UNIT PLAN TEMPLATE LOGISTICS Teacher: Kelli Gilchrist Grade(s) Level(s): 3rd Grade Science Title of Unit: Skeletal

System Length of Unit: Five Days STATEMENT OF PURPOSE AND RATIONALE Unit Learning Objectives: Students will be able to explain the various functions of the skeletal system of the human body. After both units, students will have a general knowledge of these two systems and will understand how they work together in the human body. Students will understand the skeletal system is the system of the human body that is made up of bone. Students will recognize that one of the purposes of the skeletal system is to provide structure for the human body. Students will recognize that the skeletal system offers protection for vital organs in the human body. Students will recognize that the skeletal system helps the human body to move. Students will develop a general overview of the purpose and function of the skeletal system.

According to the NC Essential Standard Unpacking (3.L.1.1), at the end of this unit, students will know that the muscles and the skeleton provide a structural framework that protects and supports mobility of the human body. This unit is designed to be the first part of coverage on the Essential standard and will be followed by a unit on the muscular system. This unit will seek to provide students the knowledge that the skeletal system is comprised of bone. Students will know that bone is a hard material that provides support and protection to the bodys soft tissues. The purpose of this unit will be to help students understand the function and purpose of the skeletal system of the human body.

Unit NC Essential Standards: 3.L.1 Understand human body systems and how they are essential for life: protection, movement and support. 3.L.1.1 Compare the different functions of the skeletal and muscular system.

UNIT ESSENTIAL QUESTION(S) What is the skeletal system of the human body? What is its function? How do bones protect us? How do bones help us to move?

UNIT OVERVIEW Plan for integration (graphic organizer as a digital image)

Prerequisite teacher content knowledge (may be bullet points; include essential vocabulary) Function of the Skeletal System o Protection o Support o Movement Composition of the skeletal system Skull Cranium Spine Vertebrae Ribs Sternum Clavicle Scapula Hip Sacrum Ilius Pelvis Arm bones Ulna Radius Humerus Phalanges Carpals Metacarpals Leg Bones Femur Patella Tibia Fibula Metatarsal

CONSIDERATIONS ABOUT THE LEARNERS Prior knowledge According to the NC Essential Standards for grades prior to 3rd grade, students know that all animals, including humans, have a basic structure that is similar in all animals of the same kind. From the Kindergarten standards, students will know and understand the working of the human body to include: Structure: Students know that the human body has distinct structures and that they serve different functions that is similar in other animals. Students know how to describe the structure of various animals, to include humans, and tell how the structures are alike and different and how each structure is used in a similar or different way. Growth and Changes: Students observe and compare how different organisms grow and develop over time. Students know organism is born and begins to develop and ends when the organism dies. Movement: Students know how various animals move noting similarities and differences. Basic needs: Students know that all animals are living things that have basic needs to stay alive. Animals need air, water, food, and shelter for protection. If an organism does not get everything that it needs to stay alive, it will die. By comparing these characteristics of several animals, students begin to classify things as living and nonliving based on these characteristics. (NC Essential Standards for Science, Kindergarten)
In addition, from the Kindergarten standards, students will understand the necessary steps to prevent injuries to their bodies and the importance of safety items such as bicycle helmets and seat belts. Students will also understand the importance of minerals, such as calcium, to build strong bones and teeth. Students will have the knowledge that human beings are living things and thus require certain substances in order to survive.

Unique Learner Characteristics (accommodations and differentiation) For ESL students, I will offer texts and technological resources in their native language in order to facilitate learning. For students who may have issues with attention, I will offer various opportunities for the students to move around and talk by using various TPTs such as Think-Pair-Share, chalkboard splash, cut and paste, and creative art projects to keep them engaged. For advanced learners, I will offer more detailed activities to keep them engaged in the unit. I will offer higher levels books and alternative or additional creative activities for them as well. CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Physical space

Desks will be arranged in groupings of four. We will also use the carpeted area in the classroom for whole group activities. If needed, desks can also be moved to pairs so that students can do Think-Pair-Share activities. We will utilize all areas of the classroom, to include the various centers around the room to include art, science, math, and language arts. Temporal resources This unit is designed to cover five days of science instruction with each lesson covering about 40 minutes of teaching time. Learning materials Replica of a skeleton for display in classroom Bones: Our Skeletal System by Seymour Simon The Skeleton Inside You by Philip Balestrino A Book about Your Skeleton by Ruth Belov Gross Skeletons by Lily Wood
http://minibooks.scholastic.com/minibooks/detail/?id=37040 - A free minibook about the Skeletal System by Scholastic http://westerndairyassociation.org/wp/wp-content/uploads/2009/06/Skeletal-System.pdf - Contains a skeletal system cut and paste for both English and Spanish learners. http://www.eskeletons.org/pdf/000646791.pdf - Child size printout of the human skeletal system for children to cut and paste

Personnel resources The primary classroom teacher will teach lessons with assistance from the teaching assistant as needed. Technological resources I will use the Smartboard or interactive white board in the classroom to introduce the following technological resources to the class.
http://www.abcya.com/skeletal_system.htm http://kidshealth.org/kid/htbw/SSmovie.html http://www.neok12.com/Skeletal-System.htm http://www.kidsbiology.com/human_biology/skeletal-system.php http://library.thinkquest.org/5777/ske1.htm http://medtropolis.com/virtual-body/ (comes in both English and Spanish versions) http://www.sheppardsoftware.com/health/anatomy/skeleton/Skeleton_game_1.htm http://www.livebinders.com/play/play?id=46619 http://www.brainpop.com/health/skeletalsystem/skeleton/preview.weml

http://www.softschools.com/science/human_body/skeletal_system/ http://youtu.be/Jpvuqj5nv6U - Bones Dance video (Dem Bones) http://youtu.be/o6uog6zt79Y - Bill Nye the Science Guy video about bones

http://youtu.be/Y1abT50xXyk - Steppenbone Music video about Bones http://youtu.be/abgJD054sds - Name Those Bones video UNIT TIMELINE (choose either format) Specific Teaching expectations and (goals/ learning objectives) strategies (in brief) Day Students will K-W-L chart, 1 understand the skeletal system is the system of the human body that is made up of bone. Day Students will Hook Jell2 recognize that O activity, one of the Observation purposes of the time skeletal system is to provide structure for the human body. Day Students will Hook egg 3 recognize that activity and the skeletal coconut system offers activity, protection for observation

Formative or summative assessment type-strategytool Formative Observation, student journals, exit tickets

Learner Environmental Material resources considerations considerations

Other resources

General classroom setup

Life-size replica of skeleton, butcher paper, markers, exit tickets

Books, smartboard, science journals, sticky notes

Formative Observation, students journals, conversations

Partners or Groupings of groupings for four students students who may need help with Jell-o activity.

Jell-O, gingerbread man cookie cutters, magnifying glasses, paper plates, napkins, books about skeletal system

Formative observation, science journals,

Groupings of four with opportunity for smaller group (pairs)

Paper plates, eggs with the shells on and with the shells dissolved off using the Steve Spangler

vital organs in the and human body. reflection

activity Naked Egg (http://www.stevespangler

science.com experiment/naked-eggexperiment), coconut,

Day 4

Day 5

Students will recognize that the skeletal system helps the human body to move. Students will develop a general overview of the purpose and function of the skeletal system.

Hook yarn doll and Barbie, observation, reflection time

Formative observation, science journals,

Groupings of four as well as pairs

Jell-O, straw Yarn, Barbie or similar doll that can stand and move

Summative students will have the opportunity to create their own creative skeletal representation out of various items in the classroom. I will use a rubric to determine their understanding

Will allow students who may struggle to have partners for the culminating project of creating the artistic replica of the skeleton.

Individual work

Art supplies, cardboard, string, q-tips, straws, paper, markers, crayons, clay, etc.