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North Carolina Science Essential Standards
Resource Pack 3.L.1 Human body
Essential Standard:
3.L.1 Understand human body systems and how they are essential for life: protection, movement,
and support.
Clarifying Objectives:
3.L.1.1 Compare the different functions of the skeletal and muscular system.
3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.
Vertical Strand Maps:
Cell functions and basic needs: http://scnces.ncdpi.wikispaces.net/Strand+Maps
Atlas of Science Literacy Volume 1 Cell Functions, page 73, Cells and Organs, page 75.
Online Atlas maps
http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1397
http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1405
North Carolina Unpacking:
http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools
Framework for K-12 Science Education:
LS1.A: Structure and Function
How do the structures of organisms enable life’s functions?
A central feature of life is that organisms grow, reproduce, and die. They have characteristic structures
(anatomy and morphology), functions (molecular-scale processes to organism-level physiology), and behaviors
(neurobiology and, for some animal species, psychology). Organisms and their parts are made of cells, which
are the structural units of life and which themselves have molecular substructures that support their functioning.
Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in
which different groups of large numbers of cells work together to form systems of tissues and organs (e.g.,
circulatory, respiratory, nervous, musculoskeletal), that are specialized for particular functions. Special
structures within cells are also responsible for specific cellular functions. The essential functions of a cell
involve chemical reactions between many types of molecules, including water, proteins, carbohydrates, lipids,
and nucleic acids. All cells contain genetic information, in the form of DNA. Genes are specific regions within
the extremely large DNA molecules that form the chromosomes. Genes contain the instructions that code for
the formation of molecules called proteins, which carry out most of the work of cells to perform the essential
functions of life. That is, proteins provide structural components, serve as signaling devices, regulate cell
activities, and determine the performance of cells through their enzymatic actions.
By the end of grade 2: All organisms have external parts. Different animals use their body parts in different
ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food,
water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive,grow,
and produce more plants.
By the end of grade 5: Plants and animals have both internal and external structures that serve various
functions in growth, survival, behavior, and reproduction. (Boundary: Stress at this grade level is on
understanding the macroscale systems and their function, not microscopic processes.)
Science for All Americans:
CELLS
All self-replicating life forms are composed of cells—from single-celled bacteria to elephants, with their
trillions of cells. Although a few giant cells, such as hens' eggs, can be seen with the naked eye, most cells are
microscopic. It is at the cell level that many of the basic functions of organisms are carried out: protein
synthesis, extraction of energy from nutrients, replication, and so forth. All living cells have similar types of
complex molecules that are involved in these basic activities of life. In addition to the basic cellular functions
common to all cells, most cells in multicelled organisms perform some special functions that others do not. For
example, gland cells secrete hormones, muscle cells contract, and nerve cells conduct electrical signals.
BASIC FUNCTIONS in Humans
The human body is a complex system of cells, most of which are grouped into organ systems that have
specialized functions. These systems can best be understood in terms of the essential functions they serve:
deriving energy from food, protection against injury, internal coordination, and reproduction. The continual
need for energy engages the senses and skeletal muscles in obtaining food, the digestive system in breaking
food down into usable compounds and in disposing of undigested food materials, the lungs in providing oxygen
for combustion of food and discharging the carbon dioxide produced, the urinary system for disposing of other
dissolved waste products of cell activity, the skin and lungs for getting rid of excess heat (into which most of
the energy in food eventually degrades), and the circulatory system for moving all these substances to or from
cells where they are needed or produced.
Like all organisms, humans have the means of protecting themselves. Self-protection involves using the
senses in detecting danger, the hormone system in stimulating the heart and gaining access to emergency energy
supplies, and the muscles in escape or defense. The skin provides a shield against harmful substances and
organisms, such as bacteria and parasites. The immune system provides protection against the substances that
do gain entrance into the body and against cancerous cells that develop spontaneously in the body. The nervous
system plays an especially important role in survival; it makes possible the kind of learning humans need to
cope with changes in their environment.
The internal control required for managing and coordinating these complex systems is carried out by the
brain and nervous system in conjunction with the hormone-excreting glands. The electrical and chemical signals
carried by nerves and hormones integrate the body as a whole. The many cross-influences between the
hormones and nerves give rise to a system of coordinated cycles in almost all body functions. Nerves can excite
some glands to excrete hormones, some hormones affect brain cells, the brain itself releases hormones that
affect human behavior, and hormones are involved in transmitting signals between nerve cells.
PHYSICAL HEALTH in Humans
To stay in good operating condition, the human body requires a variety of foods and experiences. The
amount of food energy (calories) a person requires varies with body size, age, sex, activity level, and metabolic
rate. Beyond just energy, normal body operation requires substances to add to or replace the materials of which
it is made: unsaturated fats, trace amounts of a dozen elements whose atoms play key roles, and some traces of
substances that human cells cannot synthesize—including some amino acids and vitamins. The normal
condition of most body systems requires that they perform their adaptive function: For example, muscles must
effect movement, bones must bear loads, and the heart must pump blood efficiently. Regular exercise, therefore,
is important for maintaining a healthy heart/ lung system, for maintaining muscle tone, and for keeping bones
from becoming brittle.
The body's own first line of defense against infectious agents is to keep them from entering or settling in the
body. Protective mechanisms include skin to block them, tears and saliva to carry them out. Related means of
protecting against invasive organisms include keeping the skin clean, eating properly, avoiding contaminated
foods and liquids, and generally avoiding needless exposure to disease.
Benchmarks for Science Literacy:
Cells:
K-2 Emphasis should be placed on examining a variety of familiar animals and plants and considering
things and processes they all need to stay alive, such as food and getting rid of wastes. Students should
use hand lenses to make things appear 3 to 10 times bigger and more detailed and should be encouraged
to wonder what they might see with more powerful lenses.


Magnifiers help people see things they could not see without them. 5C/P1
Most living things need water, food, and air. 5C/P2
Grades 3-5 Students' experiences should expand to include the observation of microscopic organisms, so the
scale of magnification should increase to 30- or 100-power (dissection scope or low power on microscopes).
Watching microorganisms is always informative, but some events are so rare that prepared materials are a
necessity. Students can observe films of living cells growing and dividing, taking in substances, and changing
direction when they run into things. Some students may reason that because these tiny cells are alive, they
probably have the same needs as other, larger organisms. That can stimulate discussions about how singlecelled organisms satisfy their need for food, water, and air.
 Some living things consist of a single cell. Like familiar organisms, they need food, water and air; a way
to dispose of waster; and an environment they can live in. 5C/E1
 Microscopes make it possible to see that living things are made mostly of cells. 5C/E2a
 Some organisms are made of a collection of similar cells that benefit from cooperating. Some
organisms’ cells vary greatly in appearance and perform very different roles in the organism. 5C/E2bc
Basic Functions:
Like other organisms, human beings are composed of specialized cells grouped in organs that have
special functions. However, rather than focusing on distinct anatomical and physiological systems
(circulatory, digestive, etc.), instruction should focus on the essential requirements for life—obtaining
food and deriving energy from it, protecting against injury, providing internal coordination, and
reproducing. These grand body systems and their subsystems illustrate important aspects of systems in
general.
K-2 Children at this level think each organ has its own independent function. The eyes are for seeing,
the brain is for thinking, the stomach is for digesting food, and so forth. Only later will students be able to
learn how organs work in coordinated ways to make systems. One can expose young children to some of
the facts in response to their questions, but they cannot understand those facts until they are older.
 The human body has parts that help it seek, find, and take in food when it feels hunger—eyes and a
nose for detecting food, legs to get to it, arms to carry it away, and a mouth to eat it. 6C/P1
 Senses can warn individuals about danger; muscles help them to fight, hide, or get out of danger.
6C/P2
 The brain enables human beings to think and sends messages to other body parts to help them work
properly. 6C/P3
Grades 3-5 At this level, children can begin to view the body as a system, in which parts do things for
other parts and for the organism as a whole. Models help children to see and touch the internal organs
and to know where they are located in the body. Questions about familiar body systems can be useful in
getting students to start thinking about systems generally. They can then begin to understand that each
organ affects and is affected by others.
 From food, people obtain fuel and materials for body repair and growth. 6C/E1a*
 The indigestible parts of food are eliminated. 6C/E1b
 By breathing, people take in the oxygen they need to live. 6C/E2
Physical Health:
Knowledge of health and knowledge about illness and disease are closely connected. Human beings'
knowledge of diseases has helped them understand how the healthy body works, just as knowing about
normal body functioning helps to define and detect diseases.
Knowledge of science can inform choices about nutrition and exercise, but that doesn't ensure healthy
practices. Some adults have ideas about health that are contrary to scientific facts. Ideas about what
constitutes good nutrition change somewhat as new information accumulates, but the basics are quite
stable. Students should learn these basics.
K-2
Children should learn how to keep healthy, although they may not understand why certain diets, exercise,
and rest all help. They do know some of the ways one can be in poor health, and instruction should build
on that.
 Eating a variety of healthful foods and getting enough exercise and rest help people to stay healthy.
6E/P1
 Some things people take into their bodies from the environment can hurt them. 6E/P2
 Some diseases are caused by germs, some are not. Diseases caused by germs may be spread by people
who have them. Washing one's hands with soap and water reduces the number of germs that can get
into the body or that can be passed on to other people. 6E/P3
Grades 3-5
Children should explore ways in which good health can be promoted. Here, they can begin to understand some
of the evidence, though not in great detail. They may get their first look at microorganisms through a
microscope.
 Food provides fuel and materials for growth and repair of body parts. 6E/E1a*
Big Ideas:
Structure and Function
Systems and System Models
Essential and Guiding Questions:
How are organisms structured to carry on the necessary functions of life?
How do the functions of the skeletal and muscular systems compare?
What are the major structures and functions of the …skeletal system? …muscular system?
What is the structure and function of the skin?
How does the skin protect the body and help humans to remain healthy?
Enduring Understandings:
The structures in living things function to meet the needs of living things.
The human body needs structures for support, movement, and protection.
Humans and other animals have skeletons that provide support, protection and movement.
The main function of muscles is to facilitate movement.
Muscles are attached to bones.
The skin helps to protect humans in many different ways.
Common Misconceptions:
Muscles are only for voluntary physical actions.
Muscles turn to fat is you stop exercising.
Muscles are not found all over the body.
Bones glow in the dark.
There are not that many bones in the body.
Bones are not living tissue.
Bone does not grow.
The main purpose of bones is to hold humans upright.
Diseases of the bone only affect the elderly.
The skin is just a covering for the body/
Hairs on our arms and legs do not have a purpose.
Formative Assessment Probe information:
Use the alignment guide for formative probes:
http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment
Annotated TEACHING Resources:
Science Trek Muscles
A collection of teaching resources for grades 3-5 concerned with muscles and the muscular system.
http://idahoptv.org/sciencetrek/topics/muscles/teachers.cfm
Exploration Works
Muscle makes up most of everything underneath the skin. This is the tissue that makes up the heart,
body organs, and skeletal muscles. Muscle accounts for about half of the body’s weight.
http://www.explorationworks.org/wp-content/uploads/2014/01/Muscles-Lesson-Plan-grades-3-51.pdf
KidsHealth Bones, Muscles, and Joints
The following activities will help your students understand and appreciate the work of their bones,
muscles, and joints.
https://classroom.kidshealth.org/classroom/3to5/body/parts/bones.pdf
Teach Engineering – Move Your Muscles
Students learn all about muscles, including the three different types of muscles in the human body and the
effects of microgravity on muscles. They also learn how astronauts must exercise in order to lessen muscle
atrophy in space. Students discover what types of equipment engineers design to help the astronauts exercise
while in space. This lesson can be adapted to use in grade 3.
https://www.teachengineering.org/lessons/view/cub_human_lesson02
Human Body – Everything You Need
This is a site that features a collection of human body materials geared to gradeK-8. Scholastic.
http://www.scholastic.com/teachers/unit/human-body-everything-you-need
Bones and Muscles!
The purpose of this unit study on bones and muscles is to help students learn and understand the
function and purpose of the bones and muscles in the body. Students will do various activities to help
them discover the purpose of the bones and muscles in the skeletal and muscular systems and the
importance of health.
http://circle.adventist.org/download/BonesMusclesUnit.pdf
Muscles and Bones: Framework and Movement
This unit is an interactive approach to learning about our muscular and skeletal systems as detailed in
the Core Knowledge Sequence. It looks at each system individually and then how they relate to one
another.
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/601/Muscles%20and%20Bones%20%2
0Framework%20and%20Movement.pdf
Teach Engineering – Our Amazing Skeleton
This lesson covers the topic of human bones and joints. Students learn about the skeleton, the number of and
types of bones in the body, and how outer space affects astronauts' bones. Students also learn how to take
care of their bones here on Earth to prevent osteoporosis ─ or weakening of the bones. This lesson can be
adapted to use in grade 3.
https://www.teachengineering.org/lessons/view/cub_human_lesson03
PBL Unit Skeletal and Muscular Systems
This unit explores how the skeletal and muscle systems work.
http://www2.davidson.k12.nc.us/pbl/eett/pblfiles/dibon/skeletalsmuscularsystems.pdf
KidsHealth in the Classroom: SKIN
Believe it or not, you lose about 9 pounds of skin cells each year — which means your skin is a very
busy organ! Use the following activities to raise students’ awareness of the importance of their skin,
and to help them care for the body’s largest organ.
https://classroom.kidshealth.org/classroom/3to5/body/parts/skin.pdf
What’s Covering you? And Why?
A lesson that explores the four primary functions of the skin. Adapt for use in grade 3.
http://mypages.iit.edu/~smile/bi8815.html
NCSMT Rigorous lesson
A plan for the Grade 3 human body standards and clarifying objectives.
https://www.ncsmt.org/i3laser_pdfs/Grade3HumanBody.pdf
NCES 3rd Grade LiveBinder Human Body
http://www.livebinders.com/play/play?id=478614
Terminology:
tissue
support
muscle
protect
contract
skin
tendon
skull
heart
spine
voluntary
involuntary
Student Readings Online:
http://www.sciencekids.co.nz/sciencefacts/humanbody/skin.html
http://www.sciencekids.co.nz/sciencefacts/humanbody/muscles.html
http://www.sciencekids.co.nz/sciencefacts/humanbody/skeletonbones.html
Writing Prompts:
1. Research orthopedics. Create a pamphlet telling about what medical specialists do in this area.
2. Some people like to work out and develop their muscles. Imagine that one day you woke up and your
muscles has grown 50% larger overnight. Explain how your life routines might be different on this day.
What would happen if this continued to occur every night for three nights?
3. Write a story about a character who stays out in the sun all day, every day. Describe this character in
detail and make sure to explain how the sun impacts this character’s skin.
4. Write a funny song about bones.
5. Write a poem to praise the skin for the awesome job it does.