DAKOTA BROWNE – Human Body Systems Unit Plan ESCI CLASS#30 – FALL 2015 Page 1 of 5

Unit Name: The Human Body

Lesson Number and Title: 1 – Introduction to the Human Body Systems Date: Subject: Science Grade: 5 Time: 1hr.Parts of the Learning Cycle Involved:Engaging, exploring, explaining, evaluatingLearning Objective and Lesson Purpose: Learning Objective: Students will begin to become familiar with the different body systems that they will be learning about in the next 10 lessons. They will begin to be able to identify what each system does. Lesson Purpose:To introduce students to organs and systems they will be learning about in this unit.Outcomes & Indicators:HB5.2Investigate the structure, function, and major organs of one or more human body systems such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.

a. Explain at least two functions of the human digestive, excretory, respiratory, circulatory, nervous, muscular, or skeletal systems.c. Model the structure and/or function of one or more organs from the human digestive, excretory, respiratory, circulatory, nervous, muscular, or skeletal system.

Content Background:Skeletal system: Support, movement and protection

All bones Tissues are connection pieces for bones and muscles (Tendons: tough bands that attach muscle to bone.

Ligaments: tough bands of tissue that hold bones together at joints. Cartilage: where the bones come together to prevent rubbing)

Joints - no movement = fibrous; Cartilagenous = partially movable – Free moving = synovial: hinge – one direction (knees) Pivot – rotation/twist (head) Ball & Socket – greatest freedom (hips)

http://kidshealth.org/parent/general/body_basics/bones_muscles_joints.html#http://hes.ucfsd.org/gclaypo/skelweb/skel01.htmlMuscular system: Movement of body and things within (heart pumps blood)

Muscles – Smooth (inside organs i.e. stomach). Cardiac (heart/pump blood). Skeletal (controlled consciously).

Circulatory: Blood transportation heart, blood vesicles, blood (red & white cells)

Respiratory: Breathing for oxygen mouth/nose, trachea, bronchi, lungs, diaphragm

www.innerbody.com/image_card06/card13.htmlDigestive: Breakdown of food for energy

mouth, esophagus, stomach, small and large intestinesNervous: Control center of all systems and thinking

brain, spinal cord, neurons and senseshttp://www.biology4kids.com/files/systems_main.htmlwww.innerbody.comProcesses Developed:Students will be classifying the different parts of the systems into the categories they believe they go under.Students may begin to record connections they have made between the various body systems.Adaptive Dimension:Students who may not have as much background knowledge with body systems can be partnered up with students who have a greater understanding. If students struggle with categorizing the different body system parts, tell them the names of the parts they are struggling with and where they are located in the body(eg. Diaphragm; located behind the ribs, under the lungs).

DAKOTA BROWNE – Human Body Systems Unit Plan ESCI CLASS#30 – FALL 2015 Page 2 of 5

Cross Curricular Competencies (CCC’s):Think and learn contextually as they apply their prior knowledge, experiences, and the ideas of their bodies in new contexts. They will also recognize that a context (body) is a complex whole made of parts (systems).Materials / Equipment / Safety: Handout with each box that will have a system as its heading.Cutouts of the various parts of systems11.7x16.5in Paper for Connection Chart

Advanced Preparation: Prepare PowerPoint presentation on the brief descriptions of the body systemsHave the Kahoots QuizPrint out handouts with each box that will have a system as its heading.Cutouts of the various parts of the systems

Lesson ProcedureENGAGEMENT I will introduce to the students that they will being to learn about their body and how it

functions. I will explain to students that our bodies are made up of many different body systems that are connected so that we can function, live and do everything we do on a daily basis. I will tell the class for this unit we will be looking at the skeletal system, muscular system, circulatory system, respiratory system, digestive system, and nervous system. linkI will gain the students’ attention by having them participate in a Kahoots quiz about the different body systems (see below for questions and answers). This will allow me to see where they are at with their prior knowledge of the different body systems.

EXPLORATION In partners or on their own, students will each be given a chart with the different body systems on it and their functions. They will also be given various pictures of the different parts of the systems and will cut out and glue each picture under the system they think it belongs to.Walk around to see how students are doing and question them on their placements.Idea from: http://eps10.uregina.wikispaces.net/file/view/Grade%204-5%20body%20systems%20science%20unit.doc.

EXPLANATION Students will be shown a PowerPoint presentation of the systems and what is in each. As the different parts come up on the screen students can check to see if they were right on their guesses. Students can write corrections next to the pictures but should not be taken off and moved.

ELABORATION EVALUATION Will create the beginning of their connection chart; which will allows students to see the

connections between each of the body systems and for me to see this understanding.Students will write the different systems they were just introduced to on a large piece of paper. There should be enough room for students to draw multiple connection lines to the various systems. They will also be given an additional piece of paper where they will write their explanation for these connection that they have made. If they have made any during this lesson, they may begin to put it on their chart. Students should number the different lines and explanations that go with it (or having some type of an indication for them) so that they can remember which explanation goes with each connection. It is okay if none have been made at this point as connections will be explained more formally in later lessons.

Extensions /Modifications: Students can begin to fill out their Connection Chart Further additions with student needs

DAKOTA BROWNE – Human Body Systems Unit Plan ESCI CLASS#30 – FALL 2015 Page 3 of 5

Name: Date:

Skeletal System – provides support, movement, and protection to the body, as produces blood cells

Muscular System – allows body parts and organs to move as well as protects the body.

Respiratory System – gives the body oxygen by breathing it in and expelling carbon dioxide

Circulatory System – is the transportation system of blood throughout the body to deliver oxygen and nutrients

Digestive System - breaks down food in order to receive energy and nutrients for the body

Nervous System – is the control center of all systems by telling your body how to react. It allows you to think.

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Connection Chart Cutout Pieces

Kahoot Quiz consists of these questions and answers:

1. These two systems help you move. Skeletal and Muscular System

2. What is the circulatory system? Transportation system of the body consisting of vessels

3. Is the heart a muscle? Yes

4. Why are white blood cells important? Fight off germs

5. What system is this? Digestive System

6. When we swallow, our food goes down our throat then down a tube called... The Esophagus

7. Which system consists of your brain and your spinal cord? Nervous System

8. Your body couldn’t breathe without this system. Respiratory System

9. When you breathe in air, you bring oxygen into your lungs and blow out: Carbon Dioxide

10. What does the diaphragm do? Muscle that helps you to breath