Environmental Science Activities Manual: K-2

Life Science Animals E4.00
Unifying Concepts of Science Organization 2.3 ab

CURRICULAR CORRELATIONS

GRADE: ESAM: K-2

CONTENT STANDARD: Life Science

CONTENT TOPIC: Animals

CONCEPT: Animals are living things with specific needs and characteristics.

CONTENT OBJECTIVE: E4.00 To understand how human beings are alike and different from other animals

INSTRUCTIONAL OBJECTIVES: The learner will:

    4.01 name some familiar parts of the human body.
    4.02 name some body parts and describe each function.
OUTLINE OF CONTENT:
    I. Recognize body parts
      A. Arms
      B. Legs
      C. Head
      D. Neck
      E. Feet
      F. Toes
      G. Others
    II. Identify some uses of various body parts

TN COMPONENT OF SCIENCE: Unifying Concepts of Science

TN GOAL:

    To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical, and earth/space science.
TN THEME:
    2.3 ORGANIZATION - Everything is organized as related systems within systems.
TN STANDARD(S): The learner will understand that:
    2.3a Natural phenomena display a wide variety of similarities and differences.

    BENCHMARK Offspring may resemble their parents, but individuals within a general population may vary.

    2.3b Groupings are based on similarities related to structure and function.

    BENCHMARK Classification of sets can be constructed using likenesses of materials and physical properties, such as color, texture, size or mass.

CLASSROOM CONNECTOR

TIME REQUIRED:

    30 minutes
MATERIALS:
    Any large poster of boys and girls that can be used to point out body parts, records teaching body parts, record player, butcher paper, crayons, tempera paint, glue, yarn, flannel board, flannel board body with moveable parts
SET:
    Raise your hand if you like to run? (response) Raise your hand if you like to swim? (response) Nod your head yes if you like ice cream. (response) Shake your head no if you don't like ice cream. When you responded to my questioning, you used your Arms and your head. today, we will talk about major parts of the human body and understand that other animals do not have these body parts nor use their body parts as people do.
INSTRUCTION:
    I would like for you to stand up. We're going to sing a song that you may already know. It is called "Head, Shoulders, Knees and Toes". When we say a body part, you touch that part with both hands. (If you don't know this song, use any song or record that teaches recognition of body parts.) Our bodies are made in a wonderful way. Most of us have healthy bodies that have two feet and legs so we can stand up, run and walk. We have two arms, two hands and ten fingers for lifting and carrying things. Our heads are important because our eyes, ears, noses and mouths need a place to live. Our necks support our heads. Shoulders, elbows, knees, ankles, and wrists are important because they let us bend and move as we need to. A healthy body with all these special parts is wonderful. Many animals have these body parts. Which ones do monkeys have? (response)
ACTIVE PARTICIPATION:
    (Have students draw pictures of themselves. Encourage students to put in body parts.) Have students draw pictures of another mammals. Encourage students to put in body parts.)
SUPERVISED PRACTICE:
    (Have the children lie on large sheets of paper and trace around their bodies. Provide the children with crayons, paint, paper, yarn, and glue to add features to the figures. Discuss with the children whether they were always this size and whether they will always be this size. If this lesson is taught at the beginning of the year, you might want to do it again at the end of the year so the children can see how much they have grown.)
CLOSURE:
    Raise your hand if you know the body parts we talked about today. (pause) Let's sing the song we learned again and you touch each body part as it is mentioned in the song.
ENRICHMENT:
    (1. For creative writing read the poem "The Planet of Mars" in Shel Silverstein's book Light In The Attic. Then have children draw pictures that are appropriate for the poem. The idea is that the people on Mars have the same bodies and faces, but not in the same places.

    2. Set up a center where you will have a flannel board and flannel body with removable parts. Allow students to put the body together.

    3. Have students bring in pictures of animals and discuss the body parts and compare to a human.)

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