See-Through Body

See-Through Body lesson plan

What if we could you see inside ourselves with X-ray vision? Students use Crayola® Washable Window Markers or Crayola Window Crayons to create a life-sized look inside their bodies.

  • 1.

    The human body has more than 200 bones that comprise the skeletal system. This network of bones has many important jobs. The skeleton supports the human body, protects internal organs, works with muscles to create movement, and contains cells that help keep the body healthy. Invite your students to find out more about their skeletal system.

  • 2.

    In addition to the skeletal system, the human body contains organs. These are two or more kinds of tissue joined together to perform a task. For example, the heart is a major organ whose job is to pump blood through your body. A group of organs forms an organ system. Ask students to find out the names and functions of the human body's major organs.

  • 3.

    Once the research component of the lesson is complete, invite students to create a See-Through Body. Using Crayola Twistables Crayons, students trace each other's body outline on craft paper. When tracing is complete, use Crayola Scissors to cut out the outlines.

  • 4.

    Using a large area of glass, students tape their body outlines to the glass and use Crayola Washable Window Markers or Crayola Window Crayons to trace the outline onto the glass. Adults may need to be available to assist students with this step.

  • 5.

    Students use the markers to draw major bones and organs in their bodies. If any errors are made, students can wipe the marker color away with a damp paper towel and draw again. Students label each bone and organ.

Standards

  • LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.
  • LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SCI: Construct explanations of how structures in animals serve functions of growth, survival, reproduction, and behavior.
  • SCI: Obtain information that animals have structures that allow them to respond to stimuli through instinct or memory.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.

Adaptations

  • Possible classroom resources include: First Human Body Encyclopedia by DK Publishing; Me and My Amazing Body by Joan Sweeney; Human Body by DK Publishing; My Body by Patty Carratello
  • Students use heavy brown paper to outline their bodies. Create skin-colored flaps using Crayola Multicultural Crayons to cover each area. Underneath the flaps, students draw major organs. Using the interior of each flap, students will write a brief description of the organ or body part illustrated.
  • Working in small groups, students conduct an in-depth study of a selected organ or system of the human body, such as the cardiovascular system, brain, etc. Prior to beginning the in-depth study, the class comes together to compose a set of questions to be answered during the study. Organize research into a summary paragraph. Students use Crayola Window Crayola to sketch their system onto glass. Display the summary paragraph along side the system sketch. If there is adequate room, students may write their research summary on the window along side their sketch.