what do I need to know about my brain, heart and skeleton?

Transcription

1 Grade: 2 Subject: Integrated Studies Unit Title: My Body (Part 11) Term: 1 Duration: Focus Question: 5 x 90 minutes what do I need to know about my brain, heart and skeleton? Attainment Target: Give and receive information Apply relevant decoding skills Demonstrate motor movements successfully Represent and interpret numerical information Objectives: Students will be able to: Identify name and tell the location of the skeleton on their bodies. Use consonant blends. Perform new song to familiar and new tune. Use facts storming to relate information about the skeleton Name organs that are protected by bones on the skeleton Label parts on the skeleton Spell words correctly Tell the number of bones in the body Draw and make distinctions between straight and curved lines. Describe animal movements Demonstrate body movements Tell why the skeleton is important Identify bones that protect some of the organs in the body Name the photograph that shows inside the body Draw pictures to show features of the skeleton Formulate and answer questions Locate joints and muscles on the body

2 Define the terms; skeleton, endoskeleton and exoskeleton Skills: Materials/Resources: speaking, listening, drawing, viewing, writing pictures, song, Text book, lap top, story Key Concepts: body, skeleton, muscles, move, bones, move, bones, straight, curved Content: A skeleton is a frame work of bones joined together. It holds your body and gives it shape. If you should take the skeleton from the body, the body would fall to the floor in a heap. It also protects the softer parts of the body. The skull forms a case for the soft brain. The ribs form a case that protects the heart and lungs. There are muscles that are fixed to the bones. Our bones are made out of a mix of hard matter and living cells. The hard part is made out of things we call calcium and phosphorus. Inside of our bones are made out of a soft tissue called marrow. Once our bones grow, they become strong and can protect our body. We also need to eat foods that help to build our bones and muscles, Posture is the way you hold your body when you walk sit or move about. The skeleton helps us to have good posture. We use straight lines to form shapes that have corners. Shapes with curved lines only, have no corners. Some shapes are made from straight and curved lines. Doctors take a special kind of photograph called an X- ray to see the bones inside your body. The place where two bones meet is called a joint. Not all animals have a bony skeleton. We need the skeleton to protect some organs. Day 1

3 Activities: Students Will: Observed the word skeleton on a word card, spell and say what it is. Tell how many syllables in the word skeleton and discuss. Tell what blend they heard after calling the word skeleton. Then give at least two other sk blend words. Brainstorm to find the meaning of skeleton. Randomly called to name the different bones in their bodies. Sing along with teacher Dem Bones. They will move each body part based on what they sing about after performing song once. Students will sing in groups and add their own rhythms to this to make it come alive. Be presented with a chart showing the skeleton they will be allowed to read and call the names of the various bones with and without teacher s assistance then discuss. Tell why they think bones are in their bodies are important and discuss. For example; the skull protects the brain, the rib cage protects the lungs, heart and allows breathing. Other bones protect the softer organs in the body. Students will be asked to label the parts of the skeleton in the Macmillan Integrated Workbook on page 4. Students will be asked to write one sentence about the skeleton. Fill in the blank space to spell a word: Sk_le_on sk_ll b_n_s Draw the rib cage protecting the heart and lungs Day 2 Tell what they know about the skeleton. Teacher will list each response on the board. Watch video on lap top about the skeleton (why do the body needs skeleton? How many bones are in their body, etc)

4 Formulate questions from what they have watched and ask their peers questions about the skeleton. Guess and tell who would have more bones; child or adult then discuss with teacher why. Re-read the name of some bones aloud as they do this they will feel the bones in their bodies and tell: 1. Which bones are long? 2. Which bones are short? 3. Are there any curved bones? Which ones? Sing the song Long bones, short bones and curved bone. We have all kinds of bones to the tune dem bones, dem bones found on page 91 of the Carlong Integrated. List some words that tell the shape of some bones inside their bodies for e.g. long, straight, curved. They will identify these on the model of the skeleton and rub their fingers along these then touch these places on their bodies to show the location of these bones also. Be asked to identify straight and curved shapes below: Tell how they can take care of their bones and discuss with teacher. Students will Name the places on the skeleton/ body where these bones are located: long bones curved bones short bones straight bones Draw and name a bone that is short, long and curved Day 3: Watch video on lap top the skeleton dance downloaded from Youtube. They will follow the movements and sing along if possible.

5 View pictures of x-ray on lap top showing some bones: the hand, the skull, leg etc. They will count and tell how many bones are there in the fingers then write the numeral to show. Look for the gristle on the end of their bones or between two of the bones that they have. Teacher will inform students that the place where two bones meet is called a joint. Tell why they think there are joints between the bones of the skeleton after viewing a picture of this. Identify joints on their bodies and tell what they notice/ feel. View animal skeletons and bones. They will: 1. tell the body part from which each bone comes. 2. name the animal to which each skeleton belongs. Talk about the importance of the skeleton then demonstrate what they think would happen to us if we had no skeleton inside of us. Pupils will be asked to: 1. Draw a line to match each animal name to its skeleton on page 42 of My Body text book. 2. Complete these in their workbooks: a. Name an organ that the skull protects. b. Feel your rib cage. Name an organ that your rib cage protects. Day 4: Be presented with a doll and ask to tell why they think the doll cannot stand, walk or move about like them.

6 Discuss with teacher the way we stand, sit, walk and move about. State what it is called (posture) Tell if they think all animals have bones. Be introduced to the words endoskeleton and exoskeleton then discuss. Guess and name some other animals that they think are without bones and tell how they move and demonstrate this as well. Draw three animals in their books under the heading- no bones. Name some animals they know that have bones, demonstrate how they move. Draw three animals they know with bones under the heading- Animals with bones. Observe the movements of the fish in the aquarium in the classroom. Tell why they think there is a difference in movement between animals with bones and animals without bones. Students will be asked to select words from list to complete each sentence. Endoskeleton light connected flexible weight 1. A bird has bones 2. A fish has a backbone so that it can swim. 3. Your skeleton is inside your body called an. 4. A cow has strong bones to carry its. 5. Bones are in different ways. Write two problems that an animal without skeleton would have when it tries to stand up, walk or move about. Put drawings if you like. Evaluation Day 5: Review previous lesson on the skeleton using a PowerPoint presentation:

7 1. Tell what is a skeleton? 2. why do I need a skeleton? 3. Animals with exoskeleton. 4. View a picture of an x-ray. 5. State some foods which help to take care of our bones. Tell the name of the photograph which allow us to see inside the body. Listen to a story about a man who had his hand x-rayed after an accident at work. This can be found on page 9 of the Hoddler Comprehension, an integrated, skillsbased approach book. Be question base on the story read: what is the name of the man? What was he doing when he had the accident? Where did he go after the accident? Etc. View the picture of the x-ray done based on story of the same page in the integrated book and identify the joints. Locate joints and muscles on their bodies. Make movements of the muscles and joints Watch video on how the muscles work. (downloaded from Youtube) Be questioned based on what they have watched: Name the types of muscles (smooth, cardiac and skeletal), tell what the body needs to build muscles. Students will be asked to draw 3 parts of the body where muscles are located. Name the 3 types of muscles mentioned in the video. State true or false 1. An x-ray is a photograph of your bones. 2. X-rays do not show what is wrong with your bones if there is an accident. 3. Movement takes place only at our joints.