Human Body Project Residency
- Grades: 3–5
- Unit Plan:
Upon successful completion of research and passing test scores, students will work with a health specialist to dissect/observe cow eyes, sheep brains, pig lungs, pig heart, or various bones (including cow, rat, and human bones).
- Students will comprehend concepts related to health promotion and disease prevention.
- Students will demonstrate the ability to access valid health information and health promoting products and services.
- Students will demonstrate the ability to use interpersonal communication skills to enhance health.
- Students will demonstrate the ability to advocate for personal, family, and community health.
- Use research notes and medical tests to help dissect and identify various mammal organs.
- Work with a medical specialist to help dissect and learn about various body system parts.
- Present conclusive findings from medical residencies with peers.
- Cow eyes, sheep brains, pig lungs, pig heart, and owl pellets from the Carolina Biological Supply Company or another science product retailer
- Copies of Residency Chart (PDF), one per student
- Copies of Sample MCAT* Study Materials: Eyes (PDF), one per student
- Resources from local specialists. In our lesson, this includes everything from human bones to stethoscopes.
*Medical Class Admission Test
Set Up and Prepare
Part I: Specialist Consultation Session
- Using the prior lesson, students who have passed specific MCAT tests (Medical Classroom Admission Test) will meet with a group of other highly qualified individuals.
- An overview of the upcoming medical dissection will be discussed. General rules of responsibility and medical procedures will be discussed. This will include signing a medical code of ethics form that will be signed by the student and parent before medical residencies begin.
- Students will determine how to best document their time as a medical resident. This can include photographs, notes, charts, or filming.
- Students will be asked to take on a particular role during medical sessions. This should include: a resident note taker, a supply handler, and a film/photo documenter
Part II: Medical Residency
- Invited medical specialists will be introduced to the class before residents go to their designated medical station.
- At the medical station, the invited specialist will provide support, encouragement, and advice on proceeding through a proper medical dissection.
- Students will carefully follow directions and record findings in their science notebook.
- Using previously designated roles, students will document the entire session.
Part III: Reporting the Findings
- When the medical session is complete, students will then report findings to their class mate. If a Flip Video is used, it will be plugged into the TV to help other students view the medical procedures.
- While report findings are being reported, students will use proper medical terms to help describe the process.
- After reporting findings to peers, groups will meet again to discuss future investigations and areas of concern. Students will be encouraged to research these questions.
Supporting All Learners
Working with a medical specialist is a great opportunity to, not only help students with the medical expertise, but also allows students to see potential job opportunities as an adult. Having this level of expertise paired with hands-on learning supports all students to effectively learn about various body systems.
Create a video documentary of each medical station and save this on your class web site. You can further your studies by creating a health pamphlet for your school and community.
Using the lesson extension ideas, family members can learn about this excellent learning opportunity at school. You can also invite family members to help their child speak to other specialists in their studied field.
- Students will pass specific MCAT exams with a score of 85% or above.
- Students will work with a medical specialist to dissect, observe, and learn about a specific body system part.
- Were students sufficiently prepared to complete dissections?
- Were students actively involved? This may include asking questions of peers and their medical specialist.
- If you choose to apply lesson extensions, are the medical pamphlets accurate and pertinent to what was learned in class?
Grading for this project will be rubric-based. The rubric is located in the Human Body Project Packet (PDF). Works considered less than satisfactory will require revision before medical residency can occur.