Unit: Human Body Explorers

Target Age: 7 Years Old (Grade 2)
Learner Profile: Designed for neurotypical and ASD learners (sensory-friendly, visual, and movement-based).
Subject Integration: Science (Biological Sciences), Art (Visual Arts), HASS (Health and Personal History).

Week 1: My Super Skeleton (The Hidden Frame)

Materials Needed: A bag of cooked (floppy) spaghetti and a bag of dry (stiff) spaghetti, black construction paper, white cotton buds (Q-tips), white chalk or a white crayon, school glue, and a "Skeleton Visual Schedule" (a simple list of what we will do today).

Learning Objectives

• Science: Identify that the human body has a skeleton that provides support.
• Art: Create a representational model of a skeleton using different textures.
• HASS: Discuss how our bodies change as we grow from babies to 7-year-olds.

1. Introduction: The Spaghetti Challenge (Hook)

• The Hook: Place a pile of cooked, wiggly spaghetti on a plate and a few pieces of dry, stiff spaghetti next to it. Ask: "If your body was made of only wiggly spaghetti, what would happen if you tried to stand up?" (Wait for the "we would flop!" answer).
• The Concept: Explain that our bones are like the dry spaghetti—they are our "frame" that keeps us upright.
• Visual Schedule: Briefly show the students the plan for the lesson to reduce transition anxiety.

2. Body of Lesson

I Do: What is a Skeleton?

• Talking Points: "Inside your body, you have 206 bones! They are hard and strong. They do two big jobs: 1. They hold you up so you aren't a puddle on the floor. 2. They act like armor to protect your soft insides, like your heart and brain."
• Visual Aid: Show a picture of a friendly skeleton. Point to the skull and the ribs.

We Do: The Bone Hunt (Multi-Sensory)

• Activity: Let’s find our bones! Gently feel your own elbow, your kneecap, and your "ladder" (ribs).
• HASS Connection: Ask, "Were your bones this big when you were a baby? No! Your bones grow as you grow. That’s why you are taller now than you were last year."

You Do: Cotton Bud Skeleton Art

• The Task: On black paper, use white chalk to draw a simple "head" (circle). Then, glue cotton buds to represent the spine, ribs, arms, and legs.
• Differentiation (ASD): If the glue feels "yucky," use a glue stick or have an adult place the dots of glue while the student places the sticks. For the neurotypical twin, encourage them to try to count the "ribs" as they glue them.

3. Conclusion & Assessment

• Recap: "What would we be without bones?" (Puddles!) "What is one thing your bones protect?" (Brain/Heart).
• Success Criteria: The student can name one reason why we have bones (support or protection) and has completed a skeleton craft.

Week 2: Living Statues (Joints and Movement)

Materials Needed: Painters tape or masking tape, a large roll of butcher paper (large enough to lie on), markers/crayons, and "The Robot" music (any upbeat song).

Learning Objectives

• Science: Describe how joints allow the skeleton to move.
• Art: Explore body proportions through life-size tracing.
• HASS: Compare physical traits and recognize individual uniqueness.

1. Introduction: The Robot Challenge (Hook)

• The Hook: "Today, we are going to try to walk without bending our knees or elbows!"
• Activity: Move around the room for 1 minute like "stiff robots."
• Discussion: "Was that easy or hard? Why do we need to bend?" (Because our bones are connected at 'joints').

2. Body of Lesson

I Do: The Magic of Joints

• Talking Points: "A joint is where two bones meet. Think of them like hinges on a door. Your elbows, knees, and even your tiny finger bits are joints. Without joints, we couldn't run, jump, or eat pizza!"

We Do: Skeleton Says (Active Practice)

• Activity: A variation of Simon Says. "Skeleton Says... wiggle your elbow joint! Skeleton Says... bend your knee joint! Skeleton Says... move your neck joint!"
• Check for Understanding: Stop and ask, "Where is the joint that helps you wave hello?" (The wrist or elbow).

You Do: My Life-Size Body Map

• The Task: Have the students lie down on a long piece of butcher paper. Trace around their bodies with a marker.
• Art/Science Integration: Once traced, have them draw "hinges" (circles) on the paper where their joints are (shoulders, elbows, wrists, hips, knees, ankles).
• HASS Integration: Encourage them to add their unique features—eye color, hair style, or favorite t-shirt. Discuss: "Even though we both have 206 bones, our body maps look different because everyone is unique!"

3. Conclusion & Assessment

• Summary: "Bones give us shape, but joints give us movement."
• Reflection: Ask each student to point to their favorite joint and explain what it helps them do (e.g., "My finger joints help me play LEGO").
• Formative Assessment: Observe if the students can correctly identify joint locations on their life-size maps.

Adaptive Strategies for This Unit

• For ASD Learner: Use a "First/Then" board (e.g., "First we feel our bones, then we use the glue"). If the life-size tracing is too overstimulating (physical touch), trace a favorite large stuffed animal instead.
• For Neurotypical Learner: Encourage more detailed labeling. Can they find the "Patella" (kneecap) or "Mandible" (jaw bone) using a reference book?
• Sensory Note: If the sound of tearing butcher paper or the smell of markers is a trigger, ensure the room is well-ventilated and use scent-free markers.