5th Grade Body Systems: Bones and Skeletons Lesson 2

5th Grade Body Systems Unit Blueprint

Lesson 2: The Clues

Bones and Skeletons
Home | Body Systems Home | Pre-Assess | LE 1 | LE 2 | LE 3 | LE 4 | LE 5 | Bone Assess | LE 6 | LE 7 | LE 8 | LE 9 | Skeleton Assess | LE 10 | LE 11 | LE 12 | LE 13 | LE 14 (SKIP) | LE 15 (OPTIONAL) | End-of-Unit Assess

Human Body Systems
Home | Body Systems Home | Pre-Assess |Skill Benchmarks Throughout Unit | LE 1 | LE 2 | LE 3 | LE 4 | LE 5 | Circ Assess | LE 6 | LE 7 | Dig Pt. 1 Assess | LE 8 | Dig Pt. 2 Assess | LE 9 | LE 10 | Resp Assess | LE 11 | LE 12 (SKIP) | LE 13 (SKIP) | End-of-Unit Assess

Pacing Suggestions:
Days 1 and 2- Getting Started and Exploring and Discovering (pages 28 & 29)
Days 3 and 4- Processing for Meaning (pages 29 & 30)

Teacher Resources:
Tips	Observations and Inferences Rubric (Microsoft^® Word^®) Observations and Inferences Rubric (Adobe^® Reader^® PDF)

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Facilitate and Monitor Student Learning

Insights Bones and Skeletons

12D(3-5)#2: Make sketches to aid in [describing observations and] explaining procedures or ideas.

12D(3-5)#3: Use numerical data in describing and comparing objects and events.

12C(3-5)#3: Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.

12A(3-5)#2: Offer reasons for their findings and consider reasons suggested by others.

Student notebooks containing sketches, observations, and inferences for each bone group they establish.

Student notebook entry about the mystery object, "Thoughts about Our Bones" (See Processing for Meaning on page 29 in Teacher's Guide)

Bone Groups

Do they make a sketch that accurately portrays the features of the object?
Do they make clear and understandable observations?
Do students include quantitative observations?
Do they make inferences supported by observations and prior knowledge?
Suggestion: Have students use the Observations and Inferences rubric available under "Teacher Resources" on the electronic blueprint to self-assess their work. The same rubric will be used in Lesson 3 to formally assess the students' work. An extra day has been added to the lesson pacing to allow for thorough reflection and discussion

"Thoughts about Our Bones" notebook entry

Are students developing logical explanations about where the bones came from?
Can they use the evidence from the activity to make inferences?

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.