Third Grade Unit 2: The Human Body p. 1 Unit Overview - Pacing 2 nd

Transcription

1 Third Grade Unit 2: The Human Body p. 1 Health Handbook Skeletal: R20-R22 Muscular: R23 Skeletal System: pp.r20-r22 The Skeleton p.r20 Skeletal/Muscle Connection pp.4-12 Bones p.r21 Joints p.r22 Optional Fieldtrip to Discover Place for the Skeletal System Muscular System p.r23 The Muscular System p.r23 Skeletal/Muscle Connection pp ENGAGE: Prior Knowledge: Have the students discuss what they may know about the parts of the body that support it and help it move. Ask, what supports or holds up a building? What supports your body? What happens if a bone is broken? What do we call the place where bones meet, like at your elbow or knee? Using the illustrations p.r20, ask: What is the name of the long bone at the top of the arm? What is the long bone at the top of the leg? What is the name of the shoulder bone? p.r21, ask: What covers the outside of a bone? What do blood vessels in the membrane do? What is the soft tissue inside some bones? How does yellow marrow help the body? What does red marrow do? What is in the nonliving part of the bone?

2 Third Grade Unit 2: The Human Body p. 2 Optional Fieldtrip to Discover Place for the Muscular System p.r22, ask: What are the three kinds of joints? Why are some joints immovable? What kinds of joints connect the ribs to the breastbone? Which kind of movable joint do you think your elbow is? your shoulder is? EXPLAIN: Vocabulary: bone, joint, skeleton, marrow, ligament, sprain, fracture, cartilage Have the students include these vocabulary words in their science dictionary. Students will understand how important the skeleton is, where bones meet, what the skeleton is made up of. Skeletal and Muscular Connection 1. Design Your Own Experiment pp Building Bridges pp Measuring pp.9-10 EXTEND: Writing: Have students answer the questions in the text. Students should use the chart to describe a gliding, ball-andsocket, and hinge and pivot joint. Students should also explain how each type of joint allows movement.

3 Third Grade Unit 2: The Human Body p. 3 Technology: Have students research the skeleton on the internet using EVALUATE: Have students complete the worksheet on p of the connection guide for assessment. Ask students to draw a skeleton showing a body in motion, then label as many bones and joints as possible ENGAGE: Prior Knowledge: Discuss with students what they may know about muscles and how to take care of them. Ask: Why are warmup and cool-down exercises important? Using p.r23, have students discuss activities that their muscles help them perform and how they think muscles work to move bones. Ask a volunteer to name muscles that move body parts other than bones. Then ask: What important muscle keeps blood pumping through your body? What are the names of the muscles in the upper arm? What happens when the triceps contracts?

4 Third Grade Unit 2: The Human Body p. 4 EXPLAIN: Vocabulary: skeletal muscles, tendon, cardiac muscles, smooth muscle, involuntary muscle, voluntary muscles, contract, heart, blood vessels, blood, lungs, organs, biceps, triceps, cells Have students to include these vocabulary words in their science dictionary. Students will understand what makes muscles contract, how to take care of your muscles, types of muscles, and how they move bones. Skeletal and Muscular Connection 1. Feeling is Believing p Using Muscles p EXTEND: Writing: Have students write detailed plans indicating how they will care for the muscles in their bodies, including kinds of exercises, healthful food choices, and scheduled sleep and rest times. EVALUATE: Skeletal and Muscular Connection Worksheet Assessment pp.23-24

5 Third Grade Unit 2: The Human Body p. 5 Ask students to hold a book in one hand and hold that arm straight out in front of them. Have them put their other hand on the biceps of that upper arm. Discuss how the muscle feels, then have students lift their books up toward their shoulders.