Ms. Kerry Foley Content: Health, Body Systems 3rd Grade Lesson Plans
Monday, 11/9/09 - Thursday, 11/12/09
-Student learning maps
-Hand out parts of a system cards to small groups of students
-Ask students to sort the cards without giving them categories
-Write the word “systems” on the board and have students help define the word
-Guide students to the definition: “A system is a group of things that work
together and depend on each other to reach a common goal.”
-Have students resort the cards into three different systems and make a name for
-Group students into groups of two or three. Give each group a card with a
member of the school system on it holding back the “student” card
-Model the task by using the student card asking the question, “What is your
function in helping the school run?”
-Have groups go out and meet with their person and ask them what their function
is in helping the school run
-Explain to the class that in this unit, we will be learning about systems of the
body and how they work together to keep you alive
-Introduce the student learning map and talk about its content
-Have students read vocabulary words aloud as you place them on the learning
-Give students a copy of the student learning map to put in their folder
Essential Question: What is a system?
-Frayer graphic organizers
-examples and non-examples of systems worksheets
Activating Strategy: Students work in numbered pairs to create an acrostic for the word “system.” They may use examples or sentences about what they know in the acrostic.
-Have students recall from the launch activity the definition of a system. Write the definition on the board for students to copy onto their Frayer graphic organizers
-Discuss what types of things are not systems (things that are related but do not work together for a common purpose, i.e. a banana, apple, and pear are all fruit but they don’t work together for a common purpose).
-Independently brainstorm things that go together but are not systems on whiteboards
-Do a mix and freeze activity to share list with others
-Have students write one system and one non-system on their Frayer, having partners check to see if they agree
-Give students the list of examples and non-examples to cut and paste onto the correct place in their Frayer
-Summarizing Strategy: Draw a system in the box on the Frayer and share with your numbered partner.
Essential Question: What is the difference between a natural and a human-made system?
-worksheet “before” and “after”
-blank paper separated into two sections for “natural” and “human made”
Activating strategy: Complete the anticipation guide crossing out non-systems, putting an “N” beside natural systems and an “H” beside human made systems.
-Ask students what they think the word “natural” means (connect to word “nature” or “natural resources”)
-Define a natural system as a group of things in nature that work together
-Ask students what the antonym of “natural” is (unnatural)
-Define human-made systems as a group of things that humans have put together in order to reach a common goal
-Write the definition of a natural system on the organizer and write the definition of human-made on the organizer
-Model completion of the foldable giving one example for each natural and human-made systems. Students complete foldable trying to get at least 3 of their own examples for each side
-Give one, get one- students circulate around the room meeting with others to give one of their examples and write down one of someone else’s
-Complete the afterwards portion of the anticipation guide
Essential Question: How does the skeletal system help us live?
-Body Systems Chart worksheets
-Body Systems Chart transparency
-The Dancing Skeleton worksheets
-The Important Things worksheets
Activating strategy: Discuss how builders put in a framework made of girders and beams when they are erecting a building. Show pictures of building frameworks. Ask the students what our framework is made out of. Draw what you would look like without a skeleton and share with a neighbor.
-Preview the vocabulary word “skeletal” – complete a word-splash with the word “skeletal” in the middle (relating to bones). Splash names of bones around skeletal.
-Show the skeletal system portion of the skeletal_muscular system video on the shareable. Students record information on the foldable while watching the video
-Record the function (gives shape and supports the body) of the skeletal system on the Body Systems Chart
-Ask students what bones they already know and where they are located. Give names and locations of common bones
-Students make the dancing skeleton and label common bones
-Record the major parts (bones) of the skeletal system on the Body Systems Chart
-Summarizing strategy: students complete The Important Thing about the Skeletal System summarizer