Human Body

NAME: ____________________________

Grade Level(s): 2

Subject(s):

• Science/Anatomy
• Language arts
• Technology

Description: Students will learn about body parts and systems of the human body. Each day,
students will be identifying and explaining a body part. Students will use tracings of their own
body parts to formulate a body model that will be displayed for others to see. The students will
use technology to view virtual tours of body parts and systems. They will also use technology to
create concept maps comparing and contrasting 2 body parts/systems.

Goal: Students will identify various human body parts and the functions of these parts within the
larger system.

National/State Standards:

1. Explore the functions and systems of living things. (L)

c. describe the function of the major internal organs to include the heart, brain,
lungs, liver, kidneys, and intestines.

d. Investigate the digestive system

NETS –S Standards:

Grades PK–2 (Ages 4–8)

The following experiences with technology and digital resources are examples of learning activities in which students might engage during
PK-Grade 2 (Ages 4-8):
1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2)
2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally
appropriate solution. (1,3,4)
3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2,6)
4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum
area. (1,2,6)
5. Find and evaluate information related to a current or historical person or event using digital resources. (3)
6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and
animals. (1,3,4)
7. Demonstrate safe and cooperative use of technology. (5)
8. Independently apply digital tools and resources to address a variety of tasks and problems. (4,6)
9. Communicate about technology using developmentally appropriate and accurate terminology. (6)
10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web
sites. (6)

The students will:

1. identify major body parts and systems.

2. locate body parts.
3. explain how various parts and systems function.
4. compare the body to a machine.
5. explain how various body systems and parts work together.
6. make observations of the body parts by viewing virtual tours of body parts.
7. demonstrate the ability to navigate a virtual environment such as a Web site.
8. use Kidspiration to make a concept map comparing and contrasting body parts/systems.

Materials:

• Body part stencils (make out of file folders for students to trace)
• Overheads with information and vocabulary about each body part (brain, heart, lungs,
stomach, intestines, pancreas, gall bladder, etc.)
• Large butcher block paper
• Markers
• Crayons
• Scissors
• Glue
• computer with Internet access, specific Web sites, Kidspiration
(http://www.medtropolis.com/VBody.asp)
• Procedures:

Activity One (notice that the first part include the Teacher’s procedures/actions and the second
part consists of Students’ procedures/tasks to complete the activity)

1. Teacher will prepare the classroom for the activity by collecting required materials and
resources for students to use.
2. Teacher will develop instructional materials for the lesson activity (e.g., overheads).
3. Each day, teacher will introduce a new body part and/or system to the students.
4. On an overhead projector, students will read and discuss facts and vocabulary related to
each body part or system.
 5. After the class discussion, students will trace the particular body part on different colored
paper. "Parts" are cut out with scissors and to be saved in baggies belonging to each
child.
6. At the end of the unit, trace each student's body on a large piece of butcher paper (do not
cut out).
7. Students can recall facts about the parts and write them on the backs of each of their
parts.
8. Finally, students glue down their parts in the correct location on their paper body.
9. Hang these true-to-life representations of the human body around the school for others to
see.

Activity Two

• The students will go to http://www.medtropolis.com/VBody.asp on the Web and view

interactive tour of the body part that is being discussed for the day (heart, skeleton, brain,
and digestive tract).
• The students will make observations and take notes.
• The students will find 2 other websites with information on that body part/system and
find at least 10 interesting facts and the function.
• They will construct a drawing of the body part/system on a large piece of paper and write
a one page paper about what is occurring and what that body part/systems function(s) are
in the body. They will also include their interesting facts.
• After learning about 2 body parts/systems, the students will make a concept map
comparing and contrasting the two. They will do this in pairs.

Assessment/Evaluation:

Activity One

Students accurately recall facts about each part using the following criteria concerning
their body part models:

1. Parts are labeled correctly (10 points)

2. Parts are colored according to instructions (10 points)
3. Parts are glued in the appropriate location (10 points)

Activity Two

The teacher will grade the one page paper and the concept map for each student
according to the rubric. The rubrics will be a checklist and receive the maximum of 25
points for each assignment.
Rubric for paper (5 points each):
____ Accuracy of facts
____ Contains at least 10 facts
____ Function of body part is included
____ Grammatically correct
____ Written neatly

Rubric for concept map(5 points each):

____ Accuracy of facts
____ Creativity
____ Neatness
____ Uses at least 4 colors
____ Compares and contrasts 2 body parts/systems correctly