The HUMAN BODY
Unit Plan
John Collier
Student Teaching
In the animal kingdom, humans are classified as mammals. We are
grouped with apes, monkeys, and lemurs in the scientific class Primates. Like
the bodies of other animals, human bodies are made of cells. Specialized cells
make up tissues and organs and groups of organs work together in integrated
and organized ways to form body systems. Together, the body systems of a
human being form a complex and fascinating example of adaptation.
Grade Level: 5th Grade
Topics
Skeletal System
Muscular System
Respiratory System
Digestive System
Reproductive System
Benchmarks
L.OL.M.4
Animal Systems- Multicellular organisms may have specialized
systems that perform functions ,which serve the needs of the organism.
L.OL.05.41 Identify the general purpose of selected animal systems (digestive,
skeletal, muscular).
L.OL.05.42 Explain how animal systems (digestive, skeletal, muscular) work
together to perform selected activities.
Rationale
The Human Body unit covers the broad spectrum of topics that make-up our very
amazing human body. Students dive into the different components that make up
the human body: muscles, bones and joints, the digestive and circulatory
systems, and finally the reproductive system. The discussions and activities
provided in the lessons are important so students can learn how these systems
work with all the other body components, and how they help keep the human
body healthy. This lesson will focus on three of these systems, the muscular,
skeletal, and digestive systems.
Objectives
Students will learn the major skeletal muscle groups in the human body and
their location
Students will understand that the skeletal muscles main purpose is to move our
bodies.
Students will learn what happens to their muscles when they are used
extensively.
Students will learn various exercises that will help strengthen their muscles.
Students will learn the major skeleton groups in the human body and their
location.
Students will understand that each bone has a different purpose in our bodies.
Students will present information on the skeletal groups through verbal
communication and composition.
Students will display their understanding of the skeletal system using an
illustrated model with content vocabulary and definitions.
Students will be able to identify the main parts of the digestive system, which
are the Mouth, Esophagus, Stomach, Small Intestine, and Large Intestine.
Students will be able to explain how each part of the digestive system
functions.
Materials
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Learn the Human Body – The Muscular System Video
Learn the Human Body – The Muscular System Worksheet
The Muscular System – Major Muscle Groups (Teacher Copy)
The Human Body – The Muscular System Reflections Booklet
The Human Body – My Human Body Final Activities Booklet
Various Dumbbells
Construction Paper
Scissors
Glue
Pipe Cleaners, String, etc. to make reference card ring
Hole Punch
The Human Body – The Skeletal System Work Booklet
The Human Body – My Human Body Final Activities Booklet
The Skeletal System Quiz Power-point
Muscles and Joints Notecards
The Human Body – Word Find
The Human Body – Word Find Answer Sheet
The Human Body – Label the Skeleton
The Human Body – Label the Skeleton Answer Sheet
Bones, Muscles, and Joints Quiz
Bones, Muscles, and Joints Quiz Answers
The Magic School Bus - “Flexes Its Muscles” Video
The Magic School Bus - “For Lunch” Video
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The Human Body – The Digestive System Work Booklet
The Human Body – My Human Body Final Activities Booklet
Overview Of The Systems In This Unit
Skeletal System
Our hard, supportive skeletal system is made of bone. Bone is living
tissue that is constantly being renewed. It is made up of tiny blood vessels and
calcium that requires oxygen and nutrients to supply its cells with energy for
growth and maintenance. Oxygen is carried to all parts of the body on special
cells called red blood cells, which are produced in the bone marrow in the center
of large bones.
In addition to supporting our bodies and producing red blood cells, bones
protect internal organs from impacts. For example, our skull protects our brain
and our ribs protect our lungs and heart. Bones also act as levers for our
muscles to attach to for movement.
Adults have 206 bones, most of which are found in the hands, wrists, feet,
and ankles.
Babies are born with about 300 bones, but as they grow, some of the small
bones fuse
together to form larger bones.
Muscular System
Human beings have more than 600 muscles. They are a part of every
other system in the body. Muscles are organs made up of long, thin cells called
muscle fibers. When groups of muscle fibers contract, the whole muscle
contracts, causing nearby body parts to move. As muscles are used, they
become larger and stronger. Without exercise, they become smaller and
weaker.
A single muscle fiber can only contract for a short period. As you work
and use a muscle, the muscle fibers take turns contracting. This way, the whole
muscle can work for a longer period of time. Still, the muscle will eventually tire
and will not contract as easily and efficiently as when the muscle is rested. This
is called muscle fatigue. Once a muscle is fatigued, it will need to be rested
before working effectively again. There are two groups of muscles: voluntary
muscles and involuntary muscles. Voluntary muscles are those that are under
our control. The muscles that move our arms and legs are examples of voluntary
muscles. Involuntary muscles cannot be consciously controlled. They work all
the time, every day of our lives. The muscles in our heart, stomach, and
intestines are involuntary muscles.
Digestive System
The major organs involved in digestion are the mouth, the stomach, and
the small intestine. There are two types of digestion: mechanical digestion and
chemical digestion. Mechanical digestion is simply the physical breaking apart of
a substance into smaller particles. Chemical digestion changes the chemical
make-up of the substance by breaking it into its simpler chemical components.
The mouth functions in both mechanical and chemical digestion. When
we chew, the teeth break apart the food mechanically. The saliva begins the
chemical process of breaking down starches. The stomach also continues to
break apart food mechanically by churning it with involuntary muscle
contractions. The food continues to be broken down chemically in the stomach
and the small intestine. The stomach contains hydrochloric acid (HCl) and a
special chemical called pepsin. Together, HCl and pepsin chemically break
down protein in the stomach. It is in the small intestine where nutrients are
absorbed into the bloodstream and carried to the other cells in the body. The
simple components that result from the digestion of food are nutrients. There are
six categories of nutrients: carbohydrates, fats, proteins, vitamins, minerals and
water.
Carbohydrates are the main source of energy for cells. Carbohydrates are
made of carbon, oxygen, and hydrogen. They are available in the form of sugar,
starch and plant fiber. Fats are important sources of energy. In large quantities,
however, they can contribute to obesity and heart problems. Proteins are made
up of amino acids. Amino acids are simple compounds of carbon, oxygen,
hydrogen and nitrogen. There are 22 amino acids necessary for human life.
Fourteen of these can be made in the human body. However, eight must be
consumed in food. Vitamins are organic compounds available in the food we eat.
No single food contains all the vitamins we need for a healthy body, so we need
to eat a variety of foods from all the food groups. Minerals are inorganic chemical
elements such as phosphorous, potassium, and calcium that are essential to
proper body functions. Minerals help send nerve messages, carry oxygen to
cells, and are important for muscle contraction. Water is necessary for life. All
the body’s chemical reactions take place in water. Since water is constantly
leaving the body when we breathe, sweat, or urinate, it is necessary to drink
fluids throughout the day. However, many of the foods we eat also contain
water.
Some nutrients, like vitamins and minerals, are needed to help the cells
function properly. Other nutrients, like carbohydrates, fats, and proteins,
combine with oxygen to produce energy. The amount of energy a nutrient can
produce is measured in calories. For example, one gram of fat provides about
9.0 calories of energy. Proteins and carbohydrates provide about 4.9 calories of
energy per gram.
LESSON PLANS
The Muscular System
TOPIC: Human Body Systems
SUBJECT AREA: Science
GRADE LEVEL: 5TH
TEACHER: John Collier
Rational
Human beings have more than 600 muscles. They are a part of every other system in the
body. As muscles are used, they become larger and stronger. Without exercise, they
become smaller and weaker. Students need to know what are the purposes for muscles
and why they are so important to the human body.
Grade Level Content Expectations
(In addition to those mentioned in the Teachers Guide)
K.HR.05.03 Predict results for the criterion-referenced muscular strength and endurance
health-related fitness standards for age and gender (e.g., Curl-up, Push-up, Pull-up,
Modified Pull-up, Flexed Arm Hang).
K.AN.05.02 Measure the physiological indicators associated with moderate to vigorous
physical activity (e.g., sweating, increased heart rate, increased respiration,
palpating pulse) and adjust participation/effort in controlled settings.
K.AN.05.03 Evaluate how supporting body weight, while participating in activities,
improves
physical fitness.
W.GN.05.03 Write a position piece that demonstrates understanding of central ideas and
supporting details (e.g., position/evidence organizational pattern) using multiple
headings and subheadings.
Objectives
· Students will learn the major skeletal muscle groups in the human body and their
location.
· Students will understand that the skeletal muscles main purpose is to move our bodies.
· Students will learn what happens to their muscles when they are used extensively.
· Students will learn various exercises that will help strengthen their muscles.
Materials
· Learn the Human Body – The Muscular System Video
· Learn the Human Body – The Muscular System Worksheet
· The Muscular System – Major Muscle Groups (Teacher Copy)
· The Human Body – The Muscular System Reflections Booklet
· The Human Body – My Human Body Final Activities Booklet
· Various Dumbbells
Introduction (Day One)
To begin the engagement, students will watch the video “Learn The Human Body - The
Muscular System.” Students will fill in the “Learn the Human Body – The Muscular
System” Worksheet, writing down the important information from the video. This can be
submitted for extra credit. This lesson will focus on skeletal muscles. Students will able
to answer what is the purpose of skeletal muscles and what happens to our muscles when
we exercise them.
Procedure/Development
Exploration
Using The Muscle System – Major Muscle Groups sheet, the Teacher will explain the
major muscle groups and their locations to the students. Using The Human Body – The
Muscular System Reflections Booklet, students will write on the appropriate pages the
names and locations of the muscle groups. After the discussion, students will do exercises
for 45 seconds: Incline Push ups, and Standard Push ups, Bicep Curls, Triceps kickback.
Squats, Squat jumps, Lunges, Lunge Jumps. Abdominal exercises.
Explanation
Using The Human Body – The Muscular System Reflections Booklet, students will
reflect on the exercises and answer the following questions:
· Which exercises were the most exhausting? Why do you think so?
· What muscles did you use for the exercises you just did?
· If you did curls with your other ‘’off hand,’’ would you be just as strong? Why or why
not?
Elaboration
Using The Human Body – The Muscular System Reflections Booklet, students will
extrapolate on the exercises using the following questions:
· What would happen to your muscles if you did the pushups at a slower pace, would you
be able to do more or less? Why?
· What would happen if you did the squat jumps at slower pace?
· How much rest do you think you need if you want to repeat an exercise and get the
same amount of repetitions?
· The skeleton and skeletal muscles are interrelated, for what purpose?
The final page of The Human Body – The Muscular System Reflections Booklet will
have students write a thorough paragraph on their thoughts and ideas for games/activities
that would be good for their muscles. Students will not be able to use any of the above
activities. Students should include all of the main muscles used in their activities.
Students will receive The Human Body – My Human Body Final Activities Booklet.
Students will cut out the segments of the human muscles, and paste them onto the
appropriate worksheet. The students will label ten (10) muscles of their choice, and add a
definition/point for each muscle.
Methods and Procedures: We will use independent work as well as whole
class discussions to learn about muscles The teacher will provide direct instruction
as well.
Accommodations: Students who cannot write may orally do this lesson with
the teacher or the teacher’s assistants.
Check for Understanding: The teacher will ask questions, using worksheets.
Evaluation
Students will combine all worksheet pages of The Human Body – My Human Body Final
Activities Booklet for assessment. This will be a great way for students to see how each
of the human body systems is similar to each other. As well it will be a great way for the
teacher to evaluate student learning as a whole.
Closure: There will be a class discussion about the muscle system with the teacher
asking questions randomly to the students.
The Digestive System
TOPIC: Human Body Systems
SUBJECT AREA: Science
GRADE LEVEL: 5TH
TEACHER: John Collier
Rational
The human digestive system is a complex series of organs and glands that processes food.
In order to use the food we eat, our body has to break the food down into smaller
molecules that it can process; it also has to excrete waste. Learning about the digestive
system can help students know the importance of putting healthy food into our bodies.
Grade Level Content Expectations
(In addition to those mentioned in the Teachers Guide)
S.RS.05.15 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
Objectives
· Students will be able to identify the main parts of the digestive system which are the
Mouth, Esophagus, Stomach, Small Intestine, and Large Intestine.
· Students will be able to explain how each part of the digestive system functions.
Materials
· The Magic School Bus - “For Lunch” Video
· The Human Body – The Digestive System Work Booklet
· The Human Body – My Human Body Final Activities Booklet
Introduction(Day One)
Students will be engaged through watching the Magic School Bus episode, “For Lunch”.
This episode goes through the basic and main components of the digestive system. As
students watch the video, and take notes on the important information from the video.
Procedure/Development
Exploration
Students will take their notes from the video, and label a diagram of the digestive
system, and students will write in their own words short definitions explaining each part.
Since the students should be familiar with many parts of the digestive system, defining
the parts in their own words should not be too difficult.
Explanation
Students will choose their favorite food they like to eat. Using that food as a main
character, students will write a story about the journey their food will take as it travels
throughout the digestive system. This will finish the day, and can be finished on day two.
Elaboration (Day Two)
Students will use the first part of the period to finish up their food journey stories. Use as
much time as needed, leaving enough time to complete the final activity described next.
Students will receive The Human Body – My Human Body Final Activities Booklet.
Students will cut out the segments of the human digestive system, and paste them onto
the appropriate worksheet. The students will label five (5) digestive organs, and add a
definition/point for each them. For additional information, students can research facts,
definitions and other information on the digestive system online or in books.
Methods and Procedures: We will use independent work as well as whole
class discussions to learn about the digestive system. The teacher will provide direct
instruction as well.
Accommodations: Students who cannot write may orally do this lesson with
the teacher or the teacher’s assistants.
Students who cannot write may orally do this lesson with the teacher or the
teacher’s assistants.
Check for Understanding: The teacher will ask questions, and use worksheets
Evaluation
Students will combine all worksheet pages of The Human Body – My Human Body Final
Activities Booklet for assessment. This will be a great way for students to see how each
of the human body systems is similar to each other. As well it will be a great way for the
teacher to evaluate student learning as a whole.
Closure: There will be a class discussion about the muscle system with the teacher
asking questions randomly to the students.
The Skeletal System
TOPIC: Human Body Systems
SUBJECT AREA: Science
GRADE LEVEL: 5TH
TEACHER: John Collier
Rational
A lot in our daily lives involves structure. Buildings need support to stay erect, chairs
need sturdy legs to support the people sitting on them, even the Human Body has support.
Without the Skeletal System, the human body would simply be a pile of organs and other
parts. Students need to know the importance of the skeletal system so that they may be
better able to take care of it.
Grade Level Content Expectations
(In addition to those mentioned in the Teacher's Guide)
S.IA.05.13 Communicate and defend findings of observations and investigations using
evidence.
S.RS.05.15 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
R.WS.05.07 In context, determine the meaning of words and phrases including symbols,
idioms, recently coined words, content vocabulary, and literary terms using
strategies and resources including analogies, content glossaries, and electronic
resources.
R.CM.05.04 Apply significant knowledge from grade-level science, social studies, and
mathematics texts.
W.HW.05.01Write neat and legible compositions.
S.CN.05.02 Adjust their use of language to communicate effectively with a variety of
audiences and for different purposes including research, explanation, and
persuasion.
Objectives
· Students will learn the major skeleton groups in the human body and their location.
· Students will understand that each bone has a different purpose in our bodies.
· Students will present information on the skeletal groups through verbal communication
and composition.
· Students will display their understanding of the skeletal system using an illustrated
model with content vocabulary and definitions.
Materials
♦ Construction Paper
♦ Scissors
♦ Glue
♦ Pipe Cleaners, String, etc. to make reference card ring
♦ Hole Punch
♦ The Human Body – The Skeletal System Work Booklet
♦ The Human Body – My Human Body Final Activities Booklet
♦ The Skeletal System Quiz Powerpoint
♦ Muscles and Joints Notecards
♦ The Human Body – Word Find
♦ The Human Body – Word Find Answer Sheet
♦ The Human Body – Label the Skeleton
♦ The Human Body – Label the Skeleton Answer Sheet
♦ Bones, Muscles, and Joints Quiz
♦ Bones, Muscles, and Joints Quiz Answers
♦ The Magic School Bus - “Flexes Its Muscles” Video
Introduction (DAY ONE)
To spark student attention, the students will watch a quick video and answer a short quiz.
There are key questions that the students should be thinking about while watching the
video.
1. How many BONES are in the Human Body? (206)
2. What does the skeleton PROVIDE the Human Body? (support and protection)
3. How are JOINTS and MUSCLES important to the Human Body? (help move the
skeleton bones and hence the human body)
As a class, students will watch the Kids Health video on the skeletal system. After the
video,
the class will take a quiz as a group, The Skeletal System Quiz Power-point, answering
important questions from the video.
Procedure/Development
Exploration
Students will receive The Human Body – The Skeletal System Work Booklet and the
students will get 10-15 minutes to read over the information sheets, allowing them to
highlight important parts of the skeletal system.
Students will then cut out the Muscles and Joints Notecards, paste them onto
construction paper, hole punch the corner, and add a ring to make a handheld reference
card. If there is time remaining, students can work on The Human Body – Word Find and
The Human Body – Label the Skeleton activities for extra credit.
Students will hand in there booklet, but can take the notecards and extra credit home.
Explanation (DAY TWO)
Students will be handed back The Human Body – The Skeletal System Work Booklet.
On the table of a group (4-5 students), place a sheet of paper with one of the sections of
the skeletal system. The students at that table will use the Name that Bone worksheet and
choose a bone from the section and write three (3) important things everyone should
know about that bone.
Students from each table will present their information to the teacher. Each group will
have the opportunity to write their answers on the board and present. At that time, the
other students can copy the information into their workbook.
Elaboration
Students will receive The Human Body – My Human Body Final Activities Booklet.
Students will cut out the segments of the human skeleton, and paste them onto the
appropriate worksheet. Then the students will label ten (10) bones of their choice, and
add a definition/point for each bone.
At the end of the lesson or at the beginning of the Muscular System lesson, have
students watch “The Magic School Bus – Flexes Its Muscles.” to compare and prepare
the Skeleton System to the Muscular System.
Methods and Procedures: We will use independent work as well as whole
class discussions to learn about muscles The teacher will provide direct instruction
as well.
Accommodations: Students who cannot write may orally do this lesson with
the teacher or the teacher’s assistants.
Check for Understanding: The teacher will ask questions, using worksheets.
Evaluation
Students will complete a quiz summarizing all of the information from The Skeletal
System Work Booklet. The quiz should take only 10 minutes (End of Day Two, or Day
Three). Students will combine all worksheet pages of The Human Body – My Human
Body Final Activities Booklet for assessment. This will be a great way for students to see
how each of the human body systems is similar to each other. As well it will be a great
way for the teacher to evaluate student learning as a whole.
Closure: There will be a class discussion about the skeletal system with the teacher ask
questions randomly to the students
Resource Citation
The Magic School Bus – Season 1 Episode 15 - “Flexes Its Muscles”
http://www.youtube.com/watch?v=gPkeCndpSKk
How The Body Works
http://kidshealth.org/kid/htbw/htbw_main_page.html
Muscles and Joints Notecards
http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#
Quiz: Bones, Muscles, and Joints
http://kidshealth.org/classroom/3to5/body/systems/bones_quiz.pdf
Answer Key: Bones, Muscles, and Joints
http://kidshealth.org/classroom/3to5/body/systems/bones_quiz_answers.pdf
HUMAN BODY WORKSHEETS
Learn the Human Body Video
The Muscular System
What are the four (4) functions of the Muscular
System?
1.
______________________________
2. ______________________________
3. ______________________________
4. ______________________________
What are the three (3) different types of muscles
in the body?
1. _____________ 2. _____________ 3.
_____________
Keeping the Muscular System Healthy!
___________ exercises help strengthen the
HEART and LUNGS.
What are some exercises that help strengthen the
Heart and Lungs?
What are four (4) other ways to help keep your
muscles healthy?
1. ___________________ 2.
_____________________
3. ___________________ 4.
_____________________
Name: ___________________________
_______________
Date:
Major Muscle Groups
Information Pages
Write all of the information provided by your teacher on the next few pages.
Name: ___________________________
_______________
Date:
Name: ___________________________
_______________
Date:
The Muscular System
Reflections
EXPLANATION
Which exercises were the most exhausting? Why do you think so?
What muscles did you use for the exercises you just did?
If you did curls with your other “off hand,” would you be just as
strong? Why or why not?
Name: ___________________________
_______________
Date:
The Muscular System
Reflections
ELABORATION
What would happen to your muscles if you did the pushups at a slower
pace, would you be able to do more or less? Why?
What would happen if you did the squat jumps at a slower pace?
How much rest do you think you need if you want to repeat an exercise
and get the same amount of repetitions?
Are the Skeleton and Skeletal Muscles are interrelated? Why
Name: ____________________________
______________
Date:
The Muscular System
Reflections
FINAL REFLECTIONS
Write a thorough paragraph on your thoughts and ideas for games or
activities that would be good exercise for your muscles. For each
activity, detail the steps need to complete or participate in the activity.
For example, simply saying “play soccer” is not sufficient. Explain how
you go about playing the game. Do not use any activity already
mentioned by the teacher. Please include the muscles / muscle group
used in each activity.
MUSCLE AND BONE QUIZ SLIDES
THE DIGESTIVE SYSTEM WORKSHEETS
The Digestive System
Directions: Label each part of the digestive system.
Name: ___________________________
_______________
Date:
The Digestive System
Directions: The box below contains all parts of the Digestive System
discussed in the video. Define each term in your own words.
Mouth
Esophagus
Stomach
Large Intestine
Small Intestine
1. _____________
________________________________________________
________________________________________________
________________________________________________
________________________
2. _____________
________________________________________________
________________________________________________
________________________________________________
________________________
3. _____________
________________________________________________
________________________________________________
________________________________________________
________________________
4. _____________
________________________________________________
________________________________________________
________________________________________________
________________________
5. _____________
________________________________________________
________________________________________________
________________________________________________
________________________
Name: ___________________________
_______________
Date:
My Food Journey
Directions: Pretend you are your favorite food. If you were eaten, how would
you go through the Digestive System? Write a story about your adventure
through the Digestive System. Be sure to include all of the organs in your
story, and oh yeah, BE CREATIVE!
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
____________
ASSESSEMENT RUBRICS
The HUMAN BODY – The Muscular System
Assessment Rubric
Activity Name Expectations
Final
Reflections
Worksheet
The Human
Body Final
Activity
Extra Credit
- One Thorough
paragraph
detailing the
activities chosen
- Five (5) different
activities that are
good for muscles
(15)
- Muscles/Muscle
Group identified
in activities (5)
- Accurately
reposition all of
the parts of the
muscles provided
on the Muscular
System
worksheet (10)
- Accurately label
ten different
muscles on the
Muscular System
worksheet (10)
- Provide
correction
definitions for the
different muscles
of your choice on
the Muscular
System
worksheet (10)
Activity Total
Learn the
Human Body Muscles
Points Total
20
30
50
5
Points
Earned
Worksheet
Extra Credit
Total
5
Final Total =
___ / 50
The HUMAN BODY – The Skeletal System
Assessment Rubric
Activity Name Expectations
Muscles &
Joints
Notecards
The Human
Body Final
Activity
Bones,
- Cut and paste
notecards onto
construction
paper (10)
- Hole punch and
connect
notecards for
reference (10)
- Accurately
reposition all of
the parts of the
skeleton provided
on the Skeletal
System
worksheet (10)
- Accurately label
ten different
bones on the
Skeletal System
worksheet (10)
- Provide
correction
definitions for the
different bones of
your choice on
the Skeletal
System
worksheet (10)
- 10 questions
Points Total
20
30
10
Points
Earned
Muscles, Joints
Quiz
Extra Credit
each worth one
(1) point
Activity Total
Word Find
Label the
Skeleton
Extra Credit
Total
60
5
5
10
Final Total =
___ / 60
The HUMAN BODY – The Digestive System
Assessment Rubric
Activity Name Expectations
My Food
Journey
Story
The Human
Body Final
Activity
- Story contains
all parts of the
Digestive System
(10)
- Favorite Food
Chosen (3)
- Spelling (2)
- Accurately
reposition all of
the parts of the
digestive system
provided on the
Digestive System
worksheet (10)
- Accurately label
five different
organs on the
Digestive System
worksheet (10)
- Provide
correction
definitions for the
different organs
Points Total
15
30
Points
Earned
on the Digestive
System
worksheet (10)
Activity Total
45
Final Total =
___ / 45
REFLECTIONS:
The human body is such a complex machine. This unit plan is just a small part
of what makes up the human body. For future lessons I would explore some of the
many other systems that make up our bodies. We could do lessons on the
respiratory, nervous, reproductive, and cardiovascular systems. Each one of these is
very complex in themselves. I would be careful not to get too complicated. I would
perhaps choose not to use very many technical medical terms for the body.
In the future for an anticipatory activity, to get the attention of the students, I would
take them on a field trip to a museum, which has exhibits connected to the human
body. Maybe we could visit a museum which displays skeletons, or muscles.
I would make note of what was the best method for learning. Did they learn more
from lecturing, did they lean more from videos, did they learn more from hands on
activities, or did they learn more from taking a field trip? Maybe it was a
combination of all of the above, which enabled the students to learn. Maybe it was a
combination of just a couple of the above methods. I would also make note of what
did not work and either tweak it or eliminate it from future lessons.