body parts unit lesson plans by arianny saviñòn & team
TRANSCRIPT
BODY PARTS LESSON PLANBY :
ARIANNY SAVINON-PEREZ
ROSA PAGUAY
JENNY PEREZ
JOMAIRA PEREZ
PROFESSOR: LILY CERATEBS 701
MAY 13TH, 2010
LEHMAN COLLEGE, BRONX, NY
READING BY ARIANNY SAVINON-P
PARTS OF THE BODYGOALS:
At the end of the lesson students will be able to provide verbal and written responses to diverse type of readings about the parts of the body.
Students will be able to complete a KWL chart with information obtained from diverse sources about the parts of the body.
WARM-UP:
Students will sing and dramatize the song “Head and shoulders, knee and toes.”
Head, shoulders, knees and toes, knees and toes Head, shoulders, knees and toes, knees and toesEyes and ears and mouth and noseHead, shoulders, knees and toes, knees and toes(repeat)Touch your eyesTouch your noseTouch your mouthTouch your earsGreat job!Head, shoulders, knees and toes, knees and toes Head, shoulders, knees and toes, knees and toesEyes and ears and mouth and noseHead, shoulders, knees and toes, knees and toes(repeat)
After listening to the song, the teacher will ask the students what the song was about and what parts of the body were mentioned.
STRATEGY:ACTIVATION OF PRIOR KNOWLEDGE
The teacher will complete a KWL chart with students about the body parts. The teacher will ask the students to look at their bodies and say something that they know or see about their bodies. The teacher will model for the students how to do this, by saying something about her own body and write it down on the “K” part of the chart. (These answers will be record in the “K” column of the KWL chart).
Then the “W” column of the chart will be completed with what the students want to learn about their bodies.
The “L” column will be completed with the information obtained from a selection of readings about the body parts and from other sources and future connections in another subject areas.
KWL CHART: MY BODYWhat do I know about my body?
What do I want to find out about my body?
What did I learn about my body?
1.
2.
3.
4.
5.
6.
7.8.
1.
2.
3.
4.
5.
6.
7.8
1.
2.
3.
4.
5.
6.
7.8
READING PROCEDURE:
Discuss the cover of the book. Talk about the picture on the cover, read the title and the authors name. Have the children make predictions about the book.
Have a picture walk of the books pictures. Without reading the words, ask questions about each picture and make predictions before turning the page.
Then read the book aloud and check with students what new information can be add to the KLW chart.
READING RESPONSE ACTIVITY After listening to the story “Parts” by Ted Arnold, do the
following activities: Write the sequence of the story by saying what happened in the beginning, in the middle and at the end of the story. Use the words: first, then, after and last. Then, draw a picture to illustrate the story.
Title:______________________________________________________________________________
Author:_____________________________________________________________________________
First,______________________________________________________________________________________________________________________________________________________________
Then, ______________________________________________________________________________
___________________________________________________________________________________After,
_________________________________________________________________________________________________________________________________________________________________Last,_____________________________________________________________________________
__
INDEPENDENT READING Students will readindependently the
book“ ALL ABOUT ME” by
Molly Bang.
After, students will add information obtained from the reading to the “L” part of the KWL chart.
AFTER READING THE BOOK, COMPLETE THE GRAPHIC ORGANIZER WITH THE PARTS OF THE BODY MENTIONED IN THE STORY.
Parts of my body
..
..
FOLLOW UP: Students will design a book in which
they will describe and paste pictures of people doing different activities with each part of the body.
After, students will participate in a collective activity in which they will share and read aloud their books to their classmates.
HOMEWORK: READING COMPREHENSIONYour heart is really a muscle. It's located a little to the left of the middle of your chest,and it's about the size of your fist. There are lots of muscles all over your body - in yourarms, in your legs, in your back, even in your behind. But this muscle is special because of what it does - the heart sends blood around your body.
The blood provides your body with the oxygen and nutrients it needs. It also carries away thewaste that your body has to get rid of Your heart is sort of like a pump or two pumps in one.The right side of your heart receives blood from the body and pumps it to the lungs. The leftside of the heart does the exact opposite: it receives blood from the lungs and pumps it outto the body.
By the time you're grown up, your heart will be beating (pumping) about 70 times a minute. How does the heart beat? Before each beat, your heart fills with blood. Then itcontracts to squirt the blood along. When something contracts, it squeezes tighter – trysqueezing your hand into a fist. That's sort of like what your heart does so it can squirt outthe blood. Your heart does this all day and all night, all the time. Every day, an adult heart pumps 2,000 gallons (7,500 liters) of recycled blood by filling and contracting. The heart is one tough worker!
READING COMPREHENSION WORKSHEET HUMAN BODY
Read the information about the human body and answer the following questions:
1.Where is your heart located?_______________2. Where else can you find muscles in your body besides theheart?_______________________________________________________3. Which organ(s) directly works with the heart?___________________________________________________________4. Circle the organs and body parts mentioned in the reading.4. Draw a picture about the reading.
ASSESSMENT:
Students’ reading comprehension will be assessed through grading rubrics, checklists, participation and homework completion.
BODY PARTS LESSON PLAN
Grade level: 1st -2nd Duration: 0ne Week
Setting: Inclusion class conformed by general education students and
special education students.
THE HUMAN BODY PARTSOBJECTIVES DESCRIPTION:
At the end of this lesson students will be able to: Be familiar with common terminology for parts of the body. Read and write the names of different body parts. Provide verbal and written responses to a diverse selection of
readings about the parts of the body. Recognize the function and location of different organs and parts of
the body. Use a metric tape to determine the length of different parts of the
body.
STANDARDS ADDRESSED: ENGLISH LANGUAGE ARTS( ELA). Standard 1: Students will read, write, listen, and speak for
information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Standard 2: Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
STANDARDS ADDRESSED:
Science: 1.1: Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one’s thinking.
1.2: An Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.
Mathematics:Standard:1 Students will determined what parts of the body could be measured, using appropriate methods and formulas. Standard:2 .Students would develop strategies for estimating measurements. Standard:3 .Students will recognized and apply mathematics in contexts outside of mathematics.
STRATEGY: The lesson will be directed by the teacher through the activation of the
students’ background knowledge.
Throughout the lesson, the teacher will prompt students to make connections between the new information and their life experience.
The teacher will utilize a variety of sources in order to differentiate instruction and meet the needs of students with different learning styles (visual, auditory, kinesthetic, tactile, etc).
Students will participate in individual and collective activities such as cooperative learning in which the students will be grouped heterogeneously in order to complete the assigned tasks.
Students will be engaged in practical experiences and hands- on activities in which they will relate the topic to different subject areas.
MATERIALS:
Student Handouts and worksheets: unlabeled body parts, humanbody reading comprehension worksheet, math worksheet, scienceworksheet, body Parts multiple choice worksheet, body Parts crosswordpuzzle. Construction paper Glue or glue sticks Radio, CD Scissors Metric rulers Pencils, markers, crayons Magazines, pictures of body parts, body parts graphics Books: “ All of Me” by Molly Bang and “ Parts” by Ed Arnold. Chart paper
ASSESSMENT:
The assessment will be based on grading rubrics, check lists, homework completion, worksheets and direct observation, through which the teacher will evaluate the students’ performance: participation, individual response and group work.
BODY PARTS VOCABULARY BY JENNY PÉREZ
Objective:
Students will become familiar with common
terminology for part of the body.
HeadLegsNose
ACTIVITIES: A body Parts multiple choices worksheet
will be distributed to the students to introduce the vocabulary. Students will have the opportunity to work in groups to complete handouts.
A crossword puzzle will be displayed on the board and students will have the opportunity to unscramble the words and complete the crossword.
Eyebrow
Ear
Nose
Hair
Eye
Cheeks
Mouth
Arm
Shoulder
Elbow
Finger
Chest
Tummy
Hand
Leg
Toes
Knee
Feet
ASSESSMENT Name ______________________________________________
Date ______________________________ __________
Write a sentence using each word in the space provided.
1. arm 2. ear 3. head 4. chest 5. leg 6. toes 7. nose 8. shoulder 9. hand 10. fingers 11. eye 12. foot 13. mouth
1_________________________________ 2._________________________________ 3._________________________________ 5._________________________________ 6._________________________________ 7._________________________________ 8._________________________________ 9._________________________________ 10________________________________ 11._______________________________ 12._______________________________ 13_______________________________
BODY PARTS: MATH CONNECTION BY JOMAIRA PEREZ
Topic : Measurement
(How much do my body parts measure?)
Objectives:
At the end of this lesson students will understand the concept of measurement.
The students will be able to measure some of their body parts in inches and centimeters.
PROCEDURE: 1.The teacher will introduce the concept of measurement to the students. 2.Students will identify inches and centimeters in a metric tape/ruler. 3.The students will be divided into small groups to do an activity on
measuring the body parts. First, Students will estimate the measurement of the body part of their classmates. This could be the hand, ear, thumbnail, foot, or arm. Then using a metric ruler/tape they will measure the parts of the body, and will write down the right measurement (expressed in both cm and inches) on an answer sheet with the names of the body parts. Finally, Students would compare and share the answers with their classmates.
HOW CAN WE MEASURE OUR BODY?
Estimate and measure parts of your body.
Foot Estimate. _________________ Inches_______cm
Measure._________________ Inches______cm
Hand Estimate. _________________ Inches_____cm
Measure.__________________ Inches______cm
Arm Estimate.__________________ Inches_____cm
Measure. __________________ Inches_____cm
Ear Estimate.__________________ Inches_____cm
Measure. __________________Inches______cm
Thumb Estimate.__________________ Inches_____ cm
Measure.___________________ Inches__ _cm
FOLLOW UP:
For homework, using a ruler or tape measure, students will measure their family members’ body parts using both centimeters and inches. They will compare the results in both units and will share the results in class.
HOMEWORK: MEASURE THE FOLLOWING BODY PARTS IN CENTIMETERS AND INCHES:
Arm ________centimeters. _________inches. Leg _________centimeters. __________inches Chest__________centimeters __________ inches Waist___________centimeters ____________inches.
EVALUATION: Using a grading rubrics student’s works
would be evaluated and graded. 1) Emergent: I am just learning to do
this assignment. 2) Developing: I need some help to
complete my work. 3) Independent: I can do this on my own. ( This grading rubric will be used for students with
learning disability). A more complex rubric will be used for the rest of the class.
SCIENCE CONNECTIONBY ROSA PAGUAY-RUELA
Topic: Human Body Parts.
Objectives: At the end of the lesson the students will:
1. Recognize the function of each body part. 2. Identify major body parts. 3. Localization of each body part. 4. Learn the importance of the body parts. 5. Explain how various body parts work together.
WARM-UP: The teacher will find out how much the
students know about their body parts. The teacher will ask students to get up
and to do the following: Simon says:“Point to your head.” Simon says:“Point to your nose.” Simon says:“Point to your stomach.” Simon says:“Point to your back.”
PROCEDURE The teacher will ask students to say
what they can do with different parts of their body:
What can you do with your head/feet/ hands…?
PROCEDURE: 1.The teacher will name a body part and the students will
perform an action that can be done with this part of the body. Example: the teacher will say: hands, students might clap, shake hands, grab something hold hands, etc. , mouth, they might sing, chew, talk, scream, etc.
2.The teacher will ask students what they think is inside their body.(bones, head(brain), chest(heart, stomach, lungs). After, the teacher will show pictures of these organs and will explain the importance of each one.
Brain
CLASS WORK: As a practical activity, students will
make a collage. The teacher will assign groups providing them magazines and glue sticks. They will cut and paste the different parts of the Human Body and will create their own human body in a big Piece of construction paper.
HOMEWORK THE STUDENTS WILL CUT AND MATCH
THE HUMAN BODY WITH EACH CORRESPONDENT ORGAN.
THE STUDENTS WILL DETERMINE THE FUNCTION OF THREE OF THE INSIDE ORGANS OF THE HUMAN BODY.
FUNCTIONS OF THE PARTS OF THE BODY.
Match each part of the body with the action it can do
- I can hug Arms - I can stand hand - I can walk fingers - I can hold mouth - I can bend knee - I can talk feet - I can snap Ears - I can smell Nose - I can jump Legs - I can hear
ASSESSMENT: Students will recall facts about the lesson
learned about the Human Body. The teacher will evaluate students according to the following criteria:
1. Parts are labeled correctly 2. Parts are colored according to instructions 3. Parts are glued in the appropriate location. Organs are identified and matched correctly.