Include in studies for health, medical profession, creation, about me.
There are Human Body lapbook photos under the original Lapbook group.
“DAY SIX”: MAN - ANATOMY…
INSIDE THE HUMAN BODY - THE RESPIRATORY SYSTEM (very fun, interactive website divided into the following grade levels: grades 1-3, 4-6, and 7-12. Includes stories, coloring pages to print, and more)
HOW THE BODY WORKS (clickable, interactive website that explores the respiratory system, muscles, ear, digestive tract and eye)
http://kidshealth.org/kid/htbw/htbw_main_page.html ** (updated link feb08)
§ Outline each of your children and have them draw the parts of their body. The little ones will draw in major things like eyes, ears, etc. The older ones may draw the nervous system, or the organs, or even draw and label the muscles.
§ Draw a body shape on four pieces of paper taped end to end longways. They glued the body shapes on as we discussed them. I typed up the descriptions from the book, found graphics for each organ, and then printed them off. We did large matchbooks for each organ/system. They glued the graphic on the front and then put the description inside. We put the fold up body along with the matchbooks inside a folder to make a lapbook.
§ make a skeleton puzzle.
§ If your child is into animals you could also do a comparison of one of our systems (skeletal, circulatory, etc.) to an animal of their choosing.
§ We are comparing the human body to that of an animal and plant by starting out with how the blood is made in the human vs. sap in a plant.
§ Human body books with overhead transparencies (or other plastic sheets that you can see through) that over lap each other with the different body systems.
§ Study Leonardo da Vinci, Michelangelo – body sketches
What is the function of the Human Body?
List three ways you can help keep this system in good working order.
Describe how the system works.
How does this system interact with other systems in your body?
Draw or paste a picture of the system here.
Label the major parts.
Our Bodies; the five senses:
introduce the 5 senses, together with the part of the body which performs them. Using blindfold, we thought about life without the gift of sight. We had a tape recording of familiar sounds to guess, to highlight hearing. We discussed the combined use of sight and hearing in crossing the road safely. We smelt herbs, perfume and other smelly things, and tasted sweet and salty things. We had a feely box, and made a face and hands in paper collage showing which part linked with each sense. We had a worksheet I can see, I can hear, etc. Thank you, God, for the children to complete. Sang Head and Shoulders, Knees and Toes, and I can Clap, and beat out some rhythms with fingers and drumsticks.
Our Bodies; Movement:
We described bones and muscles, bending and stiffness. Tried to imagine eating and writing whilst stiff. Looked at pics. of gymnasts and dancers using their bodies. Stuck pictures of people moving and copied appropriate captions. Did marching, dancing to music, moving like animals, acting stiffly, wobbly and loosely. Discussed doing words like jump, kick, stretch. Made a full-sized paper model of each child (by lying them on the floor on lining paper and drawing round their outline) with “joints” made out of brass-headed paper clips. Went swimming together.
Our Bodies; Bones and under the Skin:
We introduced the account of Eve being formed from Adam’s rib, and added a paper rib-cage to last week’s model person! We talked about what’s inside me, majoring on three areas - breathing, blood, and the purpose of our skin. Breathing: using 2 balloons as visual aids, we talked about breathing in and out, and our need for air or we would die. We lay on the floor and felt our chests rising and falling. Blood: is pumped round our bodies by our hearts, and carries goodness from our food and from the air all round our body. We listened to one another’s heart-beats and played with a pump and a tube in a bowl of water. Skin: is needed to keep our insides clean, dry, warm and safe. Thought about it being like the wrapping or the outer cover on our insides - looked at some “insides” (liver and a bone) from the butcher’s to see what we’d be like without skin! Devised appropriate worksheets, and learnt part of a verse from Ps. 139 “You created every part of me”.
Copyright © Randall & Mary Hardy - 1999
§ Self portraits. Tracing bodies while the child is lying on a giant piece of paper and then drawing/ decorating the pictures.
§ Weighing and measuring length and height. Study growth by observing a bean planted in a glass jar between tissue paper cylinder filled with soil, water each day. Measure and graph.
§ Write about how each child has grown and changed, look at baby photos
§ Count the ‘holes in our bodies’ and study these. Look at their use, shape and reason why, differences between people and animals in shapes of ears, eyes, noses etc. You could make collages with
pictures about this cut out or with all kinds of different people from different cultures.
§ Look at what makes us work. “Pin the organ on the body” game along the same lines as’ pin the tail on the donkey’.
§ look for what are similarities between people and what things can be different.
§ Look at healthy life style/ food/ 5+ a day.
§ Visit a new born baby and an elderly person.
Using some lengths of cheap calico we made an outline of the children with a dark felt pen, then using other fabric and felt pens to mark the internal bits on the ‘body’. We got some wool and measured the amount of intestines and then glued it all on in the (more or less) correct position, got some other coloured fabric and did an outline of the heart, and lungs, and glued them on, etc. We drew on the bones on one side of the body (arms and legs) and the arteries (red) and veins (blue) on the other side, etc.
We did it a few years ago and I just found it all folded up in the linen cupboard whilst looking for something else (as you do) and my son was quite intrigued, not only by what we had done, but by how little he had been when we did it. - NZ source??, off internet, 7/04
§ Each person loses an average of 9 pounds of skin cells per year, so we were going to make a minibook of things that weigh about that much (i.e., a gallon of milk, etc).
§ Fingerprints from each hand (graphite and scotch tape) and a booklet on the basic fingerprint shapes (whorls, etc).
§ Labelled drawing of the layers of skin, hair follicles, etc.
§ Sketches of his own skin cells studied under the microscope.
§ Vocabulary booklet of parts of the integumentary system.
Notes by Teresa, teach science (Anatomy/Physiology), lapbooking group, 2004
The front cover - We traced her hand she decorated her “hand” with rings and nail polish.
Science uses this structure
Anatomy (structure) – first flap
Physiology (function) – second flap
For physiology we did pockets with little cards in them. One pocket was the 9 functions of skin, one was the 3 ways that proteins fold and which was the fingernail, skin and hair. One was the four types of skin tissue. We also did what makes hair straight, fine and curly.
Patho-physiology (disease states) – third flap
For patho we did common skin diseases, nails we did peeling, fungus, etc and hair we did thinning hair, follicle death, alopecia, graying or lack of melanin. We used proper terms for diseases
The fourth flap we used to do stuff about how humans decorate their integumentary system, like nail polish, a close up of a tattoo on skin, hair dye, etc. We did a cross-section of skin, my daughter drew it and labelled it. Same with a hair strand and a finger nail.
- collated by Johanna Whittaker, 2005, from Lapbooking yahoogroups.com and other internet saves