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The Human Body System

The Human Body System. By: Brody Disbennett. Analyze Learners~. This lesson is designed for students in 3 rd Grade At this age level students should have a background of bones in general. There are no special skills or needs required for this unit. State Objectives -WV CSO’s.

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The Human Body System

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  1. The Human Body System By: Brody Disbennett

  2. Analyze Learners~ • This lesson is designed for students in 3rd Grade • At this age level students should have a background of bones in general. • There are no special skills or needs required for this unit.

  3. State Objectives-WV CSO’s • SC 3.2.3 Support statements with facts found through research in reference books, science related magazines, and the internet. • SC. 3.2.7 Interpret data presented in a table, graph, map, or diagram and use it to answer questions and make predictions and inferences based on evidence. • SC 3.3.1 Identify that systems are made of parts that interact with one another. • SC 3.3.2 Use models of representations of real things.

  4. Selected Methods, Media, and materials • Skeletal Model • Heart Model • Pencils • Computer • Poster Board • Butcher paper • Scissors • Markers

  5. Wesites Used • Http://kidshealth.org/kid/body/muscles_noSW.html • http://www.kidshealth.org/kid/how_the_body_works.html • http://web.buddyproject.org/web019/web019/bvessels.html • http://faculty.washington.edu/chudler/facts.html • http://sln.fi.edu/giantheart/facts.html

  6. Utilize Media and Materials Day One -I will introduce the Human Body System -I will ask questions such as “Have you ever broken a bone?” and, “Do you know what the name of that bone is?” -I will become specific with the Skeletal System

  7. Day 2 • I will show students a website that shows the skeletal system • I will give them a worksheet to color the bones and give them a word bank to label the bones listed. (only a few) • If time, I will give them a health Trivia worksheet to introduce the muscular system.

  8. Day 3 • Quizzing the students on the first half of the bones • Pair up with a partner, and trace their partner’s body on a piece of butcher paper. • The students will label and draw as many bones as they can.

  9. Day 4 • Begin by giving students a 2nd quiz on the rest of the bones. • Introduce the Heart and how it works the cardiovascular system. • I will have them run in place to see how fast they can get their heart to beat. • The students will write down what else they can do to keep their body healthy.

  10. Day 5 • Review of the cardiovascular System • Work on worksheet that combines muscular and cardiovascular systems • Introducing of the Nervous System • Watch a movie on the Brain • Ask students questions that happened a week ago to show that the brain is responsible for remembering.

  11. Day 6 • Worksheet on the brain • Arrange students into groups and ask each group to create a diagram of a major body system that we have talked about. • I will combine their drawings in a book and call it “The Human Body System”

  12. Day 7 • I will have them look over the book that they have designed • Reviewing of the systems and book. • Ask them which one fascinated them the most.

  13. Require Learner Participation • My Interaction Websites keep them interested • Exploring the systems on their own • Creating diagrams of their friends • Running in place and walking around the room for cardiovascular • Group activities by making the book.

  14. Evaluate and Revise • Students learning and achievement will be evaluated by their quizzes as well as their partner work and their daily assignments and worksheets. • They will be evaluated on their overall Human Body System book that they work on as a class that will be done at the end of the unit.

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