Teachers: Meghan Dugan, Taylor Ray, Claire Russell

Media Coordinator: Mattie McMurry

Subject/Grade Level: 3rd Grade; Science
LESSON 1
The media coordinator will teach the introductory lesson.
NC SCOS Essential
Standards &
Clarifying
Objectives:
Common Core
Objectives:

3.L.1 Understand human body systems and how they are essential for
life: protection, movement, and support.
3.L.1.1 Compare the different functions of the skeletal and muscular
system.
3.L.1.2 Explain why skin is necessary for protection and for the body to
remain healthy.

Materials:

KWL anchor chart

Large tracing paper & sticky notes
United Streaming - Magic School Bus Flexes its Muscles video clipBuilding Ralphies Robot (3:36)

Standards for 21st

Century Learning
(from MC):

1.1.2 Use prior and background knowledge as context for new

learning.
1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather information.
1.1.9 Collaborate with others to broaden and deepen understanding.

Lesson Objective(s):

Students will utilize prior knowledge to create, collaborate and label a

human body outline.

Differentiation
strategies to meet
diverse learner
needs:

Students will be placed in heterogenous groups to help support lower

leveled readers and provide leadership opportunities.

Engagement

Q-Have you ever seen a house being built?

A-yes or no
Q-What part of the house do they build first?
A-frame
Q-What does the frame of the house do?
A-It gives the house shape and support.
Q-What is the frame of the human body?
A-The skeleton.
Show United Streaming video clip: Magic School Bus Flexes its
Muscles video clip-Building Ralphies Robot (3:36)
https://app.discoveryeducation.com/learn/videos/33acf3d2-a9ca-4a91ae4b-a0ce78801798
In a whole group setting have the students share their prior knowledge
about the human body by completing the K (what I KNOW) and W
(what I WANT to know) parts of a KWL anchor chart. Students will

write what they know and want to know on a sticky note; read it to
the class and then post it on the anchor chart.
Exploration

Divided students up into heterogeneous groups to trace an outline of a

team member. They will use sticky notes with unit vocabulary words on
them to label the parts of their team members body using their prior
knowledge. (Example: labeling the skull with the sticky note that says
skull).
-Body outlines will be used to gather information, check for prior
understanding, and determine what misconceptions students have.
Students will use sticky notes because they can be removed or
changed.

Explanation

The media coordinator will provide an overview of the unit to the

students. She will explain that students will be working in their
(predetermined) small groups for this project. They will be keeping
records of what they have learned in an interactive science journal and
on their groups body outline. During this project they will also be
assigned a major bone, like skull, spine, rib cage, leg bones, etc. to
research, create, and share for a wax museum.

LESSON 2
Skeletal System Experiment
NC SCOS Essential
Standards & Clarifying
Objectives:
Common Core Objectives:

3.L.1 Understand human body system and how they are

essential for life: protection, movement and support.
3.L.1.1 Compare the different functions of the skeletal and
muscular system

Materials:

-Gingerbread cookies and pancakes for each student group

-Venn Diagram for each student group
-Book: The Skeleton Inside of You by Philip Balestrino

Standards for 21st Century

Learning (from MC):

1.1.2 Use prior and background knowledge as context for new

learning.
1.1.6 Read, view, and listen for information presented in any
format (e.g., textual, visual, media, digital) in order to make
inferences and gather information.
1.1.9 Collaborate with others to broaden and deepen
understanding.

Lesson Objective(s):

Students will be able to understand the purpose of our bones.

Students will understand what living things have bones.

Differentiation strategies to

Students will be working with partner/groups to help support

meet diverse learner needs:

those who need it.

Engagement

Media Coordinator will read The Skeleton Inside of You and

introduce the skeletal system. Students will add to KWL chart
using sticky notes if they learn something new from the book.

Exploration

Teacher and Media Coordinator will give each group a

gingerbread cookie and pancake. Students will work together to
compare and contrast the differences and similarities between
the pancake and gingerbread using a Venn diagram. They will
explore how the gingerbread cookie relates to our bones as well
as the purpose of our bones (to hold things upright). The
pancake will show why bones are necessary.
Students will use prior knowledge and hands-on learning with
their gingerbread cookie and pancake to answer the following
conceptual questions from the Teacher/Media Coordinator:
Can you bend both items? Why or why not?
How does this relate to our bones?
Can the pancake stand upright alone? Why or why not?
How does this relate to our bones?

Explanation

Have student groups share their findings with the class, so

students can hear other explanations or hear about new
findings they might not have thought of. Have students to justify
how the gingerbread cookie is like our bones (hard, and can not
bend, gives us structure, or allows us to stand up right).
Other guided questions to help students connect their
exploration activity:
What would happen to the gingerbread cookie if you bent it too
far? How is that like our bones?

LESSON 3:
Skeletal System Overview
NC SCOS Essential
Standards & Clarifying
Objectives:
Common Core Objectives:

3.L.1 Understand human body system and how they are

essential for life: protection, movement and support.
3.L.1.1 Compare the different functions of the skeletal and
muscular system

Materials:

Stuffed animal and Barbie doll

BrainPop Jr. video Bones
(https://jr.brainpop.com/health/bodies/bones/preview.we
ml)
PebbleGo Database

(https://www.pebblego.com/content/science/article.html?
a=2174&previous=2951 )
Scavenger Hunt Recording Sheet per group
Standards for 21st Century
Learning (from MC):

1.1.2 Use prior and background knowledge as context for new

learning.
1.1.6 Read, view, and listen for information presented in any
format (e.g., textual, visual, media, digital) in order to make
inferences and gather information.
1.1.9 Collaborate with others to broaden and deepen
understanding.

Lesson Objective(s):

Students will be able to explain why the human body requires

bones to function.
Students will be able to explain the various ways bones help
support and protect the human body.
Students will be able understand the concept that bones are
growing and changing throughout our entire life.
Students will be able to explain the importance of healthy
bones.

Differentiation strategies to
meet diverse learner needs:

Students will be placed into heterogeneous groups to help

support lower leveled students and allow higher level students
to step into a leadership position.
The PebbleGo Database reads the information aloud to the
students, which will allow students to understand and locate the
information more efficiently. This also caters to the needs of ELL
students or low-level readers.

Engage/Explain

Teacher will use a loosely-stuffed stuffed animal and a Barbie

doll to remind students of the previous lesson and the learned
material during a whole group discussion. Teacher will ask
students to have a brief compare and contrast discussion based
on the learned content from the previous lesson.
Teacher will provide guided, review questions:
Q: What do you remember about the gingerbread and
pancake lesson?
Q: How are the gingerbread and the Barbie doll both similar
to the human body?
Q: How do the gingerbread and the Barbie doll relate to our
bones?
Based on the gingerbread vs. pancake lesson, students should

be able to explain why bones are necessary to holding the

human body upright and together.
Explore

Using the following video, students will engage in the intended

material (Skeletal System) and explore the parameters of the
skeletal system and the bones of the human body:
https://jr.brainpop.com/health/bodies/bones/
Teacher/Media Coordinator will pause video when the main
character poses a question, which will allow students to share
and explore with their classmates orally.

Evaluate/Elaborate

To elaborate on the skeletal system material, the teacher will

split students into brainstorm groups (partners or groups of
three). The teacher will ask students to conduct a Bone
Scavenger Hunt to further their knowledge about the skeletal
system as a whole. Students will use PebbleGo Internet
Database and the BrainPopJr video recording to find the
answers to the following questions on a given recording sheet:
What is a skeleton?
How many bones are in the human body?
Are bones heavy or light? Why?
What are bones made of?
What is the function of the skeletal system?
How are animal bones like human bones?
List at least 6 different ways to keep your bones healthy.
After conducting the Bone Scavenger Hunt, student will work
in their brainstorm groups to create an Educreations
presentation. Each group will present their Educreations using
the smartboard.

LESSON 4:
Introduction to 18 Major Bones
NC SCOS Essential
Standards & Clarifying
Objectives:
Common Core Objectives:

3.L.1 Understand human body system and how they are

essential for life: protection, movement and support
3.L.1.1 Compare the difference functions of the skeletal and
muscular system.

Materials:

Book: You Cant See Your Bones with Binoculars by: Harriet
Ziefert
Ipad App: Benny Bones
Poster Boards
Markers
Stickie Notes
Youtube Video: https://www.youtube.com/watch?

v=ywDOiNEdJVc
X-rays
Box with christmas lights
Standards for 21st Century
Learning (from MC):

1.1.2 Use prior and background knowledge as context for new

learning.
1.1.6 Read, view, and listen for information presented in any
format (e.g., textual, visual, media, digital) in order to make
inferences and gather information.
1.1.9 Collaborate with others to broaden and deepen
understanding.

Lesson Objective(s):

Students will be able to recognize and name all 18 major bones

discussed in class.
Students will be able to label a human body poster and place
the bones discussed in class in their appropriate place.
Key Vocabulary: Skull, Mandible, Clavicle, Sternum, Scapula,
Humerus, Radius, Patella, Fibula, Ulna, Pelvis, Ribs, Finger
Phalanges, Spine, Tibia, Femur, Toe Phalanges

Differentiation strategies to
meet diverse learner needs:

Students will be placed into heterogeneous groups to help

support lower leveled students and allow higher level students
to step into a leadership position.

Engagement

MC will read You Cant See Your Bones with Binoculars by

Harriet Ziefert.
Follow Up Questions:
Q: What parts of your body do you use to move?
A: Bones.
Q: Why are bones important?
A: They keep us standing upright.
Q: Where are your bones?
A: Underneath our skin and muscles.
Q: Are they hard or soft?
A: Hard.
Q: How many bones do you think we have in our bodies?
A: Answers will vary.
After reading and answer the follow-up questions, the teacher
should show the Dr. Binocs Video: Bones YouTube video:
https://www.youtube.com/watch?v=ywDOiNEdJVc
Finally teacher will show a variety of real life x-rays of the some
of the major bones discussed.Using a shoebox and christmas
lights to help display the x-ray.

Exploration

Simon Says: Bones Edition

The teacher will introduce and model where specific bones are
located in the human body through playing Simon Says: Bones
Edition. Once the vocabulary is known and understood, the
students should be able to play the game with ease. After
several rounds the student will play a real game therefore if a
student performs an action that Simon did not use Simon
Says, he or she will be out for the duration of that game.
Example of Game:
Simon Says place your hands on your skull.
Simon Says tickle your ribs.
Bend your knee bone and touch your toe phalanges.
Simon Says touch your spine to another persons spine. (Go
back to back.)
Wiggle your phalanges.
Evaluation

They will be divided into their original heterogeneous groups to

label their traced body using paper cut-outs of bones. Once
they are finished they each get their own iPad use the app
Benny Bones to build their own skeleton. Teacher will use these
to check for understanding.

LESSON 5:
Bone Composition
NC SCOS Essential
Standards & Clarifying
Objectives:
Common Core
Objectives:

3.L.1 Understand human body system and how they are

essential for life: protection, movement and support.
3.L.1.1 Compare the different functions of the skeletal and
muscular system

Materials:

PebbleGO Internet Database - Skeletal System:

https://www.pebblego.com/content/science/article.html?
a=2174&previous=2951
Kids Health Slideshow:
http://kidshealth.org/kid/htbw/bones.html
Each group will need:
a 4 inch piece of toilet paper roll
red and blue crayons
shelf liner
red and yellow tissue paper
plastic wrap
tape

Standards for 21st

1.1.2 Use prior and background knowledge as context for new

Century Learning (from

MC):

learning.
1.1.6 Read, view, and listen for information presented in any
format (e.g., textual, visual, media, digital) in order to make
inferences and gather information.
1.1.9 Collaborate with others to broaden and deepen
understanding.

Lesson Objective(s):

Student will understand what bones are made of and how

cartilage is different than bones.
Students will understand bones are growing and changing their
entire life.

Differentiation strategies
to meet diverse learner
needs:

Students will be placed into heterogeneous groups to help

support lower leveled students and allow higher level students
to step into a leadership position.
The Kids Health Slideshow has a Listen option, which will
allow differentiation among ELL students or low-level readers.

Engage

Teacher will show students a beef femur bone to model the

composition or makeup of bones. He or she will point out the
periosteum, compact bone, spongy bone, and bone marrow
while using the KidsHealth detailed slideshow presentation. The
teacher will provide examples of baby bones and adult
bones to show students that bones are growing and changing
throughout a persons lifetime. The teacher will ask the students
to compare the sizes of both bones.

Exploration

In groups the students will make a cross section of a bone. To

make these, the students will take a four inch piece of toilet
paper roll and use red and blue crayons to draw blood vessels
and nerve endings on the tube. The tube represents the
compact bone which is the hard and dense area of the bone.
On the outside of the tube, the students will tape a piece of
plastic wrap to represent the outside layer of the bone, the
periosteum. Next, the students will push the shelf liner into the
tube to represent the spongy bone. The students will then put
yellow tissue paper in the middle of the model to represent the
bone marrow. Lastly, the students will place crumpled up red
tissue at each end of the bone to represent the red marrow.
After the red marrow has been placed, the student should tape
plastic wrap over each end to make sure the paper will not fall
out.
After students make their bone composites pose the following
questions:
Q: How does the hard part of your nose feel different than your
patella?
Q: Do you think they are both bones? Why or why not?

Explanation/Evaluation

After the activity, students will use their daily journal to draw a
diagram of a bone. They will need to label their bone. Students
can refer to their 3D model of their bones composition to help
explain and label.
Students will then give a brief, written explanation of how bones
and cartilage differ in their daily journals. Students should be
encouraged to use examples to support their answers.
Furthermore, student will take home a bone model sheet to
color and label each layer of the bone, using the word bank
provided.

LESSON 6:
Research Bones (Super3 - Plan and part of Do)
NC SCOS Essential
Standards &
Clarifying
Objectives:
Common Core
Objectives:
Materials:

3.L.1 Understand human body system and how they are essential for
life: protection, movement and support.
3.L.1.1 Compare the different functions of the skeletal and muscular
system

Me and My Amazing Body by Joan Sweeney

This is my Body - Anatomy for Kids App
iPads for each student
Research Graphic Organizer
Anatomy Books for kids:
First Human Body Encyclopedia by DK
My First Human Body Book by Donald M. Silver and Patricia J. Wynne
Everything KIDS Human Body Book by: Sheri Amsel
National Geographic: Ultimate Body-Pedia by Patricia Daniels, Christina
Wilsdon and Jen Agresta
National Geographic: The Bones You Own by Becky Baines
Bones by Steve Jenkins

Standards for 21st

Century Learning
(from MC):

1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather information.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.4.4 Seek appropriate help when it is needed.

Lesson
Objective(s):

Students will begin understanding library systems with guidance

Students will organize information found by filling out their graphic
organizer.

Students will implement the use of technology and non-fiction books for
research.
Differentiation
strategies to meet
diverse learner
needs:

The iPad App, This is My Body - Anatomy for Kids has the ability to read
aloud the text to the students who are non-readers.
Students with disabilities or who need assistance will be partnered with
another student to complete the project, this will allow them to have
more support from a classmate through the research and creation of the
project. It will also allow the advanced student to work on leadership
skills.

Engage

Read an excerpt (pages 5 & 6) from Me and My Amazing Body by Joan

Sweeney.
Recap and recall with students; having them share what they have
learned about the skeletal system.
Q: How many bones are there?
Q: What are bones made of?
Q: Are bones alive? Can bones change; how do you know?
Q: Why are bones important to the human body?
Q: Can you name some of our bones?

Explore

Model and introduce the Super 3 model to students. Explain that they
will be completing research on one of their major bones in their body.
They will be utilizing the Super3 research model to Plan, Do and
Review.
The Task:
The will research a particular bone - finding where it is located, the main
purpose of the bone, and key features.
Create a 3D visual of particular bone (they can use the provided
materials: paper-mache, model magic clay, or recyclable materials)
Using the information students will utilize Aurasma, an iPad app, to turn
their ordinary 3D bone into a new, interactive learning experience for
their classmates. The app will have video, audio information they found
about their bone.
All bones will be displayed for a Living Wax Museum, where students
will be able to walk around and explore their classmates creations.
Today they will complete the Plan stage and begin the Do stage.
During the Plan stage they will define the problem (Where is their bone
located, what is the main purpose of this particular bone, what are the
key features of the bone) and decide what they are suppose to do to
research and solve their problem. They will also decide where they can
look for information. Students will use a graphic organizer to help them
record information.
Part 1 of the the Do stage they will seek out information by

researching, reading, listening to information about their bone. They will

be able to use an iPad app called This is My Body - Anatomy App for
Kids as well as age appropriate anatomy books to find information on
their bone. They will record information on a media coordinator and
teacher created graphic organizer.
Evaluate

Students will be asking themselves the following questions while

completing their tasks:
Plan Questions:
What is my task?
How am I going to complete my task?
Where should I look for information?
Do Questions:
Are my notes accurate?
Have I answered the question?

Graphic Organizer for students:

Bone Research
Student Name: _____________________________
My bone is: ____________________________________________________
My Questions:
Where is your
bone located?

What is the
main purpose or
job of your
bone?

Tell any key

Source:
(Where did you find the information,
make sure you include page numbers)

Information I found:

features of your
bone.

Fun Facts about

bone:

LESSON 7:
Create Bones (Super3 - Finish Do and Review)
NC SCOS Essential
Standards & Clarifying
Objectives:
Common Core Objectives:

3.L.1 Understand human body system and how they are

essential for life: protection, movement and support.
3.L.1.1 Compare the different functions of the skeletal and
muscular system

Materials:

App: Aurasma
iPad for each student
Research Graphic Organizer
Bone Creation Materials:
Model Magic clay
Construction Paper
Markers, crayons, colored pencils, tempered paint
Glue, tape
Recyclable materials (newspapers, cardboard tubes, old
cardboard boxes, etc)
Pipe-cleaners

Standards for 21st Century

Learning (from MC):

1.1.6 Read, view, and listen for information presented in any

format (e.g., textual, visual, media, digital) in order to make
inferences and gather information.
1.1.9 Collaborate with others to broaden and deepen
understanding.
1.4.4 Seek appropriate help when it is needed.

Lesson Objective(s):

Students will be able to create their specific bone using

materials provided.
Students will create their own Aurasma audio/video for their
specific bone using their research.

Differentiation strategies to

Students with disabilities or who need assistance will be

meet diverse learner needs:

partnered with another student to complete the project, this will

allow them to have more support from a classmate through the
research and creation of the project. It will also allow the
advanced student to work on leadership skills.

Explore

Students will be finishing Part 2 of the Do stage of the Super 3

model. During this stage students will be working independently
(or with a partner if needed) to create their individual bone.
They will be given many different materials to choose from.
They will utilize their research, more specifically pictures they
found, to help guide their model.

Explain

Then students will given an iPad to create their own Aurasma

presentation of their bone. This app allows them create a video
with audio. Students will have to summarize the information
they found about their bone (using their guided research) and
record their model as well as their own audio for the video and
them merge them into their presentation. Both the teacher and
the MC will be assisting any students who need help.

Evaluate

Upon completion of bone model and of Aurasma presentation

students will self-evaluate by filling out the answers to these
questions:
Did I do everything I was suppose to do?
What new skill did I learn that I can use again?
Should I do anything else to it before I turn it in?
What grade would I give myself?

LESSON 3: Muscular System

NC SCOS
Essential
Standards &
Clarifying
Objectives:
Common Core
Objectives:

3.L.1 Understand human body systems and how they are essential for life:
protection, movement, and support.
3.L.1.1 Compare the different functions of the skeletal and muscular system.
3.L.1.2 Explain why skin is necessary for protection and for the body to
remain healthy.

Materials:

Computer/SmartBoard/iPads
Access to KidsHealth Muscular System Video (also available on YouTube)
KidsHealth - http://kidshealth.org/kid/closet/movies/htbwclassic.html#cat20580
Direct link on YouTube - https://www.youtube.com/watch?v=C6u0u_59UDc
(7:06)
Muscular System Worksheets (printable)

Super Hero Energizer

Standards for
21st Century
Learning
(from MC):

1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences and gather
information.
1.1.9 Collaborate with others to broaden and deepen understanding.

Lesson
Objective(s):

Students will be able to identify the three types of muscles in the human body.
Students will be able to explain how the muscles work.SWR5
Students will be able to compare the function of the skeletal system to the
function of the muscular system.

Differentiation
strategies to
meet diverse
learner needs:

Students will be placed into heterogeneous groups to help support lower

leveled students and allow higher level students to step into a leadership
position.

Engage

Pre-Video Questions:
Q: Can anybody tell me some of the types of muscles in the human
body?
Q: What kinds of things do we use our muscles for?
Q: Can anyone take a guess at how many muscles we have in an adult
human body?
Video and Worksheet:
To engage student learning about the muscular system, the teacher will show
the following in video in class:
KidsHealth - http://kidshealth.org/kid/closet/movies/htbwclassic.html#cat20580
Direct link on YouTube - https://www.youtube.com/watch?v=C6u0u_59UDc
(7:06)
The video will need to be broken down into sections. The first section goes
over the three types of muscles (smooth, cardiac, skeletal) in the human
body.
While watching this video, students will be filling out a muscular system
worksheet based on the content of the video. This worksheet will serve as
notes for students to go back to throughout the duration of this media unit.
Note: Allow at least 5 to 10 minutes of class time to review this work

Explore/
Elaborate

The teacher will now have all students stand up, push their chairs in, and
stand behind their desks. At this point in the lesson, the students will
participate in an Energizer called Super Hero. Students will pretend to be

superheroes and use their muscles to move around the classroom. The
teacher will call out specific actions that require using muscles as a way of
movement. The students can also come up with action/movement words for
the teacher to call out as well.

(https://www.teacherspayteachers.com/Product/Get-Movin-50-Energizers-forthe-Classroom-272831)
After the Energizer is completed, students will answer the following questions
about how they used their muscles to move during the activity:
Q: What did we just use to move around like superheroes?
Q: What did our arm muscles do when we were punching the evil
villains?
Q: Did we use our voluntary or involuntary muscles to move? Could we
have used both? Why or why not?
Q: Why do superheroes need to exercise?
Q: Why do we need to exercise?

Muscular System Worksheet (Answer Key)

1. How many muscles does the human body have? 600 muscles
2. What are the three types of muscles in the human body?
1.

Smooth

2.

Cardiac

3.

Skeletal

3. What type of muscle is found inside the stomach, intestines, and

other hollow organs?
Smooth
4. What kind of muscle is the heart?

Cardiac

5. Another name for the skeletal muscles is the voluntary

because you decide when and how to move them.
6. What organ tells your muscles to move?
7. When you move your bicep muscle, the flexor
the extensor
relaxes
.

muscles

Brain
contracts

and

8. What are two ways kids can make their muscles strong?
1.
Eat healthy
2.

Exercise

9. What might happen if we dont exercise?

If we dont exercise, we will gain weight. We will not be healthy. We
will have unhealthy hearts.
10. What are some ways we might increase exercise in our daily life?
1.
Taking the stairs instead of the elevator
2.
Walking or riding a bike to school
3.
Do small workouts during commercials

LESSON 9:
Skin
NC SCOS Essential
Standards &
Clarifying Objectives:
Common Core
Objectives:
Materials:

3.L.1 Understand human body system and how they are essential for
life: protection, movement and support.
3.L.1.2 Explain why skin is necessary for protection and for the body
to remain healthy.

1 orange or banana
Whiteboards (enough for each group)

 Expo markers
Kids Health: Skin Video (6:28) http://kidshealth.org/kid/htbw/skin

Standards for 21st

Century Learning
(from MC):

movie.html
Each group needs:
Sunscreen
Black construction paper
How the Body Works: Skin and Hair Worksheets
Layers of the Skin Coloring Sheets
Colored pencils, crayons, or markers
Skin Subcutaneous Layers App
1.1.2 Use prior and background knowledge as context for new
learning.
1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather information.
1.1.9 Collaborate with others to broaden and deepen understanding.

Lesson Objective(s):

Students will why skin is necessary to the human body and they will
understand the importance of keeping skin healthy.

Differentiation
strategies to meet
diverse learner needs:

Students will be placed into their heterogeneous groups to help

support lower leveled students and allow higher level students to step
into a leadership position.
The worksheets being used in this lesson provide word banks that are
helpful for English Language Learners.

Engage

To engage in the content of human skin, the teacher/MC should start

with a fun, critical thinking activity involving either an orange or a
banana. The teacher will split the class into small groups, giving each
group a banana or orange and a whiteboard. The teacher/MC will
then ask the students to take a closer look at the orange and the
banana. The teacher/MC will instruct the students to discuss the
following questions and use the whiteboards to document their
answers.
The teacher/MC will ask the following guiding questions:
Q: How do you think the peel of the banana or the orange are
similar to the skin of the human body?
Q: What does the skin do for the human body?
Q: What does the peel do for the banana/orange?
Once students have discussed and answered the questions amongst
their small groups, the teacher will lead a whole group discussion

about the student responses.

Next, the show the Kids Health: Skin video (6:28) to the class.
http://kidshealth.org/kid/htbw/skin-movie.html
The teacher/MC will follow up with a whole group discussion on the
content of the video. Students will recap information they learned
orally.
Explore

Students will conduct an experiment to see the effects of sun on

unprotected skin. The students will be split into small groups, and
each group will take a black sheet of construction paper and fold it in
half. They will then apply a small amount of sunscreen to one side of
the paper. After the students have applied the sunscreen, they will
take the paper outside to leave in a sunny area. (Note: The paper
should sit outside for at least 3 hours to see the full effect.) The
towards the end of the day the students will get back into their groups
and look at the two sides of the paper. They will discuss what
differences in the two sides they have found, and what effects the sun
had on the paper. After they have discussed in small groups, the
whole class will reconvene and they students will share their
observations with the class.
Teacher will ask the following questions after completion of the
experiment:
Q: What happened to the side of paper that was left unprotected
in the sun?
Q: What are some ways the skin protects itself from the sun?
Q: Why do you think it is important to protect our skin from the
sun? What can we do to protect our skin and keep it healthy?

Elaborate

The teacher should refer back to Simon Says: Bones Edition. The
teacher should note that students could not actually touch the bone
due to the layer of skin protecting it. (Note: It might be helpful for
students to play another round as a reminder to students.)
Next, give each group clean plastic wrap. Have them to wrap their
traced bodies from the beginning of the unit with the clear plastic wrap
to represent our layer of skin. Finally, have students to write
independently in their interactive notebooks about the importance of
skin, and ways we can protect it. Have them share their learning
within their small groups.
Next, the teacher will handout a Skin Layers coloring sheet that
shows the three layers of the skin (epidermis, dermis, and
subcutaneous fat). The teacher should direct students to use certain

colors for certain sections of the skin (epidermis=tan or orange,

dermis=pink, subcutaneous fat=yellow, hair follicle=brown,
nerves=blue and red, sweat glands=purple, oil glands=green). Once
students are finished coloring, they should cut their colored diagram
out and paste it in their interactive notebooks.
Last, the teacher should instruct students to work in partners or small
groups to come up with bullet point lists or short sentences to
describe the importance of skin and how it protects the human body.

LESSON 10:
Wrap Up: Wax Museums and Trace-Your-Body Wrap-Up
NC SCOS Essential
Standards & Clarifying
Objectives:
Common Core
Objectives:

3.L.1 Understand human body system and how they are essential
for life: protection, movement and support.
3.L.1.1 Compare the different functions of the skeletal and muscular
system
3.L.1.2 Explain why skin is necessary for protection and for the body
to remain healthy.

Materials:

iPad App: Little Story Creator

All student created Wax Museum bones
iPads/iPods for each student both from showing new learning and for
displaying information of their bone research.
KWL anchor Chart (L part)
Unit Test

Standards for 21st

Century Learning (from
MC):

1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather information.
1.1.9 Collaborate with others to broaden and deepen understanding.

Lesson Objective(s):

Students will be able to create a presentation on Little Story Creator

App of at least 5 different bones they learned about while on their
Wax Museum Walk.
Students will work together to write a summary on each part (skeletal
system, muscular system and skin) on their group traced body.
Students will be able to provide understanding of learning through
their unit test.

Differentiation
strategies to meet
diverse learner needs:

Lower leveled readers or students with disabilities will work with a

partner when they are working on creating their Little Story Creator
slides.
Students will be placed into heterogeneous groups to help support
lower leveled students and allow higher level students to step into a

leadership position.
Explore

Students will be partnered up to walk around the Wax Museum to

explore other classmates bone projects and presentations. Each
partner group will have an iPod or iPad to scan and watch/listen to
information about that bone.

Elaborate

Students can record what they learned about the different bones on
the same device using the app Little Story Creator (this app is similar
to PowerPoint but for kids). They will create a story or presentation
about that bone and list information they learned about it, evaluate
that students work, and insert pictures of the bone. Students will
need to do this for at least 5 different bones they learned about
during their time at the Wax Museum. Then they can email their
creation to their teacher/MC. The teacher/MC will use this to check
for understanding and as an evaluation of different bone
presentations.
After the Wax Museum students will be instructed to go back to their
original traced bodies used throughout the unit to observe their
learning. They will then elaborate on what they have learned about
the human body in their journals. They will work independently to
write about their new learnings on each system (skeletal, muscular,
and skin). After writing independently students will be put back into
their heterogeneous groups to share their learnings and then
collaborate and create a summary about each system. The
summaries will be glued to their outside edge of their bodies. The
traced bodies will be hung out in the hallway.
To summarize and review before their unit test students will be giving
3 sticky notes, they will write down one piece of information they
learned about each body system. The teacher/MC will share their
responses all together.

Evaluate

At the end of the unit the teacher will evaluate each students
individual journals to check for understanding, evidence of learning
and any misconceptions or misunderstandings students still have.
The students will also be given an self and group evaluation sheet to
gauge their self as well as their group members.
To conclude the unit students will also be given a unit test, which will
encompass vocabulary used throughout the unit, bone/muscle
names, bone composition, importance of bones, muscular system,
and skin.

Body Systems Science Test

Name _______________________

support
team

hard
three

light
protects
movement
voluntary

Date_____________

contracting
bones
move
muscles

Directions: Pick a word from the box to make the sentence correct.
1. Our skeleton is made up of ________________________________.
1. Our skeleton works with _______________ to help our body move.
1. The three main jobs of the skeleton are to: ____________________,
______________________, and ____________________________.
1. Bones are ________________. Bones are also very ____________________, so we can move
easily.
1. Muscles work in pairs by ______________________ or pulling. They can not push.
1. Muscles attach to bones and work as a ____________________ to help our body
move.
1. There are __________________ different types of muscles. Extra Credit: Name them:
__________________, _____________________, and _______________.
1. ________________ muscles are muscles that we CAN control.
1.

Involuntary muscles are muscles that _______________ or work on their own.

Directions: Write involuntary or voluntary to describe the type of muscle used described by
the action state.

1. ____________________ digesting food

1. ____________________ running around the track
1. ____________________ breathing
1. ____________________ our heart beating
1. ____________________ kicking a soccer ball
1. ____________________ throwing a football
Directions: Read each question. Choose the best answer by circling the letter.
1. The muscles in your stomach are _____________.
a. purple

b. involuntary

c. voluntary

d. cardiac

1. Our _____________ is our bodys largest organ.

a. lungs
b. brain
c. skin
Extra credit: Name the 3 layers of the skin.
1. ____________________
2. ____________________
3. ____________________

d. lungs

Directions: Read the question and answer by writing in complete sentences.

Our skin is very important. Use COMPLETE SENTENCES to explain the three main jobs it
does. Tell at least one way you can keep it healthy. (12 points)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Label the bones of the skeleton using scientific names from work bank

Word
Scapula

Bank:
Humorous

Radius

Patella

Clavicle

Fibula

Ulna

Mandible

Pelvis

Femur

Sternum

Ribs

Phalanges

Spine

Skull

Spine

Tibia