unit+of+instruction

 Title of Unit: Human Body: Internal and External Parts ** Author: Jaecie Montgomery ** Grade Level: 1 [|Elementary Scope and Sequence.doc] **
 * Primary Subject: Elementary

** Introduction: ** This unit is all about introducing the basic internal and external body parts and how they help us grow and survive. The purpose of teaching this unit is to promote a better understanding among first grade children about their bodies, and how and why it functions. By participating in this unit, the students will learn the basic internal and external parts of their bodies (skin, muscles, bones, heart brain, stomach) and how these parts play an essential role in our bodies development and health. Unit Objectives: **
 * Students will be able to identify and locate main external parts of the body (face, hair, skin, nose, eyes and so on)
 * Students will be able to identify the main external parts of the body functions (skin protects my body, bones protect my organs, eyes help me see)
 * Students will be able to identify and locate main internal parts of the body (brain, heart, stomach)
 * Students will be able to identify the main internal parts of the body functions (my heart pumps my blood, my brain helps me learn, my stomach digests my food)
 * Students will recognize that we have these parts work together to keep us growing and healthy.

** Time Required: 2 Weeks (10 days) **

** Lesson 1 **

Description of lesson: ** Today, we will be introducing the external parts of our bodies. We will be doing so by first seeing how much the student knows about their basic external parts and submit their knowledge to our class logbook, which we also be starting today. We will follow this up with a book by Mick Manning called, //My Body, Your Body//. Assignment: ** A child will stand in front of the class. I will ask the students what they see. After students have had time to describe the child in front of the class, I will restate their descriptions and then ask them what their descriptions are all a part of. I will keep questioning until I get the answer “his/her body.”
 * Title of lesson: What Do You Know? **

We will then begin the class logbook by listing parts of the body named by students on a sheet of chart paper with a black marker. We will continue to add details later as the student’s gain more information about the body.

Next, we will go back through the list and ask students if a part in on the outside or inside of the body, circling the external parts as we go with a red marker.

Finally, we will read //My Body, Your Body// by Mick Manning. ** Resources/materials needed: ** Classroom Logbook 1 Sheet of chart paper 1 Black Marker 1 Red Marker // My Body, Your Body // by Mick Manning

<span style="display: block; font-family: 'Times New Roman', Times, serif; text-align: left;">** Lesson 2 ** Title of lesson: Developing a Vocabulary ** Description of lesson: ** Today, will be working on developing a basic vocabulary for identifying the external parts of our bodies. We will be doing so through a game called “Show Me” all together and putting together a body puzzle which they will also have to take home and do for homework. Later, we will split up into groups to exercise what we have learned.


 * Assignment:** We will start of the lesson by playing a game of “Show Me,” in which I name a body part and the students must point to the part and repeat the name.

Then, we will put together the pieces of a four piece body puzzle on a flannel board. After doing so, we will students will be called upon to name different parts of the body and locate them on the puzzle. This puzzle will be duplicated and sent home for the students to do for homework.

Finally, students will split up with partners and each group will each be given a worksheet page with a picture of a body on it. The students must help each other name the various external body parts and then color the picture to be placed in their individual logbooks. Resources/materials needed: ** Puzzle affixed to flannel Flannel board Copies of puzzle for each student Copies of body page for each student Crayons, colored pencils, markers Student Logbooks

Title of lesson: How is it used? ** Description of lesson: ** Today, we will be discussing how the different parts of our bodies can do one or more jobs for us. We will be reading //How Do We Move?// by Carol Ballard to illustrate what we are learning. We will also have a classroom discussion and demonstration of the different types of movements our bodies can make. Students will also participate in peer to peer learning as they create body riddles. Finally, the children will be sent home with a “Children in Action” homework assignment to be completed and returned tomorrow so it can be displayed on our science bulletin board. Assignment: ** We will start of by reading a book called //How Do We Move?// by Carol Ballard. This book will help illustrated the different movements each of our body parts is capable of doing. We will follow up by having a classroom discussion and demonstration of the different movements our bodies can make. Each student will be encouraged to contribute to the discussion and everyone must participate in the movements! As we do each movement will name the body parts involved in that movement.
 * Lesson 3 **

Then, each student will create a riddle about their body parts. After the students have had several moments to think of one, they will be called upon to ask their riddles to the class while the rest of us try to find the answer. For example: I am the part of your body that can kick a ball. What am I?

Finally, students will be given their “Children in Action” worksheet and a piece of construction paper in order to complete their homework assignment. The “Children in Action” worksheet comes with the different body parts that the students must color, cut out and glue to the piece of construction paper in an action pose. These will be returned to me the following day and hung on our science bulletin board for everyone to see. (Later they will be contributed to student logbooks) Resources/materials needed: ** // How Do We Move? // by Carol Ballard Copies of “Children in Action” for each student Pieces of construction paper for each student

** Lesson 4 ** Description of lesson: ** Today, we will be exploring the parts of our bodies that are inside. Students will recall information we discussed on the first day from our class logbook. Then, we will read a portion of Joan Sweeney’s //Me and My Amazing Body// to further explore the inside of the human body. Then, we will begin discussing our bones and what they do for us. This will be followed by a skeleton puzzle for homework. Assignment: ** We will start off reviewing the list we made for our class logbook on the first day, here we will identify all the parts of our bodies that are found inside. This will be followed up by a portion of Joan Sweeney’s //Me and My Amazing Body// to cover all the parts we didn’t discuss before. Following the book, a new chart page will be created for our class logbook titled, “Inside My Body.” Students will recall inside parts of the body from the book and what they do for us, as they are recalled the parts and functions will be added to the chart paper. (I have bones, they hold me up)
 * Title of lesson: The Inside Parts**

Next, I will have the students try and feel their bones underneath their skin, like having them try to count their ribs. This will help them understand that everyone has bones! We well again bring out our felt board puzzle of the external body and some new puzzle pieces to contribute. These new puzzle pieces will be of the different parts of our skeletons. Students will be called upon to come to the board and put the puzzle pieces on the correct part of the external body. The students will be sent home with these same new puzzle pieces to contribute to their previous puzzles (which will also be sent home again).

Finally, students will work individually on worksheets that emphasize where our bones are located and what they protect in our bodies. These worksheets will be contributed to their logbooks. Resources/materials needed: ** Class logbook // Me and My Amazing Body // by Joan Sweeney Chart paper Marker Felt Board Felt puzzle Skeleton Puzzle for felt puzzle Copies of Skeleton Puzzle for each student Copies of skeleton worksheets for each student Student Logbooks

<span style="display: block; font-size: 125%; font-family: 'Times New Roman', Times, serif; text-align: left;">**<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Lesson 5 **<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">**Description of lesson:** This lesson is a way for children to further explore the use of their senses and also a unique way to learn more about the United States of America. <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">**Assignment:** Log in to our classroom wiki at home with your family and take the Google Earth tour I have created. Try to guess the answers to the questions before utilizing resources. Think of some places you and your family have been and what sense you used most while you were there, bring a picture of this place to class if possible. I look forward to our classroom discussion tomorrow!
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Title of lesson: United States of America by Sense **


 * Resources/Materials needed:**


 * Lesson 6 **


 * Title of lesson: Now What Do We Know? **


 * Description of lesson: ** Today, we will be taking a field trip to the Denver Museum of Nature and Science. Here, we will be exploring the new Expedition Health Exhibit (opens April 4, 2009). This exhibit is a great hands-on way to discover and learn more about how our bodies work and relate what we have already learned through interactive activities in which we put out own bodies to the test! Before we go on this journey, however, students must conduct a knowledge scavenger hunt at home. Students will be required to “hunt down” additional information about our bodies so they have a good knowledge base before we leave for our field trip. This is something the students will need parent assistance with, not only for navigating through the scavenger hunt and reading directions, but in order to share information with their families as well!


 * Assignment: ** Students will complete an on-line scavenger hunt in which they must use links to navigate through important information about their bodies.

After each link, there will be a series of four questions that the student must discuss with their parent(s). Parents will then help students write short answers these questions on a piece of paper to turn in to me on the following day.

Finally, we will follow up the next day in class by reviewing the questions again and holding a classroom discussion. The goal is for each child to become more familiar with the parts of our bodies that we have already studied and the ones that we have not so that they are more confident in their explorations at the Denver Museum of Nature and Science. Resources/materials needed: ** [|Scavenger Hunt.doc]

<span style="display: block; font-size: 125%; font-family: 'Times New Roman', Times, serif; text-align: left;">** Lesson 7

Title of lesson: More Alike than Different ** Today, we will be exploring how we are all individuals, but we are a lot more alike than we may seem. We will begin by using people from the media as an example; this will help students become more comfortable with the idea of pointing out other’s likenesses and differences. Then, we will conduct an activity to show how we are all more alike than we seem!
 * Description of lesson:**

We will start by cutting people out of magazines, each student must come up with one female and one male. Then each student with bring their “people” up to the board where the will be taped so everyone can see them. We will then have a classroom discussion on how all of these very different people are also alike.
 * Assignment:**

Finally, we will move outside to the playground and stand around a circle drawn in chalk on the ground. I will then name off different characteristics (brown eyes, blonde hair, one nose) and everyone with that feature must step into the circle. The point is for the children to recognize that while we have many features that make us individuals, there are also many that unite us.

Magazines Scissors Tape Chalk
 * Resources/materials needed:**

<span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">**Assignment:** Access Ms. Jae's [|Tumblr] account. media type="custom" key="3540752"<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;"> <span style="display: block; font-size: 125%; font-family: 'Times New Roman', Times, serif; text-align: left;"><span style="font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">**Resources/materials needed:** Computers Paper Writing/Drawing Utensils Books
 * Lesson 8**
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Title of lesson: What Do You Think the Difference is? **
 * Description of lesson:** Research project in which each child must use my tumblr website to identify and complete their assignment. Students must also utilize resource books in our classroom also displayed below.

<span style="display: block; font-size: 125%; font-family: 'Times New Roman', Times, serif; text-align: left;">**<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Lesson 9 **<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Arial','sans-serif';">
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Title of lesson: Teach Us! **<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Description of lesson: ****<span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Today, we will be discussing all of the parts of our bodies (internal and external) that keep us healthy and make us who we are. We will answer questions about things we don’t understand and discuss the things about our bodies that are most interesting. Then, it will be up to the children to create a “Body Story” in order to teach each other about the body parts they are most interested in! **<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Assignment: ****<span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">First, we will bring out all of the pieces of chart paper we have created and hold a discussion about the different body parts we included on these pieces of chart paper. I will encourage the children to ask questions that are still unclear and to help each other in discovering the answers to these questions by referring to our charts or recalling from their own memories. To help give them a few ideas, they will see a digital story that I created about the entire body. **

Digital Story: media type="file" key="Digital Story.wmv"


 * <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Then, I will explain the children’s next assignment. Each child will be responsible for using an online storybook creator (Tikatok) to create a “story” about their favorite part of the body in order to help teach their peers more about this body part. All of this assignment will be completed in class over the course of five days during science. The children will have complete reign over what their story is about and what goes into their story book but will have my assistance throughout the creation of their books. Furthermore, each child will be recording their book presentations on an online recording tool. These recordings will be posted online for family and classmates to enjoy.Today, we will primarily focus on showing the children how to access [|Tikatok] and use the materials it offers as well as introducing them to [|vocaroo], the online recording tool we will be using. **

Vocaroo Example: media type="custom" key="3541088"


 * <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Next, we will create a new piece of chart paper with each of the children’s names on it. We will then go around the classroom and each child will choose a topic of their story (any part of the body), duplicate topics are okay. **


 * <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Finally, after each child has finished their story book, I will print them off and bind them. Then, the children will present their story books to their classmates followed by questions from the audience. **<span style="color: black; font-family: 'Arial','sans-serif';">

My Digital Story Chart Paper (From Class Logbook) <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Chart Paper (New Piece) Marker Computer for demonstrating Tikatok Printer Paper Binding Machine Bindings
 * Resources/Materials Needed:**

<span style="display: block; font-size: 120%; font-family: 'Times New Roman', Times, serif; text-align: left;">**<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Lesson 10 **<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Arial','sans-serif';">
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Title of lesson: Show What You Know About How We Grow! **<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Description of lesson: ****<span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Today, we will be reviewing everything we have learned about our bodies (internal and external) together in class, followed by an online review and finally our Bodies Test! **<span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">
 * <span style="color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial;">Assignment: ****<span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">First, we will start class by watching an animoto I created which reviews the parts of the body from the outside to the inside. Next we'll get out our pieces of chart paper and review all of the body parts (internal and external). During this time the children will be encouraged to ask questions in order to clarify any confusions. **
 * <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Then, we, as a class, will go online and play a game of [|Jeopardy] for a more interactive review. **
 * <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Finally, the children will then take their bodies tests individually. **<span style="color: black; font-family: 'Arial','sans-serif';">

<span style="display: block; font-size: 120%; font-family: 'Times New Roman', Times, serif; text-align: left;">[|Animoto] <span style="display: block; font-size: 120%; font-family: 'Times New Roman', Times, serif; text-align: left;">Chart Paper (Class Logbook)
 * Resources/Materials Needed:**
 * <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Computer for Jeopardy game **
 * <span style="font-weight: normal; color: black; font-family: 'Garamond','serif'; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Copies of bodies test for each student **

Fun Videos about the body: media type="custom" key="3766049"