Activity Works

An adventure through... you!

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The human body can do some AMAZING things!

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Congratulations!

Human Body

Completed!

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fun facts fun facts
The power of the brain
The power of the brain

During waking hours, the brain generates between 10 and 23 watts of power—enough to light a light bulb.

Faster than a race car
Faster than a race car

Information in the brain travels at speeds of up to 268 miles per hour, faster than the race cars in the Indy 500

Your very own galaxy
Your very own galaxy

Your brain is estimated to have over 100 billion neurons (also called nerve cells or brain cells), about the number of stars in the Milky Way galaxy.

lesson plan lesson plan

Overview

Science

Travel inside the human body to discover how wonderfully we are made! It will require coordination and balance to take this trip, so up on your feet…let’s go!

Lesson

Understanding the Human Body

National Standards Addressed:

#6 Personal and Social Perspectives

Understanding of personal health.

Goals

Performance

Students will experience the human body through experiential learning.

Cognitive

Students will identify the different parts of the human body.

Affective

Students will value their bodies and desire to keep them healthy.

Pre-Teach Vocabulary

  • Carbohydrates – Foods that give us energy. [E.g., brown rice, whole wheat bread and pasta, oatmeal, vegetables.]
  • Proteins – Used to build and repair the body. [E.g., beans, nuts, milk, fish, chicken, turkey, beef.]

Activate Prior Knowledge

Ask students to name the parts of the body. Ask students to tell the function of the heart, brain and lungs.

[Heart – A muscle that pumps oxygen-rich blood nutrients to every cell in the body. The brain – The organ in the body that controls thought, movement and feelings. The lungs – An organ in the body that controls breathing.]

Assess and Think Critically

Ask the class to recall any body parts that were not discussed during the previewing portion of the lesson. Ask students to list ways to keep the body healthy. [Exercise and eating healthy.] Provide students with the definitions of carbohydrates and proteins. Discuss the importance of eating these foods to maintain a healthy body.

Overview

Physical Education

Travel inside the human body to discover how wonderfully we are made! It will require coordination and balance to take this trip, so up on your feet…let’s go!

Lesson

Coordination and Balance

National Standard(s) Addressed:

#2 Movement Concepts

Applies movement concepts and principles to the learning and development of motor skills.

Goals

Performance

Students will perform a variety of activities that require coordination and balance.

Cognitive

Students will know that the brain plays a role in coordination and balance.

Affective

Students will appreciate the need to practice activities that involve coordination and balance to improve motor skills.

Pre-Teach Vocabulary

  • Balance – Holding steady on one or more body parts.
  • Coordination – Different muscles working together to carry out a movement.

Activate Prior Knowledge

Define the term balance to the class. Ask students to demonstrate different balances in their Activity Works space.

Define the term coordination. Ask students to name activities that require coordination. [Hop scotch, walking (swinging arms and legs in opposition), hitting a baseball, etc…]

Assess and Think Critically

Ask the class to recall activities that they did that required balance and coordination. Ask students if they were able to follow along during the cool-down game.

Explain that balance and coordination take practice and that when we practice coordination and balance, we also exercise our brains!