for further information contact… darla fenleyprosthetic limbs will be engineered to make...

“Our Amazing Human Body”

n PROGRAM OVERVIEW This unit of study was designed

for a second grade classroom with its main focus being science, health, and STEM. The unit may be modified to teach individuals of all abilities by using accommodations to the plans. A huge majority of the plans are in SMART board based lessons with embedded videos of real world information and scenarios.

This unit incorporates Health, Science, Engineering, literacy, and Technology into a single unit. I have taught the body many years but in the past two years, using these hands on lessons, powerpoint presentations, and short video clips, the students were able to internalize and retain all the information about the body systems. The students also engage in conversations about what they need to do to keep their bodies healthy so their bodies will last their lifetime. This unit focuses on one or two systems at a time and we go deep into the system and always end it with the biomedical engineering component. At the conclusion of the unit, we teach how all the systems work together as a component that makes our body work the way it does.

For further information contact…

Darla FenleyBartow Elementary Academy

590 S Wilson AvenueBartow, FL 33830

[email protected]

2014 - 2015 IDEA CATALOG OF EXCELLENCE

n OVERALL VALUE The human body is made up of

systems. In this unit, students will investigate and make observations about the human body’s main systems. The students will need to develop an understanding of the way each system works and be able to summarize the functions of each system, and the organs within. Prosthetic limbs will be engineered to make connections between our body systems and the real world problem people face when one of those systems isn’t working properly.

The unit will end with a technology project of designing an iPad Keynote Presentat ion, in which students summarize how their assigned system, and organs within, functions.

We are also planning on incorpo-rating biomedical engineering within this unit. The students learn that tech-nological advances in medicine have made it easier for people who have had injuries or failures within their body’s systems. We discuss prosthetic limbs, bionic eyes, the advancement scientists are making in reference to portable stomachs and external hearts.

n LESSON PLAN TITLES The Human Body Systems:

• Skeletal and Muscular Systems• The Digestive System • The Respiratory and Circulatory

Systems

n MATERIALS • Science A to Z decodable book

The Human Body• True to Life Human X Rays• Anatomical Human Body Torso• Anatomical Human Heart• Book titles Molly the Pony• Plungers• saran wrap• 2 liter bottles• duct tape• popsicle sticks• paint stirrers• PVC pipe• old shoes• bubble wrap• Ziploc bags (quart size) • Pantyhose• small diameter PVC pipe• saltine crackers• water

“Our Amazing Human Body”


n ABOUT THE DEVELOPERMy name is Darla Fenley and

I graduated from Florida Southern College in 2003. I immediately started teaching at a title 1 school where I taught 1st grade. I was at Inwood Elementary for 2 years when I was asked to move to Chain of Lakes Elementary to open the school in 2006. I started teaching 2nd grade at Chain of Lakes and instantly fell in love with that age group. I taught at Chain of Lakes for 7 years when a 2nd grade position came available at Bartow Elementary Academy.

I was very interested in the STEM aspect and wanted to further myself as an educator and be able to expand the knowledge of my students.

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“Our Amazing Human Body” Darla FenleyLesson Plan No 1: The Human Body - Skeletal & Muscular Systems

n SUBJECTS COVEREDScience, Literacy, Health, Technology, Engineering

n GRADESSecond Grade

n OBJECTIVES Students will be able to identify

the functions of the skeletal and muscular systems. At the end of the lesson the students will also be able to work cooperatively to design their own prosthetic legs using a variety of supplies chosen by the cooperative student groups. At the finalization of their prosthetic legs, the students will write a script and record a commercial advertising their prosthetic legs.

n NGSSSSC.2.L.14.1 Distinguish human body

parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. (Relate this standard to Human Life Cycles)

SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival.

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

n COMMON CORE STANDARDS

L A . 2 .6 .1.1: S tudents w i l l read informational text to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure.

LA.2.1.7.3: The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts;

LA.2.1.7.2: The student will determine the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear;

LA.2.1.7.8: The student wi l l use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.

LA.2.1.7.1: The student will identify texts features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading;

LA.2.2.1.2: The student will identify and describe the elements of story structure, including setting, plot, character, problem, and resolution in a variety of fiction;

MA.2.A .2.4. Solve addit ion and subtraction problems that involve measurement and geometry.

M A . 2 .G.3 .1. Es t imate and use standard units, including inches and centimeters, to partition and measure lengths of objects.

MA.2.G.3.3. Apply the Transit ive Property when comparing lengths of objects.

MA.2.G.3.4. Est imate, select an appropriate tool, measure, and/or compute lengths to solve problems.

MA.2.G.3.2. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object.

MA.2.G.5.4. Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quar ts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L).

n VOCABULARY• skeletal system• muscular system• skull• spine• muscles

n MATERIALS• P o w e r p o i n t / S m a r t b o a r d

Presentations• Science A to Z Decodable The

Human Body• Guest speaker - Mrs. Thayer

(double amputee) or a guest speaker of your choice

• Plungers, saran wrap, 2 liter bottles, duct tape, popsicle sticks, paint stirrers, PVC pipe, old shoes, bubble wrap, Teacher copy of Molly the Pony, Human Torso


“Our Amazing Human Body” Darla FenleyLP No 1: The Human Body - Skeletal & Muscular Systems (cont.)


n DIRECTIONS Activating Strategy

The unit is started with the literacy component. We have a class set of the story titled Molly the Pony. In this story a pony is hurt and has to have her leg amputated. The owner’s of the pony never give up hope on her and have a prosthetic leg built for her. The hoof has a smiley face imprinted in it so every time she walks, she leaves behind a smile. This interests the students and has them strive for more knowledge about prosthetics.

Next, we view the powerpoint presentation on the skeletal and muscular system explaining in depth these two systems of the body. At the end of the presentation there is a section on biomedical engineering that really interests the students.

At the conclusion of the unit, we have a guest speaker named Mr. Thayer, who is a double amputee, that visits and shares his story. At first the students are a little apprehensive when he takes his legs off but they start to understand that he needs them in order to function in everyday life. Mr. Thayer is very open to questions and even allows the students to pass around his old prosthetic legs.

n ACCOMMODATIONS• scaffolding• peer tutoring• using visuals• clarifying unfamiliar words• use questions to assist with

retelling.

n EVALUATION/ASSESSMENT Teacher made comprehension

and vocabulary assessments on the muscular and skeletal systems functions, STEM Project, rubrics for commercial script, and Speaking and Listening grade for the recording of the commercial.

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“Our Amazing Human Body” Darla FenleyLesson Plan No 2: The Human Body - The Digestive System



n OBJECTIVES Students will be able to identify the

functions of the digestive systems. At the end of the lesson the students will also be able to work cooperatively to design their own stomach including the small and large intestines using a variety of supplies chosen by the cooperative student groups. At the finalization of their biomedical stomachs, the students will write a script and give a presentation describing their external stomach and how it works.



















n VOCABULARY• digestive system• small intestine• large intestine• stomach• bile• waste

n MATERIALS• Digestive System Powerpoint/

Smartboard Presentation• Science A to Z Decodable

Reader The Human Body• Ziploc bags (quart size), saran

wrap, duct tape, popsicle sticks, pantyhose, small diameter PVC pipe, bubble wrap, saltine crackers, water, Human Torso


“Our Amazing Human Body” Darla FenleyLesson Plan No 2: The Human Body - The Digestive System (cont.)


n DIRECTIONS Activating StrategyThe Magic School Bus - What Happens to the Food We Eat

The unit is started with a visual component. The students will view segments of The Magic School Bus - What Happens to the Food We Eat . This gets the students interested and has the students strive for more knowledge about our digestive system.

Next, we view the powerpoint presentation on the digestive system explaining in depth this system of the body. At the end of the presentation there is a section on biomedical engineering that really interests the students.

At the conclusion of the unit, the students have to use a variety of supplies to engineer or create their own external stomach. The stomach must demonstrate that the nutrients and things our bodies need are excreted through the small and large intestines and the end result is solid waste. Students also need to be pre warned that this is a scientific experiment and scientist do not laugh or joke during their experimentation.

Af ter the cooperat ive group completes their portable stomach, they must write a presentation to the class explaining its components and demonstrate how it works.

n ACCOMMODATIONS• scaffolding• peer tutoring• using visuals • clarifying unfamiliar words• use questions to assist with

retelling


and vocabulary assessments on the Digestive systems functions, STEM Project, rubrics for commercial script, and Speaking and Listening grade for the recording of the commercial.

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“Our Amazing Human Body” Darla FenleyLP No 3: The Human Body - The Respiratory & Circulatory Systems



n OBJECTIVES Students will be able to identify

the functions of the respiratory and circulatory systems. At the end of the lesson the students will be able to identify the functions of both the respiratory and circulatory systems and how they work cooperatively with the other systems within the body.



















n VOCABULARY• Respiratory System• lungs• oxygen Circulatory System• blood vessels• arteries• valves• veins• chambers

n MATERIALS• Respiratory and Circulatory

System Powerpoint / Smartboard Presentation

• Science A to Z Decodable The Human Body

• Heart Model, Torso Model


“Our Amazing Human Body” Darla FenleyLP No 3: The Human Body - The Respiratory & Circulatory Systems (cont.)


n DIRECTIONS Activating StrategyBrain Pop The Respiratory System and The Circulatory System

The unit is started with a visual component. The students will view segments from Brain Pop. This gets the students interested and has the students strive for more knowledge about our respiratory and circulatory systems.

Next, we view the powerpoint presentation on the systems explaining in depth each system of the body. At the end of the presentation there is a section on biomedical engineering that really interests the students.

At the conclusion of the unit, the students will take turns looking at the heart and lungs models. They will be able to manipulate the parts and put them back together.

n ACCOMMODATIONS• scaffolding• peer tutoring• using visuals • clarifying unfamiliar words• use questions to assist with

retelling


and vocabulary assessments on the Respiratory and Circulatory system’s functions, STEM Project, rubrics for commercial script, and Speaking and Listening grade for the recording of the commercial.

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Materials Budget SUPPLIER ITEM # AND DESCRIPTION COST QUANTITY TOTAL COST

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Teacher _________________________________________

School __________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Our Amazing Human Body” Darla FenleyLesson Plans Materials Budget


Wal-Mart Wooden dowels 13.05 1 13.05

Bubble Wrap 6.99 1 6.99

Plungers 5.81 4 23.24

Ziploc Bags - gallon 12.48 1 12.48

Duct Tape 6.34 4 25.36

Saltine Crackers 6.34 1 6.34

Ziploc Bags - quart 8.89 1 8.89

Knee High Panty Hose 5.50 1 5.50

Lowes PVC Pipe, large and small diameter 18.63 1 18.63

Amazon Saran Wrap 10.84 1 10.84

Popsicle Sticks 4.99 1 4.99

Molly the Pony 12.06 1 12.06

True to Life Human X Rays 22.00 1 22.00

Human Body Torso 94.99 1 94.99

Anatomical Heart 14.82 1 14.82

Science A to Z Yearly Subscription 59.95 1 59.95

Darla Fenley

Bartow Elementary Academy

$340.13

20.41

$360.54

“Our Amazing Human Body” Darla FenleyRubric


Organization Delivery Content Presentation Materials

Superior

Good

Satisfactory

Unsatisfactory

Always organized in a meaningful way.

Topic is stated clearly. The introduction includes

all of the main points. All necessary background

information is given. The presentation has a

strong conclusion.

Mostly organized in a meaningful way. Topic is stated.

The introduction includes some of the

main points. Some necessary

background information is given.

The presentation has a good conclusion.

Somewhat organized in a meaningful way.

Topic is not stated clearly. The introduction includes

a few main points. Few necessary

background information is given.

The presentation does not has a strong conclusion.

Not organized in a meaningful way.

Topic is not stated clearly. The introduction does not include the main points.

No necessary background information is given.

The presentation does not have a

strong conclusion.

Body language is always alert and relaxed. Speakers voice

is always in pitch and not monotone.

Speaker always uses standard grammar.

The speakers rate of speech is always correct,

neither too fast nor too slow.

Body language is mostly alert and relaxed.

Speakers voice is mostly in pitch and

not monotone. Speaker mostly uses standard grammar.

The speakers rate of speech is mostly correct,

neither too fast nor too slow.

Body language is

sometimes alert and relaxed. Speakers voice

is sometimes in pitch and not monotone. Speaker

sometimes uses standard grammar.

The speakers rate of speech is sometimes

correct, neither too fast nor too slow.

Body language is

never alert and relaxed. Speakers voice is never in pitch and not monotone.

Speaker never uses standard grammar.

The speakers rate of speech is never correct, neither too fast nor too

slow.

The speaker always uses a strong attention getting device. Speaker always uses words the audience

can understand. The speaker always uses supportive details.

The information the speaker gives is always valuable. The speaker

always stayed focused and did not stray off topic. The speaker was always able to answer questions

from the audience.

The speaker mostly used a strong attention getting device.

Speaker mostly uses words the audience can understand.

The speaker mostly uses supportive details. The information the speaker

gives is mostly valuable. The speaker mostly stayed focused

and did not stray off topic. The speaker was mostly able to answer

questions from the audience.

The speaker sometimes uses a strong attention getting device. Speaker sometimes uses words

the audience can understand. The speaker sometimes uses supportive details. The information the speaker

gives is sometimes valuable. The speaker sometimes stayed focused and did stray off topic. The speaker

was sometimes able to answer questions from the audience.

The speaker never used a strong attention getting device.

Speaker never uses words the audience can understand. The speaker never uses

supportive details. The information the speaker

gives is not valuable. The speaker never stayed

focused and strays off topic. The speaker was not able to answer

questions from the audience.

Presentation aids were always used for

the presentation. Visual aids were neatly made and

easy to read. The visual aids were always on

topic for the presentation.

Presentation aids were sometimes used for the presentation.

Visual aids were made and

easy to read. The visual aids were

mostly on topic for the presentation.

Presentation aids were seldom used for the

presentation. Visual aids were

not neatly made and harder to read. The visual aids

were sometimes on topic

for the presentation.

Presentation aids were not used for the

presentation. Visual aids were not neatly made and not

easy to read. The visual aids were

not on topic for the presentation.

Our Amazing Human Body Video Instructions

1. Go to www.polk-fl.net

2. Click on the orange staff tab at the top of the webpage.

3. Once you have clicked on that tab, scroll to the bottom where Online Resources is located.

4. Click on CCC Streaming, if you are a Polk County Teacher your user name and log in are the same as your email log in.

5. Once you have logged in, you can access the following video titles:• Heart and How it Works• How it Grows• How it Moves• How it Uses Food • How Are Parts Work Together• How We Breathe• Nervous System


“Our Amazing Human Body” Darla FenleyAdditional Information


“Our Amazing Human Body” Darla FenleyAdditional Information - Prosthetic Videos

Our Amazing Human Body Prosthetic Videos

Prosthetic leg http://www.youtube.com/watch?v=oAnI7cZr6is&feature=relmfu

Prosthetic eye http://www.youtube.com/watch?v=_2qPWc32LS8&feature=fvwrel

Researchers aim for ‘direct brain control’ of prosthetic arms. http://www.youtube.com/watch?v=z1oIsXqc0U4

How a Prosthetic is made http://www.youtube.com/watch?v=0pPCgla4hzc

Chaz Holder: (Modern) Prosthetic Limbs http://videos.howstuffworks.com/howstuffworks/40350-the-stuff-of-genius-modern-prosthetic-limbs-video.htm

Heart http://www.cbsnews.com/video/watch/?id=6507780n

Artificial portable Lungs http://www.webmd.com/lung/video/artificial-portable-lung

Artificial stomach http://spectrum.ieee.org/video/biomedical/devices/feeding-the-machine

for further information contact… darla fenleyprosthetic limbs will be engineered to make...

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