The Human Body Unit

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The Human Body

Overview of Unit The Human Body unit is designed to lay a foundation for individual learning and awareness of each child’s individual needs as a learner by presenting an understanding of what is required to maintain life, how the body systems support each other, and how the systems support the brain. After learning the parts of the brain, students will be introduced to the multiple intelligences. Students will evaluate themselves to determine their own “smart.” Then, they will learn about eminent people who share that learning style. The unit will culminate with a comparison between the students and their parents to determine if they share learning styles or if they learn in different manners.
Established Goals (Standards)
1st Grade Gifted Benchmarks:

GS1 Students will develop advanced research skills and methods.
GS2 Students will develop and practice creative thinking and creative problem-solving skills.
GS3 Students will develop and practice critical thinking and logical problem-solving skills.
GS4 Students will develop advanced communication skills.
GS5 Students will develop an understanding of self.

[Common Core] Georgia Performance Standards

Science
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
S1CS5. Students will communicate scientific ideas and activities clearly.
S1CS7. Students will understand important features of the process of scientific inquiry.

Math
Students are expected to make sense of problems and persevere in solving them.
Students are expected to reason abstractly and quantitatively.
Students are expected to

English/Language Arts
ELACC1RI1. Ask and answer questions about key details in a text.
ELACC1RI5. Know and use various text features to locate key facts or information in a text.
ELACC1RI7. Use illustrations and details in a text to describe its key ideas.
ELACC1SL4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

What enduring understandings are desired? Students will understand that… learning is driven by questions and a desire for knowledge value is based on perception choices have related consequences lifelong learning is self-driven hard work and perseverance lay the foundation for success it is important to consider all ideas before making a decision it’s important for your audience to see the message, not the mess

What essential questions will be considered?
Is there a part of your body you could live without?
Could your body be organized in a different way and still work?
What is the most important part of your body?
What does it mean to be smart?

What key knowledge and skills will students acquire as a result of this unit? Students will know…
The major function of the human body’s major systems
Understand the inter-relatedness of body systems and factors that influence growth and development
How an individual’s learning is maximized
Students will be able to…
Differentiate various body parts and systems
Explain the relationships between body systems
Compare their own learning styles with the learning style of a parent (family member)

Sequence of Instruction

My body is a like a machine; certain things have to happen in order to keep my body going (and stay alive).

↓

My body has many parts. Each part has a job but works with other parts to keep my body going.
(Skeletal, Muscular, Cardiovascular, Respiratory, Digestive, and Nervous Systems)

↓

What does it mean to be smart?

↓

“Smart” Genetics

Our Body is a like a machine; certain things have to happen in order to keep our bodies going (stay alive).

Vocabulary:
Human body
Internal
External
Organ(s)
Machine

Lesson Questions:
How are our bodies like machines?
What do our bodies need in order to survive and function?
Is there a part of our body that is not needed?
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