Science and Technology

Stage 2

The Human Body

MultipleIntelligenc

es

Blooms Taxonomy and Graphic OrganisersKnowing Understandin

gApplying Analysing Creating Evaluating

VerbalI enjoy

reading, writing & speaking

Complete a KWL chart on the Human

Body Worksheet 1

Choose an area of interest for research.

Outline plan in KWL Sequence Chart

Worksheet 1B.

Complete a slideshow of the

benefits of keeping active

Using visual and research resources

Label a skeletonWorksheet 4A

Identify a disease that you have had.

Prepare a recount or information report.

Evaluate a health problems using a cause and effect

Worksheet 9

MathematicalI enjoy working with numbers

& science

Find a healthy recipe to make -follow the measurements and make to share with

class.

Compare lung capacity, breath out,

holding breath. Graph results or use

excel.

Search for information on skin

types and skin colour distribution.

Investigate reasons.

Survey class see who have had

chickenpox, measles mumps. Record

results by graphing or excel

Create data base of height, arm length,

arm span, feet length using body

measurements Worksheet 2A & 2B

Review how many students have had a broken bone and the cause. Complete a Fishbone diagram

Worksheet 4D VisualI enjoy

painting drawing & visualising

Use OHP film to draw a layered diagram of

bones

Design a cover for a Sun Smart booklet

for younger children

Using ‘bag o bones’ Twisties create your own skeleton. Glue

on to black cardboard and spray

with hair spray.

Use OHP projector to outline facial

silhouette on black cardboard.

Use as title page

Create a ‘Stop Disease from

Spreading’ message Worksheet 10B

Justify reason why we need to exercise.

Make a Poster

KinaestheticI enjoy doing

hands-on activities

Perform muscle testing activities. Record results for

evaluation. Teacher to supervise.

Examine cow/sheep bones (cut in half + joints from butcher) Use kidspiration to

complete descriptive words Example 4E

Construct a model of an arm using

cardboard and rubber bands

Design and build a model of the lungs

using the Wheezy Lungs

Instructions Worksheet 6

Using Children’s Encarta – Human Body Interactive

Replace organs back into the body.

MusicalI enjoy making & listening to

music

Locate and listen to song with health

messagesWrite a health

rap/songPerform rap/song at

assembly. Create and perform a play on a health issue Write a review on the play

InterpersonalI enjoy working

with others

Research MusclesPrepare a summary

of muscles in our body

Worksheet 3

Locate information on the heart and Circulatory System from Human Body Adventure and complete online quiz

In a small group discuss the effects of

too much sun Complete Fishbone diagram Worksheet

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Prepare a booklet for younger children to

learn about Sun Smart

Interview a medical Practioner/health

worker on a specific issue.

IntrapersonalI enjoy working

by myself

Use kidspiration or a flowchart. Complete

the story of digestion.Example 7

Complete Spine cloze Worksheet 4B

Ribs question Worksheet 4C

Use websiteSkool UK select Lung

Activity 34to put lungs together

Mind Map the key points you have learnt about the

human body Worksheet 11A

Create a find a word of human body

words

Conduct a SOWC * Analysis © Ralph

PirozzoWorksheet 11B

Suggested Core Tasks

Overview – The Human Body – Stage 2Students will learn about the human body and research the purpose of each organ for which we depend upon quality life. Students will explore and understand the skeletal, respiratory and digestive system as well as looking at diets and diseases and issues relating to skin.

Foundation statement for Science and TechnologyInvestigating Scientifically, Designing and Making, The Natural Environment,

The Made EnvironmentStudents independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use.Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.Students explore the properties and uses of both natural and made materials and components.

Integrated Links and Outcomes.English: Exploring questioning for different purposes, eg surveying other students, interviewing guest speakers. Exploring the language used in media advertising, eg motive, persuasive language.TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.WS2.11 Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words.WS2.12 Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.Maths: Graphing data in a variety of ways.DS2.1 Gathers and organises data, displays data using tables and graphs, and interprets the results.

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Science and TechnologyExploring the human body and how it assists us to live. INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.DM S2.8 Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process.UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

PDHPE:Extending understandings of role and functions of body systems. Promotion of positive health habits and behaviours.COS2.1 Uses a variety of ways to communicate with and within groups.DMS2.2 Makes decisions as an individual and as a group member.INS2.3 Makes positive contributions in group activities.MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. PSS2.5 Uses a range of problem-solving strategies.ALS2.6 Discusses the relationship between regular and varied physical activity and health.DAS2.7 Performs familiar movement patterns in a variety of dance situations.GDS2.9 Describes life changes and associated feelings.PHS2.12 Discusses the factors influencing personal health choices.SLS2.13 Discusses how safe practices promote personal well-being.Creative Arts:Creating various artistic forms to express what has been learned in the unit.MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical conceptsMUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices.DAS2.1 Performs dances from a range of contexts demonstrating movement skills, expressive qualities and an understanding of the elements of dance. DAS2.2 Explores, selects and combines movement, using the elements of dance to communicate ideas, feelings or moods.

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Web ResourcesThere are many web resources available; the below are just a few that can be used to support the suggested learning activities in the Blooms MI grid.Human Body InformationKids Healthhttp://kidshealth.orgKid Info – Human Bodywww.kidinfo.com/Health/Human_Body.htmlALFY Teach Learn Communicatehttp://www.alfy.com/teachers/teach/thematic_units/Human_Body/HB_1.aspLibrary Thinkquesthttp://library.thinkquest.org/5777/ske1.htmHuman Anatomy Onlinehttp://www.innerbody.com/htm/body.htmlIndianapolis Marion County Public Libraryhttp://www.imcpl.org/kids/guides/health/respiratorysystem.htmlGander Academy (this site is not as good as it used to be but is still worth browsing through)http://www.cdli.ca/CITE/body.htmHuman Body Adventurehttp://vilenski.org/science/humanbody/hb_html/skin.html

http://vilenski.org/science/humanbody/hb_html/selftest/circ/index.html

Skin Colour Adaptationhttp://anthro.palomar.edu/adapt/adapt_4.htm

Graphic OrganizersEduscapeshttp://www.eduscapes.com/tap/topic73.htm

Write Design Online – Graphic Organizershttp://www.writedesignonline.com/organizers/

Enchanted Learninghttp://www.enchantedlearning.com

Search: Graphic OrganizersEdhelperhttp://.www.edhelper.com

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Learning Experiences:Task/ s Learning Experiences Date

Task 1 Unit Introduction. Brainstorm ‘What do we already know about the human body?’ Complete KWL Worksheet 1 Read a story to build up background knowledge Ask students to pre-select an area of interest for an ongoing

project Worksheet 1B Make a silhouette for title page using OHP and black paper

Task 2 Body Measurements and Size Discuss Body Measurements and Size Variations Locate interesting facts re tallest person/shortest person from

Guinness book of records Students compare measurements Worksheets 2A and/or

Worksheet2B Graph information or add data to excel and graph

Task 3 Muscles and Exercise Students to research information on muscles – using

books/internet Complete Worksheet 3 Brainstorm activities that may increase muscle strength Perform simple muscle testing activities (suggested activities

link) http://tms.ecol.net/fitness/strength.htm Discuss results of exercises – Was it a fair test? Could exercise be improved at school? List results – for discussion with S.R.C. – Staff

Task 4 Investigate the Skeleton Discuss the function of the skeleton Visit Website: http://library.thinkquest.org/5777/ske1.htm Discuss information and answer questions Label the Skeleton - Worksheet 4A Examine animal bones( joints and cut bones from the

butchers) Complete a mind map using Kidspiration (see example page

4E) Visit Website http://library.thinkquest.org/5777/ske1.htm Click link Spine – read. Complete Cloze activity from

Worksheet 4B Click link Ribs – read. Answer Questions from Worksheet 4C Survey students who has had a broken bone and how it

occurred. Complete a Fishbone Diagram on the board to record

information. Students to complete individual fishbone using Worksheet 4D

Extension Acticities Cut OHP to suitable size and draw the sections of a bone one

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on top of the other to make a layered illustration (use OHP markers)

Using ‘bag o bones’ twisties, create a skeleton Make a cardboard model of an arm

Task 5 Investigate the vital organs of the body – Heart Brainstorm the vital organs of the body -Brain, heart, lungs, List basic functions of these organs Visit online Human Body Adventure http://vilenski.org/science/humanbody/hb_html/heart.html Read facts on the Heart and Circulatory System Complete on line self quizExtension Activity Locate Children’s Encarta Human Body Interactives Replace organs back into body

Task 6 Investigate the systems of the human body. – Respiratory system

Identify characteristics that indicate performance of respiratory systems, eg pulse, lung capacity

Brainstorm a variety of breathing/lung capacity tests that students could perform – make sure ‘fair testing’ principles apply.

Predict how these may change after exercise Graph results using excel or graph paper Go online to Skool UK Website (No 34 Breathing & Respiration) Put the lungs back in to the body to keep the patient alive!

http://lgfl.skoool.co.uk/keystage3.aspx?id=63 Extension Activity

Follow instructions to make a wheezy lung

Task 7 The Digestive System – Keeping Active Examine the digestive system - identify significant organs and

research their functions. Visit Website and click the digestion link

http://www.alfy.com/teachers/teach/thematic_units/Human_Body/HB_1.asp

Drag and drop the organs into the correct position Read information about the path of food from the mouth to the

passing out of the body Complete a flow chart Story of digestion example from

Kidspiration

Task 8 Keeping Healthy and Active Locate information about incorrect diet e.g obesity and

starvation. Research ways to improve fitness http://tms.ecol.net/fitness/benefits.htm Create a Powerpoint presentation on the benefits of keeping

active Or make a poster why we need to exercise Or write a rap or song with a keeping healthy message Locate a healthy recipe that can be made at school – have fun

cooking ! 7

Task 9 Skin Type and Sun Smart Behaviour Locate information about Skin types Examine Skin Colour Adaptation

http://anthro.palomar.edu/adapt/adapt_4.htm Identify the cause of the skin problems, e.g. too much sun, fair

skin. Investigate skin colour distribution around the world. Design and make booklet for younger students that will

promote Sun Smart Behaviour: e.g. using skin screens, broad brim hats.

Task 10 Diseases and behaviour and habits that effect health. Discuss common diseases – one that most children might have

had Survey students to see what diseases they have had Record results and graph ( computers users add to excel data) Write a recount or information report on the disease Invite a Health worker /Medical Practioner to speak to class Discuss how we cause a health problem that can effect our

wellbeing Complete Worksheet 10A Cause and effect example smoking

can cause breathing problems/ heart attacks Discuss some common sense approaches to stop spreading

diseases Design colourful posters for class message boards Worksheet

10BTask 11 Evaluation

Mind Map key learning points Worksheet 11A Insert points into KWL from Task 1 in the ‘what I learned’

column Evaluate unit by completing a SOWC © Ralph Pirozzo Students to reflect over their work and to summarize in their

own words what was the strengths / opportunities/ weaknesses and consequences of the unit. Worksheet 11B

Extension Create a ‘find a word’ from words learnt during the unit

WORKSHEETS

ANSWER PAGES8

AND

EXAMPLES

9

Name:__________________KWL Chart

Topic Human BodyWhat I know What I want to know What I want to Learn

(find out)

RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

Worksheet 1

10

Name ____________KWL Sequencing Chart

What \\\\

RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

What I learned:

What I want to learn:

What I already know:

How will I go about finding out.

What I still want to know:

What I already know:

Where I could locate information:

Worksheet 1B

11

Name:_____________Body Measurements

Measure the following and record your results on this worksheet:

What is your height in centimetres?

What is the circumference of your head?

What is your hand span in centimetres?

What is the length of your right and left foot?

What is the length of your arm span from outstretched finger tip to finger tip?

What is the length of your leg from your waist to your ankle?

INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing

Name ____________________Measuring

and Comparing Body SizesHuman bodies are different sizes and have different proportions. Our body size depends on factors such as bone and muscle size and the amount of body fat. Age

leftright

Worksheet 2A

Worksheet 2B

12

also accounts for differences in size and proportion. For example, a baby's head is about one-fourth of the baby's height. An adult's head is about one-seventh of the total body height. Body size is influenced by heredity, diet, and exercise.Take off your shoes. Have a partner measure you with a tape measure. Record your findings below. Then measure your partner.1. How tall are you? __________

2. What is the distance between your shoulders? ______

3. Measure your upper arm (from shoulder to elbow) ______and

your lower arm (from elbow to wrist).______

Which is longer? _________

4. Measure your back from your neck to your waist. How long is

it?_______

5. What is the length of your leg from your waist to your ankle? _____

6. What fraction shows how long your legs are in relation to your height? ___

7. What is the distance from your waist to your knee? _____

8. How does the length of your arms (from shoulder to wrist) compare with the

length of your legs (from waist to ankle)? ______

9.Stretch out your arms at your sides-measure from fingertip to fingertip. _____

10. How does your arm span compare with your height? _______

INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawingName ___________________

MUSCLES

Worksheet 3Muscle Facts

Function of Muscles

3 Main type of Muscles

Name a Muscle

What is a Involuntary

MuslceSomething I found Interesting

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Name_______________________THE HUMAN SKELETON

Label the Skeleton There are 206 bones in our skeleton?

Briefly explain the three main functions of the skeleton.

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

1. Skull2. Pelvis3. Collarbone (clavicle) 4. Femur5. Radius6. Shoulder blade (scapula) 7. Ulna8. Tibia 9. Jaw 10. Spinal column 11. Ribs12. Humerus 13. Fibula14. Breast bone (sternum)15. Patella

Skeleton Answer Sheet

Worksheet 4A

Label the skeleton by using the

numbers on the list

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Name__________

The Spine –Use this website to help you complete the following cloze exercise.

http://library.thinkquest.org/5777/ske1.htm

The spine is the central _________________ for the body.

Another word for the spine is the _____________

The separate irregular bones that make up the spine are called the ___________________

In between each vertebrate is a layer of ________________ which stops the bones from rubbing together.

There are ________ vertebrate in the human spine.

The human spine is _________________ but most mammals are straight.

The human spine allows us to _______________the body on two legs.

The RibsRS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

backbone curved support balance cartilage 26 vertebrae

Worksheet 4B

15

Name _______________

The RibsAfter reading website http://library.thinkquest.org/5777/ske3.htm

on the ribs you should be able to complete the following

questions

1. What is the name given to the middle section of the ribs? ___________

2. How long is it? ______________

3. The ribs curve around from ____________to the front of the body.

4. This bony framework is known as the ________________ cage.

5. Its job is to ____________________________________________

6. Most people have how many pairs of ribs ? ________________

7. The ribs are connected to the sternum by _______________ ?

8. Why do the ribs have to be flexible?____________________________

9 The ribs protects what vital organs from knocks and bumps

_________________________________________________________

10. What are the last five pairs of ribs often called ? _________________

UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

Task 4CRibs Answer Sheet

Worksheet 4C

16

1. What is the name given to the middle section of the ribs? Sternum

2. How long is it? 6 inches or 15cm

3. The ribs curve around from the spine to the front of the body.

4. This makes a bony framework which is known as the thoracic cage.

5. Its job is to protect the chest

6. Most people have how many pairs of ribs? 12

7. The ribs are connected to the sternum by cartilage

8. Why do the ribs have to be flexible? To allow breathing

9 The ribs protect what vital organs from knocks and bumps.

Heart and lungs

10. What are the last five pairs of ribs often called? False ribs

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Name __________________Fishbone Diagram

This fishbone diagram shows the main idea along the spine. Broken Bone Survey

The supporting ideas - being the ‘bones broken’ are written alone top and bottom bones of the fish

Fingers and BonesThe details of how the bones were broken or occurred are written along the smaller lines.

Fell off Bike / Accident/ Playing SportYou may like to complete this diagram or draw one of your own !

INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing

Example Task 4E

Worksheet 4D

Fingers

andArms

Fell of bike

Accident

Playing Sport

18

During the examination of the animal bones, students are asked to write down as many descriptive words as possible. They may try and cluster words or use knowledge from previous lessons.Once words have been listed they can then produce a mind map either by hand or by using the Kidspiration /Inspiration program.

http://www.inspiration.com/home.cfm allows a free trial download.As a further activity students may produce an information report on bones.

strong

heavy

multiple bones in

spine

muscles attached

firmly

slimy/ moist

white

smooth

3 parts

Inner sectionMarrow

Outer Section

Hard

Middle sectionSpongy

cartiledge

flexible

jagged edges

joined together

smaller bones

Our task was to examine animal bones and come up with descriptive words which could apply to human bones

as well.

porcelin like

Bones

UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

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Name _______________Instructions Task 6 Wheezy Lung

1. Cut your bottle in half keeping the top part – that is going to be your chest !

2. Cut the big balloon’s neck off and stretch the rest of the balloon tightly over the open end of the bottle. Secure it with an elastic band to keep it tight. Don’t throw the neck away.

3. Unscrew the cap of the bottle and pull out the nozzle. Slip the small balloon over the nozzle and then insert the balloon and nozzle into the bottle upside down. This balloon is your lung.

4 Seal the gap between the cap and the bottle with blu tack – this needs to be air tight in order for the lungs to work

5 Check that your lung is working by pulling down on your big balloon – it should act like your diaphragm. When pulled it should inflate your little balloon (your lung). When release the air should be forced out.

6 To make your air wheeze – take the neck of the balloon that you have saved and place the ‘ringed end’ over the bottle cap – push it down slightly and now when you start the lungs breathing, the movement of air should give you a wheezy sound effect!

RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

Worksheet 6

What you need750ml Plastic bottle

with pull out nozzle

A 28cm balloonA 15cm balloonScissorsBlu tackRubber band

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Example Task 7Students firstly determine how many steps are in the story of digestion.They then determine the wording. Images are then located that suit the wording. Arrows are added to show the path or way.

This flow chart was achieved in Kidspiration. Images were located by searching Clipart Software and searching on the internet – then copied and pasted into Kidspiration.

http://www.inspiration.com/home.cfm allows a free trial download if Kidspiration.

The small intestines

remove nutrients

Food is passed into the blood

stream

Saliva is added to help

swallow

The story of Digestion

We chew food to break it

downFood is placed into our mouth

Food is pushed down the

oesphagus

The large intestines

absorbs water

Food reaches the stomach

and acids break it down

Excess dried food passes

out of the body as waste

UT S2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

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Name ______________SunSmart

Using a fishbone diagram, list problems that occur with too much sun on the top section, then, on the corresponding bottom section of the fishbone, list what you can do to change this from happening.

Example: Top spine: Dehydration - Bottom spine: Drink more water.

Worksheet 9

The effects of too much sun

Dehydration

Drink more water

SLS2.13 Discusses how safe practices promote personal well-being.

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Name _________________Cause and Effect

In the cause text box write a health problem (example ‘smoked cigarettes’)Write down an effect on the body (example ‘breathing problems’)Think of at least 3 effects for each!

Worksheet 10A

Cause

What would happen if I

Smoked cigarettes

Cause

What would happen if I

________________

CauseWhat would happen if I

__________________

Effect It could do this to my body cause breathing problems

___________________

____________________

EffectIt could do this to my body

_______________________

_______________________

_________________________

EffectIt could do this to my body

______________________

SLS2.13 Discusses how safe practices promote personal well-being.

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Name_____________________

Stop Disease from Spreading – Instruction SheetThis activity requires you to draw a creative illustration and a caption that will inform others how to prevent disease from spreading, especially around young children and food handling.Here are some ideas: Maybe you can make up some more of your own ! Coughs and Sneezes – remember to cover your mouth. Cuts and Scratches - cover cuts and sores and attend to the

properly. Sick with a virus such as chicken pox or measles or the flu? Stay

home. Food – keep it at the right temperature – either cold or hot! Wash your hands – before you eat or prepare food. Flies – shoo them away or use fly spray if food has been put away. Pets should not be left near human food – nor allowed to lick our

plates. Water – When washing up use hot clean water – never dirty water. Example:

PHS2.12 Discusses the factors influencing personal health choices.

Worksheet 10B

If you’re sick with a virus, Stay at home.

Don’t risk other People’s health.

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Name ______________

Stop Disease from Spreading

Worksheet 10B

PHS2.12 Discusses the factors influencing personal health choices.

25

Name _____________________

MIND MAPKey Points Learnt on the Human Body

Using the topics covered in the unit place key words in the cluster circles.

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.

Worksheet 11A

Digestion

Skeleton

Exercise

Vital Organs

Muscles

Diseases

Human Body

Skin and SunSmart

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Name ___________SOWC ANALYSIS© Ralph Pirozzo

Human Body Unit of WorkStudents are given the opportunity to list as many viewpoints

as they can in the columns below as an evaluation of the Human Body Unit of work. Any viewpoints are to be taken as

both positive and constructive criticism for future improvements to this unit.

Strengths Opportunities

Weaknesses

Consequences

Worksheet 11B

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