FCH - Taking care of myself – SCOPES-DF
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Lesson Details

Subjects *
Engineering, Science
Age Ranges *
8-11, 11-14,
Fab Tools *
Laser Cutter, Classroom Materials,
Author
Oscar Diaz

Author

Oscar Diaz
Oscar Diaz
Fablab manager
Oscar Diaz is an advocate for STEAM education and digital fabrication, with extensive experience in managing Fab Labs, developing training for prototyping and digital fabrication, and creating educational content. A graduate of the Fab Academy Diploma (2017) and instructor (2017,… Read More

Summary

This activity is part of the FabConnectHer project, dedicated to empowering future female innovators by providing inspiration, skills, and networks to make a meaningful impact in STEAM (Science, Technology, Engineering, Arts, and Math) through education, reemployment, or entrepreneurship. Designed as an Open Educational Resource (OER), it offers educators the flexibility to reuse, adapt, and tailor the lesson to a variety of subjects and classroom needs, ensuring accessibility and versatility for diverse learning environments.

 

“Taking care of myself” presents an interactive way for young learners to discover the importance of self-care by learning about the human body parts, systems, conditions and diversity. The participants will explore human body parts, systems, conditions and how they work together by making a simple circuit representing the human body and its connections.

What You'll Need

For one circuit body per participant: 

 

For the session activity: 

 

Lesson Materials

Learning Objectives

By the end of this lesson, students will be able to:

·        Develop self-awareness and self-esteem by understanding their own bodies and the importance of self-care.

·        Encourage empathy and inclusivity by recognizing and respecting body diversity, different health conditions, and assistive technologies.

·        Explore human anatomy and body systems by identifying and discussing how different parts and systems function together.

·        Understand basic electronic circuits and their connection to the human body as a system of energy and information transfer.

·        Enhance fine motor skills by assembling circuits, handling conductive tape, and positioning small components.

·        Foster creativity and personal expression in the design of the project while making connections between science, technology, and art.

·        Practice problem-solving and persistence by troubleshooting circuit connections and refining their designs.

Reflection

B&T dimensions and types covered

Dimensions:

  • Dimension 4 – Appreciation and Respect: Understanding and respecting diversity in human bodies.
  • Dimension 5 – Social Responsibility: Promoting inclusivity and empathy through the game design.

Types:

  • Innovator: Creative design and development of inclusive game elements.
  • Social Implementer: Application of inclusivity principles in game creation and interaction.

Reflections: Discuss what students have learned about body systems, electrical circuits and diversity. Emphasize that all bodies are unique and valuable. 

 

Lesson Assessment: Run the lesson assessment sheet to the students to write down their findings and thoughts. 

 

The Instructions

Lesson introduction

Introduce the participants to STEAM and to the human body, highlighting diversity in body types, organs, and their functions. Emphasize the uniqueness and value of all bodies.

To onboard the lesson participants to the activity, you can use the following questions and also reference the Operation Time board game as an example of what the activitiy is about.

Trigger Questions:

  1. How does the human body work internally?
  2. How do body systems transmit information to organs?
  3. How do electric circuits relate to the human body?

 

 

Activity 1 “Guess the body part”

Play the Activity #1 “Guess the body part” game, students need to guess the body part using the hints in the other columns of the table.

Using the Worksheet 1 information, ask the students to guess the body part using the information on the other columns.

You can do this in group by randomly asking them about how much they know

 

Reflection about activity 1

Make a quick reflection with the students about the body part and the links with the good habits, careers and food to improve the functions.

Questions around the human body:

  1. What do we have inside?
  2. How does that work?
  3. How is that connected?

Activity #2 “Exploring body systems and conditions”

In this next activity, students will discover more about the body systems, organs and their location in the body.

Play the Activity #2 “Exploring body systems and conditions”, students’ needs to

  1. Draw their body silhouette using the worksheet 2 “Exploring body systems”, for this the can free hand draw their body silhouette o you can use the body stencil provided.
  2. Locate the 7 body parts where you think is the right place in the body silhouette.