Lesson of the surrounding world in 2nd grade on the topic “Structure of the human body”

2) Think and tell us how the human body works.

The human body is structured almost the same as the body of an animal.

A person also has a head, neck, torso, forelimbs - arms, and hind limbs - legs.

A person has no tail.

On the human torso we can distinguish the back, chest and abdomen.

A person has a circulatory system that carries blood throughout the body.

There is a respiratory, digestive, lymphatic and immune system.

Without each of them, the work of the whole organism is impossible.

Lesson summary + presentation on the world around us on the topic: “Your body” for 2nd grade students

Anna Vladimirovna Trubitsina, primary school teacher at State Educational Institution Secondary School No. 341, Moscow
Topic: “Your body.” Objectives: Educational: - introduce the concept of “external” and “internal” structure of the human body; - introduce the parts of the human body and internal organs; - give an initial idea of ​​the work of internal organs; Developmental: - promote the development of logical thinking, mental operations of analysis and synthesis; Educational: - to promote in younger schoolchildren a caring attitude towards their health and the health of others; — developing the ability to work in a team; Equipment: - presentation for the lesson; — table “Structure of the human body”; - human skeleton; - air balloons; - mirror; - lemon, apple; - soap; - colour pencils; — human skeleton and silhouette (sheets); — test; - crossword; — cards with the names of human body parts and organs; - a bag with items;

Lesson progress 1. Organizational moment. 2. Introduction to the topic of the lesson. — Attention to the screen. What do you see? (car) (Presentation, slide 1) - What parts of the car are on the outside? (doors, windows, wheels, headlights...) - What is inside the car? (seats, steering wheel, engine...) - What we see from the outside is the external structure of the car. — What we see inside is the internal structure of the car. 3. Report the topic of the lesson. - Do you know how you and I work? — Today in class we will learn how the human body works, how its organs work and interact. And Kostya Kostochkin will help us. Today he is our guest. Look at the screen. The topic of our lesson: “Your body” (Presentation, slide 2,3) During the lesson we will have to answer questions. Look what these questions are. Read it. (Presentation, slide 4). 1. Amazing body (external structure of the human body). 2. Superskeleton. 3. What's inside us? (internal structure of the human body). 4. Muscle strength. 5. Different faces. 6. Why do we need to know the structure of the human body? 7. Why do we need food? 8. Sense organs. 4. Studying new material. So, our first question. (Presentation, slide 5). A) Amazing body (external structure of the human body). - Stand up please. Pat yourself on the head. (Presentation, slide 6). Show your neck. Next is the torso. On the torso, pat the chest, show the back. (Presentation, slide 7). Pat your belly. Raise your hands up. Clap your hands. (Presentation, slide 8). Stomp your feet. (Presentation, slide 9). Well done! Sit down. - Who can say which parts of the body belong to the external structure of the human body? (children's answers). - Right! The external structure of the human body includes the following parts of the body: head, neck, torso, on which the chest is located, back, stomach, then arms and legs. (Presentation, slide 10). — Let's move on to the second question. (Presentation, slide 11) B) Superskeleton. - Tap yourself on the forehead. Do you feel something hard under your skin? This is a bone. There are 212 bones in our body. (Presentation, slide 12). They serve as support for the body and protect its most important internal parts. Find each other's spine. Swipe your hand. The spine is the main part of the human skeleton. (Showing the spine on a wooden skeleton). It consists of 33 bones - vertebrae, connected like beads. It makes us flexible. (Presentation, slide 13, 14,15,16,17). Stand up and reach your toes. See how flexible we are! Now take a pen and try to write without bending your arms. Impossible! Therefore, in each hand there is not one long bone, but several shorter, movable ones. Raise your hands, show your hands. There are 27 bones in each hand, including the wrist. (Presentation 18). So, let's look at our skeleton and name its components. (Work on leaves, human skeleton). Well done! - Ahead, the third question awaits us. (Presentation, slide 19). Q) What's inside us? (internal structure of the human body). We examined the external structure of a person, his skeleton. Now let’s find out what’s inside of us? The body consists of organs. You look around, write, read. All this happens as if by itself. But that's not true. In the human body there is a “command post” that controls the work of the entire organism - this is the brain. (Presentation, slide 20). The brain is our central computer. He receives information about how all organs of the human body work, and gives them orders, controls the work of the entire organism. It consists of nerve cells. (Presentation, slide 21,22,23,24,25,26). -What is the name of the brain? (Command post or central computer). - What work does the brain do? (Manages the functioning of the entire organism). - In what part of the body is this organ located? (In my head). — On your desks there is a silhouette of a person. Find the brain and color it with a simple pencil.

A person’s reaction to various life events is expressed through emotions. Our emotions are connected to the activity of the brain. I will now ask you to come to me... Name of the child. I’ll tell you in your ear what kind of human feeling you need to portray. (Sadness, surprise, anger, fear). Children, you look and guess what….F.I represents a child. For example, joy (I show it myself). Well done! When we sleep, the brain rests, but does not turn off. Our dreams are evidence of his continuous work. Every person sees dreams, but not everyone remembers them. Our brain creatively processes the image we perceive with our eyes, and as a result, we sometimes see something that is not actually there. This is called an optical illusion, or simply an optical illusion. (Showing and analyzing illusions). Physical education minute For exercise, the sun lifts us up. Raise your hands on the command “one”. And above us the leaves rustle merrily. We lower our hands on the command “two”. So you and I were actively moving, put your hand on your chest, hear a knock-knock, what is this? (Heart is beating). (Presentation, slide 27). But our heart is inside, we don’t see it. Just as a car has an engine to keep it running, so we have a heart. (Presentation, slide 28). The heart is a muscular pump that pumps blood throughout the body. It is the size and shape of a clenched fist. They say to find out what size your heart is, clench your fist and find out. The heart constantly contracts and relaxes, pumping blood through the blood vessels. In 1 minute it distills 4-5 liters of blood. (Presentation, slide 29). - What work does the heart do? (Drives blood through blood vessels). -Where is the heart? (In the chest, on the left side). - Place your palm on your heart, listen to how it beats. Children, use a red pencil to color a “heart” on the silhouette of a man. (Presentation, slide 30). The next organ is the lungs. (Presentation, slide 31). They look like two big bags. The lungs are located in the chest cavity, on both sides of the heart. Lungs are needed to breathe. During breathing, they supply the blood with oxygen and remove carbon dioxide from it. (Presentation, slide 32). When a person inhales air, they expand, and when he exhales, they contract. (Presentation, slide 33). -What are lungs for? (To breathe). - Where are they located? (In the chest cavity on either side of the heart). “Now take some balloons and let’s see how our lungs work when we inhale and exhale.” Let's inhale, and now exhale, inflate the balloon. That's how much air there is in your lungs. We take about 23 thousand inhalations and exhalations per day. — Place your palms on your chest, show the lung area. Color the lungs on the silhouette of a person with a blue pencil. The next organ is the stomach. (Presentation, slide 34). It prepares for the digestion of food. It is located in the upper abdomen, under the ribs. The stomach is like a muscular sac that grows as food is taken in. Without food he is like a deflated balloon. Take the ball in your hands and look. If you blow into the balloon, it will inflate a little. It’s the same with the stomach: when food gets into it, it stretches. -What work does the stomach do? (Processes food). -Where is the stomach located? (In the upper abdomen, on the left side). — Place your palm on the stomach area. Find the “stomach” on the person’s silhouette and color it yellow. From the stomach begins a long, winding corridor - the intestines. (Presentation, slide 35). Its length is more than 10 meters. It consists of the large and small intestine. Located in the stomach. It's rolled up so tightly that it's completely enmeshed in it. It absorbs everything valuable from our food. In the small intestine, nutrients are absorbed into the blood. And unnecessary substances accumulate in the colon. — What happens in the intestines? (Food is digested and absorbed by the body). -Where is the intestine? (In a stomach). — Show the intestinal area. Find the intestines on the silhouette of the man and color them green. And one more organ – the liver. (Presentation, slide 36). The liver is located on the right side of the body, approximately at the level of the elbow. It performs several important functions. The liver cleanses the blood of toxic compounds and secretes bile. — What role does the liver perform in the body? (It helps digest food in the intestines). -Where is the liver? (On the right side, in the upper abdomen). — Place your palm on the liver area. Find the liver on the silhouette of the man and color it brown. - So, we talked about the internal structure of the human body. List the internal organs that we have just discussed. (Brain, heart, lungs, stomach, intestines, liver). — Our body also has muscles, they give movement to bones and joints, make internal organs work. (Presentation, slide 37,38,39,40,41). So we answered our next fourth question. (Presentation, slide 42). D) Muscle strength. - What is muscle strength? (They give movement to the entire body). Let's move on to the fifth question. (Presentation, slide 43) D) Different faces. — In terms of our internal structure, we are very similar, but outwardly, each of us looks different. Look at each other. What color are your neighbor's eyes? Everyone is different. And look at the skin color? Is it the same for everyone? No. Some are lighter, some are darker. And the hair is also of different colors and shapes. Some are straight, some are curly. Only twins have exactly the same hair, teeth, and eyes. Physical education minute We will all get up together now, We will rest at the rest stop... Turn to the right, to the left! Bend over and bow! Paws up and paws to the side And on the spot jump and jump! And now let’s skip and run, Well done, my little bunnies! - Now answer me. Why do we need to study our body? This is our sixth question. (Presentation, slide 44). E) Why do we need to know the structure of the human body? - Right! To maintain and improve health. How can we do this? (Do exercises, walk more, don’t skip physical education lessons, eat right). (Presentation, slide 45, 46,47,48). - Let's move on to the seventh question of the lesson. (Presentation, slide 49). G) Why do we need food? We just said that to be healthy you need to eat right, but what does it mean to eat right? (children's answers). — Food serves as a kind of fuel for our body, which gives the body the necessary energy for work and material for growth. (Presentation, slide 50,51,52). - We said that our body needs fruits, so now we will trace how an ordinary apple travels through the digestive system. Let's take an apple. We bite off with our teeth and chew, so that we can then swallow. Let's swallow. And now the apple pieces go to the stomach through the esophagus. In the stomach, the apple turns into a semi-liquid puree, then the pulp moves through the intestines. The body absorbs from it everything it needs, and everything unnecessary for the body is eliminated. - Children, we have already answered almost all the questions. All that remains is to talk about the senses. (Presentation, slide 53). That's our next question. H) Sense organs. Our body is equipped with 5 sense organs. (Presentation, slide 54). With their help, we receive all the information about the world around us. (I turn on the music). Listen. What did you hear? (Sounds, music). How do we hear sounds? (Ear). Sounds travel through the ear to the eardrum, and then the nerve endings transmit information to the brain. And we begin to distinguish and understand what kind of music is: quiet or loud, fast or slow. So, guys, the first sense is hearing. (Presentation, slide 55). Now look around, what do you see? Now close your eyes, what do you see? With what help do we see? (Using the eyes). Light enters the eye through the pupil and is focused by the lens on the back wall. It is covered by the retina, the light-sensitive cells of which perceive the image and transmit it to the brain along the optic nerves. It is with the help of vision that we distinguish objects by their shape, color, size. - These are guys, the second sense is vision. (Presentation, slide 56). - Now take a lemon, take a bite, how did you feel? (Sour taste). And with the help of what organ did we determine the taste of lemon? ( Language). (Presentation, slide 57). Take a mirror and look at your tongue. There are tiny pimples on it, they are called taste buds. Their sensory cells allow us to detect the taste of food. Each type of it - bitter, sweet, sour and salty - is perceived by a strictly defined part of the tongue. (Work from a drawing). The tongue helps us distinguish the taste of food. It's delicious, I'll eat it sweetly. But no, it’s not tasty. This third sense is taste. Next, take a piece of soap, smell it, what do you feel? (Smell). What did we use to smell it? (Nose). (Presentation, slide 58,59). There are receptors in the nose that transmit odor signals to the brain. - And this is the fourth sense - smell. When we feel an object, sensory cells in the skin tell the brain whether it is hard or soft, dry or cold, smooth or rough. (Presentation, slide 60). - Now will you take objects from the bag and tell me what they feel like? (Children take objects from the bag, determine whether they are hard or soft, etc.) This fifth sense is touch. 5. Consolidation. “Now we’ll check how well you listened to me.” Look at the table in front of you (Presentation, slide 61,62). The structure of the human body

External internal

Parts of the body Organs Head Brain Neck Lungs Torso Heart Chest Stomach Stomach Intestines Back Liver Arms Legs There are cards on the table with the names of body parts and organs.
You need to distribute the signs correctly. - Next task, I will give you crossword puzzles. You must write down the correct answers. — Testing. (Presentation, slide 63). 6. Lesson summary. — What did you learn in class? - Name the parts of the human body? - Name the internal organs of a person? - Name 5 sense organs? - Today you worked well in class, Kostya Kostochkin gives each of you a certificate for good work in class. (Presentation, slide 64). 7. Homework. Guys, imagine that you are biologists. Tell your parents about the external and internal structure of the human body. (Presentation, slide 65). For the full text of the material Lesson notes + presentation on the world around us on the topic: “Your body” for 2nd grade students, see the downloadable file
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3) Make an applique model “The internal structure of the human body.”

Internal structure of a person

4) Read the text and come up with questions for it.

Questions to the text “How our body works” for grade 2

1. What is the command center of the human body? - Brain.

2. What color are human lungs? - Pink.

3. What work do the lungs do? – With their help, a person breathes.

4. What is the motor of the human body? - Heart.

5. What does the heart do? - Drives blood through the vessels.

6. What do the glands in the stomach secrete? – Acidic gastric juice.

7. Where does the stomach push semi-digested food? - Into the intestines.

8. How long is the intestine? – 8 meters.

9. What role does the liver play? – Helps digest food.

10. Is all food digested? – Some solid food particles are not digested and are eliminated from the body.

The structure of the human body, presentation for a lesson on the world around us (grade 2) on the topic

Slide 1

The world around us, grade 2, educational complex “School of Russia”: Pleshakov A.A. “The world around us” Karmanova Marina Aleksandrovna

Slide 2

Structure of the human body Karmanova Marina Aleksandrovna

Slide 3

Karmanova Marina Alexandrovna

Slide 4

Structure of the human body Look at the diagram and try to explain it. External Internal Karmanova Marina Aleksandrovna

Slide 5

The external structure of a person includes the following parts of the body: Head Torso Neck Upper limbs Lower limbs Chest Belly Back Karmanova Marina Aleksandrovna

Slide 6

Structure of the human body External Internal Head Neck Torso (chest, abdomen, back) Arms Legs Parts of the body Karmanova Marina Aleksandrovna

Slide 7

Internal structure. The human body inside consists of organs. Karmanova Marina Alexandrovna

Slide 8

Work according to the textbook. Using the picture on page 5 of the textbook, get acquainted with the internal organs of a person. Pay attention to their location. Pages 6-7 practical task. Karmanova Marina Alexandrovna

Slide 9

Brain. The brain is the main command center of the body. All your thoughts, feelings, movements are controlled by the brain. Karmanova Marina Alexandrovna

Slide 10

Lungs. Human breathing occurs with the help of the lungs, which are located in the chest. The lungs are like a sponge. When you exhale, they release air and decrease in size. When we inhale, the lungs fill with air and expand. Karmanova Marina Alexandrovna

Slide 11

Heart. The heart is located in the human chest. It is only the size of a fist. The heart is a tireless motor that continuously drives blood into the vessels and makes it circulate throughout the body. Karmanova Marina Alexandrovna

Slide 12

The stomach is the main compartment of the “inner kitchen”. The stomach is located in the upper abdomen (under the ribs) on the left side. When food gets into it, it stretches. The more food we eat, the more the stomach stretches. In the stomach, food is processed, but only half. Karmanova Marina Alexandrovna

Slide 13

Intestines. From the stomach, food goes on a long journey through the winding intestines. It stretches for almost 8 meters. Only after food has passed this path will it turn into transparent solutions that can be absorbed by the blood and distributed throughout the body. Karmanova Marina Alexandrovna

Slide 14

Liver. The liver lives on the right side of the stomach in the upper abdomen. It produces bile, which enters the intestines and helps digest food. Karmanova Marina Alexandrovna

Slide 15

Internal structure. The human body inside consists of organs. Karmanova Marina Alexandrovna

Slide 16

g e l o d u i s h e r m g z e t s k i n c h e c h p e e l g e i 1 2 3 4 5 6 k Karmanova Marina Aleksandrovna

Slide 17

Well done! Karmanova Marina Alexandrovna

Slide 18

Homework UC. Page 4-5 read R.T. Page 3 - 4 No. 1,2,3. Karmanova Marina Alexandrovna

Lesson summary: “Structure of the human body. If you want to be healthy"

Self-analysis of the lesson

Date of:

01/21/2020

Class:

2 "A"

Item:

The world

Topic: Structure of the human body. If you want to be healthy.

The purpose of the lesson

: provide initial information about the external and internal structure of the human body, the work of the internal organs of a person; to form an idea of ​​health as one of the main values ​​of human life; introduce rules that help maintain health.

Planned results:

Subject:

Students will learn to distinguish between the external and internal structure of the human body;

will learn to show the location of external and some internal organs, and will also become familiar with the functions of these organs;

Students will learn to use the words “body parts” and “organs” in speech.

Personal:

develop educational and cognitive interest in new educational material;

to form a desire to take care of one’s appearance, follow the rules of personal hygiene, and maintain a daily routine.

Metasubject

Develop the ability to formulate the goals of your activities;

Develop the ability to construct speech statements;

Develop the ability to control and evaluate processes and performance results;

Develop thinking, attention;

Develop communication skills, listening and hearing skills.

This lesson was taught in 2nd grade using the School of Russia educational complex. Lesson type: Lesson on learning new knowledge. To achieve my goals, I used the following forms of work: conversation, work in pairs, groups, frontal work. She used workbook material, and also used visual aids to enhance cognitive activity and improve the quality of education for students.

During the lesson, the age and psychological characteristics of the students were taken into account. During the lesson I used the following methods: verbal, visual, problem-based, partially search-based. The students were involved in active activities throughout the lesson. Study time in the lesson was used effectively, the planned volume of the lesson was completed.

At the organizational stage

The goal was to set up positive emotions and help create internal comfort.

At this stage, the formation of personal UUD “self-determination” occurs; communicative educational activities “planning educational cooperation with the teacher and peers.”

At the stage of updating knowledge

In order to prepare children to perceive new information, I asked questions, answering which, the children independently formulated the topic of the lesson. This task contributes to the formation of personal learning skills “to develop educational and cognitive interest in new educational material”, communicative learning skills “to form the ability to express your thoughts orally.”