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Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
Sherry baltscheit -human body systems power point
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Sherry baltscheit -human body systems power point

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  • This had audio when I uploaded it here. I do not know where the audio went. I am so frustrated right now but am going to try to resolve this issue tomorrow. Ahhhhhh.....technology, right? I have been trying to post this PP for 4 hours...urg...
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  • This school is over 80 years old and they are in the stressful process of moving to a new school. As a side note, my great-grandfather went to this school in this building—that tells you how old the school building is. The technology is very limited in this building and wi-fi does not exist therefore I could not show movies or pictures on my laptop. My technology use came from the wonderful internet sites where I got my lesson plan ideas.
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 4-18-2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group Time Required: 50 minI. Subject/Content Area--Human Body Systems--Skin and Germs II. Alabama Science Course of Study: 13. Identify healthy habits that may prevent and control disease. Examples: coughing into sleeve; washing hands; avoiding sharing towels, combs, or brushesAlabama Health Course of Study: 13. Identify ways in which germs enter the bodyIII. Concepts"Clean Skin is Healthy Skin" From www.kidshealth.orgWhy hand washing is importantUnderstand how germs enter our bodyIV. Behavioral ObjectivesStudents will be able to name and demonstrate the 5 steps of proper hand washingStudents will be able to explain why proper hand washing is importantStudents will be able to explain how germs get into our bodyV. EvaluationInformal assessment through discussion--teacher observationTeacher will observe each student acting out the 5 steps to proper hand washingStudents will draw and label (if appropriate to their ability level) the 5 steps of proper hand washingVI. Materials and ResourcesLesson plans from www.kidshealth.org/health--I used this as a starting point to my lessons but added and subtracted from these lessons to fit the needs of the classBook: "Skin", by Casey LaskoBook: "A Germ's Journey" by Thom Rooke, MDlotion--to put on teacher's hands to represent our skinglitter--to put on lotion to represent germspaper towels--to show the class that just wiping your hands does not clean off the germscopies of the handout from www.kidshealth.org, "Clean Skin is Healthy Skin"crayons, pencilswhite board for recording the 5 steps of proper hand washing VII. Teaching/Learning Procedures A. MotivationAsk students, "Have you ever been sick?" "Why do we get sick?" "What are germs?" "Why/how do germs make us sick?" "How can we keep germs from getting into our bodies?"Students will learn the 5 steps of proper hand washing in order to keep germs out of our bodyStudents will explain how germs enter our bodyStudents will explain/discuss where germs are and how to keep them out of their body B. Instructional ProceduresRead the books:Book: "Skin", by Casey LaskoBook: "A Germ's Journey" by Thom Rooke, MDDiscuss while reading and use the Socratic method to get the students to interact, share experiences and ideasFocus on the steps of how hand washing is important to keeping germs out of our bodiesAllow students to discuss and interject when appropriateAllow students to share their personal experiences about being sick Discuss where germs are and how we can avoid them (ex. door knobs, water fountain, bathroom, pencils, etc.) ClosureTeacher demonstrates how germs live on our hands and all surfaces by putting lotion on hands and then sprinkling lotion to represent germsTeacher demonstrates how using paper towels to wipe off germs is not enough--proper hand washing (the five steps) must be used in order to get rid of the germsTeacher demonstrates the five steps of proper hand washing and shows student how the germs are washed away by proper hand washingSince there is not adequate sink space for every student to participate in the glitter/hand washing experience we act out the 5 steps of proper hand washingTeacher tells students that our skin is so important and that it has such an important job of keeping germs out....but..it also helps us learn about our environment....teacher tells students that tomorrow we will have a "skin" scavenger hunt to see how our skin tells our brain about our environmentVIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)Students draw and/or write the 5 steps of proper hand washing using the "Clean Skin is Healthy Skin" template from "Kids Health"Watch and discuss the movie "Keeping Clean--Hand Washing for Health" Professional Reflection What went well – the students were so involved with the discussion and sharing their experiences. They were very engaged in the lesson and happy to participate in the discussion and share their "boo-boos" where germs may get into our body. The students loved the glitter demonstration--this really got them excited and helped them to see the idea that germs are on their hands all the time. What didn’t go well – classroom management. It is difficult to enter a classroom that is not my own. I think I allowed too much talking out of turn without having them raise their hands.. One time, their teacher came over to talk to the class and get them to sit down and remember to raise their hands if they wanted to talk. Since this was our first lesson together I think we were all excited. During the rest of our time together I will implement more classroom management and have the children raise their hands and speak one at a time. What will you do differently next time you teach this lesson--I think this lesson went great. However, this school is 80 plus years old with limited resources such as internet access and adequate bathroom space. The next time I teach this lesson, I would love to show the students the video of the ultra-violet picture of the germs that live on our hands. If there were enough sinks, I would like to have each student participate in the experiment of having lotion on their hands plus glitter, then practice the 5 steps of proper hand washing.
  • Student work sample
  • I love how this student shows in step 3—counting to 20 to make sure all of the germs are gone.
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 4-19-2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group, discovery learning/small groupTime Required: 50 minI. Subject/Content AreaHealth/ScienceII. Course of StudyHuman Body Systems, Health, Science, Personal Safety, NutritionIII. ConceptsIdentify different textures such as soft, hard, smooth, rough, crunchy, itchyReview the 5 steps of proper hand washing Understand how germs enter our bodyUnderstand how our skin protects us from germsIV. Behavioral ObjectivesStudents will demonstrate the 5 steps of proper hand washing from previous lessonStudents will identify and name different textures that our skin can feelStudents will learn how the skin gives us a sense of touch and tell why it is important to use this sense to keep our skin and body safeStudents will use their sense of touch to identify different textures and name them accordingly: soft, hard, smooth, rough, crunchy, itchyV. EvaluationTeacher will observe each student act out the 5 steps of proper hand washingTeacher will engage the students in a "skin scavenger hunt" activity by guiding them through a texture experience using only their sense of touchTeacher observation/student participation in the "skin scavenger hunt" will be monitored by teacher by asking students to name what they are feeling according to the terms listed aboveVI. Materials and ResourcesPaper bags"Soft" blanket cut into small pieces"Hard" rocks"Smooth" glass pebbles"Rough" sand paper cut into small pieces"Crunchy" cupcake liners"Itchy" dish scrubbers cut into small piecesGluePut each of the items in a paper bag and fold the top overLesson plans from www.kidshealth.org/health--I used this as a starting point to my lessons but added and subtracted from these lessons to fit the needs of the classBook: "Skin" by Casey LaskoBook: "A Germ's Journey" by Thom Rooke, MDHandout: Skin Scavenger Hunt from KidsHealth.org/classroom/prekto2/body/parts/skin_handout2.pdfVII. Teaching/Learning Procedures A. MotivationReview previous lesson by discussing why our skin is importantReview how germs enter our body and discuss why proper hand washing is importantAct out the steps of proper hand washingReview the books from previous lesson--the students really enjoyed "A Germ's Journey" and requested that I read it againStudents will discuss how our skin gives us the sense of touch and name different textures that our skin can feelStudents will explain how our skin can keep us safe by recognizing when something is hot, painful, or sharp B. Instructional ProceduresReview previous lesson as mentioned aboveDiscuss the different textures that our skin can identifyInvite students to share what their skin can feelTeacher writes on easel chart: "smooth, hard, soft, rough, crunchy, itchy"Allow each student to take turns finding an object in the room that is "smooth, hard, soft, rough, crunchy, itchy, etc." As each item is found it is written on the chart by teacherEach student will be given the opportunity to participate and share with the groupTeacher will explain the "skin scavenger hunt" and tell the students that now we are going to use only our skin to identify textures--not our eyesPut students into small groups and hand out the "skin scavenger hunt" bags--tell the students to keep them closed until we are ready to beginHave the students close their eyes and reach into the bags and let their skin explore the different texturesGuide the students through identifying and naming each texture one at a timeGive each student a copy of the "skin scavenger handout"Have each student find each texture using only their sense of touchPlace each item from the bag on the proper space on the handoutWhen all items have been properly placed and the teacher has discussed their placement they may be glued to the handoutClosureCall students back into the whole group and discuss the lessonReview the textures Discuss how our skin sends us messages about texturesDiscuss how our skin can keep us safe not only by keeping out germs (from previous lesson) but also how it can help us recognize dangerous situations such as something being sharp, hot, or painful--ex. stickers in the grass that hurt our feet, blisters from our shoes, sunburn, hot stove or food, etc.Wrap up the lesson by saying that the next time we meet we will be talking about our wonderful body and how it movesPlay Simon Says as an example of how our body movesVIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)This lesson was paced and guided so everyone finished roughly at the same time. No supplemental activities needed.Professional Reflection What went well – Very active and interactive lesson! The students loved the skin scavenger hunt and were very excited to participate. My classroom management was much better today than in the previous lessons. We are getting used to each other and I am more clear today about my behavioral expectations. Students took turns participating and speaking. What didn’t go well – Overall I am very pleased with this lesson. However, I think I allowed the first part of our discussion (where the students took turns finding different textures) go on a bit too long. I should have picked up the pace a bit because the students were getting fidgety and were focused on the paper bags. What will you do differently next time you teach this lesson--I left the paper bags on a table where the students could see them. Next time I will keep them hidden until we are ready to use them. Some of the students were very focused on the bags and excited. Some students wanted to rush through the beginning of the lesson because they were so excited about what was in the bags.
  • This is the result of the “skin scavenger hunt”. The kids loved this activity. Thank you Dollar Store
  • Name: Sherry Baltscheit Date: 4-22-2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group, discovery learning/small groupTime Required: 50 minI. Subject/Content AreaHealth/Science--"Bones, Muscles and Joints"II. Course of StudyHuman Body Systems, Health, Science, Personal Safety, NutritionIII. ConceptsUnderstand that bones, muscles, and joints work together to make our body moveLearn some of the proper names for our bones, muscles and jointsUnderstand why bones are important and how we can keep them healthy with proper nutrition and exerciseIV. Behavioral ObjectivesStudents will identify bones in their body by pointing to each of their bones as teacher points to it on the skeleton pictureStudents will identify and repeat the names of the muscles as teacher points to them on the muscle pictureStudents will identify and repeat the names of their joints as teacher points to them on the skeleton pictureStudents will participate in a "Simon Says" game and move their appropriate bones, muscles, or joints as teacher names them V. EvaluationTeacher will observe each student point to the correct bones, muscles, and joints on their body--informal observation in whole group activityTeacher will observe and correct proper bone, muscle, and joint identification during the "Simon Says" gameStudents will complete the "Mr. Bones Puzzle" VI. Materials and ResourcesLesson plans from www.kidshealth.org/health--I used this as a starting point to my lessons but added and subtracted from these lessons to fit the needs of the classBook: "Bones" by Megan DuhamelBook: "Muscles" by Justin McCory MartinBook: "The Bones You Own" by Becky BainesBook: "The Muscular System" by Susan H. GrayBook: "Your Muscles and Bones" by Anita GaneriMr. Bones Puzzle from:KidsHealth.org/classroom/prekto2/body/parts/bones_handout1.pdfGlueScissorsPicture of skeletal systemPicture of muscular systemVII. Teaching/Learning Procedures A. Motivation Discuss the activities that we do when we move: sports, walking, running, dancing, etc. Have students tell a partner their favorite way of moving their body  B. Instructional ProceduresRead and discuss the books: "Bones" by Megan Duhameland "Muscles" by Justin McCory MartinUse pictures in the books to show the skeletal system and the muscular system: "The Bones You Own" by Becky Baines"The Muscular System" by Susan H. Gray"Your Muscles and Bones" by Anita Ganeri Group activity: students will identify bones in their body by pointing to each of their bones as teacher points to it on the skeleton pictureGroup activity: students will identify and repeat the names of the muscles as teacher points to them on the muscle pictureGroup activity: students will identify and repeat the names of their joints as teacher points to them on the skeleton pictureGroup activity: students will participate in a "Simon Says" game and move their appropriate bones, muscles, or joints as teacher names them--very energetic and fun game for the students to show what they have learnedIndividual activity: students will complete Mr. Bones puzzle and place the bones in the correct placeTeacher will monitor this activity and continue the discussion as they work and encourage students to use the proper names for the bonesClosureSummarize the main points of the lesson--quick review of bones, muscles, and jointsRemind the students that they need to exercise and eat healthy foods to keep their bones, muscles, and joints healthy and strongTell the students that we will continue our discussion about bones, muscles and joints in our next class and promise them another game of "Simon Says'VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)None needed. This is not my classroom and I have to pace my lesson so that it meets the time limitations so the regular classroom teacher can get back to her schedule.Professional ReflectionWhat went well – This lesson was fun and energetic for students and teacher! The children were very engaged with the interactive nature of pointing to their bones, muscles, and joints--there was a lot of laughter, smiling, and learning as evidenced by their responses. I think this lesson was well paced and kept the students involved in a cognitive and kinesthetic way.What didn’t go well – Since this is not my classroom I have to keep to my allotted time so that I do not make the classroom teacher behind on her schedule. This is challenging, but it encourages me to stay focused and on task. What will you do differently next time you teach this lesson--Next time I would like to have a skeleton model instead of using pictures in the book. I think an actual skeleton model will better demonstrate the bones and joints.   
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 4/23/2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group Time Required: 30 minutes**This lesson had to be shortened because of a school assembly. I. Subject/Content AreaHealth/Science II. Course of Study Human Body Systems, Health, Science, Personal Safety, NutritionIII. ConceptsContinue discussing and refining the concepts of previous lesson about bones, muscles, and jointsStudents will understand that exercise and eating healthy foods will keep our bones, muscles, and joints strongStudents will understand that our bones protect our internal organsIntroduce the concept that some of our muscles we control and some muscles we do not controlIV. Behavioral ObjectivesStudents will play the "Simon Says" game an demonstrate where their bones, muscles, and joints are on their bodyStudents will participate in a discussion about how our bones protect our internal organs (this is a preview of the upcoming lessons regarding heart, lungs, digestive, and nervous systems)V. EvaluationTeacher will observe the students participate in the Simon Says game and monitor student learning by playing along and watching each student to ensure that they are remembering the informationTeacher will monitor student learning by observing the students point to their ribs and say what organs they protect, the skull and saying what organ it protects, and the spine. This class discussion is designed to give me some idea of the prior knowledge that the students have about their internal organs.VI. Materials and ResourcesBook: "Bones" by Megan DuhamelBook: "Muscles" by Justin McCory MartinBook: "The Bones You Own" by Becky Baines VII. Teaching/Learning Procedures A. MotivationThe Simon Says game is a great activity to review what we learned in our previous lessons. This is a highly interactive game and the children have a lot of fun while learning and reviewing.Today's lesson is designed to review the skeletal and muscular systems and also to give me an idea of what the children already know about their internal organs--for future lessons. B. Instructional ProceduresReview the bones, muscles, and joints information from yesterdayPlay a quick game of Simon Says to demonstrate our bones, muscles, and jointsDiscuss how our muscles move our bones and that our muscles get shorter and longer--have the students move their arm and notice how their muscle gets shorter when you bend and their muscle gets longer when the arm straightensPoint to our ribs and discuss why they are so important---what are they protecting?Point to our skull and discuss what is inside our skull and how the skull protects the brainClosureSummarize the information presented--class discussionRemind the students about their amazing bones, muscles, and joints and how to take care of themTell the students that tomorrow we will be learning more about what's inside our body and playing more games to discover information about ourselvesVIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)None needed--I had to rush through this lesson because of a school assembly. When the classroom teacher and I scheduled this time for my lesson she did not know about the assembly.Professional Reflection What went well – The students had great recall of the information presented yesterday and today. They really enjoyed the interactive games and participated well in the class discussions. We are really getting to know each other and my expectations for proper behavior are being met by the students.What didn’t go well – Due to the unexpected assembly I had to rush through this lesson. I feel that I covered what I planned to cover in this lesson, but not as in depth as I had planned. I also had a 15 minute video about the concepts presented that I did not have time to show and discuss.What will you do differently next time you teach this lesson--Next time I teach this lesson I will go more in depth about how the bones protect our internal organs. Due to time constraints I was rushed--no one's fault, it is just what happens in public education sometimes! Teachers can adapt to these situations and I feel like I did my best with the time I had with the students.  
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 4-22-2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group, discovery learning/small groupTime Required: 50 minI. Subject/Content AreaHealth/Science--"Bones, Muscles and Joints"II. Course of StudyHuman Body Systems, Health, Science, Personal Safety, NutritionIII. ConceptsUnderstand that bones, muscles, and joints work together to make our body moveLearn some of the proper names for our bones, muscles and jointsUnderstand why bones are important and how we can keep them healthy with proper nutrition and exerciseIV. Behavioral ObjectivesStudents will identify bones in their body by pointing to each of their bones as teacher points to it on the skeleton pictureStudents will identify and repeat the names of the muscles as teacher points to them on the muscle pictureStudents will identify and repeat the names of their joints as teacher points to them on the skeleton pictureStudents will participate in a "Simon Says" game and move their appropriate bones, muscles, or joints as teacher names them V. EvaluationTeacher will observe each student point to the correct bones, muscles, and joints on their body--informal observation in whole group activityTeacher will observe and correct proper bone, muscle, and joint identification during the "Simon Says" gameStudents will complete the "Mr. Bones Puzzle" VI. Materials and ResourcesLesson plans from www.kidshealth.org/health--I used this as a starting point to my lessons but added and subtracted from these lessons to fit the needs of the classBook: "Bones" by Megan DuhamelBook: "Muscles" by Justin McCory MartinBook: "The Bones You Own" by Becky BainesBook: "The Muscular System" by Susan H. GrayBook: "Your Muscles and Bones" by Anita GaneriMr. Bones Puzzle from:KidsHealth.org/classroom/prekto2/body/parts/bones_handout1.pdfGlueScissorsPicture of skeletal systemPicture of muscular systemVII. Teaching/Learning Procedures A. Motivation Discuss the activities that we do when we move: sports, walking, running, dancing, etc. Have students tell a partner their favorite way of moving their body  B. Instructional ProceduresRead and discuss the books: "Bones" by Megan Duhameland "Muscles" by Justin McCory MartinUse pictures in the books to show the skeletal system and the muscular system: "The Bones You Own" by Becky Baines"The Muscular System" by Susan H. Gray"Your Muscles and Bones" by Anita Ganeri Group activity: students will identify bones in their body by pointing to each of their bones as teacher points to it on the skeleton pictureGroup activity: students will identify and repeat the names of the muscles as teacher points to them on the muscle pictureGroup activity: students will identify and repeat the names of their joints as teacher points to them on the skeleton pictureGroup activity: students will participate in a "Simon Says" game and move their appropriate bones, muscles, or joints as teacher names them--very energetic and fun game for the students to show what they have learnedIndividual activity: students will complete Mr. Bones puzzle and place the bones in the correct placeTeacher will monitor this activity and continue the discussion as they work and encourage students to use the proper names for the bonesClosureSummarize the main points of the lesson--quick review of bones, muscles, and jointsRemind the students that they need to exercise and eat healthy foods to keep their bones, muscles, and joints healthy and strongTell the students that we will continue our discussion about bones, muscles and joints in our next class and promise them another game of "Simon Says'VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)None needed. This is not my classroom and I have to pace my lesson so that it meets the time limitations so the regular classroom teacher can get back to her schedule.Professional ReflectionWhat went well – This lesson was fun and energetic for students and teacher! The children were very engaged with the interactive nature of pointing to their bones, muscles, and joints--there was a lot of laughter, smiling, and learning as evidenced by their responses. I think this lesson was well paced and kept the students involved in a cognitive and kinesthetic way.What didn’t go well – Since this is not my classroom I have to keep to my allotted time so that I do not make the classroom teacher behind on her schedule. This is challenging, but it encourages me to stay focused and on task. What will you do differently next time you teach this lesson--Next time I would like to have a skeleton model instead of using pictures in the book. I think an actual skeleton model will better demonstrate the bones and joints.   
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 4/25/2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group Time Required: 50 minutesI. Subject/Content AreaHealth/Science: Respiratory SystemII. Course of StudyHuman Body Systems, Health, Science, Personal Safety, NutritionIII. ConceptsUnderstand the term "respiratory" and "lungs"Understand that staying active through exercise can help our lungs stay healthy and keep us breathingUnderstand that like the heart, the lungs are protected by our bonesIV. Behavioral ObjectivesStudents will locate their lungs and breath in and out while feeling their lungs expand and contractStudents will discuss/explain how exercise can help us have healthy lungsStudents will locate their ribs and tell how they protect our lungs from injuryV. EvaluationTeacher will monitor student learning through discussion and questioning for understandingStudents will complete "Mr. Sadlungs" activity to demonstrate three exercises for healthy lungs VI. Materials and ResourcesRespiratory System lesson plans from KidsHealth.comCopies of Mr. Sadlungs handoutPencils, crayonsBook: "Lungs" by Shannon CasterBook: "Our Body: Respiratory System" by Cheryl JakabMovie: "Human Body for Children: All About Cells and Body Systems"VII. Teaching/Learning Procedures A. MotivationTell students that today we are going to discuss another important part of our body--our lungs. Have students point to their lungs and see if they can feel them breathing. B. Instructional ProceduresDiscuss why we need to breatheHave students lie on floor and put their hands on their chest to find their lungs, have students breathe slowly and quicklyDiscuss that we can make ourselves breathe and sometimes we can control our breathing, however our brain is in charge of our breathing while we are sleeping and most of our lives.Share the pictures from the books listed above and discuss the parts of our lungs and how they work--these books are very lengthy and the language is technical. However, they have great pictures that the students can see to get an idea of how our lungs work.Discuss how our lungs need to stay healthy through exercise and name some of the exercises that we can do to keep our lungs healthyDiscuss activities that are unhealthy for our lungs such as not exercising, smoking, breathing in chemicals, etc.Provide instructions for Mr. Sadlungs activityTeacher provides help for students during the Mr. Sadlungs activity for those who need itStudents share their Mr. Sadlungs activities with the class if they wishClosureUse the students Mr. Sadlungs activities to sum up the lessonRemind students that they can keep their lungs healthy and ask them to provide examplesTell students that our next meeting will be about how we eat and how food moves through our bodyShow movie noted aboveVIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)Allow Mr. Sadlungs early finishers to look at books about the human body alone or with a friendProfessional ReflectionWhat went well – The children are quickly picking up on how our body had different systems that do different things to make our body work. They are listening attentively and enjoying the discussions in a calm and appropriate manner. What didn’t go well – This lesson seemed a bit bland because I did not have a simpler book to read about the lungs. I checked out many books from the library about lungs, but they were all on a higher level than the students could understand.What will you do differently next time you teach this lesson--Next time I will search for more appropriate, grade level books about this subject.
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 4/23/2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole and group Time Required: 50 minutesI. Subject/Content AreaExample: Science/Health--The Digestive SystemII. Course of StudyHuman Body Systems, Health, Science, Personal Safety, Nutrition III. ConceptsUnderstand the words, digest, digestion, system, saliva, esophagus, stomach, intestines IV. Behavioral ObjectivesStudents will participate in whole group and small group discussions about how food moves through our bodyV. EvaluationTeacher will monitor student learning through questioning for understandingTeacher will observe the students as we play "The Quest to Digest" game (and also the book we will read tomorrow) to see if the students have learned the vocabulary associated with this lesson VI. Materials and ResourcesBook: "Your Digestive System"White board, chart paper, markersVII. Teaching/Learning Procedures A. MotivationAsk the students how long it takes for food to move through our body? Tell them that they will be surprised to find out the answer and to listen for it during the story.This lesson will teach us about our digestive system and how food moves through out body. B. Instructional ProceduresIntroduce the book and write the words "Digestive System" on the chart paper. Begin reading the book and make a note of each of the words on the chart paper when it is mentioned in the book: teeth, esophagus, stomach, small intestine, large intestineThis book is lengthy, but contains a lot of excellent grade appropriate information. If needed the students can take a "digestion" break and move around for a moment or two to "get their wiggles out" in order to attend to the story.Continue to add words to the list as necessaryPlay the "Quest to Digest" trivia game. Place the students into two groups and ask them trivia questions regarding the vocabulary on the list. Teacher provides the description and the students provide the appropriate word. No points are taken--this is just for learning fun.ClosureReview the informationRemind the students that their food goes on an amazing journey through their bodyTell the students that tomorrow we are going to MEASURE their digestive system! How will we do that?VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)None needed for this lessonProfessional ReflectionWhat went well --The children are naturally curious about where their food goes. The students and I really enjoyed the book and the discussion. The "Quest to Digest" game was fun and it inspired the students to learn the new words in an active way.What didn’t go well – Overall the lesson was good, however as I mentioned above the book is quite lengthy and taking "wiggle breaks" was helpful to break up the time sitting and listening. What will you do differently next time you teach this lesson--Next time I will break this book up into smaller sections. Hopefully I will have my own classroom at that time and be able to do this as I see is appropriate.  
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 4/30/2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group, small group Time Required: 50 minutesI. Subject/Content AreaExample: Health/Science/MathII. Course of StudyHuman Body Systems, Health, Science, Personal Safety, Nutrition III. ConceptsVocabulary words from yesterday's lessons--use chartStudents will continue to develop an understanding about our digestive system and how to keep it healthyIV. Behavioral ObjectivesStudent will participate in a class game the "Quest to Digest" (from yesterday's lessons)Student will demonstrate appropriate vocabulary words/terms as it applies to the digestive systemStudent will participate in a small group to problem solve how to measure the length of their digestive systemV. Evaluation Teacher will lead game of the "Quest to Digest" and guide students towards remembering the vocabularyTeacher will work with small groups as they try to figure out how to measure 15 feet of yarn (to represent the length of the average 7 year olds digestive tract)VI. Materials and ResourcesThe list from yesterday's activitiesThe book "The Quest to Digest" by Mary K. CorcoranYarnVarious measuring tools--yardsticks, rulers, tape measures, etc.Scissors VII. Teaching/Learning Procedures A. MotivationTeacher conducts a quick review of what we have learned so far about the digestive systemTeacher states that today we will measure the length of our digestive tract to see how far our food travels. B. Instructional ProceduresRead the book and discuss while reading. This will be a review of yesterday's material so keep it fast paced. Refer to the chart if necessary. Skip page 26 in the story as it contains vocabulary that the children may not need to say to their parents later. (ha ha)Divide the student into groups and tell them that now we are going to see how far our food has to travel through our bodies.Pass out yarn, scissors, and show the children the measuring tools availableEncourage each group to figure out how to measure 15 feetSpread the groups out around the room and monitor each group as they decide how to measureTeacher provides assistance when neededStudents measure 15 feet and display how far their food travelsClosureQuickly review the list and ask if anyone learned anything new todaySpread the 15 feet of yard out and remind them that their food goes on a long journeyTell the students that tomorrow we will be learning about the most important organ in our body--the organ in charge--can you guess what it is?VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)None neededProfessional ReflectionWhat went well – The students had great recall about the digestive system and really enjoyed the game of "Quest to Digest". The class loved figuring out how to measure 15 feet--their team work and conversations about solving the problem was interesting to watch.What didn’t go well – I had no real complaints about this lesson--it went very well and the students had great behavior and learned the concepts presented.What will you do differently next time you teach this lesson--I will make flash cards for the digestion game to help the students recognize the words at random instead of depending upon the chart. 
  • The students had so much fun with this activity! I saw such teamwork and problem solving. They were amazed at how long 15 feet is and how their little bodies fit this much inside. What a journey our food goes on!
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 5/2/2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group, small group Time Required: 50 minutesI. Subject/Content AreaExample: Health/Science--The Nervous SystemII. Course of Study Human Body Systems, Health, Science, Personal Safety, NutritionIII. ConceptsUnderstand that the brain controls everything we doUnderstand that the nervous system has three main parts, brain, spinal cord, and nervesIV. Behavioral ObjectivesStudents will name the three main parts of the nervous systemStudents will participate in a discussion about the nervous system and tell how their brain helps themV. Evaluation Observation/participation in discussionStudents will complete a diagram of the three main parts of the nervous systemVI. Materials and ResourcesMovie: "Human Body for Children: All About the Brain"Book: "The Nervous System" by Susan H. GrayBook: "The Nervous System" by Martha V. GoldHandout "My Nervous System" from www.KidsHealth.orgCrayons, pencilsVII. Teaching/Learning Procedures A. MotivationAsk the students what is the "boss" of our bodyDiscuss all of the things that the brain allows our body to do B. Instructional ProceduresWatch the movie and pause when appropriate to re-iterate a point or discuss something that may need further explanationTeacher leads discussion and writes down words and phrases that the students say about what they learned from the movieIdentify and discuss the three parts of the nervous systemStudents complete nervous system handout ClosureQuick review of what we learned todayRemind the students to take care of their wonderful brains by wearing helmets when biking or other sportsTell the students that tomorrow we will be wrapping up our lessons about the body and will do a fun activityVIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)Students who finish the nervous system handout early may read the body books until the time is over.Professional ReflectionWhat went well – The children really enjoyed the movie. The movie was right at their level and it provided visual and animated facts about the nervous system. The discussion was focused and on task.What didn’t go well – I wish the internet worked at this school because there are several sites online that are dedicated to teaching children about their brain. This lesson felt cut short due to time constraints. The nervous system is a fascinating topic and I should have divided it into two days.What will you do differently next time you teach this lesson--Devote two or more days to this topic. Provide many brain games (as seen on the movie) for the children to participate in. 
  • Troy UniversityDepartment of EducationLesson Plan Format Name: Sherry Baltscheit Date: 5/3/2013School: XYZ Elementary Grade Level: 1stTeaching Strategy: Socratic Method/whole group, small group Time Required: 50 minutesI. Subject/Content AreaExample: Health/ScienceII. Course of StudyHuman Body Systems, Health, Science, Personal Safety, Nutrition III. ConceptsReview all of the human body systems coveredIV. Behavioral ObjectivesStudent will participate in a small group to illustrate and label one of the 5 body systems we have covered in this unitStudent will demonstrate appropriate vocabulary words/terms as it applies to their assigned body systemStudents will present their labeled drawing to the class and discuss their assigned systemV. Evaluation Body system drawn and labeled correctlyStudents use appropriate vocabulary when sharing their picture with the classVI. Materials and ResourcesThe lists and charts from the entire unit displayed All library books that are mentioned in these lesson plansLarge paperPencils, crayons VII. Teaching/Learning Procedures A. MotivationTeacher conducts a quick review of what we have learned about each body system--refer to the list or charts that correspond with the systemTeacher explains the group assignment B. Instructional ProceduresReview the body systems quickly through discussionDivide the student into groups and explain their assignment to draw and label their assigned systemAssign systems and help children find room to workEncourage each group to work together and make sure each member has a job to doRemind the students to use the charts and library books for referenceTeacher provides assistance when neededClosureHave each group share their drawing with the groupVIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)None neededProfessional ReflectionWhat went well – I think this was a great culminating activity and the children really enjoyed being "experts" at their assigned body system.What didn’t go well – Getting to the group work session was challenging--the students had difficult using their charts and books to find the words they needed because I had the books and charts in one general area.What will you do differently next time you teach this lesson---Next time I will have body system "stations" spread out around the room. Each body system chart and corresponding library books will be located together so there will not be a "traffic jam" when they are looking for their books and copying words from the charts. 
  • Working on their body system picture and labels.
  • An awesome skeletal system—look at all of those ribs!
  • Working hard—referring to our lists and vocabulary words.
  • Transcript

    • 1. SHERRY BALTSCHEITEDU 6629/T4/2013HUMAN BODY SYSTEMSGRADE 1/XYX ELEMENTARY SCHOOLCompleted with the cooperation of a wonderful teacherwho allowed me to spend time with her students andteach them this unit of study.
    • 2. LESSON 1—THE SKIN WE ARE IN http://www.youtube.com/watch?v=Kg2uaIBXDA0 Lesson plans adapted from www.KidsHealth.org "Clean Skin is Healthy Skin" From www.kidshealth.org Why hand washing is important Understand how germs enter our body IV. Behavioral Objectives Students will be able to name and demonstrate the 5steps of proper hand washing Students will be able to explain why proper handwashing is important Students will be able to explain how germs get into ourbody
    • 3. THE FIVE STEPS OF HAND WASHING
    • 4. MORE ABOUT HAND WASHING
    • 5. LESSON 2—SKIN SCAVENGER HUNT Lesson plans adapted from www.KidsHealth.org Identify different textures such as soft, hard, smooth, rough, crunchy,itchy Review the 5 steps of proper hand washing Understand how germs enter our body Understand how our skin protects us from germs Students will demonstrate the 5 steps of proper hand washing fromprevious lesson Students will identify and name different textures that our skin can feel Students will learn how the skin gives us a sense of touch and tell why itis important to use this sense to keep our skin and body safe Students will use their sense of touch to identify different textures andname them accordingly: soft, hard, smooth, rough, crunchy, itchy. The Skin Scavenger Hunt was a huge success!
    • 6. LESSON 2—SKIN SCAVENGER HUNT
    • 7. LESSON 3—MUSCLES BONES AND JOINTSLesson plans adapted from www.KidsHealth.org Understand that bones, muscles, and joints work together tomake our body move Learn some of the proper names for our bones, muscles andjoints Understand why bones are important and how we can keepthem healthy with proper nutrition and exercise Students will identify bones in their body by pointing to each oftheir bones as teacher points to it on the skeleton picture Students will identify and repeat the names of the muscles asteacher points to them on the muscle picture Students will identify and repeat the names of their joints asteacher points to them on the skeleton picture Students will participate in a "Simon Says" game and movetheir appropriate bones, muscles, or joints as teacher namesthem
    • 8. LESSON 4—MUSCLES, BONES AND JOINTSPART 2 Lesson plans adapted from www.KidsHealth.org **This lesson had to be shortened because of a school assembly. Continue discussing and refining the concepts of previous lesson about bones, muscles, andjoints Students will understand that exercise and eating healthy foods will keep our bones, muscles,and joints strong Students will understand that our bones protect our internal organs Introduce the concept that some of our muscles we control and some muscles we do notcontrol Students will play the "Simon Says" game an demonstrate where their bones, muscles, andjoints are on their body Students will participate in a discussion about how our bones protect our internal organs (this isa preview of the upcoming lessons regarding heart, lungs, digestive, and nervous systems) Teacher will observe the students participate in the Simon Says game and monitor studentlearning by playing along and watching each student to ensure that they are remembering theinformation Teacher will monitor student learning by observing the students point to their ribs and say whatorgans they protect, the skull and saying what organ it protects, and the spine. This classdiscussion is designed to give me some idea of the prior knowledge that the students haveabout their internal organs.
    • 9. MR. BONES http://kidshealth.org/classroom/prekto2/body/parts/bones_handout1.pdf
    • 10. LESSON 5—OUR HEART—THECARDIOVASCULAR SYSTEM Lesson plans adapted from www.KidsHealth.org Students will feel their pulse at rest and after exercise Students will count and compare their heart beats after rest and exercise Students will name ways to keep their heart healthy Students will discuss how the heart is a muscle and is protected by the ribcage Teacher will observe students participate in finding their pulse. Teacher will informally evaluate students through discussion about heart healthybehaviors and how the heart is a muscle that is always working Students will draw a picture of their heart by tracing their fist to demonstrate thesize of their heart Remind the students that we have been learning a lot about muscles. State, "Youall know how important muscles are and you have shown me how you can moveyour muscles in so many ways. But...did you know that you have muscles in yourbody that YOU cannot move? They work all by themselves--your wonderful brainkeeps them moving and you do not even know!" Ask the students to point to their heart---ask, "Can you feel it beating?...Are youmaking your heart beat?...Did you know that your heart is a muscle?"
    • 11. STUDENT EXAMPLES OF THECARDIOVASCULAR SYSTEM
    • 12. LESSON 6—OUR RESPIRATORY SYSTEM Lesson plans adapted from www.KidsHealth.org Understand the term "respiratory" and "lungs" Understand that staying active through exercise can help our lungs stay healthy and keep us breathing Understand that like the heart, the lungs are protected by our bones Students will locate their lungs and breath in and out while feeling their lungs expand and contract Students will discuss/explain how exercise can help us have healthy lungs Students will locate their ribs and tell how they protect our lungs from injury Teacher will monitor student learning through discussion and questioning for understanding Students will complete "Mr. Sadlungs" activity to demonstrate three exercises for healthy lungs Tell students that today we are going to discuss another important part of our body--our lungs. Have studentspoint to their lungs and see if they can feel them breathe Discuss why we need to breathe Have students lie on floor and put their hands on their chest to find their lungs, have students breathe slowly andquickly Discuss that we can make ourselves breathe and sometimes we can control our breathing, however our brain isin charge of our breathing while we are sleeping and most of our lives. Discuss how our lungs need to stay healthy through exercise and name some of the exercises that we can do tokeep our lungs healthy Discuss activities that are unhealthy for our lungs such as not exercising, smoking, breathing in chemicals, etc.
    • 13. STUDENT EXAMPLES OF OUR RESPIRATORYSYSTEM AND HOW TO KEEP OUR LUNGS HEALTHY
    • 14. LESSON 7—OUR DIGESTIVE SYSTEM—PART1 Lesson plans adapted from www.KidsHealth.org Understand the words, digest, digestion, system, saliva, esophagus, stomach, intestines Students will participate in whole group and small group discussions about how food movesthrough our body Teacher will observe the students as we play "The Quest to Digest" game (and also the bookwe will read tomorrow) to see if the students have learned the vocabulary associated with thislesson Ask the students how long it takes for food to move through our body? Tell them that they willbe surprised to find out the answer and to listen for it during the story. Introduce the book and write the words "Digestive System" on the chart paper. Begin reading the book and make a note of each of the words on the chart paper when it ismentioned in the book: teeth, esophagus, stomach, small intestine, large intestine This book is lengthy, but contains a lot of excellent grade appropriate information. If needed thestudents can take a "digestion" break and move around for a moment or two to "get theirwiggles out" in order to attend to the story. Continue to add words to the list as necessary Play the "Quest to Digest" trivia game. Place the students into two groups and ask them triviaquestions regarding the vocabulary on the list. Teacher provides the description and thestudents provide the appropriate word. No points are taken--this is just for learning fun.
    • 15. LESSON 8—OUR DIGESTIVE SYSTEM—PART2 Lesson plans adapted from www.KidsHealth.org Students will continue to develop an understanding about our digestive system and how to keepit healthy Teacher will lead game of the "Quest to Digest" and guide students towards remembering thevocabulary Teacher will work with small groups as they try to figure out how to measure 15 feet of yarn (torepresent the length of the average 7 year olds digestive tract Teacher conducts a quick review of what we have learned so far about the digestive system Teacher states that today we will measure the length of our digestive tract to see how far ourfood travels through our digestive system Read the book and discuss while reading. This will be a review of yesterdays material so keepit fast paced. Refer to the chart if necessary. Skip page 26 in the story as it containsvocabulary that the children may not need to say to their parents later. (ha ha) Divide the student into groups and tell them that now we are going to see how far our food hasto travel through our bodies. Encourage each group to figure out how to measure 15 feet Quickly review the list and ask if anyone learned anything new today Spread the 15 feet of yard out and remind them that their food goes on a long journey
    • 16. HOW LONG IS OUR DIGESTIVE SYSTEM?TAKE A LOOK!
    • 17. LESSON 9—OUR NERVOUS SYSTEM Lesson plans adapted from www.KidsHealth.org Understand that the brain controls everything we do Understand that the nervous system has three main parts,brain, spinal cord, and nerves Ask the students what is the "boss" of our body Discuss all of the things that the brain allows our body to do Watch the movie and pause when appropriate to re-iterate apoint or discuss something that may need further explanation Teacher leads discussion and writes down words and phrasesthat the students say about what they learned from the movie Identify and discuss the three parts of the nervous system Students complete nervous system handout Remind the students to take care of their wonderful brainsby wearing helmets when biking or other sports
    • 18. NERVOUS SYSTEM STUDENT EXAMPLES
    • 19. LESSON 10—OUR BODY SYSTEMS—WRAPUP Lesson plans adapted from www.KidsHealth.org Student will participate in a small group to illustrate and label one of the 5 body systems wehave covered in this unit Student will demonstrate appropriate vocabulary words/terms as it applies to their assignedbody system Students will present their labeled drawing to the class and discuss their assigned sytem Body system drawn and labeled correctly Students use appropriate vocabulary when sharing their picture with the class Review the body systems quickly through discussion Divide the student into groups and explain their assignment to draw and label their assignedsystem Assign systems and help children find room to work Encourage each group to work together and make sure each member has a job to do Remind the students to use the charts and library books for reference Teacher provides assistance when needed Have each group share their drawing with the group
    • 20. LESSON 10—WRAP UP
    • 21. WRAP UP PICTURES
    • 22. WRAP UP PICTURES
    • 23. BIBLIOGRAPHY References Dawson, D. (Director). (2006). All about blood & the heart [Documentary]. United States: Schlessinger Media. Dawson, D. (Director). (2006). All about cells & body systems [Documentary]. United States: Schlessinger Media. Dawson, D. (Director). (2006). All about the brain [Documentary]. United States: Schlessinger Media. Baines, R. (2009). The bones you own: a book about the human body. Washington, D.C.: National Geographic. Caster, S. (2010). Lungs. New York: PowerKids Press. Corcoran, M. K., & Czekaj, J. (2006). The quest to digest. Watertown, MA: Charlesbridge. Duhamel, M. (2010). Bones. New York: Scholastic. Ganeri, A. (2003). Your muscles and bones (North American ed.). Milwaukee, Wisc.: Gareth Stevens Pub.. Ganeri, A. (2003). Your digestive system (North American ed.). Milwaukee, Wisc.: Gareth Stevens Pub.. Gold, M. V. (2004). The nervous system. Berkeley Heights, NJ: Enslow Publishers. Gray, S. H. (2004). The nervous system. Chanhassen, Minn.: Childs World. Gray, S. H. (2004). The muscular system. Chanhassen, Minn.: Childs World. Jakab, C. (2006). The respiratory system. North Mankato, MN: Smart Apple Media. Author, U. (Director). (2000). Keeping clean Handwashing for Health [Documentary]. United States: Distributed by100% Educational Videos. Lasko, C. (2010). Skin. New York: Scholastic. Martin, J. M. (2010). Muscles. New York: Scholastic. Rooke, T. W., & Trimmer, T. (2011). A germs journey. Mankato, MN: Picture Window Books. APA formatting by BibMe.org.

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