Skeletal System
SUBJECT: Health / Science NAME: ____Theresa A. Wheeler __GRADE LEVEL: _Third Grade_______ DATE: _19 March, 2008
I. Skeletal System
II. PA State Academic Standard(s)
10.1. Concepts of Health
3.B. Identify and know the location and function of the major body organs and systems.
· skeletal*
III. Objectives
A. After participating in a learning activity, third grade students will be able to name the bones in the human skeletal system by matching the name to the bone with 80% - 100% accuracy.
IV. Materials needed
A. Large, life size skeleton, parts labeled on one side, unlabeled on the other
B. Index cards with names of bones on them, split between 2 colors
C. Tape
D. Handout of skeletal system
E. Fill in the blank quiz on skeletal system.
V. Lesson Outline
A. Motivation (Anticipatory Set) –
Ask :Is The Funny Bone Really Funny?
Actually, the funny bone has nothing to do with laughter. In fact, it isn't even a bone at all. It is really a nerve called the ulnar nerve. But, it runs right next to the "humerus." Get it? "Humerus." That's where the nickname "funny bone" comes from.
When you bend your elbow, you have this ulnar nerver that is much easier to get to than most nerves are. So, when you hit your elbow, the nerve also gets whacked and begins to send messages that travel all the way up your arm, to your spinal cord and along your spinal cord to your brain. The result: a tingling sensation that shoots from your elbow, where the impact occurred, to the tip of your little finger (which is where the nerve ends). That's why it hurts. Not so funny, is it?
B. Development of the Concept or Skill (Information Activity) –
Teaching section: allow students to offer answers freely and ensure that all students are included in this discussion-like time of teaching – allow them to “discover”, don’t just give the answers.
Ask How many bones does the human body have?
The human skeleton consists of 206 bones. We are actually born with more bones (about 300), but many fuse together as a child grows up. These bones support your body and allow you to move.
Has anyone ever had someone tell them to drink their milk because it’s good for your bones? … Do you know why that is?
Bones contain a lot of calcium (an element found in milk, broccoli, and other foods). Bones manufacture blood cells and store important minerals.
What is the longest bone in your body?
The longest bone in our bodies is the femur (thigh bone).
What is the smallest bone?
The smallest bone is the stirrup bone inside the ear.
How many bones are in your hand?
Each hand has 26 bones in it.
Feel our nose and ears – how are they different? Why are they movable? Do they have bones?
Your nose and ears are not made of bone; they are made of cartilage, a flexible substance that is not as hard as bone.
o Your bones also manufacture blood cells and store useful minerals.
o Muscles hold the bones together and allow them to move.
o Joints: Bones are connected to other bones at joints. There are many different types of joints, including: fixed joints (such as in the skull, which consists of many bones), hinged joints (such as in the fingers and toes), and ball-and-socket joints (such as the shoulders and hips).
o Differences in males and females: Males and females have slightly different skeletons, including a different elbow angle. Males have slightly thicker and longer legs and arms; females have a wider pelvis and a larger space within the pelvis, through which babies travel when born.
C. Conclusion (Application Activity) –
Students will split up into two groups. Have index cards with the name of a bone on each card. Use a different color for each team – when making the labels; try to divide evenly between major bones, and lesser known ones. Students will compete relay-style to label the large skeleton hanging in the front of the room (turn it around to the unlabeled side). One person from each team runs up, takes a label, and places it on the correct bone. When they run back, tag the next one or their teammates in line and then that person does it, and so on and so on until all students have had a turn or until all labels are used up. Afterwards, students review once more as they check the labeled side to see that each team got the correct match.
For homework, students will study for a matching quiz on the skeletal system.
D. Evaluation of Learning –
Are the students able to match the names of the bones with 80% - 90% accuracy on a quiz given the next day/ class?
_______________________________________________________________________________________________________________________________
HIV / AIDS
SUBJECT: Health NAME: Theresa A. Wheeler GRADE LEVEL: Fifth / Sixth Grade DATE: 3 March, 2009
I. Concept to be taught: HIV/AIDS: What it is & how to prevent it.
II. PA Academic Standards for Health, Safety and Physical Education
10.1 Concepts of Health
6. E. Identify health problems that can occur throughout life and describe ways to prevent them.
III. Objectives: Fifth / Sixth grade students will be able to identify the difference between HIV and AIDS by defining each. They will be able to list three ways in which HIV can spread, and list three methods to prevent contracting HIV, as well as indicating abstinence as the only 100% effective method.
IV. Materials needed:
Power Point with HIV/AIDS information
Brown Paper bags, one for each student, prepared ahead of time.
(materials for preparing bags: Hershey's Hugs & Kisses, Hershey's Almond Kisses, index cards, pens/pencils, and small paper bags)
Prepare bags:
· In each participant's bag (except one) place a mixture of approximately 10 to 12 Hugs & Kisses and one marked or unmarked index card. In one participant's bag put 10 to 12 Almond Kisses (instead of Hugs & Kisses) and an unmarked index card. Put a star (*) on the bottom of the bag with Almond Kisses.
· Mark the bottom corner of two index cards with a small "C." Place each card in a different bag with Hugs & Kisses.
· Mark two other index cards with a small "IC." Place each card in a different bag with Hugs & Kisses.
· Write on a fifth index card: Do not participate. When asked, tell anyone who wants to exchange candy, 'I do not want to exchange with you.' Place the card in a bag with Hugs & Kisses and put an "A" on the bottom of the bag.
· Write on two separate index cards: Do not participate with anyone other than your partner. When asked, tell anyone (other than your partner) who wants to exchange candy, 'I do not want to exchange hugs and kisses with anyone other than my partner.' Place each card in a different bag with Hugs & Kisses and put an "M" on the bottom of each bag. Give these two bags to the two participants who volunteer to stand at the front of the room.
V. Lesson Outline
A. Engagement:
Inform the students that you are about to play a little game.
Instruct the students to pair up into partners. Hand out the bags to each student, telling them not to open them until everyone has a bag.
B. Exploration:
Ask for one pair of students to volunteer and have them come up to the front of the room, give those students each a bag with the M on the bottom and the index card instructing them to only exchange with each other.
Explain that each participant is receiving a bag with Hershey's Kisses and an index card. Ask each participant to pull the card out of his/her bag and follow the instructions on it (if there are any) and to keep secret any instructions on his/her card.
Tell the participants that they are to exchange candy and that they should write on their index cards the name of everyone with whom they exchange candy.
Give participants about five minutes to exchange candy and to write down names.
Then, have everyone return to his/her seat.
Questions:
Find out who got the most signatures.
Was everyone’s candy the same?
Did anyone notice anyone who did not exchange candy?
Ask them how they felt not playing.
How did the others feel when these people refused to exchange candy with them?
Was it difficult not to participate when everyone else is participating?
Why or why not?
Tell the students this was an exercise to learn about the risks of HIV/AIDS.
Ask the one person whose bag has a star (*) on the bottom to stand up.
Explain that this was the person who started out with Almond Kisses and that, for the purposes of this exercise, the Almond Kisses represent HIV infection. The exchanges of candy represent an exchange that puts them at risk to contract HIV.
There are 2 ways people their age can contract HIV–does anyone know what they are?
(sexual intercourse or sharing a drug needle)
If the Almond Kisses represent HIV infection, then who else should be standing?
(anyone who has an Almond Kiss in his or her bag – because they exchanged Hugs & Kisses for Almond Kisses, they, too, are infected with HIV)
Should anyone else be standing?
(everyone who is still seated who has the name of anyone who is standing on their index cards – because they exchanged Hugs & Kisses with someone who had an Almond Kiss.)
Should anyone else be standing?
(anyone who has the name of someone who is standing on their index cards – because they exchanged Hugs & Kisses with someone who exchanged Hugs & Kisses with someone who had an Almond Kiss.)
Continue until everyone except the three participants with the "M" and the "A" on the bottom of their bags are standing….
Ask the participants with "C" written on their cards to sit down. Explain that the "C" means they always used condoms or clean needles and protected themselves from HIV infection. They are not infected with HIV.
Ask the people with "IC" written on their cards to sit down. Then, ask them to stand right back up. Explain that these people used condoms and/or clean needles each time, but they used them incorrectly or they didn’t work. They are infected with HIV.
Ask who is not standing up?
(person who didn’t share & “partners” in front who only shared with each other – explain that these were the abstinent person and the monogamous or “married” ppl.)
C. Explanation:
Explain to the participants that this activity contains an error because someone might have received an Almond Kiss (HIV infection) and then given it away again. By contrast, you cannot give away HIV. Once you have it, you can share it with others; but, you can never get rid of it yourself.
(Remind participants that this is a game. No one can become infected with HIV because he/she eats a particular kind of food or by sharing or exchanging food.)
(Standing students can sit back down)
Ask: is there a difference between HIV and AIDS?
Show brief power point explaining what AIDS is, what HIV is and how people can contract the virus & the disease, as well as prevent it.
D. Elaboration:
How did you feel when you found out what the game represented?
Would you have paid more attention to what you were exchanging if you had known ahead of time what the experiment really was?
The one person whose bag had a star did not know he/she was "infected" with HIV.
How could we have known ahead of time?
How many exchanges needed to be made before everyone who was exchanging had made an exchange that connected back to the original “infected” person?
What does this tell you about the way this disease spreads? Is it linear growth or exponential growth?
E. Evaluation:
Handout: Have the students work in pairs or small groups to complete. They can help each other, but they should each write their own answers themselves.
Name: ________________________________ Date: ______________________
Define HIV: _______________________________________________________
________________________________________________________________
Define AIDS: _____________________________________________________
________________________________________________________________
What does HIV stand for: ___________________________________________
What does AIDS stand for: __________________________________________
Which one is the actual virus that you can become infected with? _______________
List 3 ways a person can become infected:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
How does an “opportunistic infection” relate to HIV/AIDS? ___________________
________________________________________________________________
List 3 ways a person can protect themselves from HIV/AIDS:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Can you get HIV/AIDS from someone who has not tested HIV positive yet? Y / N
Is there a cure for HIV/AIDS? Y / N
Sources
HIV/AIDS game in lesson plan adapted from:
Guide to Implementing TAP (Teens for AIDS Prevention): A Peer Education Program to Prevent HIV/STD Infection. Washington, DC: Advocates for Youth, © 2002.
This game, as well as information for the power point retrieved from:
http://www.advocatesforyouth.org/publications/tap.htm
SUBJECT: Health / Science NAME: ____Theresa A. Wheeler __GRADE LEVEL: _Third Grade_______ DATE: _19 March, 2008
I. Skeletal System
II. PA State Academic Standard(s)
10.1. Concepts of Health
3.B. Identify and know the location and function of the major body organs and systems.
· skeletal*
III. Objectives
A. After participating in a learning activity, third grade students will be able to name the bones in the human skeletal system by matching the name to the bone with 80% - 100% accuracy.
IV. Materials needed
A. Large, life size skeleton, parts labeled on one side, unlabeled on the other
B. Index cards with names of bones on them, split between 2 colors
C. Tape
D. Handout of skeletal system
E. Fill in the blank quiz on skeletal system.
V. Lesson Outline
A. Motivation (Anticipatory Set) –
Ask :Is The Funny Bone Really Funny?
Actually, the funny bone has nothing to do with laughter. In fact, it isn't even a bone at all. It is really a nerve called the ulnar nerve. But, it runs right next to the "humerus." Get it? "Humerus." That's where the nickname "funny bone" comes from.
When you bend your elbow, you have this ulnar nerver that is much easier to get to than most nerves are. So, when you hit your elbow, the nerve also gets whacked and begins to send messages that travel all the way up your arm, to your spinal cord and along your spinal cord to your brain. The result: a tingling sensation that shoots from your elbow, where the impact occurred, to the tip of your little finger (which is where the nerve ends). That's why it hurts. Not so funny, is it?
B. Development of the Concept or Skill (Information Activity) –
Teaching section: allow students to offer answers freely and ensure that all students are included in this discussion-like time of teaching – allow them to “discover”, don’t just give the answers.
Ask How many bones does the human body have?
The human skeleton consists of 206 bones. We are actually born with more bones (about 300), but many fuse together as a child grows up. These bones support your body and allow you to move.
Has anyone ever had someone tell them to drink their milk because it’s good for your bones? … Do you know why that is?
Bones contain a lot of calcium (an element found in milk, broccoli, and other foods). Bones manufacture blood cells and store important minerals.
What is the longest bone in your body?
The longest bone in our bodies is the femur (thigh bone).
What is the smallest bone?
The smallest bone is the stirrup bone inside the ear.
How many bones are in your hand?
Each hand has 26 bones in it.
Feel our nose and ears – how are they different? Why are they movable? Do they have bones?
Your nose and ears are not made of bone; they are made of cartilage, a flexible substance that is not as hard as bone.
o Your bones also manufacture blood cells and store useful minerals.
o Muscles hold the bones together and allow them to move.
o Joints: Bones are connected to other bones at joints. There are many different types of joints, including: fixed joints (such as in the skull, which consists of many bones), hinged joints (such as in the fingers and toes), and ball-and-socket joints (such as the shoulders and hips).
o Differences in males and females: Males and females have slightly different skeletons, including a different elbow angle. Males have slightly thicker and longer legs and arms; females have a wider pelvis and a larger space within the pelvis, through which babies travel when born.
C. Conclusion (Application Activity) –
Students will split up into two groups. Have index cards with the name of a bone on each card. Use a different color for each team – when making the labels; try to divide evenly between major bones, and lesser known ones. Students will compete relay-style to label the large skeleton hanging in the front of the room (turn it around to the unlabeled side). One person from each team runs up, takes a label, and places it on the correct bone. When they run back, tag the next one or their teammates in line and then that person does it, and so on and so on until all students have had a turn or until all labels are used up. Afterwards, students review once more as they check the labeled side to see that each team got the correct match.
For homework, students will study for a matching quiz on the skeletal system.
D. Evaluation of Learning –
Are the students able to match the names of the bones with 80% - 90% accuracy on a quiz given the next day/ class?
_______________________________________________________________________________________________________________________________
HIV / AIDS
SUBJECT: Health NAME: Theresa A. Wheeler GRADE LEVEL: Fifth / Sixth Grade DATE: 3 March, 2009
I. Concept to be taught: HIV/AIDS: What it is & how to prevent it.
II. PA Academic Standards for Health, Safety and Physical Education
10.1 Concepts of Health
6. E. Identify health problems that can occur throughout life and describe ways to prevent them.
III. Objectives: Fifth / Sixth grade students will be able to identify the difference between HIV and AIDS by defining each. They will be able to list three ways in which HIV can spread, and list three methods to prevent contracting HIV, as well as indicating abstinence as the only 100% effective method.
IV. Materials needed:
Power Point with HIV/AIDS information
Brown Paper bags, one for each student, prepared ahead of time.
(materials for preparing bags: Hershey's Hugs & Kisses, Hershey's Almond Kisses, index cards, pens/pencils, and small paper bags)
Prepare bags:
· In each participant's bag (except one) place a mixture of approximately 10 to 12 Hugs & Kisses and one marked or unmarked index card. In one participant's bag put 10 to 12 Almond Kisses (instead of Hugs & Kisses) and an unmarked index card. Put a star (*) on the bottom of the bag with Almond Kisses.
· Mark the bottom corner of two index cards with a small "C." Place each card in a different bag with Hugs & Kisses.
· Mark two other index cards with a small "IC." Place each card in a different bag with Hugs & Kisses.
· Write on a fifth index card: Do not participate. When asked, tell anyone who wants to exchange candy, 'I do not want to exchange with you.' Place the card in a bag with Hugs & Kisses and put an "A" on the bottom of the bag.
· Write on two separate index cards: Do not participate with anyone other than your partner. When asked, tell anyone (other than your partner) who wants to exchange candy, 'I do not want to exchange hugs and kisses with anyone other than my partner.' Place each card in a different bag with Hugs & Kisses and put an "M" on the bottom of each bag. Give these two bags to the two participants who volunteer to stand at the front of the room.
V. Lesson Outline
A. Engagement:
Inform the students that you are about to play a little game.
Instruct the students to pair up into partners. Hand out the bags to each student, telling them not to open them until everyone has a bag.
B. Exploration:
Ask for one pair of students to volunteer and have them come up to the front of the room, give those students each a bag with the M on the bottom and the index card instructing them to only exchange with each other.
Explain that each participant is receiving a bag with Hershey's Kisses and an index card. Ask each participant to pull the card out of his/her bag and follow the instructions on it (if there are any) and to keep secret any instructions on his/her card.
Tell the participants that they are to exchange candy and that they should write on their index cards the name of everyone with whom they exchange candy.
Give participants about five minutes to exchange candy and to write down names.
Then, have everyone return to his/her seat.
Questions:
Find out who got the most signatures.
Was everyone’s candy the same?
Did anyone notice anyone who did not exchange candy?
Ask them how they felt not playing.
How did the others feel when these people refused to exchange candy with them?
Was it difficult not to participate when everyone else is participating?
Why or why not?
Tell the students this was an exercise to learn about the risks of HIV/AIDS.
Ask the one person whose bag has a star (*) on the bottom to stand up.
Explain that this was the person who started out with Almond Kisses and that, for the purposes of this exercise, the Almond Kisses represent HIV infection. The exchanges of candy represent an exchange that puts them at risk to contract HIV.
There are 2 ways people their age can contract HIV–does anyone know what they are?
(sexual intercourse or sharing a drug needle)
If the Almond Kisses represent HIV infection, then who else should be standing?
(anyone who has an Almond Kiss in his or her bag – because they exchanged Hugs & Kisses for Almond Kisses, they, too, are infected with HIV)
Should anyone else be standing?
(everyone who is still seated who has the name of anyone who is standing on their index cards – because they exchanged Hugs & Kisses with someone who had an Almond Kiss.)
Should anyone else be standing?
(anyone who has the name of someone who is standing on their index cards – because they exchanged Hugs & Kisses with someone who exchanged Hugs & Kisses with someone who had an Almond Kiss.)
Continue until everyone except the three participants with the "M" and the "A" on the bottom of their bags are standing….
Ask the participants with "C" written on their cards to sit down. Explain that the "C" means they always used condoms or clean needles and protected themselves from HIV infection. They are not infected with HIV.
Ask the people with "IC" written on their cards to sit down. Then, ask them to stand right back up. Explain that these people used condoms and/or clean needles each time, but they used them incorrectly or they didn’t work. They are infected with HIV.
Ask who is not standing up?
(person who didn’t share & “partners” in front who only shared with each other – explain that these were the abstinent person and the monogamous or “married” ppl.)
C. Explanation:
Explain to the participants that this activity contains an error because someone might have received an Almond Kiss (HIV infection) and then given it away again. By contrast, you cannot give away HIV. Once you have it, you can share it with others; but, you can never get rid of it yourself.
(Remind participants that this is a game. No one can become infected with HIV because he/she eats a particular kind of food or by sharing or exchanging food.)
(Standing students can sit back down)
Ask: is there a difference between HIV and AIDS?
Show brief power point explaining what AIDS is, what HIV is and how people can contract the virus & the disease, as well as prevent it.
D. Elaboration:
How did you feel when you found out what the game represented?
Would you have paid more attention to what you were exchanging if you had known ahead of time what the experiment really was?
The one person whose bag had a star did not know he/she was "infected" with HIV.
How could we have known ahead of time?
How many exchanges needed to be made before everyone who was exchanging had made an exchange that connected back to the original “infected” person?
What does this tell you about the way this disease spreads? Is it linear growth or exponential growth?
E. Evaluation:
Handout: Have the students work in pairs or small groups to complete. They can help each other, but they should each write their own answers themselves.
Name: ________________________________ Date: ______________________
Define HIV: _______________________________________________________
________________________________________________________________
Define AIDS: _____________________________________________________
________________________________________________________________
What does HIV stand for: ___________________________________________
What does AIDS stand for: __________________________________________
Which one is the actual virus that you can become infected with? _______________
List 3 ways a person can become infected:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
How does an “opportunistic infection” relate to HIV/AIDS? ___________________
________________________________________________________________
List 3 ways a person can protect themselves from HIV/AIDS:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Can you get HIV/AIDS from someone who has not tested HIV positive yet? Y / N
Is there a cure for HIV/AIDS? Y / N
Sources
HIV/AIDS game in lesson plan adapted from:
Guide to Implementing TAP (Teens for AIDS Prevention): A Peer Education Program to Prevent HIV/STD Infection. Washington, DC: Advocates for Youth, © 2002.
This game, as well as information for the power point retrieved from:
http://www.advocatesforyouth.org/publications/tap.htm