Introduction
Introduction
This week, students will learn about four body organs that allow us to stay alive and become experts on each organ's location. The students will also be able to describe and draw a simple outline of the organ. Each day the students will read from the same article source called Nemours Kids Health but different sections/chapters of the article source based on which organs they are learning about that day. There will be a worksheet for the students to grab each day to take notes on that organ so they can explain the difference between each organ. I want the students to focus on one organ daily to familiarize themselves before learning about the next one.
Grade/Subject
This will be for first graders learning about five different organs that allow our body to stay alive.
PDE SAS or AASL Standard
Standard - 10.1.1.B1
Identify and describe functions of essential body parts and organs.
Standard - 10.3.1.A1
Recognize safe and unsafe practices.
Student Learning Objectives (SWBATs)
Students will be able to (SWBAT):
- Grab a handout packet in the front of the room
- Identify each organ on the worksheet
- Fill out the worksheet to your best ability
- Discuss with a peer
- Complete their construction paper body diagram
Task
Monday: Hello, friends! Today we will learn about the first organ in the body that allows us to function daily. I want to show you the Heart first because it is the most crucial organ in our body. This organ allows other organs to work by sending blood through a pathway of veins. As a class, we will read the first section/chapter of the article to hear what a heart is all about. After reading a short explanation about the heart, we will go onto BrainPOP for a virtual explanation.
Tuesday: Good morning, friends, today, we will briefly review the heart organ to see if you guys remember what they learned from Monday. After the review, we will go back into the article to read the next section/chapter 2, about the lungs. There will be another BrainPOP video for you to understand better.
Wednesday: Welcome, friends; today, we will review the heart and lungs before heading into our third section/chapter. After reading, we will try something new instead of BrainPOP today and use Discovery Ed. Discovery Ed works just like BrainPOP but also provides different perspectives. Today we will be learning about the stomach.
Thursday: Happy Friday eve, Friends; today, we will review the other three organs with an organizer to begin. We will return to the article for our final organ, the brain. Now that we have all four organs, we can put them all together.
Friday: Happy Friday, friends; let us have a fun last day of the week! Today we will draw out our bodies on construction paper and add where the organs go correctly. We will start in pencil in case of mistakes and then color them.
Process
Monday
- The student will learn about four organs throughout the week, but today, they will learn about the heart. I want the students to sit down on the carpet. I have four stethoscopes for the student to use nicely (if not nicely, they will be asked to go back to their seat and try again later); once placed in a group with the student already around you, I would like for one person to put the stethoscope in their ears and someone else put the scope on their hearts. Once you can hear someone's Heart, allow someone else to listen for everyone to have a turn. (30 seconds for each person, 2 minutes total) https://kidshealth.org/en/kids/heart.html still will allow the students to take some notes in their scrapbooks.
- Students will return to their desks for further directions.
- https://www.youtube.com/watch?v=tg_ObDJEaGo (here is a 4-minute video) – to allow the student to visually see the heart function and movement.
- Once the article is read, I would like the students to get into small groups and discuss what they learned about, and then we will have an oral gathering to share aloud with the class.
- Play the following BrainPOP video: https://jr.brainpop.com/health/bodies/heart/ (4-minutes and 26 seconds)
- After BrainPOP is shown, the students will have time to fill the rest of the scrapbook page on the heart. We will go over the oral for the students to provide the answers.
- The students will pick an online website about the heart to share one fact they haven’t already learned. The teacher will provide the websites that is already found for the student to access. (20 minutes depending on when kids found one)
- The teacher will orally go over the answers with the students.
- I would like the students to draw a picture or the outline of the heart because come Friday, they will have to add the heart outline or redraw the heart on their body scrapbooks. (2 minutes)
- Lastly, I would like the student to make an exit slip before they leave so I can see where everyone is on the heart. They can’t use their notes. (Last 5 minutes of class)
Tuesday
- Students today will be introduced to another organ called the lungs. First, I would like the student to come up to the front of the floor and sit on the carpet. We will all close our eyes and breathe deeply through our noses and exhale through our mouths slowly. I will also show them The Dr. Binocs Show here as well. https://www.youtube.com/watch?v=mOKmjYwfDGU (6 minutes total)
- The students will return to their seats to listen to the following directions.
- Next, the teacher will read from the same source, Nemours KidsHealth, but it is time for the lungs instead of the heart. https://kidshealth.org/en/kids/lungs.html Here is where the student can take notes in their scrapbook.
- Once the reading is done then, the students will gather into different groups that the teacher has assigned to work together and fill out the four bubbles (4 minutes)
- It’s time for another BrainPOP video! https://jr.brainpop.com/health/bodies/lungs/ will allow the students to complete their scrapbook lung day for day two. (5-minute video)
- After BrainPOP, I would like the student to go online and find a fun, hands-on activity to create the lungs. We could do this experiment another day. (20 minutes)
- To finish the scrapbook for day two, I would like the student to draw an outline or a detailed picture of the lungs. We will go over their worksheet as a class. (4 minutes)
- The last thing to do is another exit slip, but it’s only about the lungs this time! (Last 5 minutes of class)
Wednesday
- Students today will learn about the stomach. I want the students to return to the carpet and sit down. We will be doing a short activity working with what food we think are easier to digest and why. This will help me see who knows the stomach already and who does. I will also show the Dr. Binocs Show https://www.youtube.com/watch?v=ZBZWgrfZFbU (7 minutes)
- Students will return to their desks to hear the teacher read about the stomach.
- Now the teacher will read a short article about the stomach for the students to start filling out their scrapbook packet. Only read How Does the Digestive System Work?, What’s Digestion?, and What Does the Stomach Do? https://kidshealth.org/en/kids/digestive-system.html (5 (5 minutes)
- Students will then get back into different groups based on the teacher to talk orally about what they have learned about the stomach. We will discuss this orally as a class as well. (6 minutes)
- Here is a different way to show students visually about the stomach. https://kutztown.discoveryeducation.com/learn/videos/fa399a24-b7f0-45e1-803c-2a506d1806a0/?embed=false&embed_origin=false (5 minutes) This database is like BrainPOP but uses their structures.
- The student will now finish their day three worksheet in their scrapbook. We will go over the worksheet as a class. (4 minutes)
- Lastly, the student will make an exit slip about the stomach (Last 5 minutes of class)
Thursday
- Today is the last organ we are learning about! Today is all about the Brain and how it works. We will start with a short video by the Dr. Binocs Show on the carpet again. https://www.youtube.com/watch?v=ndDpjT0_IM0 (5 minutes)
- The students will head back to their seats to wait for what’s next.
- The teacher will read the student an article about the brain from Nemours Kids Health https://kidshealth.org/en/kids/brain.html. The students will be able to finish their scrapbooks during today’s lesson.
- The student can get into groups again when the teacher has assignments to discuss their scrapbook page and fill it out. (4 minutes)
- We will have a class discussion as a group once the small groups finish up their conversations. (4 minutes)
- Lastly, before the exit slip, they will watch their final video about the brain https://kutztown.discoveryeducation.com/learn/search-2023?q=brain+&grade_id=d1362e2c-c910-4ef1-ba3f-5cb692922c51&grade_id=d7fc01bf-a0f3-4011-9704-1a66260a6992&grade_id=d24d43b2-1a43-443f-9cca-aa2680cb6d42&grade_id=342bdef5-1004-4bd3-88a4-d1c81f020842 (4 minutes)
- Exit slip time! (Last 5 minutes of class)
Friday
- We have made it to Friday, friends! I want everyone to return to the carpet with a clipboard, pencil, and scrapbooks. Today we will do a quick 10-minute review of the four organs we have learned before we do a fun activity.
- We will review the scrapbook with the students' answers before handing in the assignment at the end of class with the following exit slips and construction paper you made of your body.
- I will place the student into groups of three for this project. I will call a few groups up at a time to grab their piece of construction paper already measured out for the students. They will then find a spot on the floor, not on top of the other groups, to trace someone's body.
- Then the student can use their scrapbook to place/draw the organ in the correct spot with their labels.
- The students will then be able to color and decorate their project with anything else relating to the assignment.
- If someone wants to present their body, they may do so for two bonus points, but everyone has to speak about something.
- With the last 5-7 minutes of the class left, I would like the student to put their names on every assignment we did this week and turn it in before heading out the doors.
Evaluation
- The students will be observed listening to the teacher read aloud and watching the videos to see if they can focus and fill out their scrapbook page for that day. They will also be getting observed during classroom discussions for participation points, oral communication with their peers in their groups, and lastly, classroom activities we will be doing. On Friday, if the student chooses to present their scrapbook or construction paper assignment, they will be allowed to gain two bonus points.
Poster Rubric
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Excelled- 3 |
Improvement- 2 |
Missed the concept - 1 |
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Complete scrapbook
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The student was able to have all four organs in the right spot with their functions, a fact, and drawings. |
The student only had a few of the 4 organs correctly done. |
Some of the scrapbooks is done correctly, and still improving on the concept. |
|
Participation
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The student interacted with this lesson and other peers, answering questions, asking questions, etc. |
The student was somewhat participating in the lesson and other peers. |
The student just sat there and didn’t want to participate in the lesson. |
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Body Drawing
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The student was able to draw their or someone else body and put the organs in the right spot. |
The student was only able to draw the body and put down a few of the 4 organs. |
The student could only draw the body but could not put the organs in the right spot. |
|
Online Database |
The student was able to find a good databased source for the organ they were learning about. |
The student was not able to find a good database for the organ they were learning about, but they were able to share something. |
The student could not find or share anything about the organ they have learned about |
Conclusion
Monday: The teacher will review the worksheet with the student to ensure it is done correctly. After the review, the teacher will mention the next section/chapter so the students can be prepared for Tuesday.
Tuesday: The teacher will review the second worksheet with the student for corrections and then mention the third section/chapter of the book for Wednesday.
Wednesday: The teacher will review the lesson's third worksheet to ensure everything is written and the drawing is done. The teacher will also mention Thursday's organ to the student.
Thursday: The teacher will review the worksheet for the fifth organ to see what the student is still struggling with. Then they will mention Friday's activity.
Friday: The teacher will review the materials for the first 10 minutes of the class, and then the student will draw out their bodies on a piece of construction paper. After their bodies are drawn, they will have to put the four organs we learned in their correct spots on the body and label them.
Welcome To Our Organs
Scrapbook
NAME:_________________ DATE:_____________
DAY ONE: The Heart
- Where is the heart located?
- What is the heart function?
- What is one fact you learned?
- Can you draw what a heart looks like?
DAY ONE EXIT SLIP: The Heart
NAME:
DATE:
- What is the function of the Heart?
- Where is the Heart located?
DAY TWO: The Lungs
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Function:
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Fact you learned:
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Damages?
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Location:
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Draw what the lungs look like!
DAY TWO EXIT SLIP: The Lungs
NAME:
DATE:
- What is the function of the Lungs?
- Where are the Lungs located?
DAY THREE: Stomach
Location:
Function:
One fact:
DAY THREE EXIT SLIP: The Stomach
NAME:
DATE:
- What is the function of the Stomach?
- Where is the Stomach located?
DAY FOUR: The Brain
Draw the Brain:
Function:
Location:
DAY FOUR EXIT SLIP: The Brain
NAME:
DATE:
- What is the function of the Brain?
- Where is the Brain located?