This lesson introduces students to the human body. By studying the human body's various organs and systems, the student can better understand how all body parts are connected, and how well they can work together! The student is also made aware that the internal 'working systems' of the human are similar to those of other animals sharing our earth.

"Setting the Stage" - Before starting the program, ask the students: Do you know what part of your body helps you breathe? Why do you need a brain? What does your heart do? Do you know how muscles work?

"The Human Animal"
On the Learning Station, two cartoon characters, Sam and Samantha Bear, introduce students to this lesson with the explanation that, included among the many animals of the world - humans are animals, too! And like other animals, humans come in a variety of sizes.

"Human Beings"
On screen, Sam and Samantha show the students different activities human animals can do - such as run and jump and wiggle all over! Students are then told they will be exploring biology, the science of life and the human body. Information on the human skeletal system, muscles, heart, lungs, stomach, brain and skin will be examined. The first bodily system to be examined is the skeleton. Students are shown there are more than 200 bones in the human body: the largest bone - the femur - is located in the leg, and the smallest bone is located in the ear. Students are shown the different functions of the skeleton, including its strength and the support and protection it provides to the rest of the body. To illustrate the protective nature of bones, students perform an experiment, which duplicates the function of the skull - protecting the brain.
Hands-on activity - A video is presented to further demonstrate the function of the skull. For the suggested experiment, use a cup, small bowl, or other hard object to represent the skull. Provide a soft, pliable material such as playdough, clay, or marshmallows, which can be easily formed by the students. Discuss how vulnerable and soft the brain is, and what could happen to it, without some sort of protection. After students have seen how easy it is to damage the soft material, cover it with the protective object (cup) which represents the skull. Students can then hit (under supervision) the protective object without causing harm to the 'brain.' Have the students feel their own skulls. What do they feel like? Further discuss how the skull protects the brain.
Videotaping activity - Once the students understand the experiment and its purpose, encourage them to repeat what they have been shown: this time using new words and full sentences. Videotape their reports. Students can report individually, or interview each other while performing the experiment.

"The Human Body"
Hands-on activity - Using the preprinted outline of the human body (provided on disk), students glue toothpicks together to create a skeleton for the body on their picture. Discuss how bones provide structure and strength for the body. How many bones are in the human body? What is the purpose of the skeleton?

"Muscles"
Students are next introduced to the muscular system. After showing a video of human bodies in motion, discuss how muscles help it possible for these bodies to move in so many ways. As suggested on the Learning Station, the teacher may demonstrate the different movements of a hand or an arm. Encourage the students to feel the muscles in their arms and legs as they move them. Encourage lots of movement. Then discuss how muscles help make that movement possible.
Hands-on activity - Provide a large rubber band or ace bandage, which can be flexed back and forth to represent a muscle at work. (small rubber bands will work, but children often decide to shoot them across the room or snap them.) Explain how muscles sometimes feel sore if they are exercised too much, and 'stiff' if they are not exercised enough. Also explain how, as we age, certain muscles can lose elasticity.

"The Heart"
The next part of the body explored is the heart. Do students know what the heart looks like? Discuss the actual appearance of the heart and compare it to the popular 'valentine shape' image. Explain that the heart is a very hard working muscle, which constantly beats and pumps blood throughout the body.
Hands-on activity - As directed on the Learning Station, students feel their heart beat while at rest. Then, have students exercise by jumping up and down. After their exercise, have them feel their heart rate again. Does the heart rate change? Talk about why.

"The Lungs"
After the examination of the heart, the students are now introduced to another internal organ - the lungs. The students are shown the role the lungs play in breathing and carrying oxygen throughout the body. (This may be a new word - and concept - for many of the students.) As directed by the Learning Station, students exercise by jumping. Before this exercise, make students aware of their breathing; after their jumping, have them again check the rate of their breathing. Has it changed? How? Why?
Hands-on activity - Using the preprinted handout of the body's organs, students color and cut out the picture of the lungs to attach to their skeleton picture. Assist the students in the correct placement.
Optional activity - Provide balloons which the students can blow into to show how much oxygen and 'lung power' the students have when they blow. Please do this experiment only if the students are closely supervised. Supervise this activity to prevent hyperventilation or balloon aspiration!

"The Stomach"
On the Learning Station, students explore the next internal organ - the stomach. The stomach is described as a stretchable sack with strong muscles attached. It produces liquids that mix with food and changes the food into another liquid substance. This process is necessary so our digested food can travel through and out of the intestines.
Hands-on experiment - To illustrate, provide crackers or chips in plastic bags for the students to smash. Explain how the digestive system is started in our mouths with the assistance of the teeth and tongue. But it is the job of the stomach to break food down into smaller parts to further facilitate digestion. (Digestion may be a new word for students so explain this process and its importance.) At snack time, as students chew on crackers, continue this lesson!
Hands-on activity - Color the stomach cutout and add to the body outline. Discuss the hard work the stomach does to keep the body healthy. As first introduced on the Learning Station, continue the conversation regarding the kinds of food that keep the body healthy and growing. Emphasis the importance of water to the body and all its parts.
Optional experiment - Provide a nylon stocking to simulate the esophagus leading to the stomach (foot part of stocking). Put a grapefruit or orange into the 'mouth' and demonstrate how the muscles of the body must push the food item through to the stomach. Discuss how much easier it is for food to move after it has been carefully chewed into small pieces and helped along by swallowing liquids.

"The Brain"
The brain is introduced, and examined, as the message center for the entire body. The composition and function of the brain is only briefly described, but can be elaborated upon by introducing the concept of nerve responses which 'travel' to and from the brain. This is a complex concept for the younger child, so the teacher should determine how much or how little to explain.
Hands-on activity - Students color the brain cutout to add to their paper body. This could be an opportunity to illustrate the complicated path 'messages' must take in order to 'talk' to the brain.

"Skin"
On the Learning Station, Sam and Samantha Bear introduce the students to skin. Everyone has skin! It comes in different colors and textures. Encourage the students to look at and feel their own arm skin. Are there any freckles, spots or wrinkles? Since Sam and Samantha are bears, show how they have skin too, but it is covered with much fur. Discuss the healing property of the skin and how sometimes scars develop. Do any students have scars? How did the student get them? Reiterate how the skin grows and changes constantly so it always 'fits' our bodies.
Hands-on activity - Provide a magnifying glass to the students so they can examine skin and fingerprints. Discuss the fact that no two humans have the same fingerprints! Compare the feel of smooth skin to skin covering a scar. Examine hair follicles. Mention the importance of taking care of your skin (i.e., moisture, sun damage, germs, burns, etc.), and have the students discuss how they keep their skin healthy.

"Putting the Body Together"
Touch-screen activity - Using the body outline on the Learning Station, review the body organs and their placement. Students choose an icon representing an organ to first talk about that organ; its name and functions. Then, by touching the same icon on the screen, it moves to the proper place on the body. Encourage the students to use the new words they have learned, to speak in full sentences and to indicate the location of the organ before moving it to its appropriate place. The student can also act as the teacher, asking questions of the class before activating the icon.

"When You Get Home"
Encourage the students to take the body picture they completed to show and explain at home. Review the names and functions of the organs on their completed pictures.

Before Students Go Home - Review
What does your skull protect? Why is this important?
Why do we need a skeleton?
What do our lungs help us do?
The heart is a muscle that works constantly: Why is this important?
What do muscles allow us to do? Talk about smiles and frowns and the number of muscles each action requires.
What does the stomach do to our food?
What is the function of skin and why does if constantly grow and change?

Supply List for Activities
"Today I Discovered" - parents handout
preprinted handout (on disk) of a human body outline for students to complete
preprinted handout (on disk) of lungs, etc. to color, cut out and glue to body picture
toothpicks and glue to add skeleton to outline
large rubber band or ace bandage to demonstrate muscles
scissors
chips or crackers in plastic bags to 'mash' for stomach experiment
(optional) stocking and large fruit to demonstrate effect of esophagus/stomach activity
(optional) balloons to demonstrate lung capacity (supervised!)
magnifying glass to examine skin
Videotape