Type:

E-book, Lesson Plan

Description:

This is the first in a series of five lessons about Nutrition, Health, and Well-being. Human Body 101: A Review of Human Anatomy and Physiology is intended to help reinforce basic biology and anatomy/physiology principles. For use in many grade levels, the difficulty of the assignment and appropriateness of the material is determined by the instructor. Students learn to identify, describe, and analyze the digestive, circulatory, nervous, and immune systems within the human body.

Subjects:

  • Educational Technology > General
  • Health > General
  • Education > General

Education Levels:

  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Lesson plans edtech nutrition body systems anatomy physiology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0
Update Standards?

LA.PK-6.1.1.1: English Language Arts

gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such sources as charts, graphs, maps, and diagrams

LA.PK-6.1.1.2: English Language Arts

select information appropriate to the purpose of their investigation and relate ideas from one text to another

LA.PK-6.1.1.3: English Language Arts

select and use strategies that have been taught for notetaking, organizing, and categorizing information

LA.PK-6.1.1.4: English Language Arts

ask specific questions to clarify and extend meaning

LA.PK-6.1.1.5: English Language Arts

make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

LA.PK-6.1.1.6: English Language Arts

support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns

LA.PK-6.1.2.1: English Language Arts

present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts

LA.PK-6.1.2.2: English Language Arts

select a focus, organization, and point of view for oral and written presentations

LA.PK-6.1.2.3: English Language Arts

use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference

LA.PK-6.1.2.4: English Language Arts

use details, examples, anecdotes, or personal experiences to explain or clarify information

LA.PK-6.1.2.5: English Language Arts

include relevant information and exclude extraneous material

LA.PK-6.1.2.6: English Language Arts

use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts

LA.PK-6.1.2.7: English Language Arts

observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms

LA.PK-6.2.1.1: English Language Arts

read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers

LA.PK-6.2.1.2: English Language Arts

recognize some features that distinguish the genres and use those features to aid comprehension

LA.PK-6.2.1.3: English Language Arts

understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives

LA.PK-6.2.1.4: English Language Arts

use inference and deduction to understand the text

LA.PK-6.2.1.5: English Language Arts

read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning

LA.PK-6.2.1.6: English Language Arts

evaluate literary merit

LA.PK-6.2.2.1: English Language Arts

present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure

LA.PK-6.2.2.2: English Language Arts

explain the meaning of literary works with some attention to meanings beyond the literal level

LA.PK-6.2.2.3: English Language Arts

create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary

LA.PK-6.2.2.4: English Language Arts

observe the conventions of grammar and usage, spelling, and punctuation

LA.PK-6.3.1.1: English Language Arts

read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor

LA.PK-6.3.1.2: English Language Arts

make decisions about the quality and dependability of texts and experiences based on some criteria, such as the attractiveness of the illustrations and appeal of the characters in a picture book, or the logic and believability of the claims made in an advertisement

LA.PK-6.3.1.3: English Language Arts

recognize that the criteria that one uses to analyze and evaluate anything depend on one's point of view and purpose for the analysis

LA.PK-6.3.1.4: English Language Arts

evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully

LA.PK-6.3.2.1: English Language Arts

express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence

LA.PK-6.3.2.2: English Language Arts

present arguments for certain views or actions with reference to specific criteria that support the argument (e.g., an argument to purchase a particular piece of playground equipment might be based on the criteria of safety, appeal to children, durability, and low cost)

LA.PK-6.3.2.3: English Language Arts

monitor and adjust their own oral and written presentations to meet criteria for competent performance (e.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the criteria might include good content, effective delivery, diction, posture, poise, and eye contact)

LA.PK-6.3.2.4: English Language Arts

use effective vocabulary and follow the rules of grammar, usage, spelling, and punctuation in persuasive writing

LA.PK-6.4.1.1: English Language Arts

listen attentively and recognize when it is appropriate for them to speak

LA.PK-6.4.1.2: English Language Arts

take turns speaking and respond to others' ideas in conversations on familiar topics

LA.PK-6.4.1.3: English Language Arts

recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations

LA.PK-6.4.2.1: English Language Arts

exchange friendly notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions

LA.PK-6.4.2.2: English Language Arts

adjust their vocabulary and style to take into account the nature of the relationship and the knowledge an interests of the person receiving the message

LA.PK-6.4.2.3: English Language Arts

read and discuss published letters, diaries, and journals to learn the conventions of social writing
Curriki Rating
On a scale of 0 to 3
1
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 1, as of 2011-12-31.

Component Ratings:

Technical Completeness: 1
Content Accuracy: 1
Appropriate Pedagogy: 2

Reviewer Comments:

This is the first lesson in a unit on nutrition, health, and well-being and begins by focusing on the digestive, circulatory, nervous, and immune systems. Eventually the unit will be expanded to include five lessons: (1) Human Body 101: A Review of Human Anatomy and Physiology, (2) Microorganisms In, On, and Around You: The Importance of Personal Hygiene, (3) We are What We Eat: Why We Eat Healthy, (4) A Look in the Mirror: Determining Our Body Composition, (5) How Do You Feel: The Importance of Mental Health. While this lesson addresses science standards and is off to a good start, considerable modification will be necessary to make it useful in the classroom. For example, assessment is alluded to in the form of “completion and accuracy of the worksheets,” yet no worksheets or answer keys are included. Additionally, instructors are asked to deliver “lecture and class discussion explaining the components, functions, and importance of each body system” but no resources are provided. With the addition of such materials, this lesson will be much stronger, ready to share with other educators and students, and ready for the classroom.
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Valeria Alterman
April 17, 2013

The worksheets sound a bit like busy work to me. Also, there should be a different alternative than textbooks if there is a lack of computers. I believe the combination of textbook and computer simulations might be best, but one does not necessarily substitute the other. Overall, the lesson seems very fitting to the benchmarks and appropriate for the age group.

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md hasan
May 17, 2012

I am very to read this post. because my father is cardiac patient. It is helpful for him.

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Wai-Pan Chan

The content presentation is not well organized or systematic logistically. Need a lot more work.

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