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'How the Body Works'' follows Rachel, Isaac, and Liam as they learn about the systems of the human body, the stages of human development, and what contributes to a healthy lifestyle. Students explore the impact of habits on the human body and how to keep the body systems healthy.  This lesson answers the following questions:  -What habits support the healthy functioning of human body systems? -What are the functions of the human body systems? -What are the human life stages?  This lesson is for grades 6-8.  How can I teach my students how the body works? In this lesson on how the body works, students will learn about the biological, cognitive, and psychosocial changes that take place throughout the different human life stages, as well as the impacts of habits, such as sleep and diet, on the human body.  How do I talk to my child about the human body? If you are a parent and want to talk about the changes in the human body during toddlerhood, childhood, adolescence, as well as young, middle, and late adulthood, this is the right lesson for you!

How the Body Works

Describe how peers influence healthy and unhealthy behaviors.

2.8.3

Identify stages in growth and development (e.g., stages in the life cycle from infancy to old age).

23.C.2b

Describe changes in physical health and body functions at various stages of the life cycle.

23.C.4a

Describe how family history can affect personal health.

1.8.4

Summarize the benefits of getting proper rest and sleep for healthy growth and development.

PHW1.8.2

Demonstrate healthy practices and behaviors to improve the personal health and wellness of oneself and others.

PHW7.8.3 

Make a commitment to practice positive personal health and wellness-related behaviors.

PHW7.8.4

Identify and describe ways to reduce health risks common to adolescents (e.g.,exercise, diet, refusal of harmful substances).

22.A.3a

Identify how positive health practices and relevant health care can help reduce  health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3b

Demonstrate basic procedures in injury prevention and emergency care that can be used in the home, workplace, and community (e.g., first aid, CPR).

22.A.4c

Compares and analyzes the personal assessment to the healthy attributes to identify personal health and safety strengths and needs.

SM.I.3

Selects and applies a health skill to improve personal health and safety.

SM.I.5

Regular physical activity and healthy eating increases one’s energy level, assists with managing stress and/or weight, reduces the risk of illness and disease and increases academic achievement.

PAN.I.1

Describe the relationships among the body systems.

List specific resources or facilities where members of the community can obtain medical care.

Identify barriers related to solving health problems and ways to overcome barriers.

Explain the course, signs, symptoms, and treatments of vector-borne illnesses such as Lyme disease or West Nile Virus.

Analyze risk factors that may lead to the development of chronic conditions and formulate strategies to reduce the likelihood of developing chronic conditions.

10.B

Compare and contrast the physical and hormonal changes in males and females that occur during puberty and adolescence.

22.A.i and ii

Explain how body system functions can be maintained and improved (e.g., exercise/fitness, nutrition, safety).

23.A.4a

Describe the food groups, including recommended portions to eat from each food group.

1.1.N

Demonstrate how to access school and community health services.

3.4.P

Support personal or consumer health issues that promote community wellness.

8.1.P

Describe how social environments affect health and well-being.

1.5.M

Describe the importance of being aware of one’s emotions.

1.4.M

Evaluate the benefits of informed health choices

2.6.P

Demonstrate interpersonal communication skills needed to discuss personal health problems to establish and maintain personal health and wellness.

Explain the purpose of friendship and describe how friends can support one another in making healthy decisions.

2.2b

Identify symptoms that should prompt individuals to seek health care.

1.3.P

Determine personal, family, school, and community factors that can help reduce the risk of engaging in sexual activity.

2.1.G

Identify sexual feelings common to young adolescents, and differentiate between having sexual feelings and acting on them.

2.3a

Analyze the internal and external factors that influence sexual decision-making and activity.

Describe the physical, emotional, mental, and social benefits of sexual abstinence, and develop strategies to resist pressures to become sexually active.

Demonstrate the ability to anticipate and minimize exposure to situations that pose a risk to sexual health.

2.2a

Analyze the discrepancies between perceived and actual sexual activity and how the information influences your sexual decision-making.

2.3d

Explain physical, social, and emotional changes associated with adolescence.

1.1.G

Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation.5

1.8.G

Identify how good health practices in adolescence affect lifelong health and the health of future children

5.5.G

Describe the relationship between poor eating habits and chronic diseases such as heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis.

1.5.N

Describe the prevalence, causes, and long-term consequences of unhealthy eating

1.8.N

Explain the physical, academic, mental, and social benefits of physical activity and the relationship between a sedentary lifestyle and chronic disease.

1.15.N

Demonstrate how nutritional needs are affected by age, gender, activity level, pregnancy, and health status.

5.1.N

1.10.G

Evaluate the need for rest, sleep, and exercise.

2.7.P

Explain how the immune system functions to prevent and combat disease.

3.5d

Summarize the symptoms of someone who is sick or getting sick and how that may prevent daily activities.

OWDP 1.4.8 

Discuss how emotions change during adolescence

MEH 1.7.8 

Access valid and reliable health information from home, school or community.

AI 3.4.8 

Describe the relationship between diet, physical activity and chronic diseases such as heart disease, cancer, diabetes, hypertension, and osteoporosis.

HEPA 1.3.12 

Discuss using family history gender, and age to make informed health related decisions

OWDP 1.4.12 

Use resources that provide valid and reliable health information, products and services.

AI 3.4.12 

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE5.1

Recognize the relationship between healthy behaviors and disease prevention.

HE5.1.a

Identify the changes that occur during puberty.

HE5.1.g

Students will demonstrate the ability to access valid information, products, and services to enhance health.

HE5.3

List healthy options and possible consequences to a health-related issue or problem

HE5.5.b

HE6.1

HE6.3

Determine and examine the validity of health information, products, and services to prevent and detect health problems.

HE6.3.a

Identify valid health information from home, school, and community that enhances health.

HE6.3.b

Predict the outcomes of a health-related decision.

HE6.5.g

HE7.1

Interpret how school and public health policies can influence disease prevention.

HE7.2.i

HE7.3

Examine and differentiate the validity of health information, products, and services for disease prevention and health promotion

HE7.3.a

Access valid health information from home, school, and community that enhances health.

HE7.3.b

HE8.1:

Analyze the relationships between behaviors and personal health.

HE8.1.a

Research how heredity can impact personal health and well-being.

HE8.1.d

HE8.3:

Analyze the validity of health information, products, and services to promote personal health and well-being and prevent disease.

HE8.3.a

Critique valid health information from home, school, and community, to enhance personal health and well-being.

HE8.3.b

Debate a health issue using evidencebased information.

HE8.8.a

Analyze how genetics and family history can affect personal health.

HEHS.1.d

Describe best practices for nutrition through the life cycle.

HEHS.1.j

Critique the validity of health information, products, and services

HEHS.3.a

Explain how body systems interact with each other (e.g., blood transporting nutrients from the digestive system and oxygen from the respiratory system, muscular/skeletal systems [movement] and structure of the brain).

23.A.3a

Understand the effects of healthy living on individuals and their future generations (e.g., not using alcohol, tobacco, and other drugs during pregnancy).

23.B.5a

Explain how the aging process affects body systems (e.g., vision, hearing, immune system).

23.C.5a

Relate how personal lifestyle habits, environment, and heredity influence growth and development in each life stage.

2.1.6.A.2

Compare growth patterns of males and females during adolescence.

2.4.6.B.1

Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage.

2.1.8.A.2

Analyze the influence of hormones, nutrition, the environment, and heredity on the physical, social, and emotional changes that occur during puberty.

2.4.8.B.1

Determine diseases and health conditions that may occur during one’s lifespan and identify prevention and treatment strategies.

2.1.12.C.1

Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition.

How the Body Works

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