<p>Unit: Life Science: Unit 2: Cells and the Human Body (Body Parts) Grade Level/Course: Kindergarten Teacher: Groh Learning Goals (Question 1) Science: Complex *Understand the functions of the external human body parts Science: Simple *Identify/name external parts of the human body (head, hair, face, mouth, chin, neck, chest, back, arms, elbows, wrist, hands, fingers, hips, legs, knees, ankles, feet, toes, ears, eyes, nose, tongue, skin) Six-Step Vocabulary Big Ideas/Key *Humans are made up of different body parts. Understanding *Each body part has a different name. *Body parts help students interpret the world around them s Essential *Can you name the parts on your body? Questions *Can you tell what the function is for each part? *Identify/name human body parts Assessment *Tell a function for each body part (legs-walk, run, etc.)</p><p>Planning for Planning for Planning for Question 2 Question 3 Question 4 Preview Critical Input Chunk Actively Process *Classify pictures Which of your Six Step Vocabulary: *Books on body parts *Teacher names a body part and of individual body body parts do you *See attached vocab and their functions students touch that body part. parts into categories think is most important? Instruction sheet based on the “chunks” in Critical Which body part Input column (head, do you think is *UTube Video: “Learn *Body Parts *Song—“Hokey Pokey” body, hand, foot). least important? wordwall Body Parts” by Rajshri Explain your (13:01) *Create tree map— reasoning for *Explain that each classify pictures/ each. of us is made up of *Game— “Simon Says” words of body part If you had to live many different body *UTube video: “Learn action/ use under *Game—Body Parts bingo the body part with without one of parts. Have students Body Parts Song” (1:29) (Write lyrics on which it goes (e.g., your body parts, brainstorm and paper and put picture *Game—Body Part Dice song/game the word “kick” and which one would name as many body it be and why? with each. Use (sung to the tune of “If You’re Happy picture of someone parts as they can. kicking a ball) rhyming lyrics for and You Know It”): language/reading *Tell students that activities.) “When (child’s name) rolls the dice, each body part has a we touch our (body part), specific function When (child’s name) rolls the dice, we (e.g., legs are used *Body Parts Power touch our (body part), to walk, run, etc.) point or whiteboard When (child’s name) rolls the dice, we presentation for body touch our (body part), we touch our *Brainstorm and list part “chunks” discussed below. (body part), functions for each (EdHelper) When (child’s name) rolls the dice, we body part touch our (body part)” *Break critical input for body parts into *Create foldable w/name of body part “chunks” and label on the outside, draw a picture of the parts on each body part on the inside part of the “chunk”— (See foldable and write a word or words (or Unit: Life Science: Unit 2: Cells and the Human Body (Body Parts) Grade Level/Course: Kindergarten Teacher: Groh below). Incorporate draw a picture) that tells (or shows) an Actively Process what it does (e.g., run, jump, etc.) activity after each “chunk”. *Name the body parts of each of the following to a partner: head, body, 1). Show picture of a head; name/label hair, hand, foot face, ears, eyes, eyebrow, nose, *Show a picture of a child and have mouth, chin, neck. students name/ label each body part Then choose an with a partner. actively process activity. *Students create foldable w/name of body part on the outside (all body 2). Show picture of a parts will not be used in the foldable), body: name/label shoulder, chest, back, a drawing of the body part on the arms, elbows, hips, inside part of the foldable and write a legs, knees. word or words (or draw a picture) that tells (or shows) what it does (e.g., run, 3). Show picture of a jump, etc.) (This can be actively hand: name/label process if the teacher already gave the wrist, fingers, thumb, students the critical information for fingernails, palm. each piece of the foldable and students 4). Show picture of a can work in groups to put all the info in foot: name/label the foldable.) ankle, toes, toenails, heel.</p><p>*Show a picture of a child and have students help name/ label each body part.</p><p>*Teacher helps students create foldable w/name of body part on the outside (all body parts will not be used in the foldable), a drawing of the body part on the inside part of the foldable and write a word or words (or draw a picture) that tells (or shows) what it does (e.g., run, jump, etc.) (This can be actively process if the teacher already gave the students the critical information for each piece of the Unit: Life Science: Unit 2: Cells and the Human Body (Body Parts) Grade Level/Course: Kindergarten Teacher: Groh foldable and students can work in groups to put all the info in the foldable.) </p><p>Resources: Please add any text page numbers, web links, articles, or other unit resources here. *Videos— --UTube Video: “Learn Body Parts” by Rajshri (13:01) --*UTube video: “Learn Body Parts Song” (1:29) *PowerPoint—“Body Parts” *Books ( RVT Library): *Games— “Simon Says”; Body Parts bingo *Songs—“Hokey Pokey”</p>