Body Works

Grade level: 2
School: Stonewall Elementary
Developed by: Eileen Haggard, Julie Galbraith, Stacie Musgrave

Organizer

Body works! How can you keep your machine running smoothly?

Academic Expectations and Demonstrators

1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs  and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. 

  • Identify and use print and non-print (e.g. video, CD-ROM) resources to obtain information.
  • Use research tools to access and synthesize information.

1.2 Students make sense of the variety of materials they read. 

  • Demonstrate an understanding of print materials read in and out of school.

1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 

  • Write for a variety of purposes (e.g., expressive, transactive, imaginative) and forms (e.g., journal entry, letter, poem/story) to a variety of audiences.

1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. 

  • Express information and ideas using technology.

2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 

  • Identify variables that cause or influence an outcome.

2.3 Students identify and analyze systems and the ways their components work together or affect each other.

  • Recognize things that work together.
  • Identify components of a system.
  • Communicate functions of a system.
  • Classify systems based on functions or properties.
  • Distinguish between systems and subsystems and describe interactions between them.
  • Create a system.

2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.

  • Investigate models of systems that represent objects, events, or systems.
  • Investigate models to determine how things work.
  • Use models to depict the function of an object, event, or system.

2.13 Students understand and appropriately use statistics and probability. 

  • Collect, organize, and describe data.
  • Construct, read, and interpret displays of data.

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

  • Develop awareness of the interrelatedness of body functions and the impact of lifestyle choices on body systems.
  • Evaluate and select actions which an enhance growth, development, and wellness.

Essential Questions
  1. What are 6 main systems (respiratory, circulatory, muscular, digestive, skeletal, nervous) and how do they work?
  2. How do the systems depend on one another?
  3. How do we keep our bodies healthy?

Culminating activity

"Show What You Know" parent day. Students will demonstrate and explain all of the activities they have done during the unit. The activities will include:

Rubric

PowerPoint Presentation

Criteria

A

B

C

Research

 List parts of system, tell where they’re located, and describe their function.

3 or more correctly cited resources, including 2 print and 1 nonprint.

 List parts of system and tell where they’re located.

2 correctly cited resources

 List parts of system

1 correctly cited resource

Project Design

 Has 3 or more graphics, at least 1 of which is imported.

The text color, style, size, and layout are legible for large group presentation. Presentation has special effects, like animation and transitions.

 Has at least 1 imported graphic


The text color, style, size, and layout are legible for large group presentation.

 Has 1 clipart graphic


The text color, style, and size, are legible for large group presentation.

Oral Presentation

Each group member:

  • speaks so someone at the back of the room can understand:
    • Loudness
    • Enunciation
    • Speed
  • Maintain eye contact at least 80% of the time.
  • Body language relates appropriately to presentation.

Each group member:

  • Speaks so someone in the middle of the room can understand:
    • Loudness
    • Enunciation
    • Speed
  • Maintain eye contact at least 50% of the time.
  • Body language usually relates appropriately to presentation.

Each group member:

  • Most of the audience cannot understand, because of problems with:
    • Loudness
    • Enunciation
    • Speed
  • Limited eye contact.
  • Body language does not relate appropriately to presentation.

Capitalization

Organization

Punctuation

Spelling

No COPS errors

No more than 3 COPS errors

No more than 5 COPS errors

 

Oral explanations on how two or more systems interact

A

B

C
  • Name 2 systems and identify all of the parts and their purposes.
  • Explain the function of both systems.
  • Using correct descriptive language and unit vocabulary, give a detailed explanation of the interactions between the systems.
  • Give a correctly sequenced explanation of systems and their interactions without teacher prompts.
  • Name 2 systems and identify 75% of the parts.
  • Explain the function of both systems.
  • Using correct language and unit vocabulary, give a brief explanation of the interactions between the systems.
  • Give a correctly sequenced explanation of systems and their interactions with no more than 2 teacher prompts.
  • Name 2 systems and identify 50% of the parts of each.
  • Explain the function of both systems separately.
  • Using unit vocabulary, give a limited explanation of the interactions between the systems.
  • Give a correctly sequenced explanation of systems and their interactions with no more than 3 teacher prompts.

  • Refer to models and charts as visual aids.

  • Refer to either models or charts as visual aids.

  • Does not refer to models or charts.

Knowledge (Core Content)

Technology Standards

Skills and Procedures

Instructional Activities

Timeline for Unit
 

Mon

Tues

Wed

Thurs

Fri

Week 1

      

3/1 Begin Introduction, form groups, go over rubrics

3/2 Begin research

Week 2

3/5

PowerPoint research

3/6

PowerPoint research

3/7

PowerPoint research

No school

No school

Week 3

3/12

Computer lab - PPT research & design

3/13

Computer lab- PPT research & design

3/14

Computer lab - PPT research & design

3/15

Computer lab - PPT research & design

3/16

Computer lab - PPT research & design

Week 4

3/19

Designing & revising PPT

3/20

Designing & revising PPT

3/21

Designing & revising PPT

3/22

Designing & revising PPT

3/23

Designing & revising PPT

Week 5

3/26

3/27

Speaker this week

3/28

3/29

3/30

Week 6

4/1

Practice for Show What you Know

4/2

Show What you Know

      

Lesson Goals

In assessing the third essential question (How we keep our bodies healthy?), the students will keep a journal in which open response writing will be assessed. After direct instruction, students will develop a rubric for each question. Healthy diet, risk factors, and exercise will be the open response topics.

Students will keep a human body folder at home.

 

Activity and assessment for all lessons: Quick trivia box.

Each system will be introduced (day 1) by showing a model of the body, illustrating that system. The students will create a page of that system for their transparency book. At the beginning of the unit, pairs of students will be designated and systems will be assigned. Then time will be given each day for research and working on PowerPoint presentation.

1. The Nervous System:

Objective: Students will identify the structure and function of the nervous system.

                    Activities:

  • Construct a model. Create a diagram and label the parts. Discuss functions of parts. (day 1)
  • Neurons, voluntary and involuntary. Construct a neuron model. (day 2)
  • FOSS test your reflexes activity. (day 3)

Assessment: Answer comprehension questions from a passage about the nervous system. Models and diagrams will be assessed for accuracy.

2. The Respiratory System:

Objective: Students will identify the structure and function of the respiratory system.

                    Activities:

  • Construct a model. Create a diagram and label the parts. Discuss functions of parts. (day 1)
  • Measure lung capactiy. (day 2)
  • Breathing rate & BTB experiment. (day 3)
  • Start daily exercise and monitoring breathing rate. Chart rates in a spreadsheet. (day 3)

Assessment: Answer comprehension questions from a passage about the respiratory system. Models and diagrams will be assessed for accuracy. Open response on risk factors of smoking.

3. The Circulatory System:

        Objective: Students will identify the structure and function of the circulatory system.

                  Activities:

  • Interaction of respiratory and circulatory systems will be discussed throughout.
  • Construct a model. Create a diagram and label the parts. Discuss functions of parts. (day 1)
  • "Go with the Flow" game. Healthy heart mobile. Eat your heart out (design a healthy heart menu under 300mg of cholesterol) (day 2)
  • Heart rate experiment/graph. Demonstration of blood flow to take pulse and record heart rate. Add pulse and heart rate data to spreadsheet. (day 3)

Assessment: Answer comprehension questions from a passage about the circulatory system. Models and diagrams will be assessed for accuracy. Performance event dealing with reading labels and cholesterol. Bring in the label from their favorite food, write about why this food is good or bad for you, and draw conclusions.

 

4. The Digestive Systems:

Objective: Students will identify the structure and function of the digestive system.

                    Activities:

  • Construct a model. Create a diagram and label the parts. Discuss functions of parts. Using a yardstick and yarn, students will illustrate the length of small intestines. (day 1)
  • Enzyme demonstration. Diet. Magic School Bus. Homework activity – Color and read nutrition book to parents. (day 2)

Assessment: Answer comprehension questions from a passage about the digestive system. Models and diagrams will be assessed for accuracy. Open response question dealing with balanced diet.

5. The Skeletal System:

Objective: Students will identify the structure and function of the skeletal system.

                    Activities:

  • Construct a model. Create a diagram and label the parts. Discuss functions of parts. (day 1)
  • Classifying joints. FOSS experiment – Immobilizing joints. (day 2)
  • Chicken Bone experiment. Introduce heath issues – importance of nutrients and exercise. Math activity: Estimate number of bones and joints in the human body. (day 3)

Assessment: Answer comprehension questions from a passage about the skeletal system. Models and diagrams will be assessed for accuracy. Open response question: What does the commercial mean when it says "Milk does a body good"? 

6. The Muscular System:

Objective: Students will identify the structure and function of the muscular system.

                    Activities:

  • Construct a leg model with bones and muscles. Create a diagram and label the parts. Discuss functions of parts. (day 1)
  • Grip test with small groups; graphing strength of grip (right vs. left, boy vs. girl, and other comparisons). (day 2)

Assessment: Answer comprehension questions from a passage about the muscular system. Models and diagrams will be assessed for accuracy.

Critical Resources

Back to Stonewall

Back to PET Project