| Content Outline | Performance Tasks | Rubrics | Instructional Activities |
Content Outline: 
 
Circulatory
System
 
Digestive
System
 
Muscular
System
 
Nervous 
System
 
Respiratory
System
 
Skeletal
System

I. Skeletal System  
A. Background 

B. Choice of Activities 

1. Bone Composition 

2. Major Bones of the Body 

3. Jazzy Joints 

4. Living Bones 

5. Measuring Your Skeleton  
(Non-standard Units) 

6. Measuring Your Skeleton  
(Standard Units) 

7. Pretzel Skeletons

II. Muscular System 
A. Background 

B. Choice of Activities 

1. Body Language 

2. Cubism (Art) 

3. Range of Motion

III. Circulatory System 
A. Background 

B. Choice of Activities 

1. Detecting Your Pulse 

2. Calculating Beats Per Minute 

3. Blood Vessels 

4. Heart Rates of Adults vs. Children 

5. Researching the Heart 

6. Dramatization of the Blood's Trip Through the Heart 

7. The Heart as a Pump 

8. Heart Health 

9. Make Your Own Stethoscope 

10. Heart Words (Language Arts)

IV. The Respiratory System 
A. Background 

B. Choice of Activities 

1. What Makes Air Go In and Out? 

2. Measuring Your Lung Capacity 

3. Musical Breathing 

4. To Breathe or Not to Breathe  
(Art / Social Studies) 

5. Mystery Riddles (Language Arts) 

6. Aerobics

V. The Digestive System 
A. Background 

B. Choice of Activities 

1. Tooth Tales of Ripping, Grinding, and Tearing 

2. Digest This 

3. Your Small Intestine 

4. Your Large Intestine

VI. The Nervous System 
A. Background 

B. Choice of Activities 

1. Recognizing and Remembering 

2. Brain Control 

3. Your Strong Sense of Smell  

4. Smell is Stronger Than Taste 

5. Conscious vs. Unconscious 

6. The Brain: Keeping You Safe 

7. Your Problem-Solving Brain 

 

Performance Tasks: 

1. Students will complete a replica of the human body and its systems. After each system is studied a part of the body representing that system will be added to a cut-out of their own body (traced and cut out of butcher paper).*  

2. Students will complete a journal of responses to activities completed throughout the theme.*  

3. Simon Says and/or The Hokey Pokey as review games for the parts of the human body learned. (To be done at the start of each lesson.)  

4. Teacher will assess student-chosen activities collected in a portfolio. 



Rubrics for Assessing Performance Tasks: 

For Performance Task #1 
 
 

S
  • Student correctly completes the body model.
  • Student is able to identify the body systems and describe their functions.

N
  • Student correctly completes the body model.
  • Student is able to identify the body systems, but is not able to describe all of their functions.

U
  • Student misunderstands the task or makes little or no effort to complete the task. 
 

For Performance Task #2: 
 
 

S
  • All journal responses are completed and correctly address the given topics. 
  • Student demonstrates appropriate written communication skills. 

N
  • All journal responses are completed but do not all correctly address the given topics.  
  • Student attempts appropriate written communication skills.  

U 
  • Little or no effort is made to complete journal responses.  
  • Little or no demonstration of correct written communication skills.

 

For Performance Task #4:  
 
 

S
  • Student includes representative samples of his / her work from each of the systems studied.  
  • Student is able to justify his / her choices of work samples.  

N
  • Student includes representative samples of his / her work from most of the systems studied.  
  • Student is able to offer some justification for his / her choices of work samples.  

U 
  • Little or no effort is made to complete portfolio. 

Instructional Activities: 

Kick-Off Activity: 
 

Materials: 
  • butcher paper in white and brown
  • pencils
  • scissors

  • Procedures:xx 1. Students take turns tracing a partner on butcher paper. 

    2. Each student cuts out his/her own body. 

    3. Explain to students that as you study each body system you will be adding a representative body part to their paper bodies. It is necessary to explain that while you do have, for example, bones throughout your body, you will be adding only a small part of the skeletal system. It will also be necessary to explain that some organs will cover up others because some systems are layered on top of others. 

     
    Instructional Activities for Each Body System: 
     
     

     
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    Henry County Public Schools
    This instructional unit was designed by teachers of the:
    Henry County Public Schools
    McDonough, Georgia, USA
    770/957-6601
    Questions/Comments 
    Updated 4/19/98