GETTING TO KNOW YOUR BODY

Getting to Know Your Body

Author(s):
David Cirillo


Grade Level:

5th Grade

Timeframe:

3 Day Lesson
40 minute lessons (2 hours total)

Lesson Description or Explanation

This lesson will allow the students to become more familiar with the structure of their bodies. It will show the students how their body is organized and why their body works the way it does. It will cover the major systems of the body and explain how those systems are interdependent.

Indiana Curricular Standards


5.4.1- Explain that for offspring to resemble parents there must be a reliable way to transfer information from one generation to the next.
5.4.3- Explain that some organisms' cells, such as human nerve and muscle cells, vary greatly in appearance and perform very different roles in the organism.
5.4.9- Explain that like other animals, human beings have body systems.
5.6.1- Recognize and describe that systems contain objects as well as processes that interact with each other.



ISTE Standards

Research and Information Fluency- Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Communication and Collaboration- Contribute to project teams to produce original works or solve problems.

Technology Operation and Concepts- Understand and use technology systems

Assessments

Formative/Summative

Formative Assessment- Day three of the lesson, the children will split into four groups. Each group will be responsible for a specific body system to research. At the end of the research, each group is responsible to teach the rest of the class about the system they were assigned.

Summative Assessment- Day one of the lesson, the children will be given three pointed questions to answer at the end of the lesson. The answers will not be closed, they will each allow for more than one ‘exact’ response.

Prior Knowledge

Curricular Knowledge or Skills:
Most of the students will have some experience with their bodies, from being sick to possibly having an injury of some type. At this age the students will know what the outward parts of the body is called. They may also know the names of some inner organs and have a basic knowledge of vocabulary.

Technology Knowledge:
Most of the students at this age will have also been exposed to computers and the internet, whether at home or in school. The children may also have had experience with publishing a piece of work with the aide of a computer. It is also likely the students have been exposed to educational programming i.e. video, television program, video game, or audio source.

Technology

Internet Resources:
http://kidshealth.org/kid/ http://science.nationalgeographic.com/science/health-and-human-body/human-body/?source=G4101&kwid=ContentNetwork|929422345
http://americanhistory.si.edu/anatomy/index.html
http://www.medtropolis.com/VBody.asp

Hardware: Computers with Internet access, printers
Software: Microsoft Word

Procedure

Day One:

- K-W-L Chart about what the learners already understand about their bodies and what they want to learn from the lesson and research they do.
- Use a computer and drop down screen to assist in the lecture. We will use the sites that are hyperlinked above to ensure that each student has a visual reference to assist in understanding of the first two systems discussed (Skeletal and Muscular)
- After each system is discussed individually, then have a group discussion about how those two systems are Interdependent.
- Discuss how cells make up tissue, how tissue make up organs, and how cells make up bone, muscle, etc…
- At the end of the lesson, give the students the following questions for summative assessment: How is the body organized? Name one thing about the skeletal/muscular system and why do we need it? How do they work together?

Day Two:

- Have the students take their pulse by using neck or wrist. Then have the students jog in place for 30 seconds. Then have them take pulse again to make noticings.
- Use a model of cardiovascular system to show what arteries, veins, capillaries, and the heart look like.
- Explain the importance of oxygen transfer
- Have the students do a quick breathing exercise to show how air is inhaled and exhaled through the body.
- Use a model of the respiratory system to show the path air takes into the lungs
- At the end of the lesson, have the children write a paragraph on each system using Microsoft Word. Allow the students to create a background or border by inserting pictures from the internet or clip art.

Day Three:

- Have the students split into groups (by choice or teacher paired)
- Then assign each group a system (digestive, nervous, endocrine, or urinary)
- Have textbooks, trade books, articles, magazines, and internet sites available for the students to do research on each system.
- After doing research, have each group report back to the class about what they learned. Give the students questions to answer and allow the students to find ‘fun-facts’ they wish to share. How it works? Why we need it? How to take care of it?
- Make sure to BE AVAILABLE TO HELP a group if they have any questions.
- Get back together to debrief

Differentiated Instruction

ESL

To help with ESL, allow the students to use websites that allow them to translate their findings into their native language. You can also provide resources that are in their native language. It is also possible to enlist other students from your class to help explain information if they are able to translate.

Challenge/Extend

For those students who need to be challenged, provide them with more scholarly texts, websites, journals, etc… It is also possible to permit these students to work more independently if they wish. These students may also be permitted to create an assessment of their own.

Special Needs

For students who may be hearing impaired, the use of visual aides and informative text can be useful. Providing them with the same information as the rest of the class helps build community. If you have sight-impaired students, adjust the computer screen using the magnifying tool to permit access to the same sites ad the rest of the class. For students with learning disabilities, provide them with extra time to finish the assignment or have another student work in tandem with that child.