Enduring Understandings: 

• Parts of the human body interact and function for growth and survival.
• Humans have distinct body systems that are used for form, movement, and protection.

Essential Question: How do the different parts of a body system work together to carry out a specific function?

Standards

Highest Frequency Standards High Frequency Standards Other Standards & E-skills

Standard 1: Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (1.a., 1.b., 1.c., 1.d.)
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.)
Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they can affect the world. (5.d.)
Standard 6: Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. (6.a., 6.e.)

Students are expected to:

• observe and investigate the human skeletal system and muscle system.
• become aware of the versatility of movement provided by an articulated skeleton.
• gain experience with the use of photographs and diagrams to gather information.
• build mechanical models to demonstrate how muscles are responsible for human movement.
• compare the bones and muscles in their own bodies to photographs and models.
• investigate response time of hands and feet.
• develop an awareness of human bone and muscle structure and function and an appreciation for the versatility of the human body.
• acquire the vocabulary associated with the human skeleton and muscle systems.
• gain experiences that contribute to their understandings of several pervasive themes that point out connections among scientific ideas and processes: Pattern, Structure, Interaction and System. 

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Lesson 1: Investigation 1 Counting Bones
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Activities:
Part 1: Counting Bones

• Notebook Writing: Prepare Word Bank and Content/Inquiry Charts
  (FOSS Teacher’s Guide, Investigation 1, Part 1 p.10)
• Reading “A Marvelous Machine” (TG Science Stories tab p.2-3, Student Book p.1-4)
• Math: Table of Bones in the Human Body (TG Investigation 1, Part 1 p.13)
• Technology: www.fossweb.com, Human Body, X-rays
• Technology: Keeping Your Bones Healthy Video (3:22) or Functions of the Skeletal System Video (4:25)
  Activity: www.d11.org, Hands On Science Teacher Resources, Human Body

Resources:
For parents and teachers - How to Help Your Child With Investigation 1

Differentiation:
Extension: 
Support: Read the Bookflix audio book You Have Healthy Bones! or Dem Bones, a modern version of a popular old spiritual melody.

Lesson 2: Investigation 1 Mr. Bones Puzzle
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Activities:

• Notebook Writing: Constructed Response A “Poor Mr. Bones” (Embedded Assessment Package p.63)
• Technology: Put Mr. Bones Together Puzzle
• Bones and Muscles Video (7:36)
• Vocabulary: joint, vertabrae, 
   

Resources:
For parents - Human Body Links
For students - Audio Leveled Readers

Differentiation:
Extension: 
Support:

Lesson 3: Investigation 1 Owl Pellets
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Activities:

• Notebook Writing: Content/Inquiry Questions, (TG  Investigation 1, Part 3 p.24)
• Reading: “Barn Owls” (TG Science Stories tab p.6-7, Student Book p.9)
• Math: “Life Span of An Owl” (TG Investigations 1, Part 3, Problem of the Week p.27)
• Technology: www.owlpages.com , Owl Photo Gallery and Owl FAQs
• Technology: Model: “Human Skeleton Model” (MediaNet order no. 90025, DM)

Resources:
For parents and teachers - Human Body Links

Differentiation:
Extension: 
Support:

Lesson 4: Investigation 2 Looking At Thumbs
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?


Part 1:

• Notebook Writing: “What is it like to perform everyday school activities without a thumb?” (TG Investigation 2, Part 1 p.12)
• Reading: “Your Amazing Opposable Thumbs” (TG Science Stories tab p.8-9, Student Book p.10)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 5: Investigation 2 Doing Joint Tasks
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 2:

• Reading: “The Parts of the Skeletal System” (The Body’s System, Leveled Reader p.4-7)
• Technology: Video “Bones and Movement” (MediaNet order no. 26493, VH)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 6 Investigation 2: Naming Joints
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 3:

• Reading: “Comparing Joints” (TG Science Stories tab p.12-13, Student Book p.12-13)

Resources:
For parents and teachers - Human Body Links

Differentiation:
Extension: View the Real World Science Video on Bones and Muscles (15:00) then take the Online Quiz, print your quiz, then check your answers with the Answer Page.
Support:

Lesson 7 Investigation 2: Comparing Bones
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 4:

• Notebook Writing: Constructed Response B “Response Sheet: Joints” (Embedded Assessment Package p.74)
• Reading: “Muscles” (TG Science Stories tab, p.14-15, Student Book p.14-16)
• Activity: Home/School Connection “Making Bones Flexible” (TG Investigation 2, Part 4 p.28)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 8: Investigation 3 Making a Leg Model
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 1:

• Notebook Writing: Constructed Response C, “Leg Muscles and Movement”
  (Embedded Assessment Package p.85)
• Technology: Video: “Our Muscles” (MediaNet order no. 26906, VH)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 9: Investigation 3 Making a Thumb Model
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 2:

• Notebook Writing: “Letter Writing to Describe Aches and Pains” (TG Investigation 3, Part 3 p. 22)

• Technology: Video “All About Bones and Muscles” (MediaNet order no. 99158, VH)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 10: Investigation 3: Making An Arm Model
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 3:

• Notebook Writing: “Research Muscles in Space” (TG Investigation 3, Part 3 p.22)
• Math: “Weight and Mass”  (TG Unit Investigation 3, Part 1, Problem of the Week p.23)
• Technology: www.exploratorium.edu/ronh/weight, Your Weight On Other Worlds
• Technology: Video “Bones and Muscles: A Team” (MediaNet order no. 26573, VH)
• Activity: “Home/School Connection: Muscles” (TG Unit Investigation 3, Part 3  p.24)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 11: Investigation 4 Stimulus/Response Making An Arm Model
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 1:

• Reading: “The Muscular System” (Systems of the Human Body, Leveled Reader p.6-7)       

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 12: Investigation 4 Response and Practice
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 2:

• Notebook Writing: “How Does Practice Improve Performance?” (TG Investigation 4, Part 2 p.19)
• Math: “Arm/Shoulder Muscle Strength Histogram and Bar Graph (TG Investigation 4, Part  2 p.31)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
Support:

Lesson 13: Investigation 4 Timing Responses
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 3:

• Notebook Writing: Constructed Response D “The Bus Stop Story” (Embedded Assessment Package p.95)
• Math: “Timing Your Responses” (TG Investigation 4, Part 3 p.20-23)
• Technology: www.nettrekker.com Human Body Research
• Activity: “Jumping Rope and Coordination Activities” Investigation 4, Part 3 p.30

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
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Lesson 14: Investigation 4 Choosing Your Own Investigations
 
Duration: @ 1 class period
Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: biology -- anatomy, physiology, botany, zoology, ecology). ( 3.1.b., 3.1.c., 3.3a., 3.4.a.) 
Enduring Understanding: Parts of the human body interact and function for growth and survival. Humans have distinct body systems that are for form, movement, and protection.
Essential Question: How do the different parts of a body system work together to carry out a specific function?

Part 4:

• Notebook Writing: Performance Assessment “Making An Arm Model” (Embedded Assessment Package p.11)

• Reading: “The Frozen Man” (TG Science Stories p.18-19, Student Book p.21-24)

• Activity: Project Ideas and Proposal, Presentation and Guidelines (TG Investigation 4, Part 4 Student Sheet p.23-25)

Resources:
For parents and teachers - Human Body Links 

Differentiation:
Extension: 
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