Fifth Grade Body Systems Unit: Lesson 4

5th Grade Body Systems Unit Blueprint

Lesson 4: Human Bones

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:
Day 1- Getting Started and Exploring and Discovering (pages 47 & 48)
Days 2 and 3- Processing for Meaning (pages 49 & 50)
Day 4- Read The Search for the Missing Bones (Book contained in teh book bag provided with kit.)

Teacher Resources:
Tips

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Facilitate and Monitor Student Learning

Insights Bones and Skeletons

How do the parts of an animal relate to its needs and habitat?

IAF (12.7.02 ): Understand that animals have parts well suited to the places they live in and to their needs. For example, rabbits radiate heat through their ears, and those living in hotter climates have larger ears to radiate heat more efficiently. Thus, given a list of animals, one of which is clearly better adapted to a given environment, understand that that is the animal that lives in that environment.

Teacher observations of student discussions while they are making their drawings and student comments during whole class discussion (See Exploring and Discovering on page 48.)

As students are trying to determine where bones exist and their shape, do they discuss and relate the function with the location and shape of the bones? (Example: When discussing the foot, do they discuss movement of the foot, which requires multiple bones rather than one large, flat one across the entire foot.)

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.