the proper
use of microscopes.
The teacher will ask the students to brainstorm for one minute all the kinds
of cells they can think of and then share their ideas with their neighbor. The
teacher will then ask the class to share their ideas with the class and will write
these on the board (i.e. Red blood cells, white blood cells, skin cells, nerve cells,
bone cells, muscle cells). Next, the students will work in pairs, rotating to each
microscope, looking at the different types of cells and drawing what they see on
their “Types of Cells” handout. The teacher will then show pictures of each cell
so the students can compare their own drawings.
Activity Five-Tissues, Organs, Organ Systems Overview
The teacher will read aloud the “Tissues, Organs, Organ Systems” packet
and ask the students to underline the definitions of tissue, organ, and organ
system. The teacher will then hand out the flow chart and place a copy of the
flow chart on the overhead. The teacher will lead the class through the chart,
giving definitions and examples of each.
Closing Activities: Brainpop and KWL
The teacher will log onto www.brainpop.com, and the class will watch the
Cells, and/or Cell Structure 5-minute video clips. The students will then answer
the 10 multiple-choice questions that are online when the clips are over. Finally,
the students will update the L on their KWL chart and share these aloud as the
teacher updates the class chart.
7
8
Name _________________
Cell Model
Materials:
Zip Lock bag
Coffee Grinds
Balloon
Cup of Water
Directions:
1. Put the balloon and coffee grinds inside the bag.
2. Add the water.
3. Close the bag tightly.
4. Lay the model flat on your desk.
You may use the word bank to answer the following questions:
Word Bank:
Cytoplasm (Protoplasm)
Cell Membrane
Nucleus
Mitochondria
1. What does your model represent? ____________________
2. What is does the bag represent?
____________________
3. What does the balloon represent? ____________________
4. What do the coffee grinds represent? ________________
5. What does the water represent? _____________________
6. Why do we use models?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Draw and label a picture of your model below.
9
10
11
12
13
14
15
Lesson 3-Circulatory System
KWL
Parts of the Heart
Path of Blood Flow through the Heart
Veins, Arteries, Capillaries
Parts of the Blood
Resting and Active Heart Rates
Objectives:
The learner will be able to name several jobs of the Circulatory System.
The learner will be able to name and label the different parts of the heart.
The learner will be able to trace the path of blood flow through the heart.
The learner will be able to explain the function of veins, arteries and capillaries.
The learner will be able to explain the job of the four parts of the blood.
The learner will be able to analyze the difference between resting and active heart
beats.
Standards:
Goal 1, Standard 1, 2, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory, Cognitive, Compensation
Indirect: Metacognitive, Affective, Social
Multiple Intelligences:
Verbal/Linguistic
Math/Logical Reasoning
Kinesthetic
Visual/Spatial
Interpersonal
Intrapersonal
Materials:
KWL chart
“The Circulatory System” handout
“Diagram of the Heart” handout
“Path of Blood Flow” overhead and handout
Red and blue crayons or colored pencils
Note cards
Veins, Arteries, Capillaries game-see directions and example
“Blood” handout
Poster board
“Heart Beat, Health Beat” handout
Graph paper
16
Activity One-KWL and Introductory Activity
The students will work in pairs to complete the K and W of the KWL
chart. The teacher will then make a poster-size class KWL chart, incorporating
each pairs K’s and W’s as they share them aloud. Then, the teacher will read
aloud “The Circulatory System” at least twice to the students. The class will
discuss the different parts of the system and their jobs, and the teacher will make a
list of these on the board.
Activity Two-Parts of the Heart
The teacher will hang up a poster-size diagram of the heart and lead the
class as they discover the names of the different parts. As the parts are named, the
teacher will place the label next to the correct part on the diagram. The teacher
will then remove the labels and have the students take turns coming to the board
in order to name and label the different parts. After several students have
completed this task, the teacher will hand out a diagram of the heart with a word
box to each student. The students will complete the diagram by correctly labeling
each part of the heart.
Activity Three-Path of Blood Flow through the Heart
The teacher will leave up the diagram of the heart and its labels on the
board. Then, the teacher will put an overhead up of the heart, which is labeled 147. Then, the teacher will hand out a replica of the overhead to each of the
students, and they will take a few minutes to label the different parts of the heart.
The teacher will then ask volunteers to come to the overhead to label the
overhead copy. The teacher will then trace the path of blood flow through the
heart, while the students watch. The teacher will use the vocabulary learned
while doing so. Next, the students will trace the path of blood flow on their own
charts. The students will color the veins from the body, right atrium and
ventricle, and the arteries to the lungs blue (oxygen-poor blood) and the veins
from the lungs, left atrium and ventricle, and aorta red (oxygen-rich blood).
Activity Four-Veins, Arteries, Capillaries Game
The teacher will introduce the vocabulary “veins, arteries and capillaries”
showing the students the following strategies:
“Vein” contains the word “in”
“Artery” begins with the letter a for “away”
Each student will write the three terms and their definitions on a 3 separate note
cards. The teacher will then explain the veins, arteries and capillaries game to the
students. The students will play the game in pairs.
Activity Five-The Parts of Blood
17
The students take turns reading aloud the worksheet on blood. The
teacher will then ask the students to circle in red the four main parts of the blood
and underline in blue the main facts about each part. The teacher will put the
students in groups of four and have them share with each other what they circled
and underlined.
Activity Six-Heart Beat, Health Beat
1. The teacher will write the words “resting heart rate” and “active heart rate”
and discuss these terms briefly with the students.
2. The teacher will hand out the “Heart Beat, Health Beat” handout and ask
the students to write down the materials and make their prediction (see
handout).
3. The teacher will discuss the concept of pulse and show the students the
correct way to take a pulse.
4. The students will take some time finding their own pulse.
5. The teacher will lead the students through the “Heart Beat, Health Beat”
activity, including making a bar graph of their results.
6. The teacher ask the students questions about their graphs, including why
they think their heartbeats where high and low at different times and what
caused these changes.
Closing Activities-Brainpop and KWL
The teacher will log onto www.brainpop.com, and the class will watch the
Circulatory System and/or the Heart 5-minute video clip. The students will then
answer the 10 multiple-choice questions that are online when the video is over.
Then, the students will update the L on their KWL chart and share these aloud as
the teacher updates the class chart.
18
19
20
21
Veins, Arteries, Capillaries Game
Directions for Teacher:
Use the example to make a very large game board.
Draw a heart in the middle.
Label the arms and legs players 1 through player 4.
Draw the veins (blue), arteries (red), and capillaries (black).
Make the dice (alternate “veins” and “capillaries” on the first die and the numbers 1-3 on
the second).
Directions for Players: This game is for four players. Each player starts on one of the
limbs of the body (arm or leg), and the goal is to be the first player to reach the heart.
The players will take turns rolling the two dice. The veins/arteries dice will determine
which way the player moves (in towards the heart, or away from the heart), and the
number dice will specify how many moves to take. A player moves from the vein to the
artery by moving across the capillary.
22
23
24
25
26
27
28
Lesson Four:
Skeletal and Muscular Systems
Objectives:
The learner will be able to list the major functions of the skeleton.
The learner will be able to name the different kinds of joints and give examples of
body parts that use each.
The learner will be able to name the three different kinds of muscle tissue and
their jobs.
The learner will be able to classify voluntary and involuntary muscles.
Standards:
Goal 1, Standard 1, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory, Cognitive, Comprehension
Indirect: Metacognitive, Affective, Social
Multiple Intelligences:
Verbal/Linguistic
Visual/Spatial
Kinesthetic
Interpersonal
Intrapersonal
Materials:
KWL chart
Book
“Functions of the Skeleton” handout
“Joints” handout
Life-size model of the skeleton
Activity One-KWL
The students will work in pairs to complete the K and W of the KWL
chart on the skeletal and muscular systems. The teacher will then make a postersize class KWL chart, incorporating each pairs K’s and W’s as they share them
aloud.
Activity Two-Draw Your Hand
The teacher will ask the students to hold out one hand and feel the bones
beneath the skin. The teacher will then ask the students to draw a picture of what
they think the bones look like, which will be shared with the class when
completed.
Activity Three-Functions of the Skeleton
29
The teacher will hand out the “Functions of the Skeleton” worksheet and
write the five major functions of the skeleton on the board. The students will
copy this on their worksheet. The teacher will then and ask the students to get
into pairs and write down an example of each function (ex. Protection—the rib
cage protects the heart and lungs). These will then be shared with the class.
Next, the teacher will refer to a life-size model of a skeleton and help the
students pronounce the names of some of the bones, especially in the arms and
legs. The teacher will point out facts such as the lower portion of each limb is
made up of two bones, and the upper portion is made up of one bone and that the
each side of the skeleton is symmetrical.
Activity Four-Moveable Joints
The teacher will write the names of the four joints on the board and help
the class to pronounce each one. The teacher will then refer to the life-size model
of the skeleton and show the class an example of each joint, how it moves, and
give an example of when it used. The students will then have an opportunity to
manipulate the skeleton. Next, the students will complete the “Joints” activity in
pairs and share their answers when completed.
Activity Five-The Muscular System
The teacher will ask each student stand and hold a book down at their side.
Then, the students will be asked to lift the book while feeling their arm muscles
with the opposite hand. The teacher will ask the students what they felt contract
and what else they noticed. The answers will be written on the board.
The teacher will then discuss with the class how muscles work (change their
length to move bones and work in pairs), involuntary and voluntary muscles and
examples of each, and the three types of muscles and their functions. The teacher
will be sure to allow the class some time to think/pair/share some of examples of
each on their own throughout the discussion.
Closing Activities-Brainpop and KWL
The teacher will log onto www.brainpop.com, and the class will watch the
Skeletal System, Muscular System and/or the Joints 5-minute video clips. The
students will then answer the 10 multiple-choice questions that are online when
the clips are over. Then, the students will update the L on their KWL chart and
share these aloud as the teacher updates the class chart.
30
Name:
Functions of the Skeleton
Directions: Copy from the board the five functions of the skeleton. Then, with your
partner, give an example of each.
1. Function:
Example:
2. Function:
Example:
3. Function:
Example:
4. Function:
Example:
5. Function:
Example:
31
Name:
Joints
Directions: Perform each of the activities listed below. Determine which type of
joint or joints are involved in performing each activity.
Look at page 43 in your science book if you need help.
1. Move your arm in a circle.
Joint(s):
2. Push open a door.
Joint(s):
3. Lift a book from a desk.
Joint(s):
4. Kneel down.
Joint(s):
5. Wave your hand.
Joint(s):
6. Twist your head from side to side.
Joint(s):
32
Lesson 5 - Respiratory System
Objectives:
The learner will be able to name and label the different parts of the respiratory
system.
The learner will be able to trace the path of oxygen flow through the respiratory
system.
Standards:
Goal 1, Standard 1, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory and Cognitive
Indirect: Affective and Social
Multiple Intelligences:
Verbal/Linguistic
Visual/Spatial
Interpersonal
Intrapersonal
Logical/mathematical
Materials:
Smart Chart (BKWL Chart)
Poster-size Smart Chart
Balloons
Measuring Tape
Overhead of the Respiratory System
Colored markers to use on the transparency
Variety of candy
Activity One-Smart Chart (BKWL) and Introductory Lesson
As a class, discuss the background information of the respiratory system (B is the
first part of the Smart Chart.) The students will work in pairs to complete the K and W of
the BKWL chart. The teacher will then make a poster-size class BKWL chart,
incorporating each pairs K’s and W’s as they share them aloud.
How much air can the lungs hold at one time? To test breath volume, give each
child a balloon. Instruct students to blow as much as they can into their balloons,
using just one breath. Have students compare the sizes of their balloons, using the
circumference. Discuss whether students think size or height of the person affects
33
lung capacity. What other factors might affect the volume of air a person can
exhale?
Activity Two-Parts of the Respiratory System
The teacher will show an overhead diagram of the respiratory system and lead the
class as they discover the names and jobs of the different parts. As the parts are
named, the teacher will write the name next to the correct part on the diagram and
color each part a different color show the difference. The teacher will then
remove the labels and have the students take turns coming to the overhead in
order to name and label the different parts. Then the teacher will give the
function of each part and the student must put the name next to it. After several
students have completed this task, the teacher will hand out a diagram of the
respiratory system with a word box to each student. The students will complete
the diagram by correctly labeling each part of the respiratory system.
Activity Three - The Respiratory System is ‘Sweet”
Now that the students are familiar with the parts and function of the respiratory
system they will have a chance to build a representation model including all of the
parts. The teacher will provide a variety of candy for the students to represent the
parts. (Ex. Nose = mini m&m’s, pharynx = tootsie rolls, trachea = licorice, lungs
= cookies, bronchi = sour punch straws or licorice again, air sacs = life savers.)
After the students have worked in their cooperative group to build their models
they must explain what each candy represents and the path of oxygen throughout
the model.
Activity Four – One For The Books
The students will use a creative project to become even more familiar with the
respiratory system. On separate sheets of paper have each student draw detailed
pictures of the parts of the respiratory system. Students should leave space on
each picture for writing interesting facts about the body part. For example: “If
you spread all the tissue in your lungs out flat, it would cover half a tennis court.”
Next collect the completed pages and bind them into class books, the titles such as
“Our Lungs: A Matter of Life and Breath” or “Tracking Down Trachea Facts.”
Or have each student bind all his pages together to make a personal study guide
on the respiratory system.
Closing Activity
The students will update the L on their Smart Chart and share these aloud as the
teacher updates the class chart.
Teacher will log on to www.brainpop.com and go to the respiratory system. The
class will watch this clip on the respiratory system together and the students will
be assessed by the quiz that follows. A great way to restate all the important
information about the respiratory system!
Lesson 6 - Digestive and Urinary System
34
Objectives:
The learner will be able to name the part of the digestive system.
The learner will be able to identify what each part of the digestive system does
and why each part is important.
The learner will be able to name the structure and function of the urinary system.
Standards:
Goal 1, Standard 1, 2, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory, Cognitive, and Compensations
Indirect: Social, Affective, and Metacognitive
Multiple Intelligences:
Verbal/Linguistic
Visual/Spatial
Interpersonal
Intrapersonal
Bodily/Kinesthetic
Logical
Materials:
The Magic School Bus Inside the Human Body video
Overhead of the Digestive System diagram with and without the parts labeled
Frayer Model Vocab Card
Concept Square
Activity One- Introductory Lesson: Visiting the Inside
Before the students get into the classroom have The Magic School Bus Inside the
Human Body video cued to the part where the class visits the digestive system.
First have half of the class watch the video with no sound and then have the other
half listen with no picture. When both groups are finished have the students
meet with a partner from the opposite group. Students will communicate and put
the pieces of information together and discuss what conclusions they can draw
about the digestive system. After the students have met with a partner, discuss as
a class. The teacher will write down what the students have been introduced to
about the digestive system.
Activity Two – Introducing Vocab to Digestive System
Teacher will put diagram of the digestive System on the overhead. As each part is
discussed the student will complete a Frayer Model Vocab card on each word. By
35
the time the student is done with each card they will have written a definition,
sentence, examples and a picture representing each vocab word.
Activity Three – Steps in Digestion
The teacher will hand out a picture of the digestive system with all of the organs
labeled. Each student will be given a cookie, the teacher will direct the student to eat the
cookie and thoroughly describe the path the cookie takes through your body’s digestive
tract using the diagram to assist them. Remind the students to use transition words, such
as first, second, next, then, finally, etc.
Activity Four – A Fantastic Voyage
To help students understand the function of the process of digesting their food,
send them on an investigative trip through the digestive system and urinary
system. Divide the students into small cooperative groups. Have each group
write and perform a short skit describing a visit through the digestive and urinary
systems. Each skit should explain how the travelers got into the stomach and
what they saw on the way, and what they viewed once they reached their final
destination.
Closing Activity
The students have been introduced to all parts of the digestive system. Give them
a Concept Square to write in. With this piece of information the teacher can asses what
the students know, didn’t know, still don’t understand, and what they feel is important.
36
37
38
39
40
41
42
Lesson 7- The Five Senses
Objectives:
The learner will be able to name the five senses.
The learner will be able to identify what each sense does and why each one is
important.
Standards:
Goal 1, Standard 1, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory, Cognitive, and Compensations
Indirect: Social, Affective, and Metacognitive
Multiple Intelligences:
Verbal/Linguistic
Visual/Spatial
Interpersonal
Intrapersonal
Bodily/Kinesthetic
Logical
Materials:
Jolly Rancher candy
Chart to record observations of Jolly Rancher candy
Bags with different aromas
Chairs or cones to build an obstacle course in the classroom
Activity One- Introductory Lesson: My Senses
The teacher will ask the students to think about what they know about their senses
(how many do we have, what are they, what are they used for, etc). The students
will respond with what they know. The teacher will put the senses up on the
board as the students list them (sight, hearing, tasting, touching, feeling).
Activity Two – Observing Using Your Senses
Observing involves using one or more of the senses to find out about objects or
events. Give the students a jolly rancher candy and ask them to use as many
senses as they can to make observations about the candy. Have students share
their observations with their team of four. The team with the longest list is the
most observant!
43
Activity Three – Monkeying Around with the Sense of Smell
The fragrance of fun will permeate you room when students test their sense of
smell with the following activities. To prepare, wet a piece of cloth or cotton with
a drop of household ammonia; then place the material in a plastic bag. Prepare
several other aroma bags using familiar scents such as peppermint, lemon,
perfume, vinegar, etc.
Ask the students to smell each aroma bag and describe the odor. Require the
students to use descriptive words rather than evaluative ones like “yucky.” After
that student identifies each aroma, blindfold another student and have him/her
identify each odor when a bag is held up to her nose. Keep a record of the correct
aromas and the guesses on the chalkboard.
Activity Four – Guide me safely!
The teacher will set up an obstacle course in the classroom using chairs. Student
one will be blind folded; they must use their listening skills to safely make it
through the obstacle course. Partner two will use his speaking skills to give
directions to lead student one to the other side. (Ex. Turn right and walk two
steps forward, turn left and walk five steps forward.)
Closing Activity
The students will write a brief paragraph responding to the following question. If
you had to give up one of your senses, which would you give up and why? The
teacher will give the students five minutes to write this and then the class will
share their thoughts and reasons on this topic.
44
45
Lesson 8 – Human Body Closing
Objectives:
The learner will have working knowledge of all parts of the human body
previously learned to complete tasks.
Standards:
Goal 1, Standard 1, 2, 3
Goal 2, Standard 1, 2, 3
Goal 3, Standard 1, 2, 3
Learning Strategies:
Direct: Memory, Cognitive, and Compensation
Indirect: Metacognitive, Affective, and Social
Multiple Intelligences:
Verbal/Linguistic
Visual/Spatial
Interpersonal
Intrapersonal
Bodily/Kinesthetic
Logical
Materials:
Variety of objects that represent parts of the human body
Pictures of the human body systems
Human body word bank
Activity One - Simon (Ms./Mr. Teacher) Says
The teacher will be in front of the students. The students will use his/her listening
ability to follow the teacher’s oral directions while playing a version of the common
game “Simon Says.” Follow the instructions when the teacher says, “Ms. Teacher says.”
If the teacher doesn’t say, “Ms. Teacher says” the student will not move.
Activity Two – Song Head, Shoulders, Knees, and Toes
The students are now familiar with a variety of body parts. The teacher will be in
front of the class leading the song, Head, Shoulders, Knees, and Toes while the students
46
are singing along and touching the different parts that the song is referring to. Once the
students have successfully completed all the parts the teacher can then be creative and
add different body parts to the song.
Activity Three – What do I have?
Student one will sit back to back with student two. Student one will have five
objects related to the human body (hand, wig of hair, model of the heart, shoe, skeleton of
bones, etc) in front of them. Student one will describe the object to Student two. Student
two must use his/her listening ability to identify what object is being described to them.
Activity Four – Where Does it Go?
The students will practice their writing ability with this activity. The teacher will
put on the board a picture of the respiratory system, urinary system, digestive system, and
the circulatory system along with a word box with human body words. The student will
write a sentence to describe each picture of the human body system that they see on the
board. The student may use words from the word bank (or from the word wall if the
teacher has been making one) to create a complete sentence.
47