Unit #: 6
Hutchins
Subject(s): Science
Grade(s): 3
Designer(s): Katie Pickler, Megan Charlton, Margaret Furr, Gretchen Baute, Elizabeth
STAGE 1 – DESIRED RESULTS
Unit Title: Human Body
Transfer Goal(s): Students will be able to independently use their learning to explain how a system is a set of things working together to create a complex
whole.
Enduring Understandings:
Students will understand that…
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The human body is made up of essential systems that work together.
The human body systems allow for protection, movement, and
support.
Students will know:
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The skeleton is a structural framework that supports and protects the
human body.
The skeletal system is comprised of bone.
Bone is a hard material that provides support and protection to the
body’s soft tissues.
Muscles are formed from tissue that contract and relax.
Muscles are attached to bones and initiate and regulate movement.
Muscles are found in organs that are responsible for essential life
processes (heart, stomach, intestines).
Skin is the largest organ of the human body that covers and protects
from external conditions and forces.
Skin contains nerve receptors that send messages to the brain about
external conditions.
Essential Questions:
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What is necessary for life?
How is the structure of a body part related to its function?
How does the human body work as a system?
Students will be able to:
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Identify and compare the functions of the muscular and skeletal
system.
Explain the importance of skin.
Vocabulary: body system, function, heart, intestine, stomach, movement,
muscular, tissues, contract, relax, nerve receptors, organ, protection,
skeletal, skin, support, bone, muscle, internal, external.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Latest revision 7/1/16
1
Unit #: 6
Hutchins
Subject(s): Science
Grade(s): 3
Designer(s): Katie Pickler, Megan Charlton, Margaret Furr, Gretchen Baute, Elizabeth
STAGE 1– STANDARDS
Essential Standards
Understand the human body systems and how
3.L.1
they are essential for life: protection, movement,
and support.
Clarifying Objective
3.L.1.1 Compare the different functions of the skeletal system and muscular system.
3.L.1.2
Explain why skin is necessary for protection and for the body to remain healthy.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Latest revision 7/1/16
2
Unit #: 6
Hutchins
Subject(s): Science
Performance Tasks:
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Grade(s): 3
Designer(s): Katie Pickler, Megan Charlton, Margaret Furr, Gretchen Baute, Elizabeth
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
Calcium Bone Company Problem-Based Learning Activity
Owl Pellet Dissection Problem-Based Learning Activity
Click here to access Performance Tasks as described above.
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Standard Recording Sheets
o 3.L.1.1
o 3.L.1.2
Living Organisms Summative Assessment
Mr. Bones Experiment
Joints Experiment
Click here to access Other Evidence as described above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Latest revision 7/1/16
3
Unit #: 6
Hutchins
Subject(s): Science
Grade(s): 3
Designer(s): Katie Pickler, Megan Charlton, Margaret Furr, Gretchen Baute, Elizabeth
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended
These are considered additional resources that are recommended by the Curriculum
to be a primary resource used by all teachers.
Writing Teams. Those resources with an asterisk (*) may be purchased by each individual
school.
 Human Body Foss kit
 Live Binder 3rd grade Human Body
 Defined Stem (main site)
 Interactive activity: Mr. Bones
 Discovery Education (main site)
 3rd grade Skeletal Lesson
 iCurio (main site)
 Our Skin Can Protect Us From Germs
 Skin Science! How Sensitive Is Your Skin
 Unit 6 Discovery Education Resources
 Muscle Face Girl
 How Muscles Work
Click here to access the resources listed above.
 Why the Human Body Needs Both Muscles and Bones
 Books:
o Dem Bones by Bob Barner
o From Head to Toe by Barabara Seuling
o Inside Your Outside! by Tish Rabe
o Magic School Bus Inside the Human Body by Joanna cole
o The Way We Work by David Macaulay
o Kids Human Body Books by Seymour Simon
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Virtual Owl Pellet Dissection Webquest
Human Body lesson plans
Click here to access Supplemental Resources as described above.
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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None at this time.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Latest revision 7/1/16
4