The Human Body

Shani Neal
Dates (Allocated Time): 3-4 weeks
Unit Topic: Human skeleton, muscles, and organs including skin
Grade Level: 3rd
Content Standard(s):
Standard:3.L.1 Understand human body systems and how they are essential for life: protection, movement
and support.
Standard: 3.L.1.1 Compare the different functions of the skeletal and muscular system.
Standard: 3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.
Learning Unit Overview:
This unit is designed for students to know that the muscles and the skeleton provide a structural framework that protects and supports mobility of
the human body. Students know that the skeletal system is comprised of bone. Bone is a hard material that provides support and protection to the
bodys soft tissues. Students know that muscles are formed from tissues that contract and relax, producing motion. Muscles are attached to bones
and initiate and regulate movement. Muscles are also found in internal organs that are responsible for essential life processes (heart, stomach,
intestines).

Students know that the skin is the largest organ of the human body, that it covers and protects the human body from external conditions and
forces. Students know that the skin contains nerve receptors that provide information about external conditions.
 Brain Target #1
Establishing the Emotional Climate for Learning

Prior to the beginning of the lesson, I will cut a life size

outline of one of my students and place it on the door of
the classroom.
There will be brown and black life size paper at the front
of the room. Next to it there will be a brown outline of a
student.
The children will have an opportunity to express their
prior knowledge of the human body and what they would
like to learn about the human body through a KWL
activity.
They will also have access to the human body enriched
environment and explore the aspects of the human body
functions in the learning stations.
They will be encouraged to ask questions and contribute
knowledge to the conversation and activities.
 Brain target one addresses establishing a positive
emotional climate.
According to Hardiman (2012) brain scans show that it
registers 36,000 images from environment for stimuli. This
is influenced by novelty.
To address brain target one and two I have established a
system that allows students more novelty for less
distraction.

Hardiman, M. M. (2012). The Brain-Targeted Teaching

Model for 21st-century schools. Thousand Oaks, CA:
Corwin. 3
 Brain Target #2
Creating the Physical Learning Environment

Brain target two requires careful planning

of the environment.
The classroom will be dominated by student cut outs
of their bodies all around the room. As students learn
the material they will add bones, organs, skin. There
will be a word wall with human body vocabulary words
(skeleton bones and organs). In addition, the human
body structure will be on display along with artifacts
brought from the teacher. Students are allowed to
bring in their own artifacts.
As the unit commences, the students will display their
work in a collaborative exhibit of the human body
hanging from the walls. Students are allowed to
explore the learning station during stations time.
 Brain Target #3
Designing the Learning Experience

Concept Map of Unit

Visual Arts Enrichment/ Extension

Life size human body cut out skeleton bones poster
Human body poster learning stations
Human body 3D diagram

Function:
protection
Compare and Contrast
movement Skeleton functions vs. Muscular functions
support Muscular vs. Skin functions
Comparison of all three

Introductory Big Picture Activity/Assessment of Prior

Knowledge
Concept Map of Activities

2D life size skeleton model

3D organ play dough
Skeleton identification
6
 Brain Target 3
Brain target three encourages teachers to create designs compatible within
the brains natural learning systems (Hardiman, 2012). Instead of
introducing things in sequential order BTT 3 suggests using familiar
knowledge and prior experience.

The unit address brain target three with:

conceptual maps
a KWL chart
The students will gain a Big Picture understanding of the human body
systems and how they are essential for life: protection, movement and
support.

Hardiman, M. M. (2012). The Brain-Targeted Teaching Model for 21st-century

7
schools. Thousand Oaks, CA: Corwin. pp 79-124.
 Brain Target #4
Teaching for Mastery of Content, Skills, and Concepts

Brain-Target Four promotes mastery of learning goals and objectives by planning multiple
activities to activate the brain's memory systems (Hardiman, 2012). The aspects of brain
target four promote mastery of learning goals and objectives by planning multiple
activities to activate brain's memory system. Hardiman (2012) states that if we vary
experiences and integrate art we can use brain targeted teaching correctly.
Students will create 2D life size skeletons of themselves to practice and show mastery

Learning Goal
Standard:3.L.1 Understand human body systems and how they are essential for life:
protection, movement and support.

Standard: 3.L.1.1 Compare the different functions of the skeletal and muscular system.

Standard: 3.L.1.2 Explain why skin is necessary for protection and for the body to
remain healthy.
 Brain Target 5
Brain Target five promotes performance-based instructional activities within
each learning unit. Students engage in inductive learning, using specific
information and applying it to general knowledge. They also engage in
deductive reasoning, using logical processing to learn general knowledge and
apply it to specific situations. This reasoning is applied to analysis and
problem solving skills in the real world. Hardiman (2012) states for this
target to be most effective a teacher should have their students conduct
investigations, complete creative thinking, and use metaphors and analogies.

Students will create their own skeleton. Then they will be asked to identify
each bone. This will show students fully understand all parts of the human
body. Students will also create a storyboard showing the functions of the
human body. This allows for creative thinking and conducting investigations.

Hardiman, M. M. (2012). The Brain-Targeted Teaching Model for 21st-century

schools. Thousand Oaks, CA: Corwin. 9
 Brain Target #5
Teaching for the Extension and Application of Knowledge

Learning goals
Standard:3.L.1 Understand human body systems and how
they are essential for life: protection, movement and support.

Standard: 3.L.1.1 Compare the different functions of the

skeletal and muscular system.

Standard: 3.L.1.2 Explain why skin is necessary for protection

and for the body to remain healthy.
Objective: creatively explore the human body with identification
and its functions.
Activity: storyboard for functions, 2D poster for identificationn.
 Brain Target #6
Evaluating Learning

Brain target six addresses evaluation: providing relevant feedback about performance and
making adjustments (Hardiman, 2012). This brain target emphasizes assessments, making
them accomdatoe to brain functioning aligned with the instruction and practice of brain
target five. This manifests in performance tasks, projects and portfolios. Now students can
learn using multiple facets and be assessed in the same manner.
Learning goals
Standard:3.L.1 Understand human body systems and how they are essential for life:
protection, movement and support.

Standard: 3.L.1.1 Compare the different functions of the skeletal and muscular
system.

Standard: 3.L.1.2 Explain why skin is necessary for protection and for the body to
remain healthy.
Activities: Students will mold organs of the body to create a functioning body in groups
Students will create skin particles using food