Human Body

NAME: ____________________________

Grade Level(s): 3

Subject(s):

• Science/Anatomy
• Language Arts

Description: Students will learn about body parts and systems of the human body. Each day,
students will be identifying and explaining a body part. Students will use tracings of their own
body parts to formulate a body model that will be displayed for others to see. Students will be
required to research the particular body part that they study each day. Students will type their
recordings in Word and will place them in a personal journal ( ex 3 ringed binder). The journal
will be turned in at the end of the project. The students must use correct grammar when
recording in their journals. One picture from each day is required throughout the journal (i.e.
Newspaper or Magazine clippings, personal photos, internet). The students are also required to
type their

Goal: Students will identify various human body parts and the functions of these parts within the
larger system.

National/State Standards:

• Personal health
• Characteristics and changes in populations
• Types of resources
• Changes in environments
• Science and technology in local challenges
• Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.

NETS –S Standards:

• Select and apply digital tools to collect, organize, and analyze data to evaluate theories
and test hypothesis.(3,4,6)
• Conduct science experiments using digital instruments and measurement devices. (4,6)

Objectives:

The students will:

 1. identify major body parts and systems.
2. locate body parts.
3. explain how various parts and systems function.
4. compare the body to a machine.
5. explain how various body systems and parts work together.
6. describe their findings in a personal journal

Materials:

• Body part stencils (make out of file folders for students to trace)
• Overheads with information and vocabulary about each body part (brain, heart, lungs,
stomach, intestines, pancreas, gall bladder, etc.)
• Large butcher block paper
• Markers
• Crayons
• Scissors
• Glue
• 3 ringed binder for journal (any size will be accepted)

Procedures:

Activity One (notice that the first part include the Teacher’s procedures/actions and the second
part consists of Students’ procedures/tasks to complete the activity)

1. Teacher will prepare the classroom for the activity by collecting required materials and
resources for students to use.
2. Teacher will develop instructional materials for the lesson activity (e.g., overheads).
3. Each day, teacher will introduce a new body part and/or system to the students.
4. On an overhead projector, students will read and discuss facts and vocabulary related to
each body part or system.
5. After the class discussion, students will trace the particular body part on different colored
paper. "Parts" are cut out with scissors and to be saved in baggies belonging to each child.
6. At the end of the unit, trace each student's body on a large piece of butcher paper (do not
cut out).
7. Students can recall facts about the parts and write them on the backs of each of their
parts.
8. Finally, students glue down their parts in the correct location on their paper body.
9. Hang these true-to-life representations of the human body around the school for others to
see.

Activity Two

• Teachers will use Microsoft Word as a way to personally grade each assignment
when it is turned it.
• Students will be required to find images on the internet
• Students can upload digital pictures or can locate them on the web
 • Students must type their findings in a Word Processor and place them in a binder
to turn in

Assessment/Evaluation:

Activity One

Students accurately recall facts about each part using the following criteria concerning
their body part models:

1. Parts are labeled correctly (10 points)

2. Parts are colored according to instructions (10 points)
3. Parts are glued in the appropriate location (10 points)

Activity Two

The Students’ Binder will be graded on the following criteria:

• Each body part has been correctly identified and located (20 points)
• Student explained how the body parts work together and function (20 points)
• The body was compared to a machine (10 points)
• 14 daily entries typed at least 200 words each (20 points)
• Placed in a 3 ringed binder (10 points)
• Each page has a correct picture identifying their findings (20 points)

Grading Scale:

100-90%=A
89-80%=B
79-70%=C
69-60%=D
59-0%=F

**5 points will be deducted for each day this project is late**