II. Unit Objectives
1. The learner will identify the skeletal system as a system of the human body
2. The learner will describe the bone functions of support, protection, and locomotion
3. The learner will describe the joint functions of the hinge, ball and socket, and gliding
Tasks: Science Curriculum
Link to the NC Standard Course of Study Science Curriculum of 3rd Grade
4.01 Identify the skeleton as a system of the human body.
4.02 Describe several functions of bones:
4.03 Describe the functions of different types of joints:
Tasks: Computer/Technology Skills Standard Course of study
Link to the NC Standard Course of Study Computer/Technology Curriculum for 3rd Grade
Focus Areas
1.03 Recognize, discuss, and use responsible and safe behavior in the use of technology resources.
1.04 Demonstrate knowledge of individual's rights of ownership of created works by citing sources.
2.01 Select and use appropriate features and functions of hardware and software for class assignments.
3.03 Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories
IV. Introduction to the Skeletal System
This unit will be taught to a third grade class. The students will: (1) identify the skeleton as a system of the human body, (2) describe several functions of bones, and (3) describe the functions of different joints. We will be incorporating computer technology into the unit as a source of learning and visual experience with the skeletal system.
**It is crucial for students to understand where to find credible resources (especially if it is found on the internet) and how to documents information in order to abide by copy right laws and to avoid unnecessary plagiarism . Once the students are aware of proper use of resources, composing and publishing skills can be practiced with technology. Furthermore, during the unit the students will be exposed to a variety of technological and non-technological sources for use and discussion of how the sources can be utilized.
Some examples of the technology programs that will be used in this unit for research and composition include:
- Internet (and monitored research sites)
- Smartboard
- Microsoft Publisher
- Microsoft Paint
- Microsoft Word
- PowerPoint
- Kidspiration
Some examples of non-technological sources that will be used for research and composition include:
- books
- magazines
- models
- diagrams
**Click on the Unit View link for a general overview of the unit**
Lesson #1
Focus and Review:
The parents of the students will receive a newsletter concerning my unit and the students will watch my video introducing the unit prior to this K.W.L.H chart lesson.
As a whole class, we will complete a K.W.L.H chart and eventually document the chart on the computer program called Kidspiration for individual copies for the students. The chart will allow the teacher to know what the students already know, what they are wondering, and eventually what they have learned (which will remain blank until the final lesson of the unit), and how the students will learn. The teacher will be sure to guide the student-discussion into the direction of the skeleton as a system and address the joints and bones that make up the system.
Objectives:
(NC Standard Course of Study SCIENCE objectives)
4.01 Identify the skeleton as a system of the human body.
4.02 Describe several functions of bones:
4.03 Describe the functions of different types of joints:
**After this lesson (with help of the unit), the students will eventually develop a basic understanding of the skeleton as a system of the human body as well as describe the three main functions of bones : support, protection, and locomotion and the three main functions of joints : ball and socket, gliding, and hinge.
(NC Standard Course of Study COMPUTER SKILLS/TECHNOLOGY objectives)
2.01 Select and use appropriate features and functions of hardware and software for class assignments.
3.03 Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories
**The students will demonstrate and practice general knowledge and skills of using the computer with the kidspiration technology as well as practice the use of word processing skills**
Materials:
- large poster board labeled: K.W.L.H. (an adaptation could be writing on the overhead)
- markers
- computer
- kidspiration program
Procedure:
(BEGINNING)
The students and teacher will hold a discussion about the skeletal system. The students will be asked to gather around the teacher and the poster on the floor as a community. The teacher will ask open-ended questions, such as, (1) what would happen if you did not have a skeleton and (2) why do some places of your body bend while others do not. The questions will help stir the minds of the students. The teacher will then explain the components of the K.W.L.H. chart and talk about how the student "wonderings" are crucial for developing a better understanding of the skeletal system, as well as, making the lesson more fun.
(MIDDLE)
The students will dictate each section of the chart (with some guidance from the teacher) while the teacher works as a scribe. The teacher will be sure to guide the student wonderings into the direction of (1) the skeleton as a system, (2) the major functions of bones, and (3) the major functions of joints. The poster will eventually be saved and posted in a visible location in the room for the students to have a chance to make additions to the "W" (what they are wondering), the "L" (what they have learned), and the "H" (how they will learn it) with post-it notes.
(END)
The students and teacher will go into the computer lab (during computer lab time) and record the contents of the K.W.L.H. poster using a chosen graphic organizer (outlines, webs, charts) within the kidspiration program.
**Note: Many kids will not have the experience of working with kidspiration. Therefore, much of the lab time will be instructional. The recordings on kidspiration may last two or three lab sessions**
Differentiation:
As of right now, the specific needs of the students are unknown. However, the lesson involves visual, audio, and kinesthetic activity to assist the attention and manageability of the students. The visual variety (poster and computer generation) along with the audio reinforcement from the discussion will aid most students with visual needs. Those students with physical needs (i.e. student with a wheelchair) will have necessary adaptations. As the activity is introductory, students working above, at, and below grade level will benefit from the brainstorming.
Assessment:
Participation and effort will play a major role on this lesson/activity as it is not one of the major (7) assignments that will be assessed in this unit. The student will either receive a "check-plus" for participation and effort, a "check" for minimal participation and effort, and a "check-minus" for zero participation and/or a bad attitude.
Enrichment:
The brainstorming and discussion aspects of this lesson will entice the students into using higher level thinking skills.
Reflection (What went well, what needed improvement):
TBA
This lesson and unit will include:
Discussion of copyright and fair use topics
I will discuss the copyright laws and fair use of resources before the students begin research of specific concepts of the skeletal system. (The concepts will be assigned by the teacher or chosen by the students in teacher-guided situations) http://www.dpi.state.nc.us/copyright1.html I will read and discuss the material from the web address with the class and require some fabrication of a hardcopy per each student.
The Lessons:
TOPIC: K.W.L.H. chart
COMPUTER INTEGRATION IDEA: Kidspiration, Word Processing Skills, using appropriate sources (Computer Skills/Technology Objectives 2.01 and 3.03)
EXPLANATION: complete lesson plan above
TOPIC: Research of the skeleton as a system and other major information
COMPUTER INTEGRATION IDEA: Researching the internet with safe use, using appropriate sources and search tools, using appropriate citation for all resources, viewing images (Computer Skills/Technology Objectives 1.03, 1.04, 2.01, and 3.03)
EXPLANATION: Before the students are asked to complete the assignment of brief research of the skeletal system over a three day span, there will be a class discussion about researching appropriately and giving citations to avoid illegal acts of plagiarism. The teacher will send a note home to the guardians of each student requesting some assistance with internet use (unless there is no use of the computer). The teacher will suggest that the students research for no longer than an hour. The students will be reminded daily that their participation of researching will be counted as one of their major assignment grades for the unit. In other words, "everyone must do their part." As the assignment: The students will research and informally present general information about the skeletal system in small groups. The research will involve the internet as well as books, models, kits, etc. The students will have a personal copy of guide for A.P.A style citations. Each member will be required to cite the resource (formally or informally) and make corrections if necessary (guardians will be encouraged to help with citation). Each group will make a general web about the skeletal system. The class will eventually make a large web on a poster in class with the teacher's help in making categories.
TOPIC: Locating bones
COMPUTER INTEGRATION IDEA: safe use of the internet, appropriate research of sources, and appropriate citation (Computer Skills/Technology Objectives 1.03, 1.04, and 2.01)
EXPLANATION: the students will be placed with partners or in groups of three, to trace each others bodies on large paper. The students will then use two sources for labeling locations of the 13 major bones (which will be specified by the teacher): (1) a copy of a cited picture of a labeled skeleton found by the students for homework or in computer lab with specific web site searches, and (2) a labeled model in the front of the classroom.
TOPIC: Locating bones
COMPUTER INTEGRATION IDEA: none
EXPLANATION: The students will have a small diagram to correctly as a study guide for an in-class game. The students will locate the 13 major bones on their bodies with a "Simon Say's" (or "Teacher Say's") game. This game involves the teacher asking the students to perform the tasks of pointing to areas of the body where certain bones are located (the scientific names of the bones will be called out). This game will continue throughout the unit and the location of the 13 major bones will be assessed every few days to reinforce memorization.
TOPIC: Student Experts (for specific part of newsletter)
COMPUTER INTEGRATION IDEA: Use of appropriate citation, save behavior of technology, appropriate features for assignments (Computer Skills/Technology Objectives 1.03, 1.04, 2.01, and 3.03)
EXPLANATION: The teacher and students will talk about appropriate citation, copyright laws, and searching for resources safely on the internet. Then the students will be placed into three expert groups for in-depth research of the skeletal system. The expert groups will have a section to complete for a whole-class newsletter project. The groups will include: (1) the skeleton as a system and pictures, (2) bone functions, and (3) joint functions. The teacher will help with the organization of each group member's role. These groups will research, document (on Microsoft Word) and appropriately cite information. The students will have a variety of sources at the school to use for research information.
TOPIC: Bone functions (support, protection, and locomotion)
COMPUTER INTEGRATION IDEA: creating a table in Microsoft Word, word processing skills, using appropriate technological features for assignments (Computer Skills/Technology Objectives 2.01 and 3.03)
EXPLANATION: There will be teacher instruction along with student discussion concerning bones and their functions. Some of the discussion will draw from the "research of general information" assignment. As an entire class, the students will create a chart of the three bone functions and list some examples that include specific bones and situations (the teacher will assist as needed). The teacher will work as a scribe for the in-class chart or table. The students will write their own copies of the in-class chart then create a table in Microsoft Word to record and type the information. The table will be used as a study guide for the students.
TOPIC: Joint functions
COMPUTER INTEGRATION IDEA: creating a table in Microsoft Word, word processing skills, using appropriate technological features for assignments (Computer Skills/Technology Objectives2.01 and 3.03)
EXPLANATION: The students will learn the necessity and use of the joint functions: hinge, ball and socket, and gliding, in the skeletal system (I hope to have some tangible models). The teacher will instruct and discuss the three types of joints and their functions (how they move). As an entire class, the students will create a chart of the three joints and a description of how they move (in their own words). The teacher will also help the students derive examples of the three joints in the skeletal system. The teacher will work as a scribe for the in-class chart. The students will write their own copies of the in-class chart then create a table in Microsoft Word to record and type the information. The table will be used as a guide for the students.
TOPIC: Locating joints and their functions
COMPUTER INTEGRATION IDEA: Using Microsoft Publisher, adding captions by using a textbox onto the photo while using Microsoft Publisher, opening a folder, using a digital camera (Computer Skills/Technology Objectives 2.01)
EXPLANATION: There will be an in-class and around the school scavenger hunt for joints that perform like a hinge, ball and socket, and gliding joint in the skeletal system. I will have the students take turns using a digital camera to take pictures of joints in the classroom and joints around the school. All of the students will derive and copy and paste the photos from a teacher-created folder onto a blank page in Microsoft Publisher. The students will then learn how to label (create captions) the pictures in Microsoft Publisher by using a "textbox". The students will print the pictures (in black and white) in order to use it as a guide for an "at-home" scavenger hunt.
**The homework assignment will involve identifying the joints and their functions (how they move)**
TOPIC: Expert Group Conference
COMPUTER INTEGRATION IDEA: Safe behavior of technology, using appropriate features for technological assignments, showing word processing skills, and using appropriate citation (Computer Skills/Technology Objectives 1.03, 1.04, 2.01, and 3.03)
EXPLANATION: There will be specified times for each group to meet with me (the teacher) to show me how their part has been broken down with factual information along with appropriate citation.
TOPIC: News Letter composition
COMPUTER INTEGRATION IDEA: Safe behavior of technology, using appropriate features for technological assignments, showing word processing skills, gathering images, inserting or "cutting and pasting" images, and using appropriate citation (Computer Skills/Technology Objectives: 1.03, 1.04, 2.01, and 3.03)
EXPLANATION: As a class, the students will compose a news letter about what occurred in the skeletal system unit (each student will have a special part to help compose of the newsletter and the parts will be broken down into other lessons). The students will be assessed on completing their individual part in their group. There will be three expert groups: (1) the skeleton as a system with pictures, (2) bone functions, and (3) joint functions. The teacher will help the students decide each special part of the individuals of the group. Furthermore, most of the research and documentation will be completed during class time. As for image gathering: the students could use internet sources and pictures from the digital camera as long as the citation was appropriate. As for use of word processing skills: the students will choose the fastest typer or take turns typing while others read the information aloud with the paper in the view of the typer (for both visual and audio reinforcement). The students will type and save the document onto Microsoft Word, make necessary grammatical corrections and the teacher will copy and paste the student expert group compositions onto one large newsletter. The students will observe the process.
TOPIC: reflection of the unit
COMPUTER INTEGRATION IDEA: (Computer Skills/Technology Objectives: 2.01 and 3.03)
EXPLANATION: the students will look back and the unit and write a one page reflection about specific information that was learned about the skeleton as a system as well as the bones and joints and their functions. As a class, the students will complete the "L" (what they have learned) and the rest of the "H" (how they learned it) of the K.W.L.H chart from the beginning of the unit. The teacher will work as a scribe to either write or add a post-it note to the in-class chart as the students make their own recordings. On laptops or in the computer lab, the students will complete their K.W.L.H chart in their saved folder and print out a copy to keep.
NOTE: There will be a teacher-designed quiz every three days for the teacher and students to keep track of student comprehension of major concepts of the unit. The students will also submit "test questions" that they are able to answer at the end of each day for the teacher to use as quiz questions. All quiz questions (whether student answers were correct or incorrect) will be discussed after the students self-evaluate while going over the correct responses.
**Reinforcement and fun activities**
- Creating dances that reveal the movement of the joints
- Creating songs for remembering the names of the thirteen major bones and other skeletal system facts
- Putting on a skit, writing a poem, or journal about a day without bones
VI. Conclusion (last lesson)
I feel that lessons #10 and #11 both work as a closure to the unit. However, below is a complete lesson plan for the last lesson of the unit.
Lesson #11
Objectives:
(NC Standard Course of Study SCIENCE objectives)
4.01 Identify the skeleton as a system of the human body.
4.02 Describe several functions of bones:
4.03 Describe the functions of different types of joints:
(NC Standard Course of Study COMPUTER SKILLS/TECHNOLOGY objectives)
2.01 Select and use appropriate features and functions of hardware and software for class assignments.
3.03 Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories
**The students will demonstrate and practice general knowledge and skills of using the computer with the kidspiration technology as well as practice word processing skills**
Materials:
- large poster board labeled: K.W.L.H.
- markers
- computer
- kidspiration program
Procedure:
(BEGINNING)
The students will look back and the unit and write a one page reflection about specific information that was learned about the skeleton as a system as well as the bones and joints and their functions.
(MIDDLE)
As a class, the students will complete the "L" (what they have learned) and the rest of the "H" (how they learned it) of the K.W.L.H chart from the beginning of the unit. The teacher will work as a scribe to either write or add a post-it note to the in-class chart as the students make their own recordings.
(END)
On laptops or in the computer lab, the students will complete their K.W.L.H chart in their saved folder and print out a copy to keep.
Differentiation:
As of right now, the specific needs of the students are unknown. However, the lesson involves visual, audio, and kinesthetic activity to assist the attention and manageability of the students. The visual variety (poster and computer generation) along with the audio reinforcement from the discussion will aid most students with visual needs. Those students with physical needs (i.e. student with a wheelchair) will have necessary adaptations. As the activity is introductory, students working above, at, and below grade level will benefit from the brainstorming.
Assessment:
The students will be aware that participation is crucial for a high evaluation of this last lesson. The reflective journal writing will be assessed according to a 4-point scale rubric.
Rubric:
4- The student participated, completed his or her KWLH chart on the computer and printed out a personal copy, and the journal reflection clearly revealed student knowledge and specific facts about the skeletal system, bones, and joints.
3- The student participated, had some trouble with completing the KWLH chart on the computer, but made a personal copy by hand, the journal reflection clearly revealed student knowledge of the skeletal system in general.
2- Participation was minimal; however the student recorded the information from the KWLH chart and/or typed the information onto the personal web on the computer.
1- There was no participation
**For those students who are absent, this assignment will not be factored into their skeletal system unit evaluation**
Enrichment:
The in-class brainstorming and reflective journals should give all students a chance for higher level thinking.
Reflection (What went well, what needed improvement):
TBA
These information resources include references to people, items on shelves and items in computer storage (diskettes, hard drives, and networks).
- computer monitor(s)
- Smartboard software
- Kidspiration software
- Microsoft Publisher
- Microsoft Excell
- Microsoft Word
- overhead projector
- television
- video camera
- VCR, DVD player
- projector of projection computer presentations, such as, PowerPoint
Author |
|
Title |
Exploring your skeleton : funny bones and not-so-funny bones / by Pamela R. Bishop ; illustrated by Liz Callen |
Publisher |
New York : F. Watts, 1991 |
Author |
|
Title |
The bones book / by Stephen Cumbaa ; illustrated by Kim La Fave |
Publisher |
New York , NY : Workman Publishing, 1991 |
Author |
|
Title |
Skeletons! skeletons! : all about bones / by Katy Hall ; illustrated by Paige Billin-Frye |
Publisher |
New York : Scholastic, c1991 |
Author |
|
Title |
X-rays / written by Rob Morrison ; illustrated by Don Black |
Publisher |
[ Santa Rosa, Calif.] : SRA, c1994 |
Author |
|
Title |
Bones : our skeletal system / Seymour Simon |
Publisher |
New York : Morrow Junior Books, c1998 |
A Book About Your Skeleton (Paperback)
by Ruth Belov Gross (Author), Deborah Robison (Illustrator)
Bones and Skeletons (First Fact Book) (Hardcover)
by Brenda Thompson, Rosemary Giesen, Carole Viner
Bones Book And Skeleton (Hardcover)
by Stephen Cumbaa, Kim Lafave
The Big Book of Bones, An Introduction to Skeletons (Paperback)
by Claire Llewellyn (Author), Fiona Corbridge (Editor)
The Bones & Skeleton Game Book (Paperback)
by Stephen Cumbaa, Karen C. Anderson, Kim LA Fave (Illustrator), William Kimber (Illustrator), Stephen Maceachern (Illustrator)
The Glow-In-The-Dark Book of the Human Skeletons (Glow-Backs) (Hardcover)
by Michael Novak
Ultimate Sticker Book: Skeleton (Paperback)
by DK Publishing
Title |
The human machine [kit] / Delta Education |
Publisher |
Nashua , NH : Delta Education, c1998 |
ADAM Inside the Body- Human Body
The Ultimate Human Body by Dorling Kindersley
Life Science An Odyssey of Discovery, Scott Foresman and Addison Wesley
http://www.britannica.com/eb/article-9110161?query=skeletal%20system&am
http://www.britannica.com/eb/article-9110160?query=skeletal%20system%20AND%20joints&am
http://www.mnsu.edu/emuseum/biology/humananatomy/skeletal/skeletalsystem
http://www.easternct.edu/depts/edu/textbooks/skeleton
http://www.bio.psu.edu/people/faculty/strauss/anatomy/skel/skeletal.htm
* Computer Monitor
* Black Board Software
* Kidspiration Software
* Access to Internet
* Overhead Projector
* Television
* Video Camera
* VCR
* Projector for Power Point Presentation
There are seven major assignments (that are somewhat long term and cumulative) of the unit that I will assess according to a 4-point scale rubric. The scores will be recorded on the Grading Spreadsheet below with commentary. I will meet with the students individually to discuss the evaluation and make suggestions for the next unit. The student-teacher meeting may involve extra credit points if the student can prove efforts with evidence, such as detailed notes and planning records.
Rubric
4- The student participated with a positive attitude, completed the assignment, and completed the computer integrated activity
3- The student participated, completed most of the assignment, and made an effort of completing the computer integrated activity
2- Students participation was minimal, the assignment was incomplete, and the computer integrated activity was either barely attempted or not attempted (this score can also be given to students who received a "1" and attempted to make up particular parts of the assignment)
1- There was no participation and the student did not make an attempt to make up any part of the assignment
Unit Plan Author: Deanna Kulesz
Template Designer: Houghton