Download Unit Plan: The Human Body

Unit Plan: The Human Body
Elaine Broe
Unit Plan: The Human Body
Spring 2014
LED 618
Dr. Carnahan
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Unit Plan: The Human Body
Unit Overview
Content Area: Science
Unit Title: The Human Body
Target Course/Grade Level: 4th Grade
Unit Summary: This unit will teach students about the systems that make up
the Human Body. These systems include: the skeletal and muscular system,
respiratory and circulatory system, digestive and nervous system, and the
immune system. Students will read and discuss about each system as well as
conduct experiments to further explain and investigate how these systems work.
This unit will take two to three weeks to complete.
Primary Interdisciplinary Connections: Language Arts, Reading
21st Century Theme: Communication and collaboration; creativity and innovation
Unit Rationale: This unit helps students understand what makes the human body
work and what it consists of. Students will gain knowledge about the human body
and how it works.
Learning Targets
Standards: 5.3 Life Science
Content Standards: 5.3.4.A.3, 5.3.6.A.1, 5.3.8.A.1
Unit Essential Questions:
Unit Enduring Understandings:
 What are the systems that make
 SW understand that the human
up the human body and how do
body is made of systems and
they work together?
functions that are related.
 SW understand that cells form
different types of structures.
 SW understand the importance
of keeping records to provide
information about causes of
inconsistencies in experiments.
 SW learn about the different
systems that make up the human
body.
Unit Learning Targets:
 Students will develop an understanding of the systems that make up the
human body.
 Students will explore and learn about each system and how it works.
 Students will understand how the system of the human body works
together.
 Students will understand how organs carry out life processes.
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Unit Plan: The Human Body
Students will understand how the human body fights off diseases.
Evidence of Learning
Summative Assessment: Class discussions, investigation reviews, experiments,
lesson review worksheets, unit review and test
Equipment Needed: Student textbooks, NJASK prep booklet with system
packets, various items for the experiments (see individual lessons for
breakdown), human body model (if available), computer
Teacher Resources: Scott Foresman Teacher Addition Science Book, NJASK
booklet teacher edition, human body model

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Unit Plan: The Human Body
Topic: Introduction to the Human Body Unit
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will be introduced to the human body unit.
Materials: textbook and notebook; Brainpop video “The Human Body”
Procedure:



Anticipatory Set:
o The teacher will write on the board “The Human Body”. Students will record
this statement in the Science notebooks and as a group record topics/ideas
that fall under this category in a concept web. The teacher will circulate and
listen to the discussions that are occurring in each group. After a few
minutes have gone by the teacher will ask the students to share their ideas
as she records them on the board.
o The teacher will ask the students to explain what they know about the
systems of the human body and the items they have included in the concept
map.
o Introduce key vocabulary that the students will learn about in the unit
(voluntary muscles, involuntary muscles, neuron, pathogens, infectious
disease, vaccine) Students will predict and discuss the possible meanings of
each vocabulary word.
Brain Pop Video: “The Human Body”. Students will view the overview video and
discuss what they learned from the video. Students will highlight words from their
concept map that were discussed in the video.
Closure: Students will record in their notebooks as a group what they learned from
the brain pop video. The class will discuss what they learned from the video.
Students will also have the opportunity to ask questions about what they will be
learning.
Assessment: Since this is just an overview lesson students will be assessed on their class
discussions and participation.
References:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
Human Body. (n.d.). BrainPop. Retrieved April 24, 2014, from
http://www.brainpop.com/science/diversityoflife/humanbody/
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Unit Plan: The Human Body
Topic: How does shape affect bone strength? Experiment
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will explore how the shape of their bones affect their
strength.
Materials: experiment handout; construction paper, tape, paperback books,
science textbook
Procedure:

Anticipatory Set: Have students hypothesis what they think the shape of
their arm and leg bones are. Students will discuss with their groups how
shape will affect bone strength and fill in their hypothesis on their
worksheet. Students will also explain their hypothesis on the provided lines.
After a few minutes the class will discuss their hypotheses and see if there
are any similarities and differences amongst the different groups.

Students will set up the experiment by following the steps.
o Fold a piece of construction paper to make a square tube. Fasten with
tape.
o Roll another piece of construction paper to form a round tube. Fasten
with tape.

o Stand the tubes on a table to begin the experiment.
After students have discussed their hypothesis and set up the experiment
they will begin placing paperback books on top of the tubes one at a time.
They will continue placing books on the tubes until one collapses. Students
will record their findings in the chart on their worksheet.
Type of Tube
Number of books till tube collapsed
Rounded
Squared
 After students have completed the experiment they will analyze their
findings by answering the questions on their worksheet.
o Which shape tube held more books?
o Based on this experiment which shape would be a better shape for the
bones in your body?
o Why is this shape stronger for bones?
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Unit Plan: The Human Body
 Students will clean up all materials and return to their seats for a wrap up
discussion about the experiment.
 As a class students will discuss their findings to see what they found.
Students will relate this experiment to the actual bones in their body.
 Closure: How to Read Science activity on page 141 in student textbook.
Students will work on drawing conclusions. Students will read and discuss
page 141 and draw conclusions about the bones in their body. The teacher
will guide and assist students with this process.
Assessment: The experiment worksheet will be collected. The teacher will collect
each students experiment and assess their work. The teacher will also assess
students on their class discussions and participation.
References:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
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Unit Plan: The Human Body
Topic: Lesson 1: What are the skeletal and muscular systems?
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will understand that individuals have specialized organs to
carry out life processes. Students will also understand that living things are
composed of cells.
Materials: textbook, notebook, computer (brain pop videos)
Procedure:

Anticipatory Set: Divide students into groups. Provide a worksheet with the
human body. Have groups label as many bones and muscles as possible on the
worksheet. (Worksheet will have a word bank to help students along). This
will serve as a way to access prior knowledge. After they have completed the
worksheet, the teacher will collect the worksheet and tell students that
they will be reading about the tissues and organs in the body. Students will
understand the relationship among cells, tissues, organs, and organ system.

Brainpop video: Students will watch a brief video clip on the skeleton as an
introduction to the lesson. The class will discuss what the video clip shared
before they begin reading the lesson.

Read and discuss lesson 1: what are skeletal and muscular systems? (pages
147-147). The teacher will ask questions throughout reading to prompt


discussions.
Closure: The students will summarize what they read and record in their
notebook what they learned about the skeletal and muscular system.
Assessment: class participation, discussion, check point questions, and
lesson 1 review handout
*Students will answer the check point questions and complete the lesson 1 review.
Both worksheets will be collected to assess student learning.
References:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
Skeleton. (n.d.). BrainPop. Retrieved April 24, 2014, from
http://www.brainpop.com/health/bodysystems/skeleton/
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Unit Plan: The Human Body
Topic: How does exercise affect your heart rate? Experiment
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will conduct an experiment to explore the impact exercise
has on their heart rate.
Materials: experiment worksheet, clock or watch with a second hand
Procedure:

Anticipatory Set: The class will read and discuss the research part of the
experiment. Students will then create a hypothesis. Students will also
explain why they came up with their hypothesis. As a class, the students will
read he research section on the experiment worksheet.
o Research: The heart is about the size of your fist. It has four rooms
through which blood passes. After going through the right atrium and
ventricle, the blood goes to the lungs to pick up oxygen. Then it is
pumped through the left atrium and ventricle and out to the body
through the aorta. Aerobic exercise is designed to keep the heart
pumping at 130-150 beats per minute for a certain length of time,
usually 20 minutes or more. This strengthens the heart and keeps the
blood vessels in good working condition. Children’s heartbeats are
generally faster than adults.


The teacher will explain to students how they take their pulse rate.
Students will record their pulse rate in the observation chart.
Students will walk briskly for two minutes.

Students will take their pulse and record their heart rate in the observation
chart.

Students will rest for 3 minutes and take their pulse again. Students will

record the results in the observation chart.
Students will run in place as fast as they can for two minutes.


Students will take their heart rate and record it in the observation chart.
Students will rest for 3 minutes and take their pulse again and record it in
the observation chart.
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Unit Plan: The Human Body

Closure: Students will analyze and draw conclusions about their findings and
record their answers on the worksheet. Students will also share their
results with their classmates.
o Were your predictions correctly?
o How does exercise affect your heart rate?
o What proof do you have that exercise affects your heart rate?
Assessment: class discussion and participation
References:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
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Unit Plan: The Human Body
Topic: Lesson 2: What are the respiratory and circulatory systems?
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will learn about the circulatory and respiratory systems and
their functions in the human body.
Materials: textbook, notebook, lesson 2 review worksheet
Procedure:

Anticipatory Set: Assess prior knowledge-have students put their hands
over their heads, take a deep breath, and slowly release it. Ask students to
compare what is happening inside their bodies to what was happening outside
their bodies as they blew out the air. Students will write down what
happened in their notebooks and discuss with classmates. Set a purpose for
reading-tell students that they will read about the organs that allow them to
breath and the organ system that controls blood flow (circulatory &
respiratory systems).

Brain pop video: Students will watch a brief clip on the circulatory system
and a clip on the respiratory system to introduce the lesson.
Students will read and discuss pages 148-151. The teacher will ask questions

to prompt discussions as the material is read.
Students will then complete the check point questions in their notebook as


well as the lesson 2 review.
Students will also be required to complete an investigation review on the
respiratory and circulatory systems. This is set up as a quiz and will be
collected to assess student learning.
Assessment: class discussion, participation, check point questions, lesson 2 review
worksheet, and quiz
References:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
Circulatory System. (n.d.). BrainPop. Retrieved April 24, 2014, from
http://www.brainpop.com/health/bodysystems/circulatorysystem/
Respiratory System. (n.d.). BrainPop. Retrieved April 24, 2014, from
http://www.brainpop.com/health/bodysystems/respiratorysystem/
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Unit Plan: The Human Body
Topic: How quick do you think you are? Experiment
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will participate in an experiment. This experiment will test
their reaction time which will serve as an introduction to the nervous system.
Materials: experiment worksheet, yardstick, partner
Procedure:

Anticipatory set: Together as a class the students will read the research
section of the experiment worksheet.
o “A reaction time is a response to stimuli. The time it takes you to
respond to stimulus is called your reaction time. Some people have a
very fast reaction time while others are slower. The brain needs to
send a receive signals from the rest of the body. The spinal cord is
the main path for many of these signals. To get and send signals, the
brain has to depend on the many messenger nerves which reach
through every part of the body, from the tip of your finger to the end
of your toe. There are two main types of messenger nerve cells. One
type is for gathering information-sensory nerve cells-and the other is
for sending signals to the muscles-motor nerve cells. When the brain
get signals from the eyes, ears, nose, skin, tongue, and so on, those
signals are coming in from the sensory nerve cells. When the brain
sends a signal to do something it is sending those signals to the motor
nerve cells. Though these actions happen very quickly, it does take
time for signals to reach the brain and for the brain to send signals
back, and this time is called the reaction time. Reaction time is very
fast, but is possible to measure it. “
o Hypothesis-students will develop a hypothesis and explain their
thinking. Students will also share and discuss their hypothesis with

their classmates.
Experiment directions:
o Have your partner stand on a chair and hold a yardstick from the top
so that the bottom is several feet above the floor. BE CAREFUL!
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Unit Plan: The Human Body
o Hold your hand by the 18 inch mark without touching the yardstick.
Just have your hand there so you are ready to catch the yardstick
when your partner drops it.
o Without warning, your partner will drop the yardstick and you must
try and catch it.
o Notice the inch mark where you caught the yardstick. If the number
is less than 18 subtract that number from 18. If the number is more
than 18, subtract 18 from that number.
o Determine your reaction time using the table on the worksheet.
o Try this activity three times each and record your reaction times on
the observation chart.
Closure: Students will complete the analyze and conclude section of the
worksheet. Students will answer the following questions and discuss their answers
as a class.


What is reaction time?
Did you respond slowly the first, second, or third time? What was your
reaction time?

Why do you think you responded slowly that time?

Did you respond quickly the first, second, or third time? What was your

reaction time?
Why do you think you responded quickly that time?
Assessment: Students will be assessed using a grading rubric for the experiment.
The categories that will be assessed are:

Following directions


Participation
Hypothesis


Observations
Analyze and conclude-questions 1-5
Reference:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
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Unit Plan: The Human Body
Topic: Lesson 3: What are the digestive and nervous systems?
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will learn about the digestive and nervous systems.
Materials: textbook, notebook, lesson 3 review worksheet
Procedure:

Anticipatory set: Ask students to name some of the organs of the digestive
system and explain the purpose of each organ. Students will discuss these
organs and their purpose in groups. Students will record their thoughts on
chart paper. After a few minutes, the teacher will display the charts around
the room and discuss each group’s description.
o Set a purpose for reading: Inform students that they will read
about how foods are digested and how the nervous system controls

movement in the body.
Read and discuss pages 152-155 as a class. Students will complete the check

point questions in their notebook. Students will also complete the lesson 3
review.
Group activity: students will examine several pictures to test their nervous
system. These pictures consist of images that can be viewed differently. For
example, one picture depending on how it is looked at, can be seen from the
eye as a young woman or an older woman.
Assessment: class discussion, participation, check point questions, lesson 3 review
Reference:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
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Unit Plan: The Human Body
Topic: Lesson 4: How does the body defend itself?
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will learn about how the body prevents and fights off
diseases.
Materials: textbook, notebook, brainpop video-immune system
Procedure:

Anticipatory Set: Ask students if they have ever had a cold. Have students
explain how they knew they were sick. Ask students what are ways to
prevent illness? Explain to students that they will be learning about the
immune system and how the body defends itself against diseases. Have
students view the brain pop video on the immune system as an introduction
to the lesson.

Read and discuss pages 156-161 as a class. Students will complete the check
point questions in their notebook. Students will also complete the lesson 4
review worksheet. This worksheet will be collected and used as an
assessment
Assessment: class discussion and participation, check point questions, lesson 4
review worksheet.
Reference:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
Immune system. (n.d.). BrainPop. Retrieved April 24, 2014, from
http://www.brainpop.com/health/bodysystems/immunesystem/
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Unit Plan: The Human Body
Topic: Human Body Review and Assessment (2-3 days)
Grade 4
Standards: 5.3 Life Science; 5.3.4.A.3
Objective: Students will review the concepts learned in the Human Body Unit to
prepare for the test.
Materials: study guide, jeopardy power point, textbook, notebook
Procedure:

Students will complete the chapter 5 review and test prep on pages 166-167.
The teacher will meet with struggling students in small group to help them
complete this assignment. Students will be required to go back into the text

to find the answers. Once all students have finished this assignment the
teacher will go over the questions and assess student progress.
Students will be given the unit review guide to complete for homework. The
class will go over the review guide in class the following day. Students who
need additional support will receive a study guide with the answers to help

them prepare for the test.
Students will play a review jeopardy game to help them prepare for the test.
This jeopardy game is a power point that includes the topics that students
are responsible for learning for the test. This jeopardy game will be posted
on the school fusion website so students can play the game at home to help

prepare for the test.
Students will demonstrate an understanding of the chapter by completing
the unit test.
Assessment: class discussion, participation, unit review, unit test
Reference:
Foresman, S. (2010). Systems of the Human Body. Science: Teachers Edition. Glenville, Illinois:
Pearson.
Foresman, S. (2010). Systems of the Human Body. Science: Student Edition. Glenville, Illinois: Pearson.
Review jeopardy game: http://homeroom-4-800501.lf.wayneschools.com/modules/locker/files/group_files.phtml?gid=3987796&parent=23567429&m
sg_notify=File+uploaded.&sessionid=2dbb5fdfbe221f9d9411c208a1bcc3d1
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