5E Lesson Plan Ideas
Subject area/course/grade level:
Science/ Life Science / 3rd Grade
Standards (State and NETS-S):
S.3.6: Identify structures and functions of the muscular and skeletal systems of the human body.
NETS:3.a Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and
situations.
Objectives:
The students will study and learn the bones of the body. TSW draw and label the parts of the human body. TSW draw their
own version of the human body on the promethean board.
Differentiation Strategies:
Flipchart examples, Operation Game, Manipulatives
ENGAGEMENT:
 Start off lesson with youtube video. The video is a School House Rock video of the bones of the body.
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=2&cad=rja&uact=8&ved=0CCEQtwIwAWoVChMIr7_EgtcyAIVwpOACh0Ibg4J&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DICwLlrQKVcg&usg=AFQjCNGjwUo
_uzHhrplv44NBVGHck6gmRw&bvm=bv.103627116,d.eXY
EXPLORATION:
Body Diagram
 Students will work in groups of 3 to complete the body diagram. They will draw their version of the body and
label the following parts.
o Skull, humerus, ulna, pelvis, tibia, scapula, rib, radius, femur, and fibula
 Students will use the Ipads to research the parts of the body. They will then take pictures of their drawings
and share with the class.
The Body Puzzle
 The class will take turns coming to the board to label the bones of the body. They will use the following
website.
 http://www.abcya.com/skeletal_system.htm
EXPLANATION:
 Vocabulary
o Skull, humerus, ulna, pelvis, tibia, scapula, rib, radius, femur, and fibula
 Concepts
o Students will learn about the different parts of the human body and where they are located. Students
will learn how the human body is set up.
 Essential Questions
o What is each part of the human body?
o How does each part of the human body help us move?
o What is the job of the different parts of the human body?
ELABORATION:
 Student body diagram using storboardthat.com
o Students will create a storyboard to identify each part of the human body. Students will work in groups to
create this assignment. Students should have 4 slides on their storyboard. Each slide should tell about a
different part of the body.
 Active Inspire/IPad Diagram
o
Students will create a diagram of the human body independently using Active Inspire. Students will draw and label
the human body. Students will label the head, neck, torso, legs, arms, hands, and feet. This will be an independent
project. They will either use Active Inspire or the IPad.
EVALUATION:
 Human Body Diagram
o
The students will create a diagram that identifies each part of the human body. Students will work
independently to complete this assignment.
 The students will also independently create a diagram using active inspire or the ipad to draw and label the human body
to identify if they recognize each part of the human body.
The Rubrics are attached below
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.
Story Board
https://www.storyboardthat.com/portal/storyboards/neveahanderson/classroom-public/bones-of-the-body2
The Active Inspire/ Ipad Diagram
Scientific Drawings : Labeling Bones of the Body
Teacher Name: Mrs. Kent
Student Name:
________________________________________
CATEGORY Weight for Each Category 4
3
2
1
Title
X1 (up to 4 pts available)
Title is informative,
centered, and
larger than other
text.
Title is
informative
and larger
than other
text.
Title is
informative
and
centered.
The title is
incomplete
and does
not clearly
indicate
what
organism is
pictured.
Labels
X2 (up to 8 points available)
Every item that
needs to be
identified has a
label. It is clear
which label goes
with which
structure.
Almost all
items (90%)
that need to
be identified
have labels.
It is clear
which label
goes with
which
structure.
Most items
(75-89%)
that need to
be identified
have labels.
It is clear
which label
goes with
which
structure.
Less than
75% of the
items that
need to be
identified
have labels
OR it is not
clear which
label goes
with with
item.
Drawing general
X1 (up to 4 points available)
Lines are clear and
not smudged.
There are almost
no erasures or
stray marks on the
paper. Color is
used carefully to
enhance the
drawing. Stippling
is used instead of
shading. Overall,
the quality of the
drawing is
excellent.
There are a
few
erasures,
smudged
lines or stray
marks on the
paper, but
they do not
greatly
detract from
the drawing.
Color is used
carefully to
enhance the
drawing.
Overall, the
drawing is
good.
There are a
few
erasures,
smudged
lines or stray
marks on the
paper, which
detract from
the drawing
OR color is
not used
carefully.
Overall, the
quality of the
drawing is
fair.
There are
several
erasures,
smudged
lines or
stray
marks on
the paper,
which
detract
from the
drawing.
Overall, the
quality of
the
drawing is
poor.
Accuracy
X3 (up to 12 points available)
95% or more of the
assigned
structures are
drawn accurately
and are
recognizable. All
assigned
structures are
labeled accurately.
94-85% of
the assigned
structures
are drawn
accurately
and are
recognizable.
All assigned
structures
are labeled
accurately.
94-85% of
the assigned
structures
are drawn
accurately
and are
recognizable.
94-85% of
the assigned
structures
are labeled
accurately.
Less than
85% of the
assigned
structures
are drawn
AND/OR
labeled
accurately.
Spelling
X2 (up to 8 points available)
Knowledge X3 (up to 12 points available)
Gained
All words are
spelled correctly in
the title, labels and
caption/description.
All common
words are
spelled
correctly in
the title,
labels and
description.
1-2 scientific
words may
be
misspelled.
75% of the
words are
spelled
correctly in
the title,
labels, and
description.
Fewer than
80% of the
words are
spelled
correctly in
the title,
labels, and
description.
When asked about
10 items in an
unlabeled drawing
of the same plant
or animal, the
student can
identify all of them
accurately.
When asked
about 10
items in an
unlabeled
drawing of
the same
plant or
animal, the
student can
identify 8-9
of them
accurately.
When asked
about 10
items in an
unlabeled
drawing of
the same
plant or
animal, the
student can
identify 6-7
of them
accurately.
When
asked
about 10
items in an
unlabeled
drawing of
the same
plant or
animal, the
student
can identify
5 or less of
them
accurately.
Student Work Checklist
Human Body Student Checklist based on Teacher Observation
Student ____________________________ Date_________________________
Observation of
Student
Yes
No
Did the students:
Used Active Inspire/IPad to draw the human body
Label at least 5 parts of the human body.
Spell words correctly.
Make the diagram colorful.
Work well on assignment
Stayed focused on the task
Group Collaboration for Students
Collaborative Work Skills : Labeling Body Parts
Teacher Name: Mrs. Kent
Student Name: ________________________________________
CATEGORY
Contributions
4
Routinely provides
useful ideas when
participating in the
group and in
classroom project. A
definite leader who
contributes a lot of
effort.
Provides work of the
highest quality.
3
Usually provides
useful ideas when
participating in the
group and in
classroom project. A
strong group
member who tries
hard!
Provides high
quality work.
Attitude
Never is publicly
critical of the life
size project or the
work of others.
Always has a
positive attitude
about the task.
Rarely is publicly
critical of the life
size project or the
work of others.
Often has a positive
attitude about the
task.
Focus on the task
Consistently stays
focused on the task
and what needs to
be done. Very selfdirected.
Focuses on the task
and what needs to
be done most of the
time. Other group
members can count
on this person.
Time-management
Routinely uses time
well throughout the
project to ensure
things get done on
time. Group does
not have to adjust
deadlines or work
responsibilities
because of this
person\'s
procrastination.
Usually uses time
well throughout the
project, but may
have procrastinated
on one thing. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person\'s
procrastination.
Quality of Work
2
Sometimes provides
useful ideas when
participating in the
group and in
classroom project. A
satisfactory group
member who does
what is required.
Provides work that
occasionally needs
to be
checked/redone by
other group
members to ensure
quality.
Occasionally is
publicly critical of
the life size project
or the work of other
members of the
group. Usually has a
positive attitude
about the task.
Focuses on the task
and what needs to
be done some of
the time. Other
group members
must sometimes
remind to keep this
person on-task.
Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person\'s
procrastination.
1
Rarely provides
useful ideas when
participating in the
group and in
classroom project.
May refuse to
participate.
Provides work that
usually needs to be
checked/redone by
others to ensure
quality.
Often is publicly
critical of the life
size project or the
work of other
members of the
group. Often has a
negative attitude
about the task.
Rarely focuses on
the task and what
needs to be done.
Let’s others do the
work.
Rarely gets things
done by the
deadlines AND
group has to adjust
deadlines or work
responsibilities
because of this
person\'s
inadequate time
management.