World Languages
Material Type:
Upper Elementary, Middle School
  • Lesson Plan
  • SEEd
  • worldlanguage
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    Education Standards

    Four Humanity Systems in Chinese

    Four Humanity Systems in Chinese


    This is a lesson that helps students learn how to name each organ from four different body systems and introduce their functionality or features by giving a presentation.


    In this lesson, students can recognize a picture of the organs from the circulatory and name that organ correctly and say say the major organs of the circulatory system, the nervous system, the digestive system, and the respiratory system in Chinese.


    Background for Teachers

    The following curriculum resources can help teachers prepare for and present the concepts in this lesson:

    The basic knowledge of four systems of the human body:

    Four systems

    You are also able to learn these words and know how to use them:

    1. 心脏 xīn zāng 2 血液 xuè yè 3. 心房 xīn fáng 4. 心室 xīn shì 5. 主动脉zhǔ dòng mài 6. 血管xuè guǎn 8. 肺fèi 9. 动脉dòng mài 10. 静脉jìng mài 11. 毛细血管máo xì xuè guǎ


    Step 1 - Goals and Outcomes

    Learning Intentions: Students will be able to identify each organ from four systems and say the same correctly.

    Success Criteria: Student will be able to use any tools they like (Slide, video, performance) to introduce four humanity systems by using scaffolding sentence structures. 

    Step 2 - Planning Instruction

    Student Background Knowledge

    Students will need to understand basic knowledge about the four systems of the human body and their functions. The language level required is Novice-High.

    Strategies for Diverse Learners

    Students will have a choice in finding a partner they like.

    Students will have the option of using a variety of multimedia to research their topic, including text, video, and audio.

    Extending Learning:

    Students can go to Level learning to read more books about the human body and human systems.


    Step 3 - Instruction


    Start with asking questions like: What do you think is t? the most important organ in your body?

    ( providing some choices if necessary) and how big is your heart for eliciting students’ interests?


    Brief instruction of the heart ( location and pump)--- measure how many pumps each minute

    Step1 input (listening & reading)

    Present the pictures of the heart by using 4D pictures and 3D model.

    Explain different parts of the heart by using their pictures.

    Animated the blood circulatory by repeating each part name of the heart so that students could get enough


    Step2 Input and practice

    Checking the understanding of all the words and reviewing the vocabulary by

    1. Coloring the pictures when the teacher says the words

    2. Using the tools (a piece of heat) stick it on one student's body to form a heart 

    3. Taling with parterner about where the heart is and how you find it.

    Step3 output (speaking & reading) Small presentation by using sentence structure:

    This is my heart, it has (color) + name of the parts (speak it before writing) Creat the colorful hearts of their own with the name marks (provided on the whiteboard_ (clenched fist size; teacher models first and then let students do) Cut it off and put it in the front and share their heart with a partner or in front of the class


    Step 4 - Assessments

    Formative Ongoing Assessment Paths:


    Summative End of Lesson Assessment:

    Record their presentation 


    Name all the organs Name all the organs correctlyName most organs correctlyName part of organs correctlyName none organs correctly
    Using the sentence frames provided.Relevant and insightful information, well-organized and engaging presentation by using the sentence framesAdequate information, organized presentation, some lack of engagement by using most part of sentence frames.Limited information, poorly organized presentation, difficulty holding the audience's attention by using part of sentence framesUncomfortable delivery, difficulty speaking fluently, struggles to convey the message without using the sentence frames.