The Arizona STEM Acceleration Project

Healthy Bodies Math Trail (a week long variety math

lesson to integrate with learning about the human body)

Healthy Bodies Math Trail

A 2nd grade STEM lesson

Sarah Bailey

6/13/24

Notes for teachers

Notes: Give students a copy of this slide deck to complete on their own devices. This was made specifically for my school, so especially on the first day’s slide, you need to adjust to fit your campus. Day 3 includes a trip to your school’s cafeteria to see real life arrays and learn about healthy eating requirements at school so you will need to discuss this with your cafeteria manager beforehand.

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This is meant to be a review activity. It works well to get the kids out of the classroom and active for the last few weeks of school.

List of Materials

• slide deck and devices for students to work on this Math Trail.
• Day 2 includes a “trash clean up” so gloves / handwashing lesson at the end are recommended
• Day 4 and 5 you will need measurement tools (rulers, tape measures, yard sticks, and a scale) also some ropes for marking movement.

Standards

Math�2.MD.A.1 Measure the length of an object by selecting and using appropriate tools (e.g., ruler, meter stick, yardstick, measuring tape).

2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

2.G.A.1 Identify and describe specified attributes of two-dimensional and three-dimensional shapes, according to the number and shape of faces, number of angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons).

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Standards

2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in the graph.

Standards (cont.)

Science

L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

ELA

2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Objectives :

This week you will travel our campus and see math in the real world.

Day one - You will walk the campus and identify 2 dimensional shapes you see in real life. Look carefully and try to find them all.

Day two - You will collect data and create graphs based on your class’ physical activities

Day three - You will visit the cafeteria to learn about healthy eating and see arrays in the food storage area. You will also create arrays with fruits and vegetables

Day four / five - You will measure your own body and compete in measurement olympics

Agenda (lesson time)

Each lesson is designed to take approximately an hour. It is recommended that you do outdoor activities during the best time of day so that students are able to participate safely / comfortably

Day 1 - Geometry Walk

Day 2 - Graphing

Day 3 - Arrays / Cafeteria visit

Day 4-5 - Measurement Olympics

Day 1 - Opening - review plane shapes with this song link from numberrock.com and then fill out the chart below. https://www.youtube.com/watch?v=zI3rUMrRLF8

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Hands-on Activity Instructions

• Students can work in pairs or on their own device depending on what works best for your class.

Walk to our first stop – the grassy quad in the center of campus b classrooms. Look all around. What shapes do you see? Discuss these shapes with your partner and draw / label them using the shapes icons in the space on the right. How many can you find?

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Shapes I see…

As a class, walk to our second stop – the campus B playground. Name the shapes you find on the following objects:

· Swings _________________________________________________________________

· Trash cans / lids__________________________________________________________

· Basketball court__________________________________________________________

· Large blue shade coverings_________________________________________________

· Windows _______________________________________________________________

· Chain link fence _________________________________________________________

· Roofs of the houses across the street _________________________________________

· Jacks ___________________________________________________________________

· Bricks __________________________________________________________________

· Shaded area where people line up _________________________________

· White / dark brown base of the posts to hold up the shade ______________________

· What shape do you see the most of? _______________ Least?____________________

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Walk to the third stop - Teacher’s Choice

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Fill in the chart

Day 2 Graphing - Opening

Day 2 – Graphing

Part of keeping our body healthy is keeping our environment clean so that we keep pollutants away. We are going to keep our environment clean today by doing the “Trash Dash.” Your teacher will time you for two minutes. You should pick up as many pieces of trash as you can. Record the amount of pieces of trash you picked up at each location.

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Day 2 - Trash Dash

1. Walk to our first stop – the campus A playground. How many pieces of trash did you pick up? ___________________

2. Second stop – Campus B playground. How many pieces of trash did you pick up? ___________________________

3. Third Stop – Teacher’s choice. How many pieces of trash did you pick up? ______________

4. Create a graph based on the trash you collected. The type of graph and the information you include are to be decided by you and your teacher. Use the space on the right to upload a picture of your graph or create a graph using Google tools.

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Day 2- continued

Another way we keep our bodies healthy is through exercise and movement. We can keep our brain and emotions healthy through meditation and thoughtfulness.

1. As a class, choose 5 different activities on gonoodle.com. Follow the directions for each activity and think about which are your favorite. Survey at least 10 other classmates and complete your tally chart on the right:

Ask one question about the data you recorded in the box below.

gonoodle.com

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Day 3 - Opening https://www.youtube.com/watch?v=mMHVEFWNLMc

We keep our body healthy by getting proper nutrition. You need to eat a balanced diet for your body to receive all the nutrients it needs. You should eat the most of fruits and vegetables. Use manipulatives/ stickers/ draw to create arrays. Use dice or flashcards to make your multiplication problem. Bonus if you make your arrays out of fruits and vegetables

Day 3 - cafeteria visit

Visit the website below and discuss the arrays you see with a partner. http://boingboing.net/2014/08/28/color-organized-arrays-of-food.html

Go and visit with our cafeteria director. She will give you some information about how she keeps us healthy by planning a menu based on proper nutrition for our growing bodies. She will also take you on a tour of the kitchen and food storage areas. While there, you need to watch for arrays. You can record what you see on paper and upload a picture on the right, or you can insert a text box to write about what you see.

Day 4 Opening

We know that we are keeping our bodies healthy when we are growing like we should. Choose the appropriate tool to measure the body parts listed on the next slide and measure. Record your measurements in the boxes.

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Exercise is good for our bodies. Let’s go outside and work those muscles by completing the measurement Olympics!!

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15 yard dash

• With a partner, measure 15 yards so you know where to start and where to stop.
• How many seconds do you think it would take you to run this distance?
• Take turns timing each other. Record your time
• Do you think you could run faster a second time? Try again and record your time

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• Were you faster or slower the second time? Why do you think that happened?

Day 5

5 second walk – You will be timed for five seconds each. How far do you think you can get in 5 seconds doing each kind of walk? How far did you actually get? Record your measurements. Remember to be SAFE!!

Day 5 - Continued

Jumping “bank to bank” – How far do you think you could hop from a standing position? With a partner, measure out the distance you think you can jump. Mark the beginning and the end of that measurement using jump ropes/ rulers / sticks / etc. to create the “banks” of the river. Stand on one side and try to jump to the other without falling in the “river.”

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2 ft. 3 in.

How far do you think you can jump?________________________________

How far did you actually jump? ____________________________________

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Differentiation

If you do not have the resources for students to complete the activities individually on their own devices, you could print the slide deck and complete on paper.

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Modify physical activity as needed

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Students can work in partners

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Modify amount of necessary fill ins if your student is overwhelmed.

Remediation

Extension/Enrichment

Have students create a video of themselves and upload to demonstrate what they have learned about keeping their body healthy and how the math we’ve learned relates to real life.

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