Topic: 5

th
Grade The Human Body

Content areas you will integrate: Science, Literacy, Math, and Social Studies

Sections of the unit:
1) Anatomy (systems of the human body)
Muscular system, circulatory system, nervous system, digestive system, skeletal system
Identifying/Labeling
Understanding functions
2) Development of human body
Evolution of the human skeleton
Baby to adult development in modern days
3) Factors that contribute to the health and distress of the human body
Eating
Exercise
Disease
Bad habits
Stress

What kinds of resources will I need to teach this unit?
Technological Support:
ipads
Projector
Elmo

Materials:
Human skeleton
Prehistoric skeletal heads and modern day skeletal heads
Science journals
Pencils, pens, coloring tools
Anchor chart paper
Rulers
Measuring tapes
Books

Websites:
GetBodySmart.com
InnerBody.com
Kidshealth.com
BodyMaps.com

Clips:
The Human Body on Discovery
BrainPop
The Magic School Bus Explores the Human Body
Schooltube
Bill Nye the Science Guy


What types and genres of childrens literature are available?
Books:
The Human Body By Steve Parker
Human Body By Caroline Bingham
Skeleton By Ian Thompson, Steve Parker
Why dont haircuts hurt? By Melvin and Gilda Berger
The Magic School Bus Inside the Human Body by Joanna Cole
Panoramas Human Body by Nicholas Harris
Inside Your Outside: All About the Human Body Tish Rabe and Aristides Ruiz
Head to Toe Science by Jim Wiese
First Human Body Encyclopedia by DK

Ebooks:
The Human Body eBook

-Web Articles
-Scholastic News
-EDhelper
-Science Textbook

Are there artifacts, simulations, songs, photographs, etc. I could use?
Artifacts:
Human skeleton
Skeletal heads

Simulations:
BodyMap App
The Discovery Channel's Human Body: Pushing the Limits
Explore the Human Body from National Geographic

Songs:
Studnets create their own song to demonstrate knowledge about human body
SongstoEducate.com
Human Body Parts song and rap

Photographs:
The different body systems with labels
Prehistoric skeleton and modern day skeleton
Effects of poor eating habits, stress, and disease on the inside and outside of the human
body

What human and material resources are available in my community? What guest speakers
may be appropriate? What field trips may be planned as a preview or culmination of the
unit?
Field Trips:
Museum of Science and Industry

Guest Speakers:
Doctors
Health Specialists
Anthropologists
Dieticians

Essential Questions: What questions should students be able to discuss, address, and analyze at
the end of the unit (consider higher order thinking, big picture questions).

Section #1 of the Unit-Human Body Systems:
What distinguishes each body system?
What are the parts of each body system? Where are they located? What do they do?
How does the location of each body part-bone, organ, muscle, etc-support the structure
and fuction of the human body?
What makes one body system different from the other?
What does each body system do for you? How do they are relate to another?

Section #2 of the Unit-Development of the Human Body Over Time:
Why do you think the human skeleton has evolved throughout history?
What has caused the human skeleton to evolve?
What are the similarities and differences in the bone structures of early and modern
humans?
How many types of early humans are there and provide information about them? Why are
they so different from modern day humans?
How has modern technology contributed to maintaining the structure and function of the
modern human body?

Section #3 of the Unit- Factors that Contribute to the Health and Distress of the Human Body:
Why is it important to eat healthy?
What are considered healthy foods? Unhealthy foods? How do you know?
What are the benefits of eating healthy?
What will poor eating habits do to your body?
What do poor eating habits look like?
Should chilren eat the same amount of food as adults? Why or why not?
Why is it important to exercise?
What does exercise do to your body?
What are different types of exercise?
Should children exercise in the same manner as adults? Why or why not?
What sort of activities can stress your body?
What are ways to relieve your stress?
What are some bad habits that can harm your body?
What are ways to prevent these bad habits from occuring?
What are some diseases that affect the body?
How do these diseases affect the inner and outer functions of the body?
How can you prevent diseases from occuring?


Activation: Focus students attention and assess their prior knowledge (upon introduction of the
unit).
K-W-L Chart
Read aloud
Gallery walk

Common Core State Standards and Illinois State Standards (if applicable) addressed:

Literacy/Social Studies
CC.5.RI.7 Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
CC.5.RI.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
CC.5. RI.3 Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
CC.5. RI.9 Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.

Math
CC.5.MD.5 Represent and Interpret Data
10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line
graphs, line plots and stem-and-leaf graphs.
10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs,
circle graphs, line plots and stem-and-leaf graphs.
10.B.2d Interpret results or make relevant decisions based on the data gathered.
7.B.2a Determine and communicate possible methods for estimating a given measure,
selecting proper units in both customary and metric systems.

Science
13.B.2b Describe the effects on society of scientific and technological innovations (e.g.,
antibiotics, steam engine, digital computer).
13.B.2c Identify and explain ways that science and technology influence the lives and
careers of people.
11.A.2b Collect data for investigations using scientific process skills including
observing, estimating and measuring.
11.A.2c Construct charts and visualizations to display data.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.
11.B.2c Build a prototype of the design using available tools and materials.
11.B.2d Test the prototype using suitable instruments, techniques and quantitative
measurements to record data.












































Lesson 1 (Section #1 of the Unit-Human Body Systems):

Content Area(s): Science

Lesson Objectives:
Students will be able to explain how different body systems work together to create a
reaction
Students will be able to measure their reaction times and analyze their data

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the following question:
o What distinguishes each body system?
o What does each body system do for you? How do they are relate to another?
This will empower my students to further consider the question because they will be
focusing on the nervous system and how the brain functions. The activity in this lesson
will show students how the brain, nerves, and muscles all work together in order to create
a reaction.

Instructional Materials:
Ipad
Projector
Elmo
BrainPop Learning About the Nervous System
10 rulers
science journals
pencils
anchor chart paper

Instructional Strategies:
Collaborating
Group discussion
Modeling

Assessments (Formative and/or summative):
Formative:
Oral discussion/ observations
Exit Slip

Summary/Brief Description: Understanding the Nervous System Through Reaction Times
In this lesson, the teacher will begin with a BrainPop clip called Learning about the
Nervous System. Next, the class will discuss the clip, and the teacher will record student
answers on an anchor chart paper. Students will then partner up and conduct a reaction time
activity. The teacher will model the activity and pass out supplies to each pair. Students will
record their data in their science journals and record any observations and findings they may
discovered while doing the activity.

Pre-Activity:
1. BrainPop clip Learning About the Nervous System
2. Teacher will have a grand discussion and record student answers on an anchor chart
paper

Activity:
1. Teacher will model the ruler reaction time activity
2. Students will pair up
3. Teacher will pass out rulers to each pair
4. Students will begin activity
Obtain a ruler. Place hand on the table so that your thumb and index finger extend
over the table
Have your partner hold the zero end of the ruler between your thumb and index
finger
Without warning, your partner will drop the ruler. Use your thumb and index
finger to grab the falling ruler. Practice a few times and record your findings.

Scale:
(0-5cm)= You are cheating
(5-10cm)= Excellent
(10-15cm)=Good
(15-20cm)=Fair
(20-30cm)= You need help





















Lesson 2 (Section #1 of the Unit-Human Body Systems):

Content Area(s): Science and Math

Lesson Objectives:
Students will be able to identify the number of bones listed in a particular skeletal region
Students will be able to illustrate percentages in the form of a bar graph or pie chart

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the following question:
o What are the parts of each body system? Where are they located? What do they
do?
This lesson will empower my students to further consider the question by being able to
understand that the body has bones located in all sorts of places-some can be felt and
some cannot be felt. As a result, this will provide studntes with a greater understanding
of where bones are located and how many make up a particular body part. In addition,
they can make connections in order to realize that some body parts may have more bones
in order to support the weight of the human body or to protect an essential organ.

Instructional Materials:
Pictures of the following:
o Skull
o Vertebral column
o Rib cage
o Shoulder
o Arms and hands
o Hip
o Legs and feet
Graphic organizer
Pencils
Colored pencils
Elmo
projector

Instructional Strategies:
Modeling
Discussing
Collaborating

Assessments (Formative and/or summative):
Formative:
Oral discussion and observation
Hand out with recorded number of bones with illustrations in the form of a bar graph or
pie chart

Summary/Brief Description: Understanding the adult skeleton and illustrating the
distribution of bones with bar graphs or pie charts
The lesson will begin with a pre-activity where students attempt to count the number of
bones in their own body and make estimates. Students will be given time to think of a number so
that they can try to touch each bone in their body. The teacher will record all the estimates on
the board, and then she will begin the main activity. The main activity involves each table of
students being given a detailed photo of eight skeletal regions so that they can identify the
location of all the bones in the body and count them. The tables will work together to
unanimously decide on a specific number amount for each region. They will record it on their
hand out and proceed to the mathematical component of the activity. For the math portion, the
teacher will remodel how to convert numbers into percentages in order to make a pie chart. She
will also remodel how to label and record findings in a bar graph. Students will have to make a
pie chart and a bar graph to illustrate their findings and turn it in at the end of the lesson.

Pre-Activity:
1. Teacher will ask students to estimate how many bones they think they have in their body
and she will record the answer on the board.

Activity:
1. Teacher will pass out detailed pictures of the following skeletal regions:
Skull
Vertebral column
Rib cage
Shoulder
Arms and hands
Hip
Legs and feet
2. Students will work with their tablemates to locate all the bones in each region and record
them on their handout
3. Steps 1-2 will repeat until all the pictures have circulated around the tables
4. Teacher will remodel how to convert numbers into percentages and how to complete a
pie chart
5. Teacher will remodel how to label and bar graph and record findings on it
6. Students will make both a pie chart and bar graph to illustrate the number of bones found
in each region
7. Students will submit handout










Lesson 3 (Section #1 of the Unit-Human Body Systems):

Content Area(s): Science

Lesson Objectives:
Students will construct a different shapes with modeling clay, straws, and sheets of paper
to identify how many books each figure can hold
Students will be able to explain why all bones are different shapes and sizes depending
on their purpose and funtion within the human body.

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the question:
o How does the location of each body part-bone, organ, muscle, etc-support the
structure and fuction of the human body?
This will empower my students to further consider the question because it will provide
them with an explanation as to why all bones are different shapes and sizes. As a result,
they will discover that bones are unalike due to their different purposes and functions
within the body.

Instructional Materials:
Student Books (use the ones in their desks)
Modeling Clay
Straws
Sheets of paper
Science Journal
Pencils
Anchor chart paper

Instructional Strategies:
Discussion
Collaboration
Modeling

Assessments (Formative and/or summative):
Formative:
Oral discussion
Science journal findings: Teacher will review student notes and provide feedback
Exit slip

Summary/Brief Description: Skeletal System Activity
The lesson will begin with the snowball activity where the teacher poses the question,
What is the purpose of having bones in the body? Each student will record the answer on a
sheet of paper, crumble the paper, and toss it to another classmate. That classmate will respond
to the first students answer and crumble the paper again. Once more, it will be thrown to
another classmate who will respond to both of the other students answers. After the activity, the
teacher will hold a grand discussion and record student answers on an anchor chart paper.
During the main activity, students will pair up and they will be given modeling clay, straws, and
sheets of paper. They will have to construct different bone shapes and sizes and place a book
on top of them. After each bone construction, the students will observe and record what is
happening in their science journals. The teacher will collect the science journals and provide
feedback for all the students to further push their thinking.

Pre-Activity:
Snowball activity
1. Teacher will pose the question: What is the purpose of bones in the body?
2. Student will write down answer, crumble the paper, and toss it to another classmate.
3. Step 2 will repeat until the paper was thrown three different times
4. Teacher will reconvene the class and have a discussion regarding the question
5. Teacher will record answers on an anchor chart paper




Activity:
1. Teacher will model what to do with the modeling clay, straw, sheets of paper, and science
books
2. Students will pair up
3. Each pair will be given clay, several straws, and sheets of paper to construct the
following bones
o Students will make a base and top out of clay. They will insert the straws into the
base in a random order. They will add the top and record the number of science
books the bone will support. Observations and findings will be recorded in their
science journals
o Students will wrap the bone with a sheet of paper formed to make a cylinder.
They will record the numner of books the bone will support. Observations and
findings will be recorded in their science journals
o Students will make a base and a top out of clay. They will insert the straws in the
base to make a cylinder and they will add the top. They will record the number of
science books the bone will support and record observations and findings in their
science journals.
o Students will wrap the bone with a sheet of paper formed to make a cylinder.
They will record the number of books the bone will support and record their
findings and observations in their science journals
4. Teacher will collect science journals and provide feedback







Lesson 4 (Section #2 of the Unit-Development of the Human Body Over Time):

Content Area(s): Science, Social Studies, and Math

Lesson Objectives:
Students will compare and contrast early human skulls to modern day skulls
Students will organize their findings in a graphic organizer
Students will demonstrate their knowledge of measurement by measuring the skulls of
early humans as well as their own heads

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the questions:
o Why do you think the human skeleton has evolved throughout history?
o What has caused the human skeleton to evolve?
o What are the similarities and differences in the bone structures of early and
modern humans?
This lesson empowers my students to consider these quetsions because it will allow them
to distguish the differences of human skulls over time and recognize that evolution does
exist. Furthermore, this lesson will prepare studtnes for another lesson regarding how
humans have evolved over time and the factors that have led humans to evolve.
Instructional Materials:
1 Homo Erectus Skull
1 Homo Ebilis Skull
1 Homo Sapien Skull
11 Measuring tapes
21 Graphic organizer
Pencils
Anchor chart

Instructional Strategies:
Modeling
Collaborating
Group Discussion
Comparing and Contrasting

Assessments (Formative and/or summative):
Formative:
Oral discussion/observation:
Graphic Organizer/ Compare and Contrast
Exit Slip





Summary/Brief Description: Measuring and Comparing/ Contrasting Early Human Skulls
to Modern Day Skulls
The lesson will begin with a quick-write where the teacher will ask the students to write
down whether they believe if the human skeleton has remained the same since prehistoric times
and to explain why. A group discussion will proceed the quickwrite, and this will allow for a
smooth transition into the main lesson so students can discover the answer through a hands-on
activity. During this activity, there will be four tables of students. Two of the tables will be
using a measuring tape to record the circumferance of their head as well as the height, width, and
length of their face. The other two tables will be doing the same activity, but they will be
measuring three prehistoric skulls- Homo Erectus, Homo Ebilis, and Homo Sapien. Each student
will be provided with a graphic organizer to record their answers, and they will have to compare
and contrast the sizes. The lesson will end with an exit slip.

Pre-Activity:
1. Students will do a quickwrite: Do you think the human skeleton, especially the skull, has
remained the same since prehistoric times? Why or why not?
2. The teacher will record student answers on an anchor chart during the grand discussion.

Activity:
1. There will be four tables of students. Two will work on measuring their own heads while
the other two tables will work on measuring the prehistoric skulls.
2. The teacher will model how to use the measuring tape as well as how to measure a head.
3. Students will record answers in a graphic organizer and compare and contrast their
findings
4. An exit slip will be submitted at the end of the lesson






















Lesson 5 (Section #2 of the Unit-Development of the Human Body Over Time):

Content Area(s): Science, Social Studies, and Literacy

Lesson Objectives:
Students will research information on early humans and be able to organize information
in the form of a powerpoint
Students will be able to outline the information they discover from research
Students will be able to explain the history of three types of the early humans
Students will be able to distinguish between early humans and modern day humans

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the following questions:
o How many types of early humans are there and provide information about them?
Why are they so different from modern day humans?
o Why do you think the human skeleton has evolved throughout history?
o What has caused the human skeleton to evolve?
o What are the similarities and differences in the bone structures of early and
modern humans?

This lesson will empower my students to further consider the question because they will
be using this information to gain a greater understanding of how early humans evolved
throughout time as well as the factors that caused them to evolve. In addition, students
will be able to distinguish the differences between early humans and modern day humans.

Instructional Materials:
22 ipads
projector
elmo
BrainPop Clip Learn About Human Evolution
Anchor Chart
Sharpie
21 handouts

Instructional Strategies:
Researching
Discussing
Presenting
Guided Instruction
Modeling




Assessments (Formative and/or summative):
Formative:
Oral discussion/ observation
Student product: Powerpoint and handout

Summary/Brief Description: Student Powerpoints on Early Humans
In this lesson, the teacher will begin it with a BrainPop clip called Learning About
Evolution. The class will discuss the clip and the teacher will record student answers on anchor
chart paper. Next students will be told that they are creating powerpoints based on the three
types of early humans: Homo Erectus, Homo Ebilis, and Homo Sapien. They each will receive a
handout that will aid them in their research and support them when they are outlining the
information they discover. Once the handout is completed, they may begin to create the
powerpoint on their ipads. When the powerpoints are finished, they will email them to the
teacher.

Pre-Activity:
1. BrainPop Clip Learning About Evolution
2. Teacher will discuss it with the class and record answers on anchor chart paper

Activity:
1. Teacher will model an example of what needs to be completed
2. Teacher will provide students with a scaffolded handout to complete research on the early
humans. The students will have to answer:
When were they alive?
Where were they from?
What do they do to survive?
What did they look like?
How are they different from modern day humans?
3. There will be a total of 15 slides
4. Students will have to complete handout before making the powerpoint on the ipad
5. Teacher will review each completed handout
6. Students will begin creating the powerpoint
7. Students will email powerpoint once completed

Lesson 6 (Section #2 of the Unit-Development of the Human Body Over Time):
Content Area(s): Science and Literacy

Lesson Objectives:
Students will discuss how modern technology has contributed to the human bodys
structure and functions
Students will apply text coding to their reading passages
Students will generate a question regarding bionic humans




How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the following question:
o How has modern technology contributed to maintaining the structure and function
of the modern human body?
This lesson will empower my students to further consider the question by making them
expand their thinking in order to think beyond natural development. I want them to
realize that as humans continue to develop throughout the centuries, so does technology.
Furthermore, advancements in technology have led to the inventions of artificial body
parts that have aided humans in being able to function phsyically. I want to challenge my
students thinking and lead them to question whether it is possible for a human to be
entirely recreated artifically and ask them what they believe can be some possible
controversies that result from it.

Instructional Materials:
22 copies of Scholastic Newss A Realistic Robot: Scientists have built a humanoid robot
with working organs
22 highlighters
22 pens
1 projector
1 ipad
1 elmo
YouTube clip The bionic man, and what he tells us about the future of being human
4 anchor chart papers
4 sharpies

Instructional Strategies:
Gallery walk
Grand discussion
Collaboration

Assessments (Formative and/or summative):
Formative:
o Oral discussion with whole and small groups
o Anchor chart questions from the gallery walk
o Text coding the article
o Exit slip

Summary/Brief Description:
The teacher will begin the lesson with a youtube clip about the bionic man, and the class
will share comments about it after the clip. The teacher will pass out copies of a scholastic
article that correlates with the clip. Students will have to read it individually and apply text
coding to the passage. Next, they will discuss what they read as a table, and someone will record
three facts about the article, two things they found interesting, and one question they still have.
Afterwards, they will have to record the question they still have and write it on a sheet of anchor
chart paper. The students will circulate the room and answer the questioned on the information
they learned in the clip or in the passage. An exit slip will be submitted at the end of the lesson.

Pre-Activity:
1. YouTube clip The Bionic Man, and What He Tells Us About the Future
2. The teacher will record student comments on an anchor chart paper

Activity:
1. Teacher will pass out copies of the Scholastic News Article A Realistic Robot: Scientists
have built a humanoid robot with working organs
2. Students will read it individually and text code it
3. Students will discuss it as a table
4. Some will be the recorder and write 3 facts, 2 interesting things, and one question
5. The question will be written on an anchor chart sheet
6. The students will circulate the room and answer the question based on the information
they learned from the clip and passage































Lesson 7 (Section #3 of the Unit- Factors that Contribute to the Health and Distress of the
Human Body):

Content Area(s): Science and Literacy

Lesson Objectives:
Students will be able to identify nutrients on a food label
Students will be able to differentitate between food labels based on the information
presented
Students will be able to distinguish which image of food matches with each food label

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the questions:
o Why is it important to eat healthy?
o What are considered healthy foods? Unhealthy foods? How do you know?
This lesson empowers my students to further consider these questions because they will
begin to make connections regarding how particular nutrients are more beneficial than
others. In addition, they will be able to recognize the type and amount of nutrients they
consume each day as a result of reading a food label.

Instructional Materials:
Figuring Out Food Labels Kids Health
projector
elmo
4 copies of 5 pictures of food
4 copies of 5 pictures of food labels
21 copies of a handout
anchor chart paper

Instructional Strategies:
Grand discussion
Read aloud
Collaboration

Assessments (Formative and/or summative):
Formative:
Oral discussion: Teacher will be circulating room to faciliate and observe discussions
with groups regarding food labels and how they relate to healthy habits
Food label worksheet
Exit Slip

Summary/Brief Description: Understanding Nutritional Value Through Food Labels
In this lesson students will begin with a quickwrite. The teacher will project an image of
a food label and ask studntes to record the following: What they think it is, what they see on it,
what it is used for, etc. The teacher will then discuss it with the class and record answers on a
anchor chart paper. Next, the teacher will proceed to conduct a read aloud on an article about
food labels while it is projected for the entire class to see. Afterwards, the teacher will pass out 5
images of food and 5 images of food labels to each table. Based on the information provided,
they will have to match each food label with the correct image while filling out a handout that
consists of higher level thinking questions.

Pre-Activity:
1. Teacher projects image of a food label
2. Students do a quick write and record what they think it is, what they see on it, what they
think it is used for, etc
3. Teacher discusses it with the entire class and records student answers on anchor chart
paper
4. Teacher conducts read aloud on Figuring Out Food Labels while it is projected for the
class to see
5. Teacher reviews food labels once more before continuing the next activity

Activity:
1. Each table is given 5 images of food and 5 images of food labels
2. They have to pair each food image with the correct food label based on the information
presented
3. Students will fill out a handout throughout the activity that consists of higher level
thinking questions like:
What information on the food label led you to pair it with this particular image?
Why do you think this food would have more beneficial nutrients than this food?
How do you know?
Based on what you have learned, is your diet full of healthy choices or unhealthy
choices? How do you know?
How can you change your diet so that you can make better decisions?
4. Teacher will review answers with the students and collect handouts
5. Students will submit an exit slip
















Lesson 8 (Section #3 of the Unit- Factors that Contribute to the Health and Distress of the
Human Body):

Content Area(s): Science and Literacy

Lesson Objectives:
Students will discuss the health benefits of exercise
Students will design a sports advertisement that explains its health benefits

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the following questions:
o Why is it important to exercise?
o What does exercise do to your body?
o What are different types of exercises?
This lesson empowers my studntes to further consider these questions because they are
able to research the health benefits about a particular sport that involves exercies, and
they are able to discuss their findings with their peers. As a result, studntes will be able
to make connections between different sports and realize how they all benefit the body.

Instructional Materials:
21 ipads
21 Sheets of construction paper
crayons and markers
science journals
pencils
projector
elmo
2 anchor chart paper

Instructional Strategies:
Turn and talk
Modeling
Researching
Discussing

Assessments (Formative and/or summative):
Formative:
Oral discussion: Teacher will be circulating room to faciliate and observe discussions
with individual students while students conduct research
Student product: students will submit their sport advertisement once it is completed

Summary/Brief Description: Sport Advertisement
The lesson will begin with a turn and talk. Students will turn to their partner and answer
the questions that are projected on the screen in front of the class. The questions will be as
follows: What are different types of exercises that you know? What are the health benefits of
these exercises? Next, the class will discuss the answers and the teacher will record them on two
separate anchor chart papers. After this disscusion, the teacher will introduce the main activity
which is to create a sports advertisement. The students will have to choose a sport and research
the health benefits of that sport. In addition, to their research, they will have to promote it
through an advertisement in order to entice people to join it. Once the advertisements are
completed, the students will share them with the students at their table.

Pre-Activity:
1. Teacher will project questions for the students to answer in their science journals
2. Students will turn and talk and record their answers
3. Teacher will hold a grand discussion and record answers on anchor chart paper

Activity:
1. Teacher will model an example
2. Students will choose a sport of their liking and research the health benefits of it
3. Students will design a sports advertisement to promote it based on its benefits
4. Students will share their advertisements with their group members




























Lesson 9 (Section #3 of the Unit- Factors that Contribute to the Health and Distress of the
Human Body):

Content Area(s): Science and Literacy

Lesson Objectives:
Students will discuss the importance of eating healthy, what it does to your body, what
healthy eating habits look like
Students will research information in order to differentiated between the different foods
groups

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lesson answers the questions-
o Why is it important to eat healthy?
o What are considered healthy foods? Unhealthy foods? How do you know?
o What are the benefits of eating healthy?
This lesson empowers my students to further consider these questions because they have
the opporutnity to research answers in order to satisfy their own curiousity. In addition,
students will be able to make connections and identify how their eating habits are either
similar or different compared to the established food plate provided by the government.

Instructional Materials:
4 anchor chart papers with questions
4 sharpies
10 ipads
21 webquest handouts
pencils

Instructional Strategies:
Gallery Walk
Modeling
Discussions
Researching
Collaboration

Assessments (Formative and/or summative):
Formative:
Oral discussion: Teacher will be circulating room to faciliate and observe
discussions regarding gallery walk questions
Webquest packet: Students will submit packet after the lesson
Exit slip

Summary/Brief Description: Webquest on the Food Plate
In this lesson, students will do a gallery walk as a pre-activity to activate background
knowledge on the categories of food along with what those foods do for your body. After the
pre-activity, students will conduct a webquest activity with a partner. Once the activity is
completed, a grand disscion will be held to review the webquest packet and an exit slip will be
submitted.

Pre-Activity:
1. There will be four anchor chart papers placed on each table with the following questions:
List one food group and provide 3 examples of foods in that group.
What is a benefit of eating healthy?
What food group should you be eating the most of? The least of? Why?
What nutrients do the foods groups supply to the body? List one food group and
one nutrient that is associated with that group.
2. Students will circulate tables and answer the questions
3. A grand discussion will be held to review the answers to the questions

Activity:
1. Students will work in pairs and be provided one ipad per pair
2. Students will be provided with a packet for the webquest (see attachment)
3. Teacher will model examples and guide students to the correct link
4. Students will collaborate with the peers on their own
5. Once completed, teacher will review answers with the class
6. Students will submit an exit slip


























Lesson 10 (Section #3 of the Unit- Factors that Contribute to the Health and Distress of the
Human Body):

Content Area(s): Science and Math

Lesson Objectives:
Students will discuss and be able to explain how fitness correlates to heart rate
Studnets will demonstrate their knowledge of using a bar graph by graphing their
recordings indiviually

How does this lesson adhere to your essential question(s) and how does it empower your
students to further consider the question?
This lessons answers the question- What does exercise do to your body?
This lesson empowers my studntes to further consider the question by making
connections to what they have learned about the circulatory system in section one of the
unit. Students will be able to understand the importance of having a healthy heart rate
and staying active as well as understanding what is occuring on the inside of their bodies
as a result of the circulatory system.

Instructional Materials:
21 handouts for pre-activity
21 packets for the main activity
1 Anchor chart with graph to illustrate the effect of fitness on heart rate
4 separate pads of yellow, orange, and pink sticky notes
21 pencils
projector
elmo

Instructional Strategies:
Grand discussion
Collaboration
Guided whole group
Guided small group
Illustrating (through graphing)




Assessments (Formative and/or summative):
Formative:
Oral discussions occuring in whole group and small group: teacher will be circulating
room to faciliate and observe discussions regarding how heart rate fluctuates as a
result of different exercises and time spent on those exercises

Graphing heartrate packet: this will be collected after the lesson

Classroom anchor chart: teacher will be able to assess how well studntes can graph
their heartrates on the classroom bar graph.

Summary/Brief Description: Graphing Heartrate
In this lesson, studnets will connect what they have learned about the circulatory system
to how fitness affects heartrate. The lesson will begin with a pre-activity that has students
observing what they see, hear, and feel when their partner is sitting, marching in place, and doing
jumping jacks. After the pre-activity, the students will be given a packet to fill out as the entire
class particpates in a heart rate activity that invovles recording heart rate while sitting in place,
marching in place, and jogging in place. Students will graph their heart rates on an anchor chart
displayed in the front of the classroom with color coordinated sticky notes. A grand discussion
will be held after the lesson to review what was learned.

Pre-Activity:
1. Students will partner up
2. Students will be given a handout to record answers (handout will be projected so class
can follow along)
3. Studntes will be sitting in place, marching in place, and doing jumping jacks in place for
thiry seconds each.
4. While one partner is conducting these activities, the other partner is recording what they
see and hear, and they will ask their partner how they felt as they were doing the exercise.
Ex. See- sweat, Hear-heavy breathing, Feel-tired
5. Teacher will instruct students when to begin and when to end by using a stop watch

Activity:
1. Students will conduct a similar activity, but they will be measuring their heart rates after
each exercise as well as graphing it on the anchor chart in front of the classroom (see
attached packet)
2. Students will be do each exercise (standing in place, marching in place, and jogging in
place) for 30 seconds each.
3. Teacher will instruct students when to begin and when to end by using a stop watch
4. After each exercise, students will be given time to answer the questions on the hand out
5. Once all three exercises for 30 seconds is completed, students will repeat steps 2-4 and do
each exercise for 2 minutes
6. The activity will end with a grand discussion in regards to what was learned
7. Students will do an exit slip









What do you see as a culminating project that would demonstrate students growth in their
understanding of the underlying concepts of the unit (i.e. your essential questions)?

Group:
Essential Questions: What distinguishes each body system? What are the parts of each body
system? Where are they located? What do they do? What makes one body system different from
the other? What does each body system do for you? How do they are relate to another?
Informational Posters:
Heart and circulatory system
Brain and nervous systems
Bones: skeletal system
Digestive system
Muscular System

A gallery walk will be conducted after the completion of the informational posters.
Students will be expected to carry their science journals with them and record three facts
that they already knew from the poster, two new facts they learned or found interesting,
and one question that they still have. The teacher will collect all the science journals and
provide feedback.

Partner:
Essential Question: What are the parts of each body system? Where are they located? What do
they do?
Body outlines (culminating project)
Label and identify parts of the muscular system
Label and identify parts of the circulatory system
Label and identify parts of the digestive system
Label and identify parts of the nervous system
Label and identify parts of the skeletal system

Students will be partnered up and each given anchor chart paper to trace their bodies.
These are the steps of the on-going project:
1. Students partner up
2. Students trace each of their bodies on anchor chart paper
3. Students cut it out and color it to make it look like themselves
4. Students will post it on the wall
5. After learning about each body system, students will use construction paper and
coloring tools to label and identify the parts of the system that they just learned
about. Each system will be color coordinated in order to identify which parts
belong to a specific system.
6. Students will also have to research interesting facts about each system that they
did not learn about and post a fact sheet next to their traced body poster
7. Students will continue steps 5-6 until all the human body systems have been
taught.



Individual:
Essential Questions: All questions listed previously
1. Tic-Tac-Toe Assessment: Students will be given this assessment at the beginning
of the unit in order to review and identify which assignments interest them. They
will have to choose three assignments that are: three in a row, three vertically, or
three diagonally. The projects will be strategically placed on the tic-tac-toe sheet
so that students will have to do one writing assignment, one creative assignment,
and one research assignment. In addition, the assignments will incorporate all
three sections of the unit so one assignment will be from section one, another
assignment will be from section two, and the last assignment will be from section
three. Therefore, students will be able to choose their own assignments based on
what topic and activity interests them the most while demonstrating their
knowledge from each section of the unit.


2. Test with lower and higher level thinking from Blooms Taxonomy
Knowledge Questions (remembering)
Comprehension Questions (understanding)
Application Questions (using information to solve new problems)
Analysis Questions (reasoning, breaking apart)
Synthesis Questions (constructing, integrating)
Evaluation Questions (judging)