Health Lesson

Ms. Kerry Foley          Content: Health, Body Systems           3rd Grade         Lesson Plans


Monday, 11/9/09 - Thursday, 11/12/09


Monday, 11/9/09


*Launch Activity*



            -System cards

            -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

            each system

            -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


Tuesday, 11/10/09


Essential Question: What is a system?



            -Frayer graphic organizers

            -Frayer transparency

            -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.


Wednesday, 11/11/09


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


Thursday, 11/12/09


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