Lesson Plan Title: The Human Body
Concept/Topic to Teach: Students will start by observing the human body in motion. They
discuss what moves during rope jumping and focus attention on the bones in their bodies.
Students count the number of bones in the skeleton, first without visual aids, then using
photographs and posters to help make a more accurate count.
Standards Addressed: COS 6: Identify structures and functions of the muscular and
skeletal systems of the human body.
Specific Objectives:
 Students will observe the movement of the body in the act of jumping.
 Students will explain at least three functions of the skeletal system.
 Students will tell at least one way we can keep our bones healthy.
Required Materials:
Lesson 1: Jump Rope Activity
 Motion cards
 Jump ropes
 Student science notebooks
 KWL Chart
 Markers
 Pens
 color pencils or crayons,
 paper
 CD player/music to dance to (optional)
 Song “Dry Bones”
Lesson 1: Jump Rope Activity
Anticipatory Set (Lead-In):
Today we are going to observe our how our body moves in motion when we are doing exercises
such as dancing or jumping rope. We will also learn about the functions of the bones and how
many bones are in the human body. The teacher will engage the student students by having
them stand up, allowing themselves to stand arm length apart so they can have room to dance.
The teacher will instruct by saying “We are going to do an activity to get our bodies in motion. I
will display a body motion and you are to act/perform it to the rhythm of the music.” After the
students are is finished; the teacher will pose the following question. “How did your body move
when you were dancing? Turn and tell your neighbor how your bodied moved while you were
dancing.”
Step-By-Step Procedures for Teaching Lesson 1:
1. The teacher will:
Tell students that they are going to be studying the human body. Inform students that we are
going to start our investigation of the human body by observing it in action.
2. Tell students to take out their science notebook and draw what the human body looks like. It
can be a full self portrait of themselves or a model of a skeleton. Students will use their portrait
to record their observations by placing a sticker or shade in a colored dot on the parts of the
body that they predict will move while jumping rope.
3. Students will need to complete the jump rope activity in a location where there is open space
such as outside, or in the hallway.
Guided Practice/Monitoring:
1. The students will be grouped in pairs and given a jump rope. Each person will jump for 1
minute, take turns and record their observations.
2. Next, students will be given 3 minutes to confirm if their predictions were right in his or
her science notebook.
3. Then the students will be placed in collaborative groups of fours and asked to discuss
their answers to the questions. They will generate one answer list on paper and choose
a group member to share the list with the class.
4. A spokesperson from each group will share their answers with the class. The teacher
will use the document camera to record and display the class list of answers to the
question.
5. Formative Assessment: After discussion of the shared answers, the teacher will ask the
class to look at the list and identify all answers that refer to the skeletal system of their
bodies. The groups will be asked to complete the first two columns of a K-W-L (What I
Know-What I Wonder-What I Learned) chart about the skeletal system.
Closure (Reflect Anticipatory Set):
Ask the students to think about one body system, the bone system. Ask questions to focus their
attention:
1. Do your bones move when you jump rope?
2. Where are your bones? [Inside your body]
3. How can you tell where your bones are? [Feel for hard parts inside-elbow, wrist, jaw, etc.]
4. What do you call the whole systems of bones? [Skeleton]
5. How many bones do you think you have in your skeleton? [Accept any answer]
Assessment Based on Objectives:
 Students will observe the movement of the body in the act of jumping and identify 5
parts of the body that moved.
 Students will explain at least three functions of the skeletal system. [support, protect,
and movement
 Students will tell at least one way we can keep our bones healthy.
Adaptations (For Students with Special Needs)
Students do not have to dance or jump rope. Students will observe their partner and use them
to verify which parts of the body actually move.
Extensions (For Advanced Students)
Students will act out multiple motion cards during the movement activity.
Possible Connections to Other Subjects: Language Arts/Music
Students will learn the song “Dry Bones” and sing it while students take turns pointing out the
bones in the photo.
Reflection:
Be sure to provide the students enough space to complete the dance motions and jump rope
activity.
K-W-L Chart for the Human Skeletal System
Group Name:___________________
Members of the Group: _____________________________________
What I KNOW
What I WONDER
What I LEARNED
Lesson 2: Counting Bones
Specific Objectives:




Students will locate the major bones in their bodies.
Students will compare their own skeletons to posters and the photo of the human body.
Students will determine the number of bones in the human skeleton.
Students will learn the name, location, and orientation of the most important bones in
the skeleton.
 Students will use scientific thinking processes to conduct investigations and build
explanations: observing, communicating, comparing, and organizing.
Required Materials:
Lesson 2: Counting Bones
 Student sheet no. 2 called Counting Bones
 Human skeleton photo, front, life size
 Human Torso poster
 Human Skull poster
 Arm and Hand poster
 Leg and Foot poster
Anticipatory Set (Lead-In):
When students are back in the classroom, after students have reported parts of the body that
came into action.
[Legs, feet, arms, shoulders, hands, head, eyes, muscles, bones, and lungs (faster breathing).]
Step-By-Step Procedures for Teaching the Lesson 2: Counting Bones:
Tell students,
A skeleton is a system- a system of bones. Let’s count up the bones to find out how many there
are in the human skeleton.
We’ll work in groups; each group is responsible for counting the bones in one part, or
subsystem, of the skeleton. Later we will add up the subsystem counts to see how many bones
are in the whole skeletal system.
Guided Practice/Monitoring:
1. Form collaborative groups of four.
Assign two groups to each of the following subsystems:
 Leg (including foot)
 Arm (including hand)
 Head or skull (not the neck)
 Torso (including neck, shoulders, and hips)
Let students start counting. Encourage them to feel for their own bones through their skin.
2. Introduce Joints
After students have been working for a few minutes, call for attention. Ask,
 How do your bones feel?
 If bones are hard, how do our bodies bend?
As students to feel their bodies where two bones come together. Tell them that bones don’t
bend, so places where arms, legs, fingers, and so on bend are places where separate bones
come together. The places where bones come together are joints. Have students point out a
few joints and then return to counting.
3. Tally the Bones in the Whole Skeleton
Draw a chart on the board. Ask the REPORTERs to report their group’s counts. Write them on
the board. Average the results and add up the total. Results might look something like this
Skeleton subsystem
Arm
Count
42
46
44
36
35
31
11
3
Leg
Torso
Head
Grand Total
Average
44
40
33
7
124
4. Propose Refining the Count
Ask,
 How will we know if we missed any bones when we counted?
 What could we use to help us find out more about bones?
Students might suggest looking in a book, getting a skeleton, looking at an X-ray or picture of a
skeleton. Acknowledge their ideas and introduce the reference materials.
5. Introduce and discuss the Skeleton Photograph
Tell the students that you have a picture of a real skeleton. Hang up the Skelton so that
everyone can see it. Allow students to look at it and ask questions.
This photograph provides the opportunity to point out the functions of the skeleton, which
include support, protection, and movement. Ask students to notice the different sizes and
shapes of the bones in the legs, arms, ribs, and backbone. Point out the jointed areas that allow
the skeleton to bend. Also point out the similarities between the arm and leg bones.
6. Recount with the Bone Posters
Introduce the skeleton subsystem posters (leg, arm, torso, and skull). Explain that the posters
allow students a closer, more detailed view of the bones. Point out that the arm; leg, and skull,
posters are displayed in an exploded format with spaces between separate bones for easier
identification.
7. Distribute Counting Bones Sheets and Students Rotate Group Assignments
Introduce the counting bones sheet. Students should fill in the section of the sheet under their
group’s subsystem as they recount the bones. After the students have identified the bone
count on their poster, rotate the posters from group to group to give the students the
opportunity to examine each poster and come up with an accurate count. Each group will
eventually record the number of bones in all four skeleton subsystems on the Counting Bones
sheet.
8. Formative Assessment: 3-2-1 Exit Slip
Students will write 3 things they learned today, 2 things they found interesting, and 1
question they may have.
Closure (Reflect Anticipatory Set):
Discuss structure and protection provided by the skeleton.
1. What parts of our skeleton give us our unique human shape?
2. How does your skeleton give support? What does your skeleton hold up? [Legs support
standing, neck supports head, etc.]
3. What parts of your skeleton provide protection and what parts of your body are
protected? [Skull protects the brain and sense of organs; rib cage protects lungs and
heart.
Assessment Based on Objectives:




Students will locate the major bones in their bodies with 90% accuracy.
Students will compare their own skeletons to posters and the photo of the human body.
Students will determine the number of bones in the human skeleton.
Students will learn the name, location, and orientation of the most important bones in
the skeleton with 90% accuracy.
 Students will use scientific thinking processes to conduct investigations and build
explanations: observing, communicating, comparing, and organizing.
Adaptations (For Students with Special Needs)
Students can count the bones via Science & Nature
http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skelet
on
Extensions (For Advanced Students)
Have students read the science stories A Marvelous Machine and The Shape of Your Shape and
create a or a brochure about what they learned from the following stories.
Possible Connections to Other Subjects:
Language Arts~ Make a Bone-Fact Class Book
 Create a class book. Have one student design a cover and laminate it. The n have
students contribute pages by rewriting the fact they discover, e.g. the smallest bone in
the body id the stirrup bone in the ear, and illustrating it. Students will cite their source
on the bibliography page.
3
2
1
3
2
1
Things I Learned Today …
Things I Found Interesting …
Question I Still Have …
Things I Learned Today …
Things I Found Interesting …
Question I Still Have …
Lesson 3: Mr. Bones Puzzle
Concept/Topic to Teach: In this lesson students will learn the basics about the skeletal
system. They will be able to identify the major bones of the human body and explain the
functions of the skeletal system. The students will have the opportunity to navigate the Internet
to gather information to be presented to other students through a variety of presentations
styles. This lesson will begin a six-week study on the human body.
Standards Addressed: COS 6: Identify structures and functions of the muscular
and skeletal systems of the human body.
Required Materials:
For each group:




Mr. Bones skeleton puzzles
Paper fasteners
2 Ziploc bags, 1 liter
4 student sheets no.3 called Bone Names
For Assessment
 Student response sheets no. 6 called Response Sheet-Bones
 Student Voki presentation Example:
http://www.voki.com/pickup.php?scid=9060181&height=267&width=200
Anticipatory Set (Lead-in):
Ask the students “What would people look like without bones?” Have students draw a picture
what people would look like without any bones. Once the students have finished their drawings
share their drawing under the document camera for everyone to see.
Step-By-Step Procedures for Teaching Lesson 3: Mr. Bones
Form teams of two students. Explain that each team will get a skeleton puzzle called Mr. Bones
to put together. Tell the students they will put together the puzzle without referring to the
skeleton poster.
Explain to the students that as they cut the puzzle pieces out, they will place their pieces in a
Ziploc bag so they will not lose them. The students will then be given paper fasteners to hold
their puzzle pieces together as they assemble them. Once all the pieces have been cut then the
group will work together to put Mr. Bones together.
Students will work in groups to research the human body. The students can use information
from their skeletal system project for their web based technology project.

The teacher will explain to the students that each group will make a presentation about
the skeletal system. The group will be given 30 minutes to explore the Internet to learn
more about the skeletal system. The following information must be included in the
presentation along with any other information the group chooses to include: name
three functions of the skeletal system; present two trivia facts that may not be wellknown about bones; and explain one approach we can take to keep our bones healthy.
The group has to choose how it will present its information. Each student will write
notes in his/her science notebook. Students will work in small groups in the classroom
and in the computer lab to search the Internet for more information about the skeletal
system. Here are some web sites for exploration:
a. http://www.childrensuniversity.manchester.ac.uk/interactives/science/bodyandme
dicine/theskeleton/
b. http://www.kidport.com/RefLib/Science/HumanBody/BodyBones.htm
c http://library.thinkquest.org/5777/tour.htm
d. http://www.fossweb.com/web/foss-fossweb/student-medialibrary?parentID=D1283790#top
Technology Project:
 Students must create an avatar at http://voki.com/
 Create your Voki. You must customize your character by giving it a name Ex: Dr. X-ray, give it a
voice, provide a background and select a player.
 When complete copy/paste URL for your Voki to Edmod.com using URL
https://edmo.do/j/aszeia so the teacher and your classmates can view it.
 Some other suggested presentation ideas: PowerPoint presentation, newsletter, photo
journal, video interview of a bone specialist, song/rap/poem, brochure, etc.
Guided Practice/Monitoring:
Students will have varying degrees of success with the puzzle. As they are putting Mr. Bones
together, they will start to ask if they have done it right. You can respond to errors by saying
something like,
You’ve got it mostly right, but you might want to look at the legs a little more closely. Think
about how your legs connect to your torso.
Take another look at the rib cage. Think about what your rib protects.
When the students have put their puzzle together to their satisfaction, they will compare the
illustration on the Bone Names sheet to their skeleton that they assembled and make
corrections to the puzzle if necessary.

Each group will be given a copy of an unlabeled skeleton that includes a word bank. The group
will label the skeleton to the best of their abilities.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=54384&cat_id=20607
Next, we will view a kid's video of the skeletal system,
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59294&cat_id=20607.

Formative Assessment: The teacher will display the unlabeled skeleton, used in step #4,
on the document camera. The class will collaborate to label this skeleton and make
corrections on their group products. The students will be given 2 minutes to add new
information to his/her K-W-L chart (see attachment).
bones kwl chart.docx
Closure (Reflect Anticipatory Set)
The students will often think that Mr. Bones has two right hands. The thumbs both point in the
same direction because one hand shows the palm side and one shows the back. The lower arm
bones (radius and ulna) are crossed when the thumb is close to the side of the leg and parallel
when the thumb is pointing outward. When students ask about this, have them pose like a
skeleton in the photo and see if they can get both thumbs to point in the same direction. Have
them feel their bones.
Assessment Based on Objectives:
Students' work will be assessed as the teacher monitors the groups through observation,
anecdotal notes, student response to questions, and the presentation rubric.
The students will complete columns 3 of the K-W-L chart.
The students will cut out a skeleton and label the bones with 90% accuracy:
http://www.activityvillage.co.uk/pdfs/skeleton_game.pdf.
The students will take a quiz on the computer about the skeletal system with 80% accuracy:
http://kidshealth.org/kid/htbw/_bfs_SSquizsource.html
Adaptations (For Students with Special Needs):
For students that’s have a difficulty with putting the bones cutting out the bones they access
the Mr. Bones puzzle online at
http://www.fossweb.com/web/fossfossweb/studentmoduledetail?dDocName=D1283790&xImgSource=D1109130&x
ModuleName=Human Body
Extensions (For Advanced Students):
The students will read about other skeletons that provide them with structure, protection and
movement. Ask students to read about other skeletons (e.g. snakes, fish, bats, and apes) and
report how their skeletons compare to human skeletons.
Possible Connections to Other Subjects: Language Arts
Play Bone-Name Games “Simon Says”
The caller uses scientific names. (Simon says put your phalanges on your patella.) Students may
need to us the Bone Names sheet at first.
Reflection:
 As a time saver you may want to have a parent cut out the bones and color code the
back with a marker so the students won’t mix their bones up with other groups or lose
them.
 For class management you might want to assign students with jobs so that the activities
run smoothly. The “Material Manager” will be in charge of getting material. The
“Recorders” are in charge of taking notes, and the “Reporter” is the spokesperson for
their group.
Lesson 4: Owl Pellets
Concepts/Topic to Teach:
 The skeletons of humans and other mammals have many similarities.
 Bones have different shapes depending on where they are and what their purpose is.
 The number and kinds of bones in an organism are characteristics inherited from the
parents of the organism.
Standards Addressed: COS 6: Identify structures and functions of the muscular
and skeletal systems of the human body.
Specific Objectives:
 Students will examine owl pellets, remove the rodent bones from them, and compare
and contrast their structures to those of human bones.
 The students will reconstruct the skeleton.
Required Materials for Lesson 4:
For Each Group
 2 owl pellets
 8 toothpicks
 ruler or measuring tape
 4 paper towels or paper plates
 4 Student sheets no. 7 called Owl-Pellet Observation
 4 Student sheets no. 8 called Rodent Bone Identification
 Latex gloves & spray mister
Anticipatory Set (Lead-In):
Read Science Stories: Barn Owls to the students so they can have so they can build background
knowledge about barn owls.
Show students the Barn Owl Slide. The slide talks about the barn owl feature, the food pyramid
and a reenactment of how the owl pellets are formed.
http://msnucleus.org/membership/slideshows/owl2.html
Step-By-Step Procedures for Teaching the Lesson 4:
 Explain the Procedure
Have the group form teams of two students. Hold up an owl pellet and explain the procedures.
a) Unwrap the foil and remove the pellet.
b) Observe the whole pellet. Notice the shape, shape color, and texture of the pellet. Write
and draw your observations on the Owl-Pellet Observation student sheet.
c) Gently separate the pellet into two pieces. Place each piece on a paper plate so each
student has a piece to work on.
d) Separate the bones from the fur and the other material using your fingers or toothpicks
as probes.
e) Instruct material managers to get the supplies for their groups and begin the pellet
investigation.
Guided Practice/Monitoring:
1) Let the students start recording the observations described in part 1 of the Owl Pellet
Observation sheet. Allow 5-10 minutes.
2) Continue to have students write their observations in part 2 of the Owl-Pellet
Observation sheet. Discard the fur and other material when the bones have been
separated. Students will be noting the size, shape, and numbers of bones.
3) As students continue to part 3 of the Owl-Pellet Observation sheet, visit individuals and
conduct 1-minute interviews to see if they can identify the similarities and differences
between rodent and human bones.
4) Formative Assessment: 3-2-1 Exit Slip
Students will write 3 things they learned today, 2 things they found interesting, and 1
question they may have.
Closure (Reflect Anticipatory Set):
Have students share the bones they are able to identify. Ask,
 How are these animal bones similar to the human bones?
 How are these animal bones different from the human bones?
Have student’s record answers on the Owl-Pellet Observation sheet.
Sort and Compare

Pass out the Rodent Bone Identification sheet and ask the students to sort their
collection of bones on this sheet. Students may discover more than one animal in the
pellet.
Reconstruct the Skeleton
 Students may now reconstruct their skeletons. They should use glue to attach the
Rodent Bone Identification sheet. Students may want to share their extra bones to help
others complete their skeleton.
Assessment Based in Objectives:
 Students will examine owl pellets, remove the rodent bones from them, and compare
and contrast their structures to those of human bones with 90% accuracy.
 The students will reconstruct the skeleton with 90% accuracy.
Adaptations (For Students with Special Needs)
 Students may view the owl dissection online.
http://www.kidwings.com/owlpellets/flash/v4/index.htm
Extension (For Advanced Students)
 Bone Tag- One student names a bone and the next student names an adjacent bone.
The bones must touch. Play it first with the assistance of the Bone Names sheet, and
then from memory.
Possible Connections to Other Subjects: Math Extension
 Problem of the Week
An after-school science club was studying owls. They discovered that owls live longer in
captivity than they do in the wild. The barn owls lives about 16 years in the wild and it live in
captivity. How long does the barn owl live in captivity?
The great horned owl lives one-fourth fewer years in the wild than it does in captivity. How
many years does the great horned owl live in the wild?
Show your work and explain your answers.
Notes on the Problem. The first part is straightforward multiplication:
16 X 3= 48 Years
The second part is straightforward subtraction.
48-12=36 Years
The last part requires students to determine what one-fourth of the life expectancy of the great
horned owl in captivity amounts to, and then subtract that number from the captivity life
expectancy to determine the wild life expectancy. Students might use a pie cut into quarters or
four blocks to conceptualize this problem.
9
years
9
years
9
years
9
years
Minus ¼
9
years
9
years
9
years
=27 Years
Reflection:
 The owl pellets are sanitary to handle. But students should wash their hands with soap
after working with them. Some students may be sensitive to animal fur. Airborne fur can
be kept to a minimum if you soak the pellets in water before class an allow students to
work with them wet, or use a spray mister to moisten the pellets while students work.
You may also want to use latex free gloves for students.
 Be sure to read about Barn Owls during a period before, during, or after setting up the
materials.
Owl Pellet Dissection Worksheet
Length: ________________
Width:
Draw the bones you find.
________________
How many of the following
bones did you find?
Humerus:
________
Femur:
________
Lower Jaw:
________
Skull:
________
Vertebrae:
________
Shoulder Blade: ________
Ulna/Radius:
________
Ribs:
________
Pelvic Bones:
________
Tibia/Fibia:
________
How many animals did this owl eat?
What do the contents in this pellet tell you about the owl’s diet?
Rodent Bone Identification Sheet
MU_Formative
Assessment
3
2
1
3
2
1
Things I Learned Today …
Things I Found Interesting …
Question I Still Have …
Things I Learned Today …
Things I Found Interesting …
Question I Still Have …
MU_ Informational Handout
The Human Body Project
Our class has been studying the Human Body. This project will involve researching a human
body system. Your child has been investigating the basic structural systems of his or body,
which include the skeleton, joints, and muscles and the ways these systems work together to
provide movement and coordination. After completing the unit the students are responsible for
creating Voki. A Voki is a character that allows someone to express themselves through a
character. This character will say whatever you want it to. It is also known as a speaking avatar.



This project will involve researching a human body system.
Each group will work together to present their system to the class.
Each group member has been assigned a particular job and will provide facts from their
field about parts of the body:
 Orthopedic Doctor- will provide 2 interesting facts about musculoskeletal system
(muscles and bones).
 Chiropractor- - will provide 2 interesting facts about bones, muscles, ligaments, or
tendons.
 Physical therapists-- will provide information on at least 2 exercises that affect mobility
and help people who have injuries or illnesses improve their movement and manage
their pain.
 Rheumatologist- - will provide 2 interesting facts about, treatments, or diseases
involving the joints.
Group Presentation
*Students must create a PowerPoint with a
minimum of 10 slides.
*Presentation should include group members Voki
presentation and comment.
* With your group, answer the following
question in the comments section. Which
website helped you the most in answering your
questions? Why?
Individual Assignment
1. Students must create an avatar at http://voki.com/
2. Create your Voki. You must customize your character by
giving it a name Ex: Dr. X-ray, give it a voice, provide a
background and select a player.
3. When complete copy/paste URL for your Voki to
Edmod.com using URL https://edmo.do/j/aszeia so the
teacher and your classmates can view it.
*PowerPoint must include a title page, Voki
Presentations, Comments, and a bibliography page.
*Group members will upload their Vokis’ to their
PowerPoint presentations.
Websites:
1.
2.
3.
4.
The following web sites will help you in your search:
http://www.kidskonnect.com/subjectindex/31-educational/health/337-human-body.html
http://warriors.warren.k12.il.us/dburke/bodyindex.htm
http://www.kidinfo.com/Health/Human_Body.html
http://science.nationalgeographic.com/science/health-and-human-body/humanbody/?source=G4101&kwid=ContentNetwork%7C929422345
MU_ Graphic Organizer/Research Page
MU_ Group Assessment
Human Body Project Rubric
Name: ________________________ Date: ______________________
Group: ________________________________________________
Individual Presentation
Voki (possible 70 points)
You must customize your character by giving it a name Ex: Dr. X-ray, give it a voice, provide a background
and select a player. (Up to 20 pts)
_____
You uploaded your Voki to Edmodo ( 10 pts)
_____
Interacted and provided feed back to you group members. (Up to 10pts)
_____
Spelling mistakes in Voki presentation (Up to 10 pts)
_____
Provide facts from their field about parts of the body (Up to 10pts)
_____
Provided a bibliography and comments (Up to 10pts)
_____
Total _____
Group Presentation
PowerPoint (possible 30 points)
Everyone presented some of the information and information was correct (up to 5 points)
_____
PowerPoint has a minimum of 10 slides. (Up to 5 points)
_____
Correct capitalization, punctuation, and spelling. (Up to 10 points)
_____
PowerPoint contained comments and a bibliography (Up to 10 points)
_____
Total _____
Comments:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
___________________________________________________________________________________
Final Grade: ____________
MU_ Summative Assessment
Multimedia Project : Human Body Technology Project
Teacher Name: Ms. Austin
Student Name:
________________________________________
4
3
2
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Rehearsed with fairly
smooth delivery that
holds audience
attention most of the
time.
Delivery not smooth, Delivery not smooth
but able to maintain and audience
interest of the
attention often lost.
audience most of the
time.
Requirements
All requirements are All requirements are One requirement
met and exceeded. met.
was not completely
met.
More than one
requirement was not
completely met.
Sources
Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.
Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.
Source information
collected for
graphics, facts and
quotes, but not
documented in
desired format.
Very little or no
source information
was collected.
Content
Covers topic indepth with details
and examples.
Subject knowledge is
excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
information about
the topic but there
are 1-2 factual
errors.
Content is minimal
OR there are several
factual errors.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings
and/or grammatical
errors.
More than 4 errors in
spelling or grammar.
CATEGORY
1
NETS-S Checklist
National Educational Technology Standards for Students (NETS-S)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
______ Apply existing knowledge to generate new ideas, products, or processes
______ Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others.
_____ Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
_____ Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
_____ Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
_____ Plan strategies to guide inquiry
_____ Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
____Plan and manage activities to develop a solution or complete a project
____ Collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior.
_____ Advocate and practice safe, legal, and responsible use of information and technology
_____ Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
_____Understand and use technology systems
_____ Select and use applications effectively and productively