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Human Body

NAME: ____________________________

Grade Level(s): 3


• Science/Anatomy
• Technology

Description: Students will learn about body parts and systems of the human body. Each day,
students will be identifying and explaining a body part. Students will use tracings of their own
body parts to formulate a body model that will be displayed for others to see. The students will
use a software based computer simulation to perform a “Virtual Reconstruction” of a human
skeletal system. Afterwards, the students will use a digital measuring device to measure the
height of several classmates, in centimeters, and record the result in a table for comparison

Goal: Students will identify various human body parts and the functions of these parts within the
larger system.

State Standards:

• Understand the functions of the skeletal system

• Label the major bones of the human body

NETS –S Standards:

• Use keyboards and other common input and output devices efficiently and effectively.
• Use general purpose productivity tools and peripherals to support personal productivity,
remediate skill deficits, and facilitate learning throughout the curriculum.
• Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital
cameras, and scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and outside the
• Use telecommunications efficiently to access remote information, communicate with
others in support of direct and independent learning, and pursue personal interests
• Use technology resources (e.g., calculators, data collection probes, videos, educational
software) for problem solving, self-directed learning, and extended learning activities.

The students will:

1. identify major body parts and systems.

2. locate body parts.
3. explain how various parts and systems function.
4. compare the body to a mechanical machine.
5. explain how various body systems and parts work together.
6. illustrate the relationships between bones and muscle groups
7. predict the rate of growth (height) in inches per year of a typical third grade student
8. distinguish the difference between the spinal bones and the bones in the jaw
9. list the three major bones in the arm and leg groups
10. name the major bone of the human skull region
11. measure height of 3 other students and plot the height on graph paper


• Body part stencils (make out of file folders for students to trace)
• Overheads with information and vocabulary about each body part (brain, heart, lungs,
stomach, intestines, pancreas, gall bladder, etc.)
• Large butcher block paper
• Markers
• Crayons
• Scissors
• Glue
• Graph paper
• Computer connected to campus internet connection
• Color printer
• Overhead video projector
• Computer with internet access
• MS-Word
• The following Internet websites may provide some useful information.

Activity One (notice that the first part include the Teacher’s procedures/actions and the second
part consists of Students’ procedures/tasks to complete the activity)

1. Teacher will prepare the classroom for the activity by collecting required materials and
resources for students to use.
2. Teacher will develop instructional materials for the lesson activity (e.g., overheads).
3. Each day, teacher will introduce a new body part and/or system to the students.
4. On an overhead projector, students will read and discuss facts and vocabulary related to
each body part or system.
5. After the class discussion, students will trace the particular body part on different colored
paper. "Parts" are cut out with scissors and to be saved in baggies belonging to each
6. At the end of the unit, trace each student's body on a large piece of butcher paper (do not
cut out).
7. Students can recall facts about the parts and write them on the backs of each of their
8. Finally, students glue down their parts in the correct location on their paper body.
9. Hang these true-to-life representations of the human body around the school for others to

Activity Two Part A

• Teacher: Have the student write down an ordered list of the major bones
required to complete the exercise on the website.
• Students: Go to the following website and play the Identify the parts of a
Human skeleton exercise. Place the mouse over the part of the skeleton that
matches the written name of the bone. Try and see who can do it the quickest
with the fewest mistakes.


Activity Two Part B

• Teacher: Explain to the students how each major bone group relates to the
overall structure of the human skeleton.
• Students: Go to the following website and reconstruct the scattered skeleton
using the mouse. This website has sound so be sure and check the speakers on
the computer before beginning the exercise.
Activity Two Part C

• Teacher: Pass out the digital tap[e measure. Have the students set it up in the
Metric(Cm) mode. Pass out the graph paper. Put the example of what a good
looking student graph should look like on the overhead.
• Student: Using the digital tape measure, measure the height of three of your
classmates. Be sure and ask your partner to remove their shoes, before you
measure their height, in order to maintain accuracy. Follow the teacher’s
example on the board and create a chart on the graph paper to record your


Activity One

Students accurately recall facts about each part using the following criteria concerning
their body part models:

1. Parts are labeled correctly (10 points)

2. Parts are colored according to instructions (10 points)
3. Parts are glued in the appropriate location (10 points)

Activity Two Part A

1. Locating the correct website (3 points)

2. Matching ten or more bones on the exercise (22 points)

Activity Two Part B

1. Locating the correct website (3 points)

2. Correctly reassembling the skeleton (17 points)

Activity Two Part C

1. Setting up the digital measuring device properly (5 points)

2. Proper measurement techniques (10 points)
3. Accurate reading of digital display. (5 points)
4. Proper placement of information on the graph paper. (5 points)