the human body science unit

7/29/2019 The Human Body Science Unit

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The Human Body 4th

Grade Science Unit

Rationale and Content Standards for Unit:

This science unit is designed to teach 4th graders about the human body. Our included lessons

are the skeletal system, the muscular system, the respiratory system with a focus on the lungs, the 5

human senses, and being healthy including with nutrition. The skeletal system lesson is about the major

bones in our body that 4th graders should know. They are all bones that can be felt on the outside of the

body so it is very concrete. In the muscular system students will build a muscle model and physically see

how muscles work together to move our body. In the respiratory lesson students will build a model lung

so they can see how it looks when we inhale and exhale in breathing. Students will learn about the 5

senses by doing an activity where they will use all of their senses to make observations about them and

how they help their body. In the nutrition lesson students will have to research to find what healthy

eating is and create a model weekend nutrition plan for themselves to eat a healthy balanced diet when

their parents are away.

The teacher will use various techniques and types of lessons to teach students the lesson topics

and objectives. Students will need to learn and know this information because this information is all

about them. They need to learn this to learn more about themselves, how our body works, and how we

can treat it to keep ourselves healthy. The human body is a very complex organism where a lot of pieces

and machines work together to become one. I think that everyone needs to have a basic understanding

of the systems and how they work together to live their life and at least have some knowledge of how to

be healthy.

Students will need to be able to listen, follow directions, read, write, think critically to compare and

contrast, work together in a group with others, use technology, conduct research, and be able to use all

of the information learned to use it for the end of the unit summative assessment. Students need to

begin unit with a positive disposition ready to learn and do a lot of hands on activities to help them learn

the information in the unit. They need to be prepared to work with others to reach and obtain all

objectives for the lessons.

Iowa Core Content Standards:

1. Understand and apply knowledge of basic human body systems and how they work together.

-The human organism has systems which interact with one another. These systems includecirculatory, respiratory, digestive, and musculoskeletal, etc.

2. Understand and apply knowledge of personal health and wellness issues.

-Obtain, interpret, understand and use basic health concepts to enhance personal,

family, and community health.

-Describe the impact of personal health behaviors on the functioning of body systems,


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-Identify how personal choices impact health and disease prevention

-Describe preventative physical and mental health measures, including proper diet, nutrition

exercise, risk avoidance, and stress reduction.

-Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.

-Practice preventative health behaviors. Choose healthy foods

3. Students can understand and apply skills used in scientific inquiry

-Understand and apply the processes and skills of investigation


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Unit Goals and Description of Unit:

The goal of this unit is to make students more aware and help them learn about the human body. With

this they can better understand themselves, how their body works, and how to treat their body to behealthier. With the lessons students will learn major bones, how muscles work to help them move, what

their lungs to do help them breathe, why senses are important and what they do for you, and what is

included in a healthy meal and different ideas on how to be healthy.

Respiratory Lesson: Given the necessary materials 4th grade students will be able to construct a replica

of the human lung to observe and analyze how the lung works and what it does for our body by writing

a two paragraph or more essay about the lungs, how they work and what they do for our body, with no

sentence fragments, no more than 3 grammar errors and with 100% accurate information.

-Students will build a model of the lung in this lesson because it will give them a concrete example so

they can see for themselves how their lungs work and what they look like in action to analyze what they

do for us.The Human Senses Lesson: Students will identify the concept and the teacher will clearly reveal the

concept for the lesson to them. Students will then be broken into groups of 4 and will have to

participate in five stations, one station for each sense. For each station they will perform in each activity

and will analyze what sense they are using for that station through observations, while discuss with their

group what sense they are using, what is helping them use it, and what it does for them. After

observations and discussions students will write two sentences or more to summarize their observations

for each station and why that sense is important for their body (i.e. smell with your nose).

-The goal of this lesson is for students to use each of their senses and identify through observations

what they do for them. They will do this through the 5 senses stations to identify which sense they are

using, how they are using it, and what is helping them to do it. This is important because our senseskeep us out of danger, let us know about our surroundings, and so much more!

The Muscular System Lesson: After listening to a short lecture with directions students will get into

groups of 4 to construct a model of the human arm showing the muscles with the materials provided.

They will examine that model to analyze how muscles help us move by designing a poster to show how

muscles look when we extend and contract our body parts along with observations they make while

analyzing the model.

-Groups of students in this lesson will construct a replica of a human muscle and move it around to

see it working in action to learn what our muscles do and how they look when they are being used.

Seeing a concrete example like this is important because they can manipulate it in different ways to see

it working, instead of just reading about it in a book.

The Skeletal System Lesson: After skeletal system activities students will be able to state the functions

of the skeletal system and will be able to list and identify at least 13 out of 16 major bones of the body

and also should correctly name three joints in the body by writing them on the assessment worksheet at

the end.

-Students will perform a series of activities with the teacher to learn where different bones in their

body are, what they do, and the reasons why our skeleton is so important and vital to our survival. This


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is important for us because our skeletal system is so important to us and kids need to learn a little bit

about the different bones and where they are to understand themselves better.

Nutrition and Being Healthy Lesson: Students will be presented with the task of creating a meal plan for

a three day weekend at home alone without their parents. Their job and goal through research is to

learn what a healthy meal should include and what our body needs daily to stay healthy. This includes

portion sizes and the number of each food group to include so they can learn what they should be

eating daily.

-For this lesson students will work in groups to come up with a meal plan for a weekend using a

final product of their choice to learn about nutrition and other ways to be a healthy person.

They need to learn this so they can make choices that are good for their body, learn why or why

not to do certain things like smoking or exercising, and make better well-informed food

decisions when they get the choice of what they should be eating.


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References for Teachers and Kids:

Teachers:

-From Head to Toe: Amazing Human Body and How it Works by Barbara Seuling, Illustrated by Edward

Miller

-How To Teach Nutrition to Kids by Connie Liakos Evers

-Science Alive! The Human Bodyby Darlene Lauw

-21st Century Science Major Systems of the Bodyby Serge DAmico

-Basher Science: Human Body: A Book With Guts by Dan Green and Simon Basher

- Making Models: Build a Lunghttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDF

-Page for healthy food information and diagrams for everyone:

http://www.choosemyplate.gov/foodgroups/index.html

-Teacher Vision: Human Body Resources for Teachers: http://www.teachervision.fen.com/body-

parts/teacher-resources/6632.html

-Human Body by Edtech: Website full of research/informational resources and lesson ideas/activities all

for the human body: http://edtech.kennesaw.edu/web/humanbo.html

-Teachnology: A Teacher Guide to the Human Body:

http://www.teach-nology.com/themes/science/humanb/

Students:

-The Magic School Bus Inside The Human Body by Joanna Cole and Bruce Degen

-The Human Body Book by Steve Parker and Robert Winston

-Human Body: An Illustrated Guide to Every Part of the Human Body and How it Works by Martyn Page

-You Are Weirdby Diane Swanson Illustrated by Kathy Boake

-The Monster Health Book: A Guide to Eating Healthy, Being Active & Feeling Great for Monsters & Kids!

by Edward Miller

-Lungs:Your Respiratory System by Seymour Simon

-Bones: Our Skeletal System by Seymour Simon

-The Muscular System by Olien and Rebecca

-Muscles: Our Muscular System by Seymour Simon

- Brain Pop Jr (Lungs): http://www.brainpopjr.com/health/bodies/lungs/grownups.weml

-Site that includes different pages for each human body system for kids and teachers too:

http://www.kidshealth.org

-Page for healthy food information and diagrams for everyone:


-Science Kids: The Human Body for Kids using technology and fun science

http://www.sciencekids.co.nz/humanbody.html

-Discovery Kids: the Yuckiest Site on Earth: The Muscular System

http://yucky.discovery.com/flash/body/pg000123.html

-Kids Konnect: Human Body (provides facts and additional resources for each system):

http://www.kidskonnect.com/subject-index/31-health/337-human-body.html

-Science Anatomy and Health: Basic Skill Practice Games: http://www.kidskonnect.com/subject-

index/31-health/337-human-body.html
http://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.teachervision.fen.com/body-parts/teacher-resources/6632.htmlhttp://www.teachervision.fen.com/body-parts/teacher-resources/6632.htmlhttp://www.teachervision.fen.com/body-parts/teacher-resources/6632.htmlhttp://www.teachervision.fen.com/body-parts/teacher-resources/6632.htmlhttp://edtech.kennesaw.edu/web/humanbo.htmlhttp://edtech.kennesaw.edu/web/humanbo.htmlhttp://edtech.kennesaw.edu/web/humanbo.htmlhttp://www.teach-nology.com/themes/science/humanb/http://www.teach-nology.com/themes/science/humanb/http://www.brainpopjr.com/health/bodies/lungs/grownups.wemlhttp://www.brainpopjr.com/health/bodies/lungs/grownups.wemlhttp://www.brainpopjr.com/health/bodies/lungs/grownups.wemlhttp://www.kidshealth.org/http://www.kidshealth.org/http://www.kidshealth.org/http://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.sciencekids.co.nz/humanbody.htmlhttp://www.sciencekids.co.nz/humanbody.htmlhttp://yucky.discovery.com/flash/body/pg000123.htmlhttp://yucky.discovery.com/flash/body/pg000123.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlhttp://yucky.discovery.com/flash/body/pg000123.htmlhttp://www.sciencekids.co.nz/humanbody.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.kidshealth.org/http://www.kidshealth.org/http://www.brainpopjr.com/health/bodies/lungs/grownups.wemlhttp://www.teach-nology.com/themes/science/humanb/http://edtech.kennesaw.edu/web/humanbo.htmlhttp://www.teachervision.fen.com/body-parts/teacher-resources/6632.htmlhttp://www.teachervision.fen.com/body-parts/teacher-resources/6632.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDF


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Bulletin Board:

What Would You Eat?

The purpose of this bulletin board is to get students thinking about eating healthy and be

exposed to the new concept of My Plate. With this students will also get exposed to a variety of

different options of fruits, vegetables, proteins, and grains that they can choose as part of their diet on aday to day basis to make healthy informed decisions of what to eat. Each day a 2 different students will

create a different meal options that they would eat with the class. One student will change the meal at

the beginning of the day and next student will change the meal after lunchtime. They can choose

whatever fruit, vegetable, grain, and protein options they would like to as long as it is a healthy meal

and includes all four portions. To put them on the bulletin board they will simply have to choose which

meal option they would like and stick it to the Velcro on the board.

There will also be a section on the bulletin board where the student in charge of doing the meal

for that time will write one thing they will do to be healthy that day. It will be a laminated section so the

student can write on it with a dry erase marker and it can be erased when the next student is ready towrite what they will do. Examples may include, I will play outside after school to get exercise, I will

eat a fruit with every meal, I will eat a vegetable with every meal, I will not be around smoking

today, etc.

This bulletin board is very engaging and interactive. Each student in the class will have the

opportunity to make a meal of their own and write what they will do to be healthy during the time of

the unit. They will also have the opportunity to see what their classmates chose for meal options and

get different ideas of things they can do to be healthy themselves. Included with the bulletin board itself

are a variety of pictures of different fruits, vegetables, grains, and proteins to be cut out and used as

options for students to choose on their plate.


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Direct

Instruction

Presentation w/ Adv

Organizer

Concept

Attnment

Cooperative

Learning

Inquiry

Teaching

Problem-Based / Inquiry Instruction Lesson Plan

Lesson Background:Your Name: Ryan Miller and Lindsey Vande Wall

Grade Level: 4

Subject: Science

Lesson Title: Human Body: Nutrition and Being Healthy

Materials Needed:

- A laptop

- Poster

-Paper

-Glue

-Scissors

- Pencils

- Markers/Colored Pencils

-Magazines for pictures

-Any materials they may choose to include in their selected final product

Prerequisite Skills: Reading, writing, following directions, can use a laptop, conducting

research on the computer, creating a final product

Logistics: (Are special arrangements necessary?)

Computers with Internet will be needed for groups to do research and possibly create a

final product if that is what the group selects. The laptop cart is needed and if the schools

laptops are not necessary, allow students to visit the computer lab. Teacher should sign up

for computer lab prior to lesson to ensure availability.

Lesson Goal (not ABCD objectives): Students will be presented with the task of creating ameal plan for a three day weekend at home alone without their parents. Their job and goal

through research is to learn what a healthy meal should include and what our body needs

daily to stay healthy. This includes portion sizes and the number of each food group to

include so they can learn what they should be eating daily.

----------------------------------------------------------------------------------------------------

Interaction with Students:


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1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE

a problem!)

We have talked about the human body and different functions of it. But to keep our

bodies healthy and in good condition we must eat right. How many of you think you have a

healthy well balanced diet?

For this activity I am going to give you a situation and you will have to figure out asolution for it. The Dilemma: Your parents are gone for the weekend and they left you a wide

assortment of different foods from junk foods to healthy foods and everything in between.

Only your lazy older brother is there to take care of you and he is in his room most of the day

and does not cook. For the weekend you have to figure out your meals. They must be balanced

and nutritious. Use the food pyramid and other online research to plan for three meals a day

for three days: Friday, Saturday and Sunday. Now I am going to put you in groups and you

will have to write down your balanced diet for the weekend over the three days. You will have

9 meals in total.

2. Organize students for study:

a. Size of group? 4b. How groups are formed?

Number off the class from one to four and there should be 5 group of four (20 students in

all).

b. Transition from large group orientation or instruction to small group work?

After explaining to the class what their task is, divide class into 5 groups of 4 students.

Before they split up, explain to them that they can show us their final product in many

different ways that they as a group can choose.

3. Assist independent and group investigation: (Input/Modeling so kids know what to

do)

Once students are in their groups, pass out a getting started sheet that is to includepossible resources they can use, key words to type in searches, and the directions of what

they are to be looking for and what to include in their final product/exhibit. A checklist will

also be provided for the final product of things to research. Go over directions with the

class and ask for any questions they may have.

As the teacher go around from group to group observing the independent members

and the group as a whole. Show students some ideas of where to look for their nutrition

guides and some tips of what helped you. Prompt them to see what their findings are from

research to see what they are learning. Ask them for a sample of their product, like what

they have written down for one meal of a certain day. If they are off track a little, model

what a healthy meal should include and prompt them so they can discover what they may

be missing and need to include.

4. Develop and present artifacts and exhibits(How do students share what they have

learned?)

Students can create a collage of pictures of food they may include, create a brochure,

draw a cartoon, create a drawing, make a model, include a graph of show how much of each

group is necessary to include in a diet, create a booklet or mural, do an oral

report/presentation, create a postcard and message on back, do a poster, a play of what


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they are eating, a video. Encourage them to use their imagination and get teacher approval

before they start their final product with an explanation of why and how they are going to

present it to the rest of the class.

Students should include at least three meals for the three days of the weekend. They

should share their findings of what a healthy diet should include and the daily

recommendations for each food group in their final presentation exhibit/artifact. Handoutswill be given to each student included a getting started sheet and a project checklist of what

they need to include in their final product.

5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of

Questions

After each group presents allow students to ask questions. Teacher should also prompt

group to do an informal assessment to help them analyze how they group solved the

presented problem. What resources did they use? How did each group member contribute?

6. Assessment / Closure: (How do you evaluate student progress or provide closure to

this lesson?)Students will be evaluated on what they included in their final product as described

on the product checklist handout. Each student will write at least one paragraph about

what they did to help the group, what they learned about being healthy and eating right,

and why it is so important for them. Both group and individual will be assessed.

After all group presentations there will be a class discussion on what students learned

and why it is so important for them to know this information.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

Help students by giving them an example of a healthy meal or two the you have created sothey can use it as a reference if they need extra help, allow them extra time if needed and

make final exhibits or presentations due the next day so they have extra time to complete

the task.

b. Extension for students of high ability? (Remember, gifted students need

challenge).

Have students include a healthy snack options for the weekend in their final product. As

many or little as they feel necessary to keep a healthy diet and help their body run

smoothly.

TOTAL LESSON TIME: 4 DAYS

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous

teachers as resources, online websites, your past experiences, or your own initiatives, etc):

http://www.kidshealth.org

http://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.htmlhttp://www.choosemyplate.gov/foodgroups/index.html


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http://www.choosemyplate.gov/

-past experiences in health class

Getting Started:

There are many decisions we can make to help our body be healthy. One main thing is to

eat the right foods in the right amount every day. We can also make other decisions to keepour body healthy.

Your group will be doing research to find out what and how much of each food group you

need to eat everyday to keep your body healthy. Groups will research and create a meal

plan for each meal (breakfast, lunch, and dinner) of a 3 day weekend. During your research

you need to answer the following questions and include your findings in a final

product/exhibit to share with the class at the end of the week.

Questions:

-What are the food groups?

-What is the daily food recommendations for each food group?-How much of each should you include in each meal?

-What do each group of foods do for your body?

-What are 2 other decisions you can make to keep your body healthy?

Websites to get you started:

http://kidshealth.org/kid/nutrition/food/pyramid_quiz_print.html#cat119

http://www.choosemyplate.gov/tipsresources/index.html

http://kidshealth.org/kid/stay_healthy/food/pyramid.html#cat119

http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/

Keywords to get you started:

Eating healthy

Daily food recommendations

Eating healthy daily for kids

Kids health

Ideas for final product:

collage brochure

cartoon/drawing model booklet poster oral report/presentation postcard play/video or teacher approved idea
http://www.choosemyplate.gov/http://www.choosemyplate.gov/http://kidshealth.org/kid/nutrition/food/pyramid_quiz_print.html#cat119http://kidshealth.org/kid/nutrition/food/pyramid_quiz_print.html#cat119http://www.choosemyplate.gov/tipsresources/index.htmlhttp://www.choosemyplate.gov/tipsresources/index.htmlhttp://kidshealth.org/kid/stay_healthy/food/pyramid.html#cat119http://kidshealth.org/kid/stay_healthy/food/pyramid.html#cat119http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/http://kidshealth.org/kid/stay_healthy/food/pyramid.html#cat119http://www.choosemyplate.gov/tipsresources/index.htmlhttp://kidshealth.org/kid/nutrition/food/pyramid_quiz_print.html#cat119http://www.choosemyplate.gov/


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Name:__________________

Product ChecklistGroups can choose what they would like to do to show their research and their meal plan

for the three day weekend. The following need to be completed:

___ Final product idea approved by teacher (5 pts.)

Final product must include:

___ List of the food groups (6 pts)

___ 3 meals included on the day (breakfast, lunch, supper) (9 pts.)

___ 3 days included in your plan (Friday, Saturday, Sunday) (9 pts.)

___ how much of each food is needed each day (6 pts.)

___ how much of that food you are going to eat each meal (6 pts.)

___ include at least 2 other things you can do to keep your body healthy (4 pts.)

TOTAL PRODUCT SCORE: _____/45

Individual Checklist of Problem Solving ProcessEach group member will need to reflect on your group experience. Write at least one

paragraph including the following:

___ What did you do for the group? (2 pts.)

___ How did your group work together? (2 pts.)

___ How did you like this assignment? What would you change? (2 pts.)

___ Name at least 1 thing you learned. (2 pts.)

___ Why is eating healthy and making good decisions important for you? (2 pts.)

TOTAL INDIVIDUAL SCORE:_____/10

______________________________________________________________________________

TOTAL SCORE: _____/50


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Direct

Instruction

Presentation w/ Adv

Organizer

Concept

Attnment

Cooperative

Learning

Inquiry

Teaching

Direct Instruction Lesson Plan

Lesson Background:

Your Name: Ryan Miller and Lindsey Vande Wall

Grade Level: 4

Subject: Science

Lesson Title: The Human Body: Skeletal System

Materials Needed: -X-rays

- Skeleton Worksheet-both labeled and blank- Pencils- Poster Paper

- Markers

- White Board

Prerequisite Skills: Students need to be able to listen to directions, read, write, move around for

activities.

A B C D Lesson Objective: After skeletal system activities students will be able to state the functions

of the skeletal system and will be able to list and identify at least 13 out of 16 major bones of thebody and also should correctly name three joints in the body by writing them on the assessment

worksheet at the end.--------------------------------------------------------------------------------------------------------------------


1. Provide objectives: (What are students going to learn?) Time: 2 min.Today, we are going to learn about the skeletal system which is made of 206 bones. It protects our

internal organs, supports our body, and helps our body move with joints. We will also learn 15 of the

major bones.

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 10 min.Write the functions of the skeletal system on the white board at the front of the room before

the lesson is started for reinforcement.

What do you think we would look like without our bones? Please draw a quick picture. Have

students share with partners and bring class back together. We would all be a soft ball of skin and

organs laying on the floor without our bones for support. Bones also help us move while also

supporting us. Joints formed where bones meet work with muscles to help us move. Show students by

bending your elbow, knee, ankle, shoulder, and fingers so students can see and understand this in

action. Without our bones we would have nothing to guard our organs from harm. Think about a time


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when you got hit in the chest with something. What did it hit? Bone. Just think if that bone wasnt there

to protect your heart, lungs, and other organs when you got hit in the chest. Your organs would have

been damaged putting you in danger. This is what your bones do for all of your organs. Bones are the

armor to protect them.

Give students a labeled human skeleton paper with all the bones you want them to know and

learn from the lesson. Also included on the paper is the list of the functions of the skeletal system.Then go through different parts of the body with the major bones. Tell students the name of

the bone and what it does for us. Go to a local doctors office and get old x-rays of bones of the body

and show students any examples of what you are teaching them.1. skull: protects brain

2. vertebrae: protect the spinal cord3. sternum: protects heart and lungs4. ribs: protects all other internal organs5. mandible (jaw)6. clavicle (collarbone)7. scapula (shoulder blade)8. pelvis

Arm:

9. humerus (top long bone)

10. radius (inside with thumb forms an R with hand),11. ulna (outside)

Leg:

12. femur (thigh)

13. tibia (big inside)

14. fibula (outside)

15. patella (kneecap)

3. Provide guided practice:(Guided practice with the teacher) Time: 15 min.

Go through the bones again and make students stand up beside their desk. Go through the bones you

just introduced and say the name pointing to where it is in the body making students do it along withyou. Do this three to five times in different orders saying the name of the bone, pointing to where it is

with the students. Go through joints elbow, knee, ankle, shoulder, toes, and fingers making students

move all of them in different ways. (Formatively assess students to see where they are in

understanding the material to judge how many times to go through the activity.) Do jumping jacks,

have them kick their legs up, pretend like they are throwing a ball, walk, etc. to show that the joints

must move for them to move.

4. Check for understanding and provide student feedback: (How will you know students

understand the skill or concept? How will they know they get it?) Time: 20 min

Have students get into small groups of 3 to show different ways to represent on a piece of

poster paper to show what the skeletal system does for us. Can be a drawing of different

representations of the functions, can be a chart, etc. Encourage students to be creative and represent itin a way that makes sense to them. Once they are finished, have them share their poster with the class.

With student groups that finish early have them quiz each other on the different bones just discussed.Next, have students go back to their seats and say different names of the list of 15 bones just

discussed as a class. Have students all face the teacher and point to where they think that bone is

located. Then move onto joints and have students move what joint they think you are naming. Then

ask students to turn and discuss the functions of the skeletal system with a partner nearby. Teacher

should walk around the room to listen to the discussions and help where it is needed. Use this as a


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formative assessment to see if students are grasping the concept and use as a temperature check to see

if more instruction and practice is needed.

If extra practice is needed have students get into small groups of 3 to continue to practice

naming bones, joints, and functions of the skeletal system.

5: Provide extended practice and transfer: (Independent practice of the skill) Time: 10 minNext give each student a blank unlabeled picture of a skeletal system. Have them go through and

independently label as many of the bones as they can. Include the three functions of the skeletal system

and three joints you learned. After they cant go any further have them refer back to the originalhandout and fill in any remaining answers they may need. When filling in answers have them write

what they didnt get in a different color ink.

6. Assessment / Closure: (How do you evaluate student progress or provide closure to this

lesson?) Time: 1 min Please pass in your finished worksheet. I look forward to looking at them. Teacher will grade

and correct student worksheets to formatively assess them at the end of the lesson. Teacher will

write and make comments directly on the worksheet so students can receive the feedback they

need. Each item on the worksheet is worth one point for a total of 27 points.

7. DIFFERENTIATION of Content, Process or Product:a. Adaptation for students who need extra help, time, or attention?- Allow these students to have extra time (as much as they need to get as far as they can through the

worksheet)- Have 5 of the bones on the worksheet already labeled for them, so they will only need to identify 7

of the bones and 3 joints by themselves.

- Try to give some students extra attention to give them hints and clues to get to the answer. These

students will probably have trouble with memorization.

b. Extension for students of high ability? (Remember, assigning gifted students to be

the tutor for others is not sufficient academic challenging for students who havemastered the lesson).

Add more bones and get more in depth. Include carpals, metacarpals, phalanges, tarsals, metatarsals

or different types of joints (pivot, hinge, ball and socket, fixed)

TOTAL LESSON TIME:_58 mins_____

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as

resources, online websites, your past experiences, or your own initiatives, etc)


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Direct

Instruction

Presentation w/ Adv

Organizer

Concept

Attnment

Cooperative

Learning

Inquiry

Teaching

Cooperative Learning Lesson Plan

Lesson Background:

Your Name: Lindsey Vande Wall and Ryan Miller

Grade Level: 4

Subject: Science

Lesson Title: The Human Body: The Muscular System

Materials Needed:

-3 paper towel tubes (5)

-ballpoint pen (5)

-large paper clip (5)

-felt tip marker (5)

-2 long slender balloons (5)

-3 ft long piece of string (5)

-poster paper (5)

-colored markers (5)

Prerequisite Skills: Be able to listen, follow directions, work in a group, write, and read.

Lesson Objective(s):

a. Academic in A B C D format: After listening to a short lecture with directions students

will get into groups of 4 to construct a model of the human arm showing the muscles with

the materials provided. They will examine that model to analyze how muscles help us move

by designing a poster to show how muscles look when we extend and contract our body

parts along with observations they make while analyzing the model.

b. Social Goals for your lesson: Students will be able to contribute ideas to the group andwork together by taking turns to create a poster of their observations

Cooperative Learning Grouping Structure: 7. Learning Together-small groups work

together cooperatively to learn concepts and accomplish learning goals. There is an

academic and social goal taught. Groups process the learning together. Share group

evaluation rubric with students here.

-------------------------------------------------------------------------------------------------------------------


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--


1. Present objectives: (Tell students what they are going to learn?) Time: 2 min.

Today we are going to learn about._________ (academic) and practice ____________(social).

Today we are going to learn about our muscles, how they work to help us move andpractice working together while contributing ideas to a group. We have already learned

about our bones, but today we are going to learn what moves them and how muscles work

and look when they help to move by expanding and contracting.

2. Present information for the academic goal: (What are procedures for the academic

goal?) Time: 2 min.

To help us learn about our muscles we are going to get in groups to construct a model of

our arm and its muscles by using a few simple materials. By analyzing and observing the

model students should have an idea of what muscles look like when they expand and

contract to help us move. After moving the model around and observing what the muscles

look like and do groups are going to record what they saw, learned, and other things theyobserved on a poster to share with the class.

3. Organize students into learning teams: Time: 5 min.

a. Explain how theyll practice the social goal? Students will contribute ideas by sharing

what they observe and think while the model is being manipulated and moved around.

They should share their ideas with the recorder who will make note of them. The group

members will have to work together to decide what will go on their poster and why.

b. How will you organize the groups? Organize groups to include 4 members. Have students

number off (depending on class numbers) so that groups of 4 are formed. Separate groups

by assigning different spots in room for groups as a meeting area. Allow students to pickwhat their role will be. If there are any arguments students will rock paper scissors for the

spot or it will be settled by the teacher.

c. What group roles will you have?

1. supplier-gather all supplies and create model

2. recorder/writer-write down any observations contributed by group. Create poster with

descriptions/observations of muscle movements and include a drawing of both expansion

and contraction

3. reporter-report and explain to class what the group observed and learned

4. manipulator/lead observer-move the model around so group can see and observe what

the muscles are doing, point out any observations they notice to see what the group thinksor notices is different.

4. Assist team work and study: Time: 20 min.

a. How will you monitor academic progress?

Teacher will monitor academic progress by walking around to each group and asking

questions about what they notice/observe, why they think that is occurring, ask them to

take a look at their own arms to see if their model is accurate, and other higher order


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thinking questions. Ask students to think about other muscles and parts of their body about

how those muscles work similarly to the ones in the arm.

b. How will you monitor the social goals?

Teacher will monitor social goals by observing while with the group to monitor academic

progress. Ask the group how they are working together and ask each member what theyhave done for their role. Based on answers teacher will be able to hear and see the progress

the group is making together.

5. Provide recognition: Time: 15 min.

(How will students know they have met both academic and social goals?)

Students will know they have met the academic goal when they create their poster and

identify and observe what the muscle is doing correctly based on the rubric. They will

know they have met their social goals when they work together cooperatively to create

their poster and everyone has contributed at least one idea to the poster. Group work will

be evaluated by each group member.

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)

Time: 10 min.

Include documents for assessing both the academic and social goals.

Groups will assess themselves by having each member fill out an evaluation form. Teacher

will average each member evaluation score of the group and take that into account while

giving the group final grade for the social goals. (Group evaluation sheet attached.) Teacher

will assess the academic goal by evaluating group presentation and poster with

observations of what they learned during the activity and group work. (Rubric attached)


a. Adaptation for students who need extra help, time, or attention?For groups who need extra help getting started prompt and scaffold them with questions.

Give them ideas of what to look for when observing model. Assign roles of the group to

students based on what role they can complete to the best of their ability if needed.

b. Extension for students of high ability? (Remember, gifted students need

challenge).

Students think critically about different muscles. Give them examples of other muscles in

different areas of the body and identify which ones are contracting and expanding based on

different movements without a model of that body part in front of them.

TOTAL LESSON TIME:_54 min.__

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous

teachers as resources, online websites, your past experiences, or your own initiatives, etc):


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-From Head to Toe: Amazing Human Body and How it Works by Barbara Seuling, Illustrated

by Edward Miller

-Education 122 Course Pack: Group evaluation pg 35, categories of social skills pg 33,

cooperative learning strategies pg 39-40


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GROUP WORK EVALUATION

Name:

Assigned Role:Group Members:

Directions: Mark an X in table below that best describes your group and group

members. Add total at the end.

Excellent (3

pts)Okay (2 pts) Poor (1 pt)

Didnt see it (0

pts)

Group members

stayed on task and

followed directions

Everyone performed

assigned role

Group worked

cooperatively

together (everyone

helped and

contributed)

Group worked with

respect and listened

to ideas of others

Group worked well

together to create

final product

Group resolved

conflicts

Group worked

quietly and

effectively (good use

of time)


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You enjoyed working

in this group

Total in each

column

Total Overall Score

(add column pts

together)

Overall Rating of the Group (A, B, C, D, F):

COMMENTS:

EVALUATION OF GROUP PRESENTATION AND FINAL PRODUCT

GROUP NAME:

Task: Excellent

(3pts)Good (2 pts) Poor (1 pt) Non existent

Groups

constructed

model of the

arm and

muscles

Group

constructed

model

correctly and

used it

effectively to

create poster

Group

constructed

part of the

model and

used it to help

some when

creating poster

Group

constructed

part of the

model but

didnt refer to

it when

creating poster

Group didnt

construct the

model

Group showed

in poster how

muscles look

whenexpanding and

contracting

Group showed

both pictures

of expansion

andcontraction

effectively

Group showed

both

expansion and

contraction

but not clearly

Group showed

one either

expansion orcontraction

Group showed

no picture at

all

Group

included

observations

Group

included at

least 4

Group

included 3

observations

Group

included 2

observations

Group

included only

one or no


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they had while

manipulating

model on

poster

observations,

one from each

member of

group

observations

Group

presented

information

they learned

and observed

with the class

Group shared

all the

information on

their poster

out loud

Group

presented

some of the

information on

their poster

Group

presented

little

information on

their poster

Group shared

no information

and did not

present

Poster was

neat and

effective in

sharing

learning and

observations

Poster was

creative, neatly

organized, andall information

was present

Poster was

kind of

organized butall information

was present

Poster was not

organized and

had littleinformation

present

Group had no

poster

COMMENTS:


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Direct

Instruction

Presentation w/ Adv

Organizer

Concept

Attnment

Cooperative

Learning

Inquiry

Teaching

Presentation with Advanced Organizer Lesson Plan

Lesson Background:


Grade Level: 4

Subject: Science

Lesson Title: The Human Body: Respiratory System: The Lungs

Materials Needed: - Top half of a 2 L bottle (6)- Small Balloon (6)- Plastic drinking straw (6)- Golf ball size piece of clay (6)- Small plastic trash bag (6)- Two rubberbands (6)- Ruler (6)- Tape

- Pencil

- Paper

Prerequisite Skills: The students will have to know how to read, write, and follow directions.

A B C D Lesson Objective: Given the necessary materials 4th grade students will be able to construct

a replica of the human lung to observe and analyze how the lung works and what it does for our

body by writing a two paragraph or more essay about the lungs, how they work and what they do

for our body, with no sentence fragments, no more than 3 grammar errors and with 100% accurate

information.

--------------------------------------------------------------------------------------------------------------------


1. Provide objectives: (What are students going to learn?) Time: 2 min.Today, we are going to learn about the lungs and how they work to get air into our body. We have two

lungs that are part of the respiratory system that help supply our body with oxygen which we need for

our body to function and break down food for energy. The lungs also help us get rid of the carbon

dioxide created by our body. To see this groups will create a replica of the human lung so we can see

how it works to help us breathe. Afterwards each student will write two paragraphs or more about the

lungs, how they work and what they do for our body.


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2. Present advance organizer: (A metaphor or logical connection?) Time: 2 min.

Today we are going to talk about the lungs and what they do for us. Right now I want all of you to take

a big breath in. Now a big breath out. What did you notice? Our lungs are like balloons. When we

inhale or breathe in our lungs get filled with air and expand. When we exhale or breathe out our lungs

get smaller and contract to push out carbon dioxide.

3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 10 min.As a teacher create the model lung before the class starts to give students a model of what

their replica should look like. Go to: http://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDF

(This site shows the procedure to make the model lung)Our lungs are like spongy balloons inside our chest. Air starts coming into our body when we inhale

it through our nose or mouth. We take in a mixture of gases in from the air when we inhale. Our body

needs the oxygen and so the oxygen goes down our trachea and into our lungs. Our lungs then give

that oxygen to our blood cells so they can take it to the rest of our body. When our body has used all

that oxygen it creates carbon dioxide that we have to get rid of. The blood cells then pick up that

carbon dioxide and carry it back to the lungs to get rid of it. To do this the lungs contract to push it out

of our body. Therefore, we inhale the oxygen and then exhale the carbon dioxide. The muscle that helpsour lungs do all this work is the diaphragm. It sits right below our lungs and pushes up and down as

our lungs expand and contract.

Teacher will show the students the lung model and manipulate it make it work to show how the lungs

expand and contract. What do all these parts represent? Have a brief discussion, then students will

create lung replicas of their own in their groups.

4. Check for understanding and provide student feedback: (How will you know students

understand the skill or concept? How will they know they get it?) Time: 25 min.

Have the students get into small groups of 3 to create their own model of the lung. This should look

like the one that the teacher created and the students will use the same materials as the teacher. They

should set it up the same way so they can see what a lung looks like and does for our body byexpanding and contracting. Once they are done have the students show their model lung with the class.

For the student groups that finish early them discuss how the lung works by looking at and using the

model.Next, have the students go back to their seats and talk about with a partner the different functions

of the lungs and what our lungs do for our body. The teacher should walk around the room and listen

to the discussion and help where it is needed. Use this as a temperature check for the students to see if

they grasped the information during the activities or if more instruction and practice is needed.

5. Assessment / Closure: (How do you evaluate student progress or provide closure to this

lesson?) Time: 20 min.

After students have constructed their own replicas and have had the change to observe, analyze, and

manipulate it, they will at their seats write two paragraphs or more about what they learned duringthe lesson. The paragraphs should include the parts that are involved to get air in and out of the lungs

and what our lungs do. Also they should include how this process actually works by including the gases

we breathe in and out and how the parts work together to do this. (See attached rubric)

6. DIFFERENTIATION of Content, Process or Product:a. Adaptation for students who need extra help, time, or attention?- Allow the students extra time to write if they struggle in that area
http://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDF


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- Allow the students who are poor writers be able to make 5-6 grammar errors with only a few

sentence fragments (focus more on the content)- Try to give some students extra attention to give them hints and clues to get to the answer easier.

These students will probably have trouble comprehending/memorizing information.

-Allow students who need more of a challenge to write more than two paragraphs

b. Extension for students of high ability? (Remember, assigning gifted students to be

the tutor for others is not sufficient academic challenging for students who have

mastered the lesson).

-Have students learn more detailed parts of the lungs such as the bronchi, bronchioles, pleura, and

alveoli along with their functions as well as to how they work together in the breathing process.

TOTAL LESSON TIME:_59 mins_____

7. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as

resources, online websites, your past experiences, or your own initiatives, etc):

- Brain Pop Jr (Lungs):http://www.brainpopjr.com/health/bodies/lungs/grownups.weml- Making Models: Build a Lunghttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDF(sitefor how to create lung model)-Prior experiences from Human Anatomy Class (Bio 18 with Dr. Charisse Bussing)
http://www.brainpopjr.com/health/bodies/lungs/grownups.wemlhttp://www.brainpopjr.com/health/bodies/lungs/grownups.wemlhttp://www.brainpopjr.com/health/bodies/lungs/grownups.wemlhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDFhttp://www.brainpopjr.com/health/bodies/lungs/grownups.weml


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Name______________________

Respiratory System: The Lungs Short Essay Rubric (10 pts)

____ (4 pts) The essay had all accurate information with all the parts including information

about the lungs, how they work and what they do for our body

____ (3 pts) The essay had 3 grammar errors or less (1 point lost for each error over 3, max of

9 errors)

____ (3 pts) The essay had no sentence fragments (1 point lost for each fragment, max of 3

fragments)

____ (5 pts) Students worked cooperatively in groups and constructed the lung model

accurately to be able to observe and analyze its functions


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Direct

Instruction

Presentation w/ Adv

Organizer

Concept

Attnment

Cooperative

Learning

Inquiry

Teaching

Concept Attainment Lesson Plan

Lesson Background:


Grade Level: 4

Subject: Science

Lesson Title: The Human Body: The Human Senses

Materials Needed:

- Note cards containing critical and non critical attributes

-boxes and containers to place objects from stations in

-cotton swabs

-sugar/salt and water container

-earphones with tape player of sounds of ocean, crowd, traffic, teacher voice

-colorful pictures of a family, a stoplight, the classroom, book page, and different objects

-flowers and scratch and sniff stickers

Prerequisite Skills: Be able to listen, follow directions, read, write, and think about critically

to compare and contrast different concepts.

Lesson Objective: Academic in A B C D format: Students will identify the concept and the

teacher will clearly reveal the concept for the lesson to them. Students will then be broken

into groups of 4 and will have to participate in five stations, one station for each sense. For

each station they will perform in each activity and will analyze what sense they are using

for that station through observations, while discuss with their group what sense they are

using, what is helping them use it, and what it does for them. After observations and

discussions students will write two sentences or more to summarize their observations for

each station and why that sense is important for their body (i.e. smell with your nose).

Concept Label: Human Senses

Critical Attributes:

(Yes): Ears, eyes, nose, mouth, touch, sweet, sour, soft, bright, loud, smelly, taste buds, hot,

cold, familiar voice, telephone ring, sharp

Non-critical Attributes:


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(No): Heart, knees, flowers, rainbow, blink, stomach, intestines, teeth, earphones, paper,

sunglasses

Definition of Concept: a specialized function or mechanism (as sight, hearing, smell, taste,

or touch) by which an animal or human receives and responds to external or internal

stimuli. -------------------------------------------------------------------------------------------------------------------------------


1. Provide examples and non-examples to the class: (Distinguish yes/no attributes)

Time: 2 min.

Start the class by telling students we are going to learn about a new concept today having

to deal with the human body. I am not going to tell you what you are learning you are going

to have to figure it out by yourself. I am going to hand all of you cards with words on them.

It is for you to decide if you think they fit the topic then place your card under the yes, if

you dont think it fits the topic then place it under the no category. As the teacher, startthe class off by placing the word mouth under the yes section and stomach under the no

section.

2. Test for attainment: (Do the students understand the concept?) Time: 5 min.

Now I am going to have you as a class form lists under each column. Put your word under

the yes or no columns based on where you think it fits. I will call on two of you at time

to go up to the board to put up your word. I will have each of you explain where you put

your card where you did. Everyone should be paying attention to what your classmates are

saying to try to figure out what the topic of our lesson is. If you figure the answer I want

you to think about what it is in your head and not shout out the answer. After all the cards

are up on the board I will ask for volunteers to share what they think the lesson is about.

3. Analyze student thinking processes and integration of learning: Time: 7 min.

(Are they able to provide additional examples and non-examples?)

After cards are up on the board, have students share what they think the topic is. Then have

a discussion about why they think it is about what they shared to get the rest of the class

involved. Ask students for additional examples that would fit into the yes column that

also have to do with the concept.

4. Clarify lesson objectives: (What are students going to DO with these?) Time: 5 min.

Our nervous system helps us have our five senses. Our senses help to protect us

from being too hot or cold (touch), eating something that is really bad for us (taste),hearing or seeing something that might be dangerous, or smelling something dangerous

too like a fire for example. Who else can think of how our senses might protect us? Get

student ideas. Next we are going to test our senses to see what they really do for us and the

different ways they can help us.

5. Procedures for Using the Conceptin a meaningful way? Time: 25 min.

We are now going to go to different stations around the room to test our senses and that


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will help you learn what they are with experiments. I am not going to label the stations it is

your job to use your observations to think about what the sense the station is focused on.

At each station I want you to do with the direction card says. After you are done I want you

to talk with the people in your group about what sense you think that station was focused

on, what you observed, and how you think this sense helps you. You will write about your

observations and why you think the sense is important to you after all the stations arecomplete. (Teacher sets up stations prior to class.)

Stations:

1. Touch-have 3 feel boxes where students stick their hands in to feel object inside.

2. Taste-have 2 containers. One filled with salt one with sugar. Have each student have a

cotton swab and dip each end in water then dip it in the container and taste the salt or

sugar.

3. Smell-Have smell containers use plastic container and poke hole in the top. Put flowers,

a boiled egg, and use different scratch and sniff stickers for different scents.

4. Hearing-have different headphones connected to tape players playing different sounds.

Examples of traffic, the ocean waves, a crowd cheering, and the teachers voice

5. Sight-have students look at really colorful pictures of different objects like the classroom,a stoplight, a family, a book page, etc.

6. Assessment/Closure (How do you evaluate student progress or provide closure for this

lesson?) Include rubric, checklist, assessment documents Time: 10 min.

- For each of the five stations the student should write two sentences with at least one

observation and they should write why that specific sense is important to them.

- Refer to Assessment Checklist


a. Adaption for students who need extra help, time or attention

Students will be allowed to go back to stations if more time is needed. One group could be

made up of those who may need some extra help or attention so the teacher can scaffold

them and ask them more questions to help them learn what they need.

b. Extension for students of high ability? (Remember, assigning gifted students to be the

tutor for others is not sufficient academic challenging for students who have mastered the

lesson).

Students can write more than two sentences for each sense to analyze other ways the

senses might help them or connect how senses work together to help keep us safe.

Example: we can smell a fire but we can also feel and hear it too.

TOTAL LESSON TIME: 55 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers

as resources, online websites, your past experiences, or your own initiatives, etc.):

- Merriam-Webster Dictionary


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-From Head to Toe by Barbara Seuling

-Previous experience in life science class with Mrs. Schutt


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Assessment of 5 Senses Station

Name:

Please write at least two sentences about each sense station. Sentences should include at

least one observation and why that sense is important to your body.

1. Sight-

2. Touch

3. Smell

4. Hear

5. Taste


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Assessment Checklist for Participation of 5 Senses Lesson:

1. The student participated when putting concepts on the board and when trying to figure

out the

main concept ____

2. The student had thoughtful discussions with group members in each station ____

3. The student participated by trying each activity at each station ____

4. The student wrote two thoughtful sentences for each of the five stations ____

- One sentence with a clear observation about the sense being used in that station ____

- One sentence saying why the specific sense from that station is important ____

Assessment for Two Sentences (Written During Stations)

1. (1 pt. for each station) The student wrote a thoughtful and clear observation about the

sense

being used in the specific station in one sentence.

- Station # (1 pt. each) : 1. ____ 2.____ 3.____ 4.____ 5.____

2. (1 pt. for each sentence) The student wrote why the specific sense from the station is

important to them as humans in at least one sentence.

- Station # (1 pt. each): 1.____ 2.____ 3.____ 4.____ 5.____

3. (1 pt.) There are no spelling or grammar errors (i.e. misspelled words, periods, other

punctuation, etc.). ____pts.


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Summative Assessment:

The Human Body

Name:_______________________________

Directions: Throughout the past few weeks you have learned about the human body and some of its

functions. For this test I you will have to answer four short answer questions and then will have to fill in

the blank on the skeletal system sheet.

Short Answer:

Directions: Answer all of the questions as completely as you can. I am not grading on grammar andspelling here but do the best you can. I will be looking at what you are actually trying to say and the

amount of detail you use. Just make sure you answer the ENTIRE question. (i.e. some have multiple

parts).

1. List each of the four food groups and give at least two examples for each group. (8 pts)

2. As you know we have a variety of muscles all through our body. I would like you to describe how our

muscles help us move using vocabulary learned in class. (4 pts.)


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3. Briefly describe how our lungs work and what our lungs do for our body. (Use the vocabulary welearned in class the best you can). (4 pts.)

4. Name each of the 5 senses and say why our senses our important for your body. (6 pts.)


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5. Name the 3 functions of the skeletal system. Also name any 3 joints and 4 bones that you learned

about in class.

6. What was your favorite part of the unit on the human body and why? Did you enjoy this unit? Why or

why not? (3 pts.)


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Summative Assessment Rubric for Human Body Test:

Student name:____________________________

Question #1= 8 points total ____ pts.

1 point for each food group (4 points total) ____ pts. point for each example (4 points total) ____ pts.


3 points for description of how our muscles help us move (3 points total) ____ pts. 1 point for at least 2 unit vocabulary words used (1 point total) ____ pts.


2 points for description of how our lungs work (2 points total) ____ pts. 2 points for description of what our lungs do for our body (2 points total) ____ pts.


5 points for naming each sense (5 points total) ____ pts.

1 point for saying why they are important for our body (1 point total) ____ pts.

Question #5= 10 points ____ pts. 3 points for naming all three of the functions of the skeletal system (1 pt. each) (3 points

total) ____ pts.

3 points for naming any three of the joints (1 pt. each) (3 points total) ____ pts. 4 points for labeling any of the 4 bones (1 pt. each) (4 points total) ____ pts.

Question #6= 3 points ____ pts.

3 points for answering the entire question completely with it being relevant (3 pointstotal) ____ pts.


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Final Score (Out of 35 points) _______

the human body science unit

Documents