Topic: Stages of human life

Supplementary material for use in lessons in the group of natural sciences (nature, biology, chemistry, geography, physics), additional classes, science clubs. It can serve as a resource for expanding knowledge, preparing students for science competitions.

Target group

Students of an elementary school (science, biology).

Core curriculum

Grade IV

IV. Me and my body.

Student:

1. lists the systems that build the human body: the skeletal, respiratory, digestive, circulatory, reproductive and nervous systems and gives their basic functions;

General aim of education

Students recognize and name the stages of human development.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• describe changes that occur in the embryonic and fetal stages of life;

• recognize in the illustrations and describe the characteristic features of the stages of human development, namely the periods: neonatal, infant, toddler, school, adolescence, adulthood, old age.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers;

• boards for playing ships;

• questions for playing ships.

Lesson plan overview

Before classes

• Volunteers prepare papers dedicated to issues included in the abstract.

Introduction

• The teacher explains the aim of the lesson and together with students determines the success criteria to be achieved.

• The students, selected by the teacher, refer the lesson they read at home before the classes.

Realization

• The teacher asks students to read the abstract themselves, paying particular attention to the illustrations.

• Participants familiarize themselves with the content presented in the interactive illustration. Then the teacher discusses the issues with the students.

• The teacher randomly divides the class into 4‑person teams. He distributes game boards to groups and presents rules for playing ships: 1) Each group received a board (a square of 10 on 10 boxes. Each column is marked with the next letter of the alphabet, ie: a, b, c, d, e, f, g, h, i, j. Each row, however, the next number: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.). The board is symbolically the sea on which you will mark the hit ships (figures consisting of four, three, two and one box - that is from four masts to one masts). 2) The teacher has a second board with the ships marked. Most of the fields are prepared with questions from today's lesson. 3) The representative of the group designates a field, eg a7, the teacher reads the question, the group consults over the answer (max 30 seconds) and gives the answer. If it was correct - they receive 1 point (all groups mark the place on their board as used), if on the occasion they hit the ship - an additional 1 point and the option to choose another field. If the group did not give a correct answer - the field can be used by subsequent groups. 4) The group that will collect the most points wins.

• The teacher asks students to carry out the recommended interactive exercise themselves.

Summary

• At the end of the class, the teacher asks students to perform a glossary exercise that will help them to consolidate the vocabulary learned during the lesson.

• At the end of the class, the teacher asks the students questions:

  • What did you find important and interesting in class?

  • What was easy and what was difficult?

  • How can you use the knowledge and skills you have gained today?

  Willing/selected students summarize the lesson.

Homework

• Develop a lap book containing issues learned during the lesson and bring your work to the next class.

• Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Stages of human life

On average, every 4 weeks, during ovulation, a woman's egg is released from one of the woman's ovaries. When the egg connects with the sperm (usually as a result of sex), a new life begins. Fertilization and implantation of a fertilized egg in the uterus is defined as conception.

From the moment of fertilization, the egg cell begins pregnancy lasting 9 months. During this time, a child develops from a fertilized egg. Pregnancy ends with his birth.

The egg cell divides very quickly, forming an embryo. After a week, as a result of the ongoing divisions, the embryo already has about 100 cells. During this time, it nestles in the wall of the uterus. From that moment on, it begins to be nourished by substances supplied by the mother's body through the placenta,which it is connected to by the umbilical cord. After about 8 weeks of pregnancy, the embryonic period ends and the fetal period begins. The young body developing in the mother's body is now called a fetus. It is already reminiscent of a miniature man. It grows intensively, and its organs develop until the end of pregnancy. After 9 months, the fetus is ready to come into the world, during birth. During delivery, the child leaves the uterus and exits the womb through the vagina. From that moment on, it breathes by itself and receives food in the form of milk.

Birth begins the human life and it starts with the neonatal period, lasting until the end of the first month of life. The child is then called a newborn baby. It weighs on average 3 - 3.5 kg and is 50 - 55 cm long. It is not capable of independent living and requires careful parental care. It sleeps most of the day, waking up only at feeding times. It’s only food is it’s mother's milk.
Between the second and twelfth month of life, is the infant period. The baby grows very fast and develops: trying to sit down, begin to crawl, and then stand and walk by itself, taste different foods, say the first words. At this time, children grow their first teeth, called milk teeth.
Between the first and the third year of life comes the toddler period. The child is then very busy and curious. He learns to speak with short sentences, he also begins to ask questions. He tries to eat, wash and dress himself.
When the child turns 3, the pre‑school period starts in his life. He spends a lot of time playing with his peers, asks many questions and in this way he discovers the world. The school period begins after the child has reached 6 years. The most important challenge then is learning at school. During the school period, children gain efficiency, and the precision of their movements is significantly increased.

In the school period, when the child is over 12 years old, it begins to enter the period of adolescence. Achieving full maturity is a feature of adulthood – the longest period in a person's life. At that time, people make their own lives, work professionally, set up families and pursue different passions. They also take full responsibility for their decisions and actions.
Adults gradually enter the old age period, in which the physical fitness and immunity of the body are reduced. It is a time of well‑deserved rest after many years of work, when people can devote themselves to their interests. They often help in raising their grandchildren by sharing knowledge and experience.

• A conceived child develops from the fertilized egg in the uterus of the woman. The period from fertilization to delivery is called pregnancy.

• The life of a young organism during pregnancy is divided into embryonic and fetal periods, ending in childbirth.

• After birth, the human life is divided into periods: neonatal, infant, pre‑school, school, puberty, adulthood and old age.