Subject/Grade: Health Education Grade 1
Lesson Title: Important Organs within our Bodies
Teacher: Hope Brenner
Here is the link for the worksheet for lesson one My Body Worksheet
| Stage 1: Identify Desired Results Grade Perspective: Grade 1 – Building on What We Already Know Outcome(s)/Indicator(s): USC1.2. Determine with support, the importance of the brain, heart, and lungs and examine behaviors that keep these organs healthy. A) Talk about the brain, heart, and lungs (ex. Heartbeat, blood, oxygen, breath, thoughts). B) Identify where the heart, brain, and lungs are located. Key Understandings: (‘I Can’ statements) – I can discuss what the brain, heart, and lungs are and their purposes. – I can understand where the heart, brain, and lungs are located within the body. – I can make a connection with the three organs and the medicine wheel. Essential Questions: – What are the roles of each of these organs? – Where are the heart, brain, and lungs located within the human body? – How can we keep our organs healthy? – Can these organs work without one another? Prerequisite Learning: Prior knowledge and recognition of what the brain, heart, and lungs are within our bodies and what each of their contributing roles is. Prior knowledge of the First Nations ways of thinking and the Medicine Wheel. Instructional Strategies: This lesson on important organs within our bodies will focus on Inquiry-Based Learning, “builds on student’s inherent sense of curiosity and wonder, drawing on their diverse backgrounds, interests, and experiences. The process provides opportunities for students to become active participants in a collaborative search for meaning and understanding” (Ministry of Education, 2011, p. 2) I will also be using Experiential Instructional Strategy. This strategy involves, “learn by doing and reflecting on the experience” (CRLT, 2020). Stage 2: Determine Evidence for Assessing Learning Formative Assessment: I will be using Observation as a way to assess the student’s learning throughout the lesson. Was the student able to understand what each organ does in a person’s body? Was the student able to contribute to the identification of bodily organs? Was the student able to understand the connection between the First Nations ways of thinking with the Medicine Wheel and keeping the body parts balanced? I will assess the students throughout each activity, paying close attention to their ability to connect, recognize, and understand the topic. |
| Stage 3: Build a Learning Plan Lesson 1 Materials/Resources: – Whiteboard – Book ‘Me and My Amazing Body’ by Joan Sweeney – My Body Worksheet (Body Outline and three organs description) – Separate paper with brain, heart, and lung outlines. – Scissors – Glue – Construction paper Possible Adaptations/Differentiation: – If more time, I could read the whole book. – The teacher gets more involved with the students creating their “My Body” activity. Management Strategies: – The Teacher lists all expectations, ensuring all the students understand. – The teacher asks a variety of questions to keep the students engaged. – Provide a clear demonstration. Safety Considerations: – Ensure students are using materials safely, especially scissors. – Ensure students know that they can ask for help if needed. Set (Engagement): (5 Minutes) Today Grade One’s we are going to continue our conversation on the Body and the three main organs. Before we begin, could some of you tell me what they are? – Have the students share… ______, _______, and ______. And teacher will write the three organs on the whiteboard. Can any of you tell me where your thoughts come from? Where does your heartbeat come from? What does your heartbeat feel like? Where does your breathing come from? Let’s all practice taking one BIG deep breath in and one BIG breath out. One more time. What do you think breathing feels like? Can someone tell me when they think your breathing and heartbeat would beat really fast and get heavy? (teacher share example… when I run really fast my heart beats fast and my breathing gets heavier). Development: (30 Minutes; 15 Minutes for both activities) To begin, I will show the students the book that we will be reading ‘Me and My Amazing Body’ written by Joan Sweeney. I will use the think-aloud strategy and ask the students what they think this book is going to be about. I will tell the students that this book is about all parts of the body, but we are focusing on the Brain, Heart, and Lungs of the human body. We will only be reading those sections of the book. As a class, we will try to break down what the book is telling us about the three organs. The teacher will hand out a worksheet called “My Body” to the students. On one page, there is an empty outline of a human body. On a separate page, there is a plain outline of a heart, lungs, and brain. – Provided is a website reference example of the “My Body” activity https://worksheetplace.com/index.php?function=DisplaySheet&sheet=Parts-of-our-Body&links=1&id=&link1=372- – The activity example that I created is below the lesson plan. The teacher will explain to the students that they have to color in the 3 organs and then carefully cut them out to glue on their body outline. – This is a way for the students to help identify where those important organs are located within the body. The students will then label each organ what it is called. Once this page is completed; the students will choose a color of construction paper and glue their “My Body” page onto the construction paper. ***Note: Due to time, if the students do not finish coloring in their images, they are to take it home and finish it there and bring back the next day to display on the bulletin board within the classroom. Learning Closure: (5 Minutes) The teacher will ask students if they can share with the class anything new or exciting that they learned today. If any students have finished their “My Body” activity, they can share it with the rest of the class. |
| Lesson 2 Continued Materials/Resources: – Whiteboard – Sticky Notes – Medicine wheel – Possible Adaptions/ Differentiation: – Have the students work in groups while making their sticky note responses. – Spend a whole lesson on the medicine wheel. – Allow more time for each of these development activities. Management Strategies: – The teacher lists all expectations clearly. – The teacher is constantly involved throughout the lesson. – The teacher asks a variety of questions. – Allow conversation and questions from the students. Safety Considerations: – Students are using materials properly. – Supervise students throughout the lesson. Set (Engagement): (5 Minutes) Today Grade One’s we are going to continue our discussion and lesson on the Heart, Brain, and Lungs within our bodies. We are going to look at connecting our organs to the traditional Medicine Wheel from the First Nations ways of thinking. To begin can I have a few volunteers to briefly remind the rest of the class what we did last class? – We talked about the roles of the heart, brain, and lungs. – We also learned where they are located in the body. Development: (30 Minutes; 15 Minutes for each activity) To begin this activity, the teacher will write the BRAIN, HEART, and LUNGS on the whiteboard… leaving enough space in between each. The teacher will then hand out a sticky note to each student. The student will label their organ of choice and write one thing that they learned about that organ. Once the students are done, they will raise their hands to show the teacher and the teacher will tell them to hold on to their sticky notes for the next activity. – TeachersPayTeachers example sticky note activity. https://www.teacherspayteachers.com/Product/Heart-Lungs-Brain-Post-It-Notes-Activity-517184 After this activity is done, ask the students… – How can we keep these organs healthy? – Can any of these three organs can work without the other? The next part of the lesson is the connection with the Brain, Heart, and Lungs with the Medicine Wheel from First Nations ways of knowing. The Teacher will place a large white piece of paper on the board and draw a large circle on it with 4 sections within the circle. Each section will be labeled: Red, Yellow, Black, and White. Then the teacher will share the answer to the discussion question… “Can these organs work without one another?” The teacher will talk about how they are all connected and help one another create a healthy body. The Teacher will mention how the medicine wheel is similar, “The wheel represents a state of balance in all aspects of life. If one aspect is out of balance, then harmony is not achieved” (The Lung Association, 2010, p. 37). Then Discuss with the class what organ (brain, heart, and lungs) should go in each section. The Teacher will place a cut-out image of each organ in the chosen spot of the Medicine Wheel. Then the students will individually place their sticky notes from the previous activity into the correct medicine wheel category. The last open section will be for any other parts of the body that the students think is also very important – The teacher will have other images of body parts to place within the last section of the Medicine Wheel. Learning Closure: (5 Minutes) To close the lesson, the teacher will read some of the sticky notes that were placed within the Medicine Wheel to the class. The teacher will also ask the students if they see the connection between the Medicine Wheel having to work together to create a balanced and healthy lifestyle and the brain, heart, and lungs having to work together to create a healthy body. |