K-2+Body+Parts

By the end of this lesson, students should be able to:
 * Identify human body parts and their basic functions.
 * Describe the physical features of people.
 * Recognize ways that people are similar to and different from each other.
 * Recognize ways that people are similar to and different from other animals.



Engage: Activate Prior Knowledge; Generate Interest

Play the song It's a [|Complicated Machine: The Human Body]

After song, tell the students that you want them to make a list of the body parts

that are listed in the song. Play the song again and then ask students to identify

what body parts they heard. Write responses on the board or on chart paper.

**Activate Prior Knowledge**

Have students look in a mirror to observe and describe their features (hair, eyes, nose, ears, etc.) Then put the students in pairs to compare and contrast their features. Ask them: What features are the same? What features are different? How are they alike or different? You may wish to make observation statements about yourself before students begin, to model objective and sensitive ways to make statements about appearances.

**Stimulate Interest** Explain that you will watch a video about how people can be alike. Show the video [|How We Are Alike].have students look for the ways in which people are alike. After the video, discuss the idea that even though there are there are differences among people, they are more alike than they are different. Use this video and discussion as an introduction to the concept of body parts.

Ask students the questions about the video, such as:


 * What are some things that all people need?
 * What are things that all people do?
 * How are people the same?
 * What do all people share?

Explore: Allowing Students to Experience Content

Post the essential questions:
 * What are some human body parts?
 * What do different body parts do?
 * How can we describe the physical features of people?
 * How are different people alike?

Review the idea of people being alike and the features that they observed in themselves and their partners in the previous session. Use this as a transition to talking about body parts. As you discuss the body, make sure to point out and discuss the differences between humans and other animals, emphasizing the similarities that people have to each other versus their differences to animals.

Point out that there are other features that people have that make them alike. Read the passage [|People Are Alike and Different]. Note that this passage is also available as an e-book for practicing readers. Discuss the passage and allow students to answer the questions. Ask students how humans are similar and different to other animals.



Show students a body diagram. Write the following vocabulary words on the board or on chart paper: [|bones], [|brain], [|muscles], [|skeleton], heart.

Tell the students:
 * [|Bones] are body parts that make up the [|skeleton].
 * A [|skeleton] is the structure of the body.
 * The [|brain] is the control center that sends messages to the rest of the body.
 * The [|muscles] are the parts of the body attached to the bone that help us to move.
 * The heart pumps blood through the body.

As you discuss the vocabulary, point out or ask volunteers to point out the parts of the body on the body diagram that you have brought in. Allow students to do some simple stretching and flexing movements (arms, legs, fingers, etc.) and some deep breathing. Ask them what body parts they are using to do these movements. Make a list on the board. Use this as a lead-in to the concept of body parts and their functions. Tell students that each of our body parts has its own function and works with other body parts to move, sit, stand, breathe, eat, etc. Tell students that they will be watching a video about different body parts and their functions. Show the video [|Brain, Bones, and Muscle: The Structure and Function of the Human Body]. As students watch, tell them to listen to see if any of the body parts vocabulary they listed are mentioned in the video. After the video, discuss the concepts introduced in the video and make sure to point out how the different parts of the body work together to perform a function. Again, remind students that all humans are similar because of these body parts and functions. Ask them if other animals have these body parts and how they are similar or different to humans.



Explain: Firm Up Understanding; Allow Students to Explain What They Know

Distribute large sheets of craft paper. Have students trace each other’s bodies on the sheets. Next, ask the students to draw and label the body parts they learned about. Then have them write a brief explanation of the function of each body part. Invite volunteers to present and explain their drawings. Post the drawings on the wall.

To review how people are alike, have students sit in a circle. Explain that they are going to think of ways that people are physically similar to each other. Start with the phrase “People are similar because we all have…” Provide an example by saying “People are similar because we all have eyes.” Then move around the circle with each student adding a feature to the list while repeating the previously mentioned features. (e.g. The next person will say, “People are similar because we all have eyes and mouths.” The third person will say, “People are similar because we all have eyes, mouths, and stomachs.” etc).

Elaborate: Allow Students to Apply What They Know

Students will complete the Hands-On Activity [|Heart Rate].



If time allows, this is a good time to have students use their body outlines to complete two other hands-on activities:

[|Muscling In] and [|Hot or Cold]. These activities allow students to explore some additional systems in their bodies.

After groups complete the Hands-On Activity, bring the entire class back together to confirm their understanding of the Essential Questions by having them discuss the results with the class and discuss why the resting heart rates were different from their heart rates during exercise.

Project Ideas: To help students apply their understanding of body parts, you may wish to have them complete some or all of the following projects. The time required to complete each project will vary; some may require students to work outside the classroom.


 * We’re All Different, but We’re Also Alike: Create a bulletin board display highlighting the similarities and differences of all the students in the class. Bring in a digital camera and have the students take pictures of different features of themselves (eyes, noses, mouths, hair, etc.) Have them work with a partner to observe and compare and contrast each other. Ask them to write a short description of how they are similar and different. Have students arrange the photos and descriptions on the board. Let them decide how to post the photos (by body parts, by similarities, etc.). Make sure that the students address the fact that all people have skeletons, lungs, brains, etc. by including this in their descriptions or in some other representation on the board.
 * Well-Functioning Body Week: Group the students and have each group come up with one activity to keep different parts of the body healthy, according to their function. (e.g. take a brisk walk to keep the heart, muscles, lungs, etc. healthy). Have each group plan out an activity that the class can do. Assign each group a day for them to lead the class in their activity. Make sure that the class addresses how the activity keeps the body parts functioning well. Have them keep a class log for each activity about the body parts used/exercised and how the activity helps. Have the class make a list of rules (do’s and don’ts) they can follow to keep the body functioning well.
 * Data Collection and Analysis: Allow students to develop a data question about the external features of people in your school. Then provide time for students to collect the data and represent it with an appropriate graph.

Evaluate: Check for Understanding


 * Allow students to work in small groups or pairs. Assign each group a body part. Students should write a short description of the body part and its function on a card. Collect the cards to evaluate the accuracy. Then, place the cards in a pile. Draw one card from the pile, read it, and have the class guess the body part.
 * Provide students with a scenario (e.g. eating a salad, running, swimming, etc.) Students should list the body parts needed to perform the activity (brain, heart, lungs, etc.). Students should explain their reasoning.
 * Show students a picture of a human and a picture of an animal such as a frog or giraffe. Ask students to compare their own external features to the animals in both pictures. Then students should tell which pictured animal they are most like and explain why.
 * Have students complete the [|Student Selected Response] on Body Parts