p. 1

unit 1 the human body the student has 1 constructed sets of objects lesser than or equal to 100 2 added and subtracted with single-digit addends 3 found linear measurements in inches and centimeters 4 estimated linear measurements 5 drawn circles squares ellipses and rectangles prior knowledge mathematics science and language objectives mathematics the student will 1 count tallys and convert to numbers 2 collect data by counting adding and subtracting 3 make appropriate number comparisons 4 measure height in inches and centimeters to nearest 1/2 unit 5 write and solve original addition and subtraction problems that appropriately describe and compare lengths and volume 6 estimate linear measurements 7 make and read a graph summarizing collected data 8 identify and draw geometric shapes science the student will 1 describe several ways people change as they grow 2 identify and describe characteristics of the human body 3 using a body diagram a explain how the heart pumps blood throughout the body b describe the functions of the liver kidneys and skin c locate and give function of muscles and bones d describe the body parts that help digestion e discuss the function of the brain f describe the reproductive function of the body language the student will 1 read or refer to a favorite story or book on the human body 2 ask related questions on the human body 3 report verbally on a function of any of the human body parts 4 sequence the events of a body function 5 work with a peer to write an illustrated story about a body function.

[close]

p. 2

2 unit 1 the human body conceptweb

[close]

p. 3

unit 1 the human body 3 vocabulary graph gráfica legs piernas windmill molino lungs pulmones liver hígado cells célula pancreas páncreas growth desarrollo feet pies breathing rate índice de respiración capacity capacidad kidneys riñón gall bladder vesícula biliar spinal cord médula espinal head cabeza physical físico heartbeat latido cardiaco volume volumen intestines intestinos waste excremento neck cuello arms brazos bones huesos skull cráneo stomach estómago bladder vejiga hands manos knees rodillas muscles músculos brain cerebro nerves nervios spleen bazo reproductive organs órganos reproductivos teacher background information the study of the human body can be a very enlightening and thereby a very rewarding experience for a young child although all of us believe we are familiar with our individual bodies we may also feel that they are mysterious as we look at ourselves in the mirror we see some of our body parts but we know that there are other parts or organs that we cannot see even as they function we learn to manage many of the body s functions at a conscious level such as through movement and thought however there are other functions that our bodies perform unconsciously these unconscious actions such as the beating of our hearts respiration and digestion are generally not observable young children have a natural curiosity about their bodies this curiosity can motivate them to learn about the human body students will find it interesting to measure body temperature with a thermometer especially if they develop some notion for the basis of its use the basic principle in its operation is that matter usually expands as it absorbs heat thermometers contain a substance that readily expands when heated mercury in its liquid state and alcohol are substances that expand as they absorb heat since mercury is more expensive than alcohol most inexpensive thermometers contain colored alcohol to give the temperature reading a thermometer scale for the ambient temperature is marked in units called degrees ° shown in multiples of 10 the reference points of a thermometer are

[close]

p. 4

4 unit 1 the human body usually the freezing and boiling points of water to measure body temperature however oral thermometers show scales between 92° and 105° f each unit on the scale is divided into five subunits an observant student may ask about the differences in these two types of thermometers an oral thermometer has been calibrated so that each large mark shows one degree and each small mark measures 2/10 of a degree when reading the thermometer the students learn to rotate it in their fingers until they can see the level of the colored liquid against the scale they will need to practice this for a while until they can do it consistently it is the purpose of this unit to give basic information about the biological systems with which the body performs its amazing functions as children learn how muscles and bones help them move how teeth and tongue help them digest their food or how the blood helps keep the body warm and protected from invading harmful organisms they develop an appreciation of the body and of the scientific methods needed to learn about the body s seen as well as unseen but necessary activities.

[close]

p. 5

unit 1 the human body 5 lessons lesson 1 focus humans grow and change humans grow and change difference in measurement shows growth big ideas s lesson 2 our cells tiny units of growth and change every part of the human body consists of many tiny living things called cells cells are the building blocks of the body the body makes over a billion new cells every minute big ideas s lesson 3 the body a complex form bodies have parts that help us move think and feel measurements help us describe our bodies big ideas s lesson 4 the heart the nonstop pump the heart pumps blood to all parts of the body we describe the heart s rate in beats per minute big ideas s lesson 5 the lungs a gas swap meet the lungs take in air and take the oxygen out of the air to send it through the blood to all parts of the body the lungs have capacity volume that we can measure big ideas s lesson 6 the muscles and bones a magnificent machine muscles and bones work together to help the body move bones also protect important body organs over 200 bones are in the human body big ideas s lesson 7 the stomach and intestines the food processors the stomach intestines teeth and saliva prepare the food we eat so the body can use it for energy big ideas s lesson 8 liver kidneys skin the great eliminators because the body is a living organism it produces waste that it must eliminate as it uses up energy big ideas s lesson 9 the brain the master computer the brain is like a computer that controls all the body functions the nerves are the electrical system that helps it work big ideas s lesson 10 reproduction a new human begins humans reproduce when an egg cell from the mother and a sperm cell from the father unite the united cells begin to separate many times to form a new human being big ideas

[close]

p. 6

6 unit 1 the human body objective lessons mathematics objectives 1 count tallies and convert to numbers 2 collect data by counting adding and subtracting 3 make appropriate number comparisons 4 measure height in inches and centimeters to nearest 1/2 unit 5 write and solve original addition and subtraction problems that appropriately describe and compare lengths and volume 6 estimate linear measurements 7 make and read a graph summarizing collected data 8 identify and draw geometric shapes science objectives 1 describe several ways people change as they grow 2 identify and describe characteristics of the human body 3 using a body diagram a explain how the heart pumps blood throughout the body b describe the functions of the liver kidneys and skin c locate and give function of muscles and bones d describe the body parts that help digestion e discuss the function of the brain f describe the reproductive function of the body · · · · · · · · grid 3 4 5 6 7 8 9 10 1 2 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · language objectives 1 read or refer to a favorite story or book on the human body · · · · · · ·

[close]

p. 7

unit 1 the human body 7 lessons 2 ask related questions on the human body 3 report verbally on a function of any of the human body parts 4 sequence the events of a body function 5 work with a peer to write an illustrated story about a body function 1 2 3 4 5 6 · 7 · · · 8 9 10 · · · · · ·

[close]

p. 8

8 unit 1 the human body lesson 1 big ideas humans grow and change humans grow and change difference in measurement shows growth whole group work materials book love you forever by r munsch later added to the library center collection of teacher s and students baby pictures name tags for student names graph paper or chart to make a graph sentence strips reference books on the human body word tags change growth height weight organism encountering the idea showing the book cover and telling children who the author is ask children to predict what the story love you forever is about read the book aloud at the conclusion of the story discuss human growth and change what changed and what stayed the same in the story focus on · height · voice sound talking · movement · growth is slow and we cannot see it on a daily basis we can measure the growth of hair and nails during the discussion write students observations on a chart tablet or on sentence strips for use later at the writing center exploring the idea in order to see human change and growth students compare current and baby pictures to note the differences display current pictures of the teacher and the students on a bulletin board students bring baby pictures labeled on the back and place them on the board the students match current pictures with the baby pictures teacher helps students make correct identification after matching the pictures the students discuss who has changed the most the least at the science center the students find their heights on butcher paper fastened to a wall or door frame and marked in nonstandard units labeled with letters each student marks his/her height transfer the information to a graph indicating heights by using letters instead of names for example if three students measure to the letter c enter three tally marks on the graph at the place labeled c the students convert the tally marks to numbers.

[close]

p. 9

unit 1 the human body 9 at the mathematics center the students 1 utilize the completed graph begun in the science center to solve problems and to illustrate their own problems on story boards students take turns giving the answers student a is m or inches feet student b is m the tallest student is the shortest student is how much taller is student a than student b which letter has the most tally marks the least in the middle between the most and the least 2 complete activity differences show growth 3 complete activity mathematics of the body getting the idea tell the student that as human organisms humans grow and change change is sometimes very slow and we can t see it but we can use mathematics to record it humans grow in many different ways our bodies become bigger and we also learn many new things we learn not to cry if we don t get our way and not to get angry when we have to do something we don t like we learn to get along with our friends and share what we have all of this requires change 1 ask the students to focus on their current and baby pictures and to describe the ways in which they have changed 2 what mathematics operation do we use to find a difference what differences did we find yes in height in weight what other things have you learned to talk to walk to run what other things have changed 3 at every opportunity the teacher uses the new terms change and growth to help the students use them appropriately during the remainder of the unit organizing the idea 1 at the writing center students write about how they have changed and grown by describing their pictures and by focusing on the concepts developed in the introduction to the activity above 2 students write a poem i was then i am now 3 the student describes and/or draws ways in which he/she has changed the most the student discusses this with a partner and the partners take turns editing each other s work the teacher asks students to summarize the stages of a person s life and writes the responses on a large chart for use by students the stages are infant/baby child adolescent/teenager adult senior citizen applying the idea 1 what experiment that we started in this lesson shows that humans grow 2 are human beings different are they alike name some ways we can show that people are different.

[close]

p. 10

10 unit 1 the human body closure and assessment 1 students draw in their journals pictures of a person from birth to old age in sequence 2 students talk about human change how do we know we are changing what happens if we stop changing 3 students summarize stages of a person s life infant child adolescent adult senior citizen list of activities for this lesson v mathematics of the body part 1 v differences show growth v using tenths

[close]

p. 11

unit 1 the human body 11 v activity mathematics of the body part 1 objective students use addition and/or subtraction appropriately to answer questions about information obtained in class materials 81/2 x 11 pieces of laminated construction paper erasable marker cuisenaire rods or other models that demonstrate place value procedure students use erasable markers to write on individual story boards made of 81/2 x 11 pieces of laminated construction paper students write and solve addition and subtraction problems using classmates data on height and weight the following are sample problems only use actual student names and data ask 1 julia is 39 inches tall thomas is 34 inches tall how many inches taller is julia than thomas draw a picture of julia and thomas that shows the difference julia or other student shows three 10s and nine ones with the manipulatives thomas or other student shows three 10s and four ones they decide that by comparing or subtracting julia is five inches taller 2 yvette is 31 inches tall mario is 29 inches tall and juan is 35 inches tall if mario juan and yvette put their outlines head to toe how long will their three outlines be use the manipulatives to help you add draw a picture to show the outlines 3 of julia thomas and mario who is the tallest who is the shortest who is in the middle use the manipulatives to show the students in order by height draw a picture that shows how to find the answer 4 jenny was 45 inches tall in may in september she was 48 inches tall how much did she grow how can you see change what is the difference in the two heights use your counters 5 martha is 40 inches tall jerry is 40 inches tall what number tells the difference in their heights use your counters and show a picture.

[close]

p. 12

12 unit 1 the human body v activity differences show growth objective the student says that one way to notice that the human body grows and changes is to measure the growth of fingernails and toenails materials colored nail polish ruler marked in millimeters chart paper procedures 1 each student puts a spot of nail polish next to the cuticle of one fingernail and one toenail 2 every week on the same weekday check the spot of polish and measure its distance from the cuticle record the measurement continue to measure the spot until it grows out and has to be cut off when clipping the nail 3 if the spot of polish begins to wear out put on some more exactly on top of the first spot 21 18 15 12 963week 1 2 3 4 weeks 4 record the data for a fingernail and a toenail on the same chart in two different colors 5 when both nails grow out use the chart to answer the following questions · what is the weekly growth of the fingernail and of the toenail · did one nail grow faster than the other if so how much faster · can you tell this by looking at the chart only this activity begins during the first lesson and continues for the duration of the unit and longer as appropriate 5 6 7

[close]

p. 13

unit 1 the human body 13 v activity using tenths note in order to give the students sufficient time to develop the notion of fractions the class may take several days to complete this activity objective the student constructs a set or an area illustrating a given fraction in tenths and writes a corresponding fraction for a given part of a line unit materials each pair of students has 10 objects that are different in color and size see family picture below or actual picture cutouts of a family with 10 members paper plate for each student pennies and dimes for each student group problem today we are going to meet a new family it is the tenths family let me show you what the tenths family looks like on your paper plate make a set showing the tenths family how many are there in the family yes there are 10 of them each member of the tenths family is a tenth three tenths of the family are girls can you find them five tenths of the family are boys can you find them two tenths of the family are the parents can you find them how many babies do you see in the family what would you call the three babies yes they are three tenths how many teenagers do you see yes five of the tenths are teenagers how many children do you see eight eight of the tenths are children so we say that eight tenths of the family are children exploring the idea 1 the students working in pairs make some new families assign different pairs of students different families such as the thirds fourths sixths sevenths eighths and the ninths 2 for example one pair of students makes a family called the fifths family the students show the fifths family on a paper plate 3 the students tell what part of the family the parents are they describe the part of the children the boys the girls and anything else they want to tell about their family 4 all groups assigned to the same family collaborate to share the information about their family they check each other to make certain they describe the family correctly 5 all the groups report to the class about their families.

[close]

p. 14

14 unit 1 the human body getting the idea after the students complete their reports about the families tell them that they have been using some new numbers that tell about a part of something in our story we talked about the tenths family why do you think it is called the tenths family yes because there are 10 of them each member of the family is one tenth if there are five of the family members then they would be called what five tenths tell the students that these new numbers they are using to show a part of something are called fractions the word fraction actually means a piece of something or a part the new number called a fraction is made up of two numbers for example one and five which means one fifth three and 10 which means three tenths and so on did you discover a pattern in working with these number families yes each new number has two names for example if three fifths of the family were children then the new number three fifths is made up of two numbers three and five the first numbers tells us who or how many we are talking about and the second number tells us about the family like a last name this is what the two numbers have in common exploring the idea again 1 give each student group 10 pennies the students take turns giving each other a number of pennies one partner says what fraction of the pennies he/she gave to the other and the second partner says what fraction the first partner has left for example jesus gives mia three pennies and says i gave you three tenths mia says you now have seven tenths of the pennies 2 when the students can say the correct fraction names after they receive some pennies they do the opposite one student says a fraction name say two tenths and the partner gives the student two pennies 3 each student group now is to work with eight pennies only they repeat step 1 above being careful to use the term eighths rather than tenths they explain to each other why the term is now eighths instead of tenths getting the idea tell the students that the two numbers necessary to make up a fraction are called the numerator which is always the first number the second number is called the denominator each family has a total number in the group of its members and that number is the denominator number when there are only two members in a family this family is called the halves not what you might think the twos they like being called the halves better exploring again 1 each student gets a copy of a number line marked in tenths in this activity they will show the tenths family in a different way they will show it as 10 line segments each segment of the same length in this first picture we show one tenth 1 2 3 4 5 6 7 8 9 10

[close]

p. 15

unit 1 the human body 15 2 the students take turns showing two tenths five tenths and other fractions on the number line 2 tenths 1 2 3 4 5 6 7 8 9 10 5 tenths 1 2 3 4 5 6 7 8 9 10 3 the students share the results with members of the group and with the class assessment problem solving 1 what name would you give to the part of the tenths family that went on a picnic if all 10 of them went on a picnic as the picture below shows 10 tenths all the whole do you think we could say that one whole family went on a picnic discuss this with your partner 1 2 3 4 5 6 7 8 9 10 2 what name would you give to the part of the tenths family that went on a picnic if no one went on the picnic zero tenths none zero discuss this with your partner 1 2 3 4 5 6 7 8 9 10 3 using objects students construct a set and parts of the set or a line segment separated into equivalent parts and show various fractions they assign fractions to the different parts of the set or to the line segment and name the fractions for a friend or the teacher for example 1 2 4 a friend or the teacher gives a student a fraction the student constructs a set or a line segment to show that fraction.

[close]