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Chapter 2 Health

What
Chapter 2 Health
When
4/8/2025

NMS Daily Lesson Plan for Instruction

 (Hood)


Teacher: Coach Hood

Unit/Session: Chapter 2 Health 

Date of Instruction: April 7-18

Standard/s: 

  • HE6.1/7.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

  • HE6.2/7.2 Students will analyze the influence of family and peers, culture, media, technology, and other factors on health behaviors.

  • HE6.3/7.3 Students will demonstrate the ability to access valid information and products and services to enhance health.

  • HE6.4/7.4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

  • HE6.5/7.5 Students will demonstrate the ability to use decision-making skills to enhance health.

  • HE 6.6/7.6 Students will demonstrate the ability to use goal-setting skills to enhance health.

  • HE6.7/7.7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

  • HE6.8/7.8 Students will demonstrate the ability to advocate for personal, family, and community health.

Learning Target/ Teaching Point: 


 I can identify the body systems and the main functions of each system.


Success Criteria: 


  • I can explain how the human body works together.

  • I can describe how the integumentary system protects the body.

  • I can summarize the importance of a strong skeletal system.

  • I can describe how the muscular system enables movement and prevents injury.

  • I can describe the importance of a healthy circulatory system.

  • I can identify the role of the respiratory system in supporting health.

  • I can explain how the structures of the digestive system digest food and promote health.

  • I can describe how the urinary system ensures health.

  • I can identify the ways lymphatic and immune systems prevent communicable diseases.

  • I can explain why the nervous system plays an essential role in overall health.

  • I can list the sensory organs and their impact on health.

  • I can identify how a healthy endocrine system helps the body work effectively.


Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10


INTRODUCTION/CONNECTION:


  • Answer the following questions:  How healthy are you?

    • Do you know what is the basic unit of life?

    • Can you name the body system that includes the skin, hair and nails?

    • Do you know which body system is made of 206 bones that provide structure, shape, and protection for the body?

    • Can you name the three types of muscle tissue in the muscular system?

    • Do you know which body system moves blood throughout the body to provide oxygen, nutrients, and energy?

    • Do you know which body system exchanges oxygen and carbon dioxide through inhaling and exhaling?

    • Can you name the body system that brings food into the body and breaks it down?

    • Do you understand which organs are involved in the removal of liquid waste from the body in the urinary system?

    • Do you know which body system removes foreign substances from the body?

    • Can you name the body system that involves the brain, spinal cord, and nerves?

    • Do you understand how the endocrine system uses hormones to control the body?


DIRECT INSTRUCTION:


  • Class discussion about the warm-up questions.  

  • Introduce graphic organizer of the ten systems discussed in this chapter.

    • Integumentary system

    • Skeletal system

    • Muscular system

    • Circulatory system

    • Respiratory system

    • Digestive system

    • Urinary system

    • Lymphatic and Immune system

    • Nervous system

    • Endocrine system




Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:  


  • Review google slides over Chapter 2.

  • Start on chapter 2 outline.

  • Video:  Living with asthma

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:


  • Class will answer the chapter 2 questions.

  • Class will fill in the graphic organizer:  Body Systems

  • Class will begin working on chapter 2 outline.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:



Formative Assessment : 


Ticket out the door: Name a body system and the functions of that system.



Homework




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