Grade 5-Unit 1 The Human Body: Ellen Boyd, Melissa Hernen, Ashley O'Neil, and Karren Williston

1
Grade 5Unit 1
The Human Body
Ellen Boyd, Melissa Hernen,

Ashley ONeil, and Karren
Williston
February 25, 2015
Table of Contents
Introduction..3
Curriculum Outcomes.4
Lesson Plans and Resources.. 7
How Does My Body Work?.................................................................7
The Digestive System....11
The Excretory System...26
The Respiratory System35
The Circulatory System..49
The Skeletal, Muscular, and Nervous Systems..60
Projects.74
Work Periods74
Presentation.83
Science Center Activities86
Summary..91
References..92
Introduction
Rationale: Students should have an understanding of the human body, its
organs, systems, and how they interact to help us grow and develop. Through
the use of mini lectures, models, demonstrations, engaging activities, and
discovery based learning, students will the importance of each systems, where it
is located in the body, and what to do in order to maintain a healthy body.
Through the use of universal design, students of all learning types will be able to
meet the best of their potential during this unit. Differentiation will occur in each
lesson so all students are able to participate in the lessons and activities, (ex.
Bulletin board with labelled parts and organs). The unit can also be enriched for
students who understand the concepts and need a challenge through the choice
associated with the activities and final project.
Curriculum Outcomes
4-LS1-1. Construct an argument that plants and animals have internal and
external structures that function to support survival, growth, behavior, and
reproduction. [Clarification Statement: Examples of structures could include
thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.]
[Assessment Boundary: Assessment is limited to macroscopic structures within
plant and animal systems.]
Core Concepts:
LS1.A: Structure and Function
Plants and animals have both internal and external structures that serve various
functions in growth, survival, behavior, and reproduction. (4-LS1-1)
Cross-Cutting Concepts:
Cause and Effect
Cause and effect relationships are
terms of
routinely identified. (4-PS4-2)
interactions.
Systems and System Models

A system can be described in
its components and their
(4-LS1-1), (LS1-2)
Disciplinary Core Ideas:

In multicellular organisms, the body is a system of multiple interacting
subsystems. These subsystems are groups of cells that work together to form
tissues and organs that are specialized for particular body functions.
(MS-LS1-3)
Cross-Cutting Concepts:
Systems and System Models Systems may interact with other systems; they may
have sub-systems and be a part of larger complex systems. (MS-LS1-3)
School/District:
N/A
Subject Area(s):
Science- The Human Body
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 1: Introduction to the Human Body
NGSS outcomes:
Content Standard: 4: 4.Structure, Function, and Information Processing
MS.Structure, Function, and Information Processing
Students can:
4-LS1-1 - Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction.
[Clarification Statement: Examples of structures could include thorns, stems, roots,
colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary:
Assessment is limited to macroscopic structures within plant and animal systems.]
MS-LS1-3- Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis
is on the conceptual understanding that cells form tissues and tissues form organs
specialized for particular body functions. Examples could include the interaction of
subsystems within a system and the normal functioning of those systems.] [Assessment
Boundary: Assessment does not include the mechanism of one body system independent
of others. Assessment is limited to the circulatory, excretory, digestive, respiratory,
muscular, and nervous system].udents should develop an understanding of 1.
Structure and function in living systems 2. Regulation and behavior 3.
Population and ecosystems 4. Diversity and adaptations of organisms
Grade Level: Five (5)
Curriculum Outcomes:
Students will be expected to propose questions to investigate how the
human body works and practical problems to solve how the different
systems interact.
Content to be taught:
Students will be introduced to the different systems of the human body
including, the digestive system, the skeletal-muscular system, the
respiratory system, the circulatory system, the nervous system, and
excretory system. They will talk about why each system is important for
growth and development, and how we can maintain healthy bodies.
Children's prior knowledge and misconceptions:
D
Students may believe the body is made up of a single system.

Performance Objective:
Students will be introduced to the bulletin board and then I will point out
each of the systems and the organs that are involved for each process.
Students will then be assigned to a group of 2-3 and will rotate around
the centres. Each centre introduces a system of the body and will get
students thinking about the structure and function.
Concept Development:
Engagement
Materials:
- Bulletin Board
Show students the bulletin board and ask questions like, what do you
know about the human body?, what systems make up the body?, can
you identify any of the organs? Explain to the class for this unit we
will be discussing why it is important to have a healthy body, the
systems that make up our bodies
Exploration
Materials:
-
Centres; X-ray sorting, Marshmallow heart rate, Healthy vs.

Unhealthy lung, Build a lung, Stomach bag, Reading, Draw the
Scene, Celery Capillaries, Yoga
Students will be placed into groups of 2-3 and will start out at one
centre and explore it for about 8-10 minutes. Students will rotate
around the room, making sure everyone gets an opportunity to work at
the different centres that go along with the systems of the body.
Explanation
I will then have students discuss with their groups what they have
learned about one system of the body from a centre they have complete
and as a class we will come up with ideas of the importance and function
of each system of the body.
Elaboration/Extension
Materials:
KWL chart
Students will begin to fill out a personal KWL chart that they will keep
in their science notebook to refer to throughout the unit. They will
start with things they know (things discussed in the lesson), and
things they still want to know. Students can also fill in the learned
section if there are any concepts they feel they have learned in the
introduction to the human body unit.
Evaluation
Formative assessment- Are students participating and engaged in the
class discussion and centres? Pre-assessment through the KWL chart.
Differentiation: Dyslexia and Dysgraphia
Students can refer to the bulletin board for pictures and labels
of the organs
Read the instructions for all students so they understand the

directions
Instructions will also be provided in a font that is easier to read

by students with dyslexia (found at
http://www.dyslexiefont.com/en/dyslexia-font/)
By pairing the students together, and asking students to select

one scribe and one reader, this allows students to play on their
strengths while experiencing the lesson to the full extent.
10
Students with dysgraphia may also choose to complete their

observation journal by recording their answers on a voice
The Human Body

Things I Know
What I Want to Know
What I Have Learned
11
School/District:
N/A
Subject Area(s):
12
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 2: Introduction to the Digestive System & Mouth and Esophagus

NGSS outcomes:
Students can:
4-LS1-1 - Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples
of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.]
[Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal
systems.]
MS-LS1-3- Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual
understanding that cells form tissues and tissues form organs specialized for particular body functions.
Examples could include the interaction of subsystems within a system and the normal functioning of
those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body
system independent of others. Assessment is limited to the circulatory, excretory, digestive,
respiratory, muscular, and nervous system].
Curriculum Outcomes: Structure and Function in living organisms
Describe the structure and function of the major organs of the digestive system (302-5a)
Students will also learn about what takes place when our bodies are going through the digestive
process.
Todays focus will be on the role the teeth play in the digestive process.
Students should be introduced to the concept of the human body as many different parts that
13
work together.
Some students may believe that in order to digest food properly we need some sort of liquid.
Other prior knowledge/misconceptions will be identified via the KWL chart
The purpose of this lesson is to have students understand the role their teeth play, and how that
interacts with the digestive system.
First, we will first make a KWL chart together so that I may better understand what the students'
understandings are about the human body and the digestive system. Next, we will make dental
impressions using clay and observe the different kinds of teeth we have, then we will discover what
they are for through the teeth worksheet. Students will go through each questions and using it will
come to understand that each type of tooth has a specific role. Finally, we will conclude the class with
a discussion so that the students may ask any remaining questions they have and discuss their findings
The purpose of this unit is to have students actively involved to further their understanding and
knowledge about the digestive system. Students will be able to understand how their own digestive
system functions.
Materials
Ziploc bags (enough for all students)
modelling clay (enough for all students)
Science observation journal
Engagement
Materials:
KWL chart
Smartboard/screen
Youtube video:
Safety:
N/A
Procedure:
As this is a very first lesson to a new unit, a K-W-L chart should be created
14
with the students. This will demonstrate:

What do you already Know about the digestive system?
What do you Want to know about the digestive system?
What did you Learn about the digestive system?
Teacher will show the students a YouTube video demonstrating the
digestive system
Reinforce videos statement about the acquisition of energy from food (We
need energy for moving our muscle also, how do we get the energy we
need? By eating. The digestive system breaks down the food we eat so we
can use it as energy.)
The teacher will refer to the K-W-L chart and ask the students questions
Introduction of first lesson: The Mouth & Esophagus
Ask students what they think the mouths role is in the digestive system.
Ask students: What kinds of teeth do you have? What do they do?
Explain the different types of teeth we have (incisors, canine, molars)
Exploration (15 mins)

Materials:
Ziploc bags
Modelling clay (in u shape in bag)
Procedure:
1. Tell students that we will be making dental impressions. Inform students they must bite down
onto the bag with the modelling clay.
2. Hand out modelling clay in bags
3. Ask students to look at the surface area created by our different types of teeth.
4. Have students compare dental impressions (add that our teeth [and hence our impressions] are
unique, like fingerprints!)
Materials:
Apple for each student
Worksheets (http://www.learnnc.org/lp/media/uploads/2010/02/chewing.pdf) [1 per team of 2]

{See Appendix A, figure 1.1}
Science Observation Journal
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Procedure:
1. Read instructions for activity
2. Pair students with partners so they can make observations together
3. Ask students to choose who will be the recorder and who will be the reader
4. Pass out worksheet
5. Hand out apples
6. Have students complete the worksheet (in pairs)
Explanation
Have a whole-class discussion about the students' findings.

What happened when you tried to switch the jobs your teeth do?
Could you chew with your incisors? Why or why not?
What happened when you tried to bite the apple just using your molars?
Why do you think it's important to chew our food?
Why do you think it's important to brush our teeth and keep them
healthy? Could we chew as well if they were decayed or broken?
Record observations in science observation journals (Scribe for student with dysgraphia)
Look at different types of animals' teeth (herbivorous and carniverous)

Ask students why they think that these animals have certain types of teeth
What does this have to do with digestion?
Evaluation
Formatively assess students by walking around the room while they are doing the worksheet
activity, listen to their observations.
Formatively assess students during the class discussion, do they understand the topic? Do they
understand the functions of teeth?
16
Read the instructions for all students so they understand the directions
Instructions will also be provided in a font that is easier to read by students

with dyslexia (found at http://www.dyslexiefont.com/en/dyslexia-font/)
By pairing the students together, and asking students to select one scribe
and one reader, this allows students to play on their strengths while
experiencing the lesson to the full extent.
Students with dysgraphia may also choose to complete their observation

journal by recording their answers on a voice recorder.
School/District:
N/A
Subject Area(s):
Grade Level:
17
Date:
N/A
Lesson Duration:
45 minutes
Lesson 3: The Digestive System

The Mouth and the Esophagus
NGSS outcomes:
18

Students can:
systems.]
process.
Todays focus will be on the role of saliva in the digestive process.
work together.
The purpose of this lesson is to understand the role of the mouth & saliva in the digestive system.
system functions.
19
Materials
Video: http://kitses.com/animation/swfs/digestion.swf
Carrots
Peppermint
Saliva Wars Observation worksheet
Plastic tubes (extension)
Crackers (extension)
Napkins/Paper towel (extension)
Engagement
Materials:
Carrots
Peppermint
Saliva Wars Observation worksheet
Safety:
N/A
Procedure:
Review information learned in prior class
Watch: http://kitses.com/animation/swfs/digestion.swf
Ask students: When you chew, is your mouth wet or dry? What is the wet
stuff in your mouth called?
Why do you think we need saliva? What is it for?
Exploration
Saliva wars!
Materials:
Carrots
Peppermint
Saliva Wars Worksheet
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Procedure:
1. Pair students with partners so they can make observations together
2. Hand out Saliva Wars Observation worksheet
3. Explain the instructions of the activity (Have one student from each pair chewed it a pre-set
number of times [i.e. 5 times, 10 times, 15 times, 20 times.] Then have them spit it out onto a
plate. (This is called a bolus). What do they notice? What does it look like? (Have them
record their observations on their sheets. Next, have the students fill out the same information,
except have them smell peppermint while chewing. Spit it out onto the plate. What do they
notice this time? Have the record their observations
Explanation

When did your mouth create the most saliva?
Why do you think your mouth makes saliva?
Remind students of introductory video- Not only does saliva help coat
and lubricate the food, it also has enzymes that start to break down the
starches into sugars.
Do you think it would be harder or easier to swallow without saliva?
Record observations in science observation journal (Scribe for student
with dysgraphia)
Teacher discussion
After you have chewed the food, and it has been coated in saliva, it
travels down the esophagus to the stomach which takes about seven
seconds
Muscles in the esophagus tighten and relax to create a wave-like process called peristalsis
which pushes food down the small tube, which is why your food never falls back out if
you happen to be eating and swallowing upside down!
Give each pairing of students a plastic tube and a cracker

Tell them to shove it through the pipe without breaking it (impossible)
Have students crush the cracker and wrap it in napkins
Have them try to push it through the tube. (Will be difficult)
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Have them wet the crackers and try again.
Evaluation
Formatively assess students by walking around the room while they are doing the worksheet
activity, listen to their observations.
Formatively assess students during the class discussion, do they understand the topic? Do they
understand the function of saliva?


School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 3: The Digestive System

The Stomach
NGSS outcomes:
22

Students can:
systems.]
Describe the structure and function of the major organs of the digestive
system (302-5a)
process.
Todays focus will be on the role the stomach plays in the digestive process.
Students should be introduced to the concept of the human body as many

different parts that work together.
The purpose of this lesson is to understand the role of the stomach n the
digestive system.
The purpose of this unit is to have students actively involved to further their
understanding and knowledge about the digestive system. Students will be able
23
to understand how their own digestive system functions.

Materials
Smartboard
Printable handout (How the Body Works: The Digestive System)
Crackers
Ziploc bags
Orange Juice
Engagement
Materials:
2l pop bottle- (with 1.5 l full of ripped up food/newspaper/water)
Safety:
N/A
Procedure:
Show students 2 l bottle, explain that the adult stomach has a very small
volume when empty but can expand to hold up to 1.5 litres of food when
full.
Ask: What happens after the food moves down our esophagus into our
stomach? Does it just sit there? Does it move right through?
Exploration (10 mins)
Demonstration: The Bread in the Bag (Stomach)
Materials:
Ziploc bags
A large bottle of Juice (or water)
A loaf of bread (you will need 1 piece per two-four students)
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Procedure:
The students will be divided into pairs and each pair will be given one Ziploc bag
with one slice of bread ( slice per student)
Once all the pairs have been given their Ziploc bag and bread, they are to tear it
up into smaller pieces. This represents the food being broken down by the teeth.
Students will be asked to make notes in their journals of their predictions related
to the hands on digestive system activity.
The teacher will then pour a small amount of juice into the Ziploc bag (this
represents the acidic content of the stomach). This specifically demonstrates the
food submerged in HCI of the stomach. (chemical digestion)
Now that the liquid has been added, close the bag and squish the bread with your
fingers until all the bread pieces are small. This represents mechanical digestion
(the stomachs walls mashing up the food.
Drain the liquid contents down the drain. Get the students to make an
observation between an undrained and drained sample in their journal.
This stage of digestion demonstrates the reabsorption of water and
vitamins in the large intestine.
The final stage of the hands on activity is to get the students to place all
the contents into the garbage can. This shows that waste is temporarily
stored in the rectum.
Stomach Noises
Materials:
Stethoscope (1 per pairing of students)
Procedure:
Explain: As the stomach wall squeeze and mix the food mixture, it makes a
lot of noises.
Have students listen to each other's stomachs through the stethoscopes
Explanation
Have a whole-class discussion regarding the digestive system hands on

activity. Ask the students what the hands on activity demonstrated.
Students can refer to their observation journals to share their predictions
and observations with their classmates.
This demonstration shows a) how your STOMACH works to break apart the
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bonds holding the bread together through chemical and mechanical

digestion so that the nutrients can be absorbed b) how your LARGE
INTESTINE recovers water and vitamins from the food and c) how your
RECTUM stores the waste temporarily before it exits the body.
The inner wall of the stomach secretes hydrochloric acid to help kill bacteria and, along with
proteases enzymes, aids in the digestion of food. To protect itself from the corrosive acid, the
stomach lining must create a thick coating of mucus.
Stomach rumblings (borborygmi) are caused by wave-like muscular contractions (peristalsis)
at the walls of the stomach and small intestine. These are normal digestion movements,
however the process is louder and more noticeable when the stomach is empty as the sound is
not muffled.
Record observations in science observation journals (Scribe for student with dysgraphia)
Ask the students to make predictions about their own digestive system with
regards to their last meal and/or snack.
Students will explain this in their observation journals to be collected.
What do you think stops the food (Chyme) from leaving the stomach all at once
into the small intestines? (The pyloric sphincter controls the flow of chyme
from the stomach into the small intestine

Ask the students to make predictions about what would happen if you over
ate or under ate.
Evaluation
Assessment will take place in the forms of formative assessment which would
include the observation journal and the class discussion.


26
School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
27
Lesson 4: The Excretory System

The Small Intestines
NGSS outcomes:
Students can:
systems.]
Describe the structure and function of the major organs of the digestive
system (302-5a)
process.
Todays focus will be on the role the small intestines play in the digestive process.
Students should be introduced to the concept of the human body as many

different parts that work together.
28
The purpose of this lesson is to understand the role of the mouth & saliva in the
digestive system.
The purpose of this unit is to have students actively involved to further their
understanding and knowledge about the digestive system. Students will be able
to understand how their own digestive system functions.
Materials
Water snake wiggle toy
Engagement
Materials:
Water Wiggle Snake toy
Safety:
N/A
Procedure:
Ask students: How does food (Chyme) move through our intestines? What
do you think happens when th food goes through our intestines?
Engage in class discussion about the aforementioned questions
Explain: peristalsis is a series of wave-like muscle contractions that helps
move food through your body. Peristalsis occurs in the esophagus as it
travels from the throat to the stomach and in the small intestines. During
peristalsis in the small intestines, the longitudinal muscles within the small
intestine wall contract, and then the circular muscles contract, pushing the
food down the tract.
Exploration
Peristalsis
29
Materials:
Water Snake Wiggle Toy
Procedure:
Measure out a 20-foot (curvy or straight) line in the classroom
Have students stand along the line
Have them roll their fingers forward so they make a circle with their hands (a hollow center)
Model how to make wavelike 'contractions' with their hands
Have students stand shoulder to shoulder with their hands out in front, side by side, with
hollow-center fists so it resembles a tube.
Have students connect their 'tube' with their peers beside them so it creates a 20-foot tube (or
thereabouts)
Have the instructor start the peristalsis, and have students follow suit so they can see what it
looks like when food (represented by the water wiggle snake) travels in the small intestines
Nutrition chyme
Materials:
Panty hose (1 'leg' per pair of students) [cut toes of panty hose, so it forms
a tube.
Instant Oatmeal (3-4 cups per student)
Newspaper/plastic (for easy clean up)
Procedure:
Lay newspaper and/or plastic on a table.
Have students pack oatmeal into one end and of the panty hose
Have students squeeze the oatmeal from one end to the other end. The porous hose will allow
the 'nutrients' to escape
By the time the oatmeal comes out the other end, it's just a small amount. (Waste)
Explanation
Have a whole-class discussiom about the students' findings.
30
How does food move along the digestive tract?

How does the body get nutrients from food in the intestine?
Record observations in science observation journal (Scribe for student
with dysgraphia)
Activity- blockage in intestine- what would happen if peristalsis stopped

working in one part of the intestines or if there was a blockage? (Tie a knot
in the panty hose and give students a small ball (to represent food) try to
push it along, push more balls (food) through. What happens?
Evaluation
Assessment will take place in the forms of formative assessment which

would include the observation journal and the class discussion.


School/District:
N/A
Subject Area(s):
Grade Level:
31
Date:
N/A
Lesson Duration:
45 minutes
Lesson 5: The Excretory System

The Large Intestine, Rectum and Anus
NGSS outcomes:
Students can:
systems.]
process.
Todays focus will be on the role the large intestines and anus plays in the digestive process.
32
work together.
The purpose of this lesson is to understand the role of the mouth & saliva in the digestive system.
system functions.
Materials
Wet towels (1 per group)
paper towels (for all students)
Engagement
Materials:
Safety:
N/A
Procedure:
Explain: The process we have seen so far would usually take about one day
in the body, but it's journey isn't over! The food remnant still has up to a
day or two to go as it travels through your large intestine.
Exploration
Large intestine
Materials:
1 wet towel (bunched into tube shape)

1 dry paper towel per student
33
Procedure:
1. Measure out 1.5 meter lines (as many as needed for all students to be standing on a line)
2. Have groups of students stand on the lines
3. Pass the beginning member of each team a wet towel, have them soak up some of the water
with their dry towel, pass to next member.
4. By the end they should have soaked up a bit of the water, but the main towel will still be wet.
Explanation

When did your mouth create the most saliva?
Why do you think your mouth makes saliva?
The large intestine's function is to absorb some of the water from the
food remnant and moving the waste along until it reaches the rectum
where it can be eliminated from the body.
Digestive System Review

Engagement
Materials:
Safety:
N/A
Procedure:
Teeth: rip up food
Saliva: begins chemical digestion of food
Stomach: Break down food
Small intestine: absorbs the nutrients and passes them to the blood
Large intestine: absorbs excess wate
34
Rectum: removes waste
Exploration
Materials:
1 wet towel (bunched into tube shape)

1 dry paper towel per student
Procedure:
Divide the class so that a group of students will form the mouth, another will be
the esophagus, another will be the stomach, the small intestine, and the large
intestine. The teacher will be the food.
As the food walks into the mouth, the students will have their hands clasped up
and down.
The food will then be twirled down the esophagus, the students line up in two
lines and high five the food as it passes.
The students representing the stomach will surround the food and walk in a circle
as the food is bumped around.
When the teacher says, Ready the students will pass the food into the small
intestine, where the food is tugged on (representing the small intestine pulling out
the nutrients). Finally what is left of the food is pushed to the large intestine, and
pushed OUT!
You may do this several times by allowing each group to rotate as the different
organs.
Explanation
Have a whole-class discussiom about the students' findings.

Make a new KWL chart
Print out human body worksheet:

http://www.eslprintables.com/vocabulary_worksheets/face_and_body/digestive
_system/The_Digestive_System_195917/
Evaluation
Assessment will take place in the forms of formative assessment which
35
would include the observation journal and the class discussion.



School/District:
N/A
Subject Area(s):
36
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 6: The Respiratory System

Function of Organs
NGSS outcomes:
Students can:
Boundary: Assessment does not include the mechanism of one body system
independent of others. Assessment is limited to the circulatory, excretory, digestive,
All students should develop an understanding of 1. Structure and
function in living systems 2. Regulation and behavior 3. Population and
ecosystems 4. Diversity and adaptations of organisms
Students will be expected to describe the structure and function of the
major organs of the respiratory system (302-5c). Propose questions
about the factors that affect breathing and heartbeat rate and rephrase
these questions in a testable form (204-1, 204-2); carry out procedures,
making certain to control variables, when investigating the factors
37
affecting breathing; compile and display data from these investigations

in a graph (205-1, 206-2)
Students will be introduced to the next system, the respiratory system.
Main focus will be on the diaphragm, windpipe, and lungs. What is their
structure and function? What is the importance of good respiratory
health?
d
Students may believe that when breathed in oxygen only goes into the
lungs. Students may not be aware of the windpipe and diaphragm as
parts of the respiratory system.
Students will participate in a whole group classroom discussion talking
about breathing, our lungs, and respiratory health. Looking at the
bulletin board, students will examine the parts of the respiratory system.
After discussing the role of the nose, mouth, windpipe, lungs, and
diaphragm, students will examine the two models of the lungs. Student
will then get to make their own lung for discovery based learning.
Engagement
Materials:
- Bulletin board and Velcro organs for the respiratory system
Mini Lesson:
I will introduce the next topic of the unit to the class, The Respiratory
system. Ask students questions like what is the respiratory system?, why
it is important?, what organs are involved?, why does our body need
oxygen? Refer to the board and place onto the body the organs that are
involved in the system. Place the labels on. Each part will be explained,
including its importance and function.
Exploration
Materials:
-
Plastic bottles cut in half, 2 balloons, Rubber bands, Straws, Clay
Students will first examine the two lung models and determine what
each part is supposed to represent. Students will then label the
38
diagram given from the handout, using the bulletin board and models
as a reference. After this task has been completed, students will get
the opportunity to use the materials to make their own lung.
Explanation
Students will work in a Think-Pair-Share discussing the following
questions:
1. What would happen if one of the parts of the model lung was
missing?
2. What is the role of each of the organs in the respiratory process?
3. Why is it when you pull down on the balloon (diaphragm), the lung
fills up with air?
In order to lead into the next days discussion and lesson, students will
be asked to answer the following question as an exit slip:
1. What happens to oxygen once it goes into the lungs?
Evaluation
Formative Assessment: Are students participating and engaged in whole
group discussion? Are they participating in the smaller pair activities
and individual project?

directions



recorder.
39
LABLE THE RESPIRATORY SYSTEM
40
41
LABEL THE MODEL

LUNGGGGGGGGGG
42
School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes

Oxygen Transport
NGSS outcomes:
Students can:
43

in a graph (205-1, 206-2)
Students will review the parts of the respiratory system and their
functions. Student will learn the process of oxygen transport and why
our body needs this to grow and survive.
d
Students may believe that when breathed in oxygen only goes into the lungs.
Students may not be aware of the windpipe and diaphragm as parts of the
respiratory system.
bulletin board, students will review the parts of the respiratory system.
The class will discuss what we breathe in and how our body distributes
the oxygen to the rest of our body.
Engagement
Materials:
- YouTube video: Oxygen Transport
https://www.youtube.com/watch?v=WXOBJEXxNEo
Mini Lesson:
I will review what was discussed in the previous lesson and have
students and have students point to each organ involved in the
respiratory system and explain its function. I will then remind students
of the exit slip question and ask students to share their answers. We will
then watch the YouTube video on oxygen transportation. Students will
then be given a card that is labelled as a part of the respiratory system
and the class will act out how oxygen is transported throughout the body.
Exploration
Materials:
44
- Cards with labels for activity

Students will then be given a card that is labelled as a part of the
respiratory system and the class will act out how oxygen is transported
throughout the body.
Explanation
Materials:
-
Chart paper and markers
A whole group discussion will take place in order to explain why our body
needs oxygen. We will come up with ideas as a class and record them on
a chart board paper to be displayed in the classroom.
Students will record in their journal what they have learned so far about
the respiratory system. Guiding questions can include; Why is the
respiratory system essential to growth and development? What would
happen if our bodies did not receive the oxygen they need? What other
systems do you think depend on oxygen transport?
Students will share in a group of four students what they have learned,
compare, and discuss.
Evaluation
and individual project?
Summative Assessment: Journals will be collected
Kinesthetic movement with activity

Students work in small groups
of the organs

directions

45


recorder.
46
School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes

Health
NGSS outcomes:
Students can:
47

in a graph (205-1, 206-2)
Students will be expected to propose questions to investigate how our body
functions and the contribution of its components (204-1); Describe the role
played by body systems in helping humans and other animals to grow and
reproduce and meet their basic needs (302-4)
Students will review the parts of the respiratory system and their
functions, along with the purpose of oxygen transport. Students will
then learn why it is important to look after the health of our respiratory
system.
d
Students may believe that when breathed in oxygen only goes into the
lungs. Students may not be aware of the windpipe and diaphragm as
parts of the respiratory system.
bulletin board, students will review the parts of the respiratory system.
The class will discuss why one inflates, while the other is much weaker.
Student will do an activity to show healthy lungs vs unhealthy lungs.
How does this relate to a healthy respiratory system?
Engagement
Materials:
- Healthy lung and unhealthy lung models

Mini Lesson:
48
I will review what was discussed in the previous lesson and have
students talk about why the lungs are an important system of the body. I
will then show the class the comparison between the two model lungs.
We will talk about why one lung does not inflate and the problems this
can cause in the body.
Exploration
Materials:
-
Straws
Students will get up out of their chairs and I will have them do 20
jumping jacks normally. We will have a discussion about how their body
feels, what systems were being used to do this activity. Then, each
student will be given a straw to put in their mouth to breathe out of.
Students will then do 20 more jumping jacks with the straw to breathe
from. Students will describe the difference between the doing the
exercise without the straw and then with the straw.
Explanation
I will relate how breathing through the straw it what it is like to breathe
when you do not take care of your lungs. Students will discuss why some
people may have unhealthy lungs (smoking, cancer, genetic). How can
you make sure you take care of your lungs and respiratory system?
(exercise, do not smoke)
Materials:
-
Poster paper, markers, construction paper, glue, scissors
They will then work in pairs to create a small poster that encourages
people to take care of their lungs and how they can go about doing this.
Evaluation
and individual work?
Summative Assessment: Completion of poster. See rubric
49
of the organs Read the instructions for all students so they
understand the directions



recorder.
50
Grading Rubric for Poster

4
Content
Creativity
Pictures
Mechanics
Content is
Content is
Content is
Content is
accurate and all
accurate but
accurate but
questionable.
required
some required
some required
Information is not
information is
information is
information is
presented in a
presented in a
missing and/or
missing and/or
logical order,
logical order.
not presented in
not presented in
making it difficult
a logical order,
a logical order,
to follow.
but is still
making it
generally easy
difficult to
Students make
to follow.
The poster is
follow.
Some creativity
Shows little
the poster fun,
eye catching,
was used but is
creativity
unique, and eye
but not
simple and does
catching
necessarily
not stand out
Images are
unique
Images are
Most images are
Images are
appropriate.
appropriate.
appropriate
inappropriate or
Layout is
Layout is
pleasing to the
cluttered.
eye.
No spelling
Few spelling
Some spelling
Some spelling
errors. No
errors. Few
errors. Some
errors. Some
grammar errors.
grammar errors.
grammar errors.
grammar errors.
Text is in
Text is in
Text is in
Most of text is in
authors own
authors own
authors own
authors own
words.
words.
words.
words.
Total/Comments
layout is messy.
Adapted from Teacher Planet
51
School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 9: The Circulatory System

Heart Rate
NGSS outcomes:
Students can:
52
muscular, and nervous system].
Students use appropriate tools and techniques to gather, analyze and interpret data.
Students develop descriptions, explanations, and models using evidence.
Students will be able to describe the structure and function of the major organs of the circulatory
system (302-5d)
Cross-Curricular Outcome:
Math: SP2 Construct and interpret double bar graphs to draw conclusions.
Students will learn and investigate using pulse and breathing.
S Children's prior knowledge and misconceptions:
Students have just finished lessons on the structure and functions of the respiratory
system.
Students will recall on prior knowledge about the circulatory system.

Students will record and evaluate their own pulse.
Students will create a graph showing their data collected.
Engagement
Materials:
KWL Chart Bristol broad with 3 sections

Bold marker
Sticky notes
53
Procedure:
-
Write the word, Circulatory System on the whiteboard.

Have students write down what they know about the circulatory system on your sticky
notes.
o 30 seconds to share with a partner what you wrote.
o Have students bring up sticky notes to put on the KWL chart.
Have students discuss with a partner questions or topics that they want to know about
the circulatory system.
o Tell students that they should elect one partner to share a question with the
class.
o Put each pairs sticky note on the W part of the KWL chart.
.
Exploration
Materials
Class Bar Graph Heart Rate of Students Bristol board

Bold markers 2 different colors
Heart Rate Experiment worksheets (3 sheets total)
Procedure:
1. Ask students to find their pulse?
2. Tell student to think about the different times they have heard their hearts beat.
3. Explain that we will conduct an experiment today to see what happens to our pulse when
we are resting and exercising.
a. Hand out Heart Rate Experiment worksheet to students.
b. Ask students to write their prediction on the worksheet given out: What do you
predict may happen to your pulse after doing these different activities?
i. Sitting
ii. After jumping jacks/jogging in place
4. Explain:
a. After we find our pulses, I will put the timer on for 30 seconds. When I say Go,
start counting how many times you feel your pulse beat. When I say, Stop, stop
counting, and write that number in the margin of your paper. Then we will multiply
that number by 2 to find out how many beats per minute our heart beats.
5. Color our graph together.
6. Ask for one volunteer to share their heart rate.
i. Model how to shade bar graph.
54
7. Ask for 4 other volunteers to share their heart rate.

8. Write the number of beats per minute for each student under their bar in the class bar graph,
and ask students to color in the other bars in their own graph appropriately.
9. We will next find our heart rates after we complete 1 minute of exercise. Tell the students
that for this exercise, we will be doing jumping jacks and/or running in place. Tell students
that after our one minute of exercise is complete, it is important that we sit right back in our
seats so that together we can begin finding our pulse rate right away. Tell students that to
make this data accurate, we will need to be silent.
10. Ask for students to find their pulse again so we can begin counting the beats together.
11. Color our graph together.
12. Ask for one volunteer to share their new heart rate.
i. Model how to shade bar graph.
13. Ask for 4 other volunteers to share their heart rate after exercise.
14. After students complete filling out their graph, ask students to complete the PostExperiment Questions.
a. Direct students to study vocabulary silently if they complete post-experiment
questions early.
b. Arteries Blood vessels that carry blood away from the heart to the bodys organs
c. Veins Blood vessels that carry blood back to the heart.
Explanation
Tell students that weve already learned that blood pumps out of our heart and through
our body. (That is how we can hear our heart beat.) Tell students that these blood
vessels are the roadways that allow our blood to travel.
Arteries Blood vessels that carry blood away from the heart to the bodys organs
Veins Blood vessels that carry blood back to the heart.
Have students compare their hearts to each others.
Have students estimate what they think different animals heart rates would be.
Provide the students with a list of other animals heart rates.
Evaluation
Students will be assessed based on their responses to the Experiment data/worksheets.

While this experiment will not be formally graded, I will collect and look through each
students responses.
Differentiation: Dysgraphia and Dyslexia
55
directions



recorder.
56
Name: ________________________________________
Circulatory System Heart Rate Experiment

Pre-Experiment:
1. What do you predict may happen to your pulse after doing these
different activities?
a. After Sitting
b. After jumping jacks/jogging in place
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
During Experiment:
Action
Sitting
Directly After Exercise
Heart Rate (beats per minute)
57
Using a colored pencil, fill out the graph below with your heart rate during rest.
Extend your own bar in a different color to show your heart rate after exercise. With
the teacher, do the same for other students in your class.
Heart Rate of Students
58
Post-Experiment Questions:
1. How did your pulse change when you exercised?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is something you observed about your classmates data on the

graph?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why do you think your heart would have to beat faster when you
exercise?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
59
School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 10: The Circulatory System

Heart & Blood
NGSS outcomes:
Students can:
Students use appropriate tools and techniques to gather, analyze and interpret data.
Students will be able to describe the structure and function of the major organs of the circulatory
system (302-5d)
60
Students will learn and investigate using pulse.
Students have just finished lessons on the structure and functions of the respiratory
system.
Students will listen to YouTube (https://www.youtube.com/watch?v=-s5iCoCaofc) on

the heart.
Students learn about the circulatory system and the structures.
Students will create a creative project to be evaluated.
Engagement
Materials:
YouTube link (https://www.youtube.com/watch?v=-s5iCoCaofc)
SMARTBOARD/projector
Laptop/Computer
Speakers
Procedure:
Introduce video by recalling on the terminology used in the previous lesson (circulate,
heartbeat, pulse etc.).
Play video about circulation.
Discuss video with students (one thing they learned and one thing they found
interesting).
.
Exploration
Materials
Large body shape paper (cut out) with heart, lungs and brain draw on.
Blue and red chips or titles
Blue and red maker
Dice
Procedure:
Have students sit in a circle place the body in the center.
61
Discuss with the students the structures on the body.

Then draw blue and red veins (with 5 dots on each line) coming from the heart to the
lungs and brain.
Ask students what they think these are.
Place the blue and red titles in the center of the heart.
Discuss the different chambers and structures of the heart.
Then ask two students (at a time) to roll the dice explain that when the roll a dice they
can move a title that many dots to either the lungs or brain or anywhere else in the body.
Continuous this until every title is moved or all students have had turn.
Explain that each of these titles are like blood cells traveling through the body and with
each heartbeat more and more blood cells travel.
Explanation
Group discussion on the different sections of the heart (right atrium, right ventricle, left
atrium and left ventricle)
Draw a heart on the whiteboard and show students how one chamber pumps and the
other takes in blood.
Students will show they know through a project (2 options).
Option 1:
-
Working with a partner, create a poem about the circulatory system. Students must
include key components of the circulatory system.
Option 2:
-
Working with a partner, write a letter to a heart surgeon explaining why they should let
you operate on a heart. Students must include key components of the circulatory system.
** If there is time add to the KWL chart for L.

Evaluation
Students will be formatively assessed through observation and will be evaluated on the
key components of their creative projects.
Students will be working with a partner for the activities (teacher will pair students ac

directions

62


recorder
63
School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 11: The Skeletal System

NGSS outcomes:
Students can:
64
Students will be expected to demonstrate how the skeletal, muscular,
and nervous systems work together to produce movement (306-2)
Students will look at the skeletal system and the structure and function
of bones. Students will learn why we have bones and what their purpose
in the body is. It will also be discussed what bones are made of.
Through a variety of activities and discovery based learning, students
will get a better idea of the skeletal system and its importance.
d
Students may believe that bones are hard, dry objects within the body.
Students will participate in a classroom discussion, looking at the
bulletin board and placing the part for the bone onto the human body.
The class will determine what the structure and function of bones are
with a KWL chart; they will also have the opportunity to put together
a skeleton. Students will look at xrays of bones in the light box to
determine which are healthy (not broken) and which are unhealthy
(broken).
Engagement
Materials:
- KWL Chart, Chart paper, markers
I will introduce the lesson by first placing the bone piece onto the
bulletin board and labelling. I will then have students work
independently to fill out the first two sections of the KWL chart on
what they know about bones and what they would like to know.
Students will then pair up with a partner, share their findings, and
then as a class we will create a chart paper sized chart to record.
Exploration
65
Materials:
-
Skeleton sheet, scissors, glue, gold pins
Students will put together their own skeleton. They will cut out the
different sections of bones form the paper and use the pins to represent
the joints where two bones meet.
Explanation
I will discuss with the class how bones give your body its form and
structure. Ask them questions like, what would happen if a house did not
have any walls? Would it fall down? The bones act as the walls do in a
house. Bones are also important to protect our organs. Our rib cage
protects organs like the heart and lungs. We will talk about how the gold
pins allow the bones on the skeletons to move. These act as the joints.
What would happen if we did not have joints? Have students bend their
arms, move their neck, wiggle their toes. Are there different kinds of
joints?
Materials:
Xray pictures, light box, KWL chart
Students work in groups of four and will be given a folder of xrays of

different bones in the body. Students will work together to determine
which bones are broken and which are not and sort them in to two
categories.
Students will fill in the last section of the KWL chart with things they
have learned in the class about bones.
Evaluation
Formative assessment- Are students participating and engaged in the
class discussion?
Summative assessment- Completion of the KWL chart


directions
66



recorder.
67
68
The Skeletal System

Things I Know
What I Want to Know
What I Have Learned
69
School/District:
N/A
Subject Area(s):
Grade Level:
Date:
N/A
Lesson Duration:
45 minutes
Lesson 12: The Muscular System

NGSS outcomes:
Students can:
Students use appropriate tools and techniques to gather, analyze and
interpret data.
- Demonstrate how the skeletal, muscular, and nervous systems work
together to produce movement (302-6)
70
Students will identify the two kinds of muscle action--voluntary and

involuntary--and give an example of each.
Students have just finished a lesson about the skeletal system.
Students will listen to YouTube

(http://kidshealth.org/kid/htbw/MSmovie.html) on muscles.
Students learn about There are three kinds of muscle:
1. Smooth Found in the hollow walls of the body organs (colon,
small intestine, rectum, etc.), the blood vessels, and the respiratory
passageways.
2. Cardiac - These are the muscles of the heart.
3. Skeletal - These are the muscles that attach to bones and produce
movement at the joints. Skeletal muscles attach on the rough places,
protrusions, and hollows on the bones that students learned about.
Engagement
Materials:
YouTube link (https://www.youtube.com/watch?v=-s5iCoCaofc)
SMARTBOARD/projector
Laptop/Computer
Speakers
Procedure:
Introduce video by recalling on the terminology used in the previous

lesson about the skeletal system. Ask students how they think the
bones in our body move.
Play video about muscles.
Discuss video with students (one thing they learned and one thing
they found interesting).
.
Exploration
71
Materials
Chart paper
2 different colored markers
Procedure:
Have students work in groups to try and count how many muscles
they have.
Give students time to work with a partner and make a list.
Create a chart using a large piece of paper and list the muscles the
students have identified.
In a different colored marker write the correct term for the muscle and
have the students repeat it.
Discuss how some muscles move all the time according to muscles we
control and muscles that we cant control.
Explanation
Introduce the words Voluntary and Involuntary.

An important function of muscle is movement. Muscle movement can
bevoluntary or involuntary. Voluntary muscles operate under
conscious control. Involuntary muscles operate automatically without
conscious decision or direction. These are the muscles that control
the internal systems of the bodythe digestive, and circulatory.
These muscles work automatically even when we are asleep.
Using the list the students have create of the muscles, have students
work in groups to determine which muscles are skeletal muscles,
cardiac muscles and smooth muscles.
Provide the students with the following definitions:
1. Smooth Found in the hollow walls of the body organs (colon,
small intestine, rectum, etc.), the blood vessels, and the respiratory
passageways.
2. Cardiac - These are the muscles of the heart.
3. Skeletal - These are the muscles that attach to bones and produce
movement at the joints. Skeletal muscles attach on the rough places,
protrusions, and hollows on the bones that students learned about.
Have students create chart of which muscles are which.
Students will pass in charts for evaluation.
Evaluation
Students will be assessed on whether they were able to classify the

correct muscles with 3 different types of muscles.
72

directions



recorder.
73
School/District:
N/A
Subject Area(s):
Science: The Human

Body
Grade Level:
Date:
Lesson Duration
5
N/A
45 minutes
Lesson 13: The Nervous System

NGSS outcomes:
Students can:
systems.]
74
Describe the structure and function of the major organs of the nervous system (302-5e)
Demonstrate how the skeletal, muscular, and nervous systems work together to produce
movement (302-6)
In this lesson students will understand the important names and structure of the nervous system
Students have now covered the skeletal and muscular system

It is probable that students have never heard of/encountered the nervous system in their
studies.
Students will work in groups and learn about involuntary and voluntary responses (controlled
by the nervous systems)
Materials
Ruler
Paper
Pencil
1 fruit
YouTube video: Nervous System : http://www.youtube.com/watch?v=GTv2mRH1Wac
Engagement
Voluntary:
Materials:
Ruler
paper
pencil
Safety:
N/A
Procedure:
Have students work in groups of three to do a quick experiment on reflexes. Each group will
be given a ruler, to be caught and held with one hand.
75
In the experiement one student will hold the object in front of the other student. The object
will be held at about shoulder height of the second student and at about arms length
away. The second student will have their arms down by their sides. The first student will
softly count to five and the let the object go. When they let go they say drop. The
second student must catch the object with their dominant hand. When the student catches
the object they must say catch. The third student watches the time and starts recording
when they hear drop and stops recording when they hear the word catch. Have students write
down at which 'measurement' they caught the ruler. Repeat two more times and recorded.
Have the students repeat this process with their non-dominant hand. This is done 3 times and
recorded.
Repeat for the second and third student. Each student should get a turn to drop, catch, and
record the time.
Find averages.
Have the class discuss their results and the differences, if any, between the dominant and
non-dominant hands. Use this simple experiment to introduce the brain and nervous
system involvement in eye-hand coordination, reflexes, and left and right sidedness
Involuntary:
Ask a student to come to the front of the room (in view of other students)
Have them sit with his or her legs crossed so that his leg can swing freely. Hit his leg just
below the knee with the side of your hand. (Do not use medical hammer) The leg will kick out
immediately (if you hit the right place).
Ask them to describe how they felt when this action was performed. Did they do it on
purpose?
What are other movements we do without realizing we're doing them? (discussion)
Exploration
Materials:
1 fruit
Paper
Pencil
Procedure:
9. Organize the students to work together in groups of 5. Give each group three simply
objects different in colour and shape such as an apple, orange, and banana.
10. Ask one student from the group to draw the fruit. Ask the other group members to pay
attention to all the activities going on in the drawers body that helps them draw the fruit
and keeps their body working while they draw the fruit. Have students record everything they notice
76
including voluntary and involuntary actions that the drawer does.

11. After 5 minutes, ask students to select one member of the group to record their information
and another to present their answers to the class. Have each group combine their lists.
12. When finished, have groups discuss which body systems are involved.
13. Possible answers:
1. Heart pumping
2. Breathing
3. Temperature sense (hot or cold)
4. Smells they are aware of
5. Sounds in the room or outside
6. Unconscious body activities such as scratching nose or ear, sneezing, etc.
7. Sensory signals from the eye about color, shape, etc.
8. Image recognition/memory access
9. Motor signals to the hand and fingers holding the pencil, to direct the pencil to draw the
image
10. Motor signals for sitting position remaining upright, leaning on the desk, crossing the
legs, etc.
Explanation
Materials: YouTube video: Nervous System

http://www.youtube.com/watch?v=GTv2mRH1Wac
Have a whole-class discussion about the students' thoughts

What part of our body makes all this happen? What body system controls our body?
(Brain and nervous system)
The nervous system coordinates each body system within its own system and with all
the other systems. All movements and sensation as well as thoughts, emotions, and
memory are controlled by the nervous system. The nervous system monitors changes
or stimuli, stores information and/or initiates response impulses throughout affected
body systems for action and sensation, emotion, thought, and memory.
Show students short YouTube video on the nervous system
77
Materials:
7. Clay or Playdough or Styrofoam or Recyclables (bottle caps, cups, buttons, etc) OR Food
(fruit, jelly beans)
A picture or diagram of a neuron
Procedure:
Create a model of a neuron by using clay, playdough, styrofoam, recyclables, food or anything
else you can get your hands on. Use different colors to indicate different structures. Make a
neural circuit with a few of the neurons. Students may eat their model if they made it out of
food.
Evaluation
Assessment will take place in the forms of formative assessment which would include the
observation journal and the class discussion.
Instructions will also be provided in a font that is easier to read by students with dyslexia
(found at http://www.dyslexiefont.com/en/dyslexia-font/)
By pairing the students together, and asking students to select one scribe and one reader, this
allows students to play on their strengths while experiencing the lesson to the full extent.
Students with dysgraphia may also choose to complete their observation journal by recording
their answers on a voice recorder.
78
School/District:
N/A
Subject Area(s):
Science: The Human

Body
Grade Level:
Date:
Lesson Duration
5
N/A
45 minutes
Lesson 14: Introduce Projects

NGSS outcomes:
Students can:
systems.]
79

205-7 record observations using a single wordm notes in point form,

senteces, simple diagrams
Compile and display data, by hand or by computer, in a variety of formats

including frequency tallies, tables and bar graphs
206-4 evaluate the usefulness of different information sources in answering

a given question
207-5 identify problems as they arise and work cooperatively with others to
find solutions
Students will be asked to use a variety of research methods to understand

their particular topic.
Students should have knowledge of the entire body systems.
Students (alone or in groups) will present their findings/research to fellow

members of the class.
Materials
N/A
Outline:
Inform students that we will be doing a project where each member of
the class will be presenting on a particular topic regarding the human
body.
80
Explain that the topics are as follows: The digestive system, the excretory system, the
respiratory system, the circulatory system, the heart, and the skeletal, muscular, and
nervous Systems. They may pick a particular topic within each of
these systems (ie. The tongue as a part of the digestive system) or
they may choose to research/discuss the topic as a whole.
Students may choose to work alone or in groups. (Groups will be
based on the interests on the students). First, have students pick a
topic they would like to do, and then match students based on their
choices. (Maximum: 4 students per group)
Students may use a variety of research tools including: the web,
research texts (provided in class), etc.
Provide students with the rubric for the assessment. Discuss each area
so all students understand what is expected.
Have students begin working on their projects
Evaluation
Assessment will be based on the overall presentation as per the rubric.

Accomodations: Dyslexia and Dysgraphia

As students may choose to be in groups, they can have one student scribe
any necessary notes.
81
Body Systems Project

Group Members:__________________________________________
Body System:_____________________________________________
Due Date: __________________ Presentation Date:
____________
Project Requirements:
Research your body system using the approved resources:
Health textbooks
www.worldbookonline.com
Library books
Find out how your body system works and functions.
Define 5 key vocabulary terms.
82
Trace a group members body on large white paper.

Label the paper with the name of your body system and
group members names.
Draw all of the important body parts for your body system.
Label each body part.
Add color to the final project.
Present the information you learned to the class on your

assigned date.
Review the rubrics and use the graphic organizers to help

you stay organized.

Group Members: ___________________________________________
Body Systems: _____________________________________________
What is the function of your body system?
Five key words and definitions: (you may add more if

needed)
83
What are the important body parts associated with your

body system?

Group Members:______________________________________________
Body System:_____________________________
______________
Grade:
Content
The group
accurately
explained how
their body
system
functions.
The group
mostly
explained how
their body
system
functions.
The group
missed some
important
information on
how their body
system
functions.
The group
missed
important
information on
how their body
system
functions.
Key Words
The group
correctly
identified and
defined at
least 5 key
terms.
The group
correctly
identified and
defined 4 key
terms.
The group
correctly
identified and
defined 2-3
key terms.
The group only

identified and
defined one
key term.
The final
project was
done neatly,
The final
project was
done neatly
The final
project was
done neatly
The final
project was
lacking
Body Chart
Neatness
84
was organized,
and was
colored.
and was
organized.
and was
colored.
neatness,
organization,
and/or color.
Body Chart
Labels
All important
body parts
were labeled
correctly,
neatly and
spelled
correctly.
All important
body parts
were labeled
correctly and
neatly.
Some
important
body parts
were not
labeled, or
work was not
done neatly.
Body parts
were
inaccurately
labeled, labels
were missing,
and work was
careless.
Body Chart
Content
The body chart

correctly
portrays the
body system.
The body chart

mostly
portrays the
body system.
The body chart

does not
completely
portray the
body system.
The body chart

does not
correctly or
accurately
display the
body system.
Presentation
The
presentation
was easy to
understand.
The presenters
looked at the
audience and
the volume
was
appropriate.
The
presentation
was easy to
understand.
The presenters
mostly looked
at the
audience. It
was difficult to
hear the
presenter.
The
presentation
was easy to
understand.
The presenters
did not look at
the audience
and it was
difficult to
hear the
presenter.
The
presentation
did not follow
a logical
sequence. It
was difficult to
understand.
Group Work
Group
members
worked well
together at all
times and
were always
on task.
Group
members
worked well
together but
had trouble
staying on
task.
Group
members had
some trouble
agreeing, but
were able to
complete the
project.
Group
members had
difficulty
working
together and
the project
suffered.
School/District:
N/A
Subject Area(s):
Science: The Human

Body
Grade Level:
Date:
Lesson Duration
Lesson 15 19 : Work on Projects
NGSS outcomes:
5
N/A
45 minutes X 4
85

Students can:
systems.]
302-4 describe the role played by body systems in helping humans and
other animals to grow and reproduce and meet their basic needs
302-5a describe the structure and function of the major organs (i.e., teeth,
tongue, oesophagus, stomach, small intestine, and large intestine) of the
digestive system
302-5b describe the structure and function of the major organs (i.e.,
kidneys, bladder, ureters and urethra, as well as the skin and lungs) of the
excretory system
302-5c describe the structure and function of the major organs (i.e., nose,
trachea, lungs, diaphragm) of the respiratory system
302-5d describe the structure and function of the major organs (i.e., heart,
blood vessels (arteries, veins, capillaries), and blood) of the circulatory
system
302-5e describe the structure and function of the major organs (i.e., brain,
spinal cord, and nerves) of the nervous system
302-6 demonstrate how the skeletal, muscular, and nervous systems work
86
together to produce movement
302-8 describe the bodys defences, such as tears, saliva, skin, certain
blood cells, and stomach secretions, against infections
Students will be asked to use a variety of research methods to understand

their particular topic.

Materials
N/A
Outline:
Have students continue working on their projects.
Evaluation


As students may choose to be in groups, they can have one student scribe
any necessary notes.
87
School/District:
N/A
Subject Area(s):
Science: The Human

Body
Grade Level:
Date:
Lesson Duration
N/A
45 minutes X 2
Lesson 20 21: Project Presentation Day
NGSS outcomes:
88

Students can:
systems.]
302-4 describe the role played by body systems in helping humans and
other animals to grow and reproduce and meet their basic needs
302-5a describe the structure and function of the major organs (i.e., teeth,
tongue, oesophagus, stomach, small intestine, and large intestine) of the
digestive system
302-5b describe the structure and function of the major organs (i.e.,
kidneys, bladder, ureters and urethra, as well as the skin and lungs) of the
excretory system
302-5c describe the structure and function of the major organs (i.e., nose,
trachea, lungs, diaphragm) of the respiratory system
302-5d describe the structure and function of the major organs (i.e., heart,
blood vessels (arteries, veins, capillaries), and blood) of the circulatory
system
302-5e describe the structure and function of the major organs (i.e., brain,
spinal cord, and nerves) of the nervous system
302-6 demonstrate how the skeletal, muscular, and nervous systems work
together to produce movement
89
302-8 describe the bodys defences, such as tears, saliva, skin, certain
blood cells, and stomach secretions, against infections
Students will teach fellow students about a particular topic in relation to

the human body

Materials
N/A
Outline:
Evaluation


There will be no writing involved, thus any students with dysgraphia will
not be affected.
Students (alone or in groups) will present their findings/project to

fellow members of the class.
90
Science Center Activities

Marshmallow Heart Rate
Directions:
91
Heart at rest:
Find your pulse point on your wrist. Place a sticky marshmallow at
that point and put a toothpick in the marshmallow. Count how many
times the toothpick twitches within 15 seconds and then multiple it by
4. (Normal rate for adult humans should be the 65-75 range).
Heart after exercise:
GO!! 10 jumping jacks!
Then find your pulse point on your wrist. Place a sticky marshmallow
at that point and put a toothpick in the marshmallow. Count how many
times the toothpick twitches within 15 seconds and then multiple it by
4.
Observation Sheet:
Fill in the sheet and draw a picture our experiment.
Record what you learned and compare your resting heart rate to your
heart rate after exercise.
Crossword Puzzle
Directions:
Complete the crossword puzzle on the human body.
Check your answer with the answer key.
Capillary Celery
Directions:
Celery Capillary Action:

Look at how the food coloring travels up the celery stock.
What do you notice?
Peal the away a layer of the celery, what do you see inside?
There should be vein-like tubes running through the celery.
Draw the celery:
Using the paper and coloring pencils provided draw the inside of the
celery.
92
What does the celery represent in the human body?

The celery simulates the veins in the body.
Build a Lung
Directions
Tie a knot in the end of one balloon. Cut off the top of the balloon
and stretch it onto the cut end of the bottle
Place a straw in a second balloon and secure it with a rubber band,
still allowing the air to flow through
Put the straw and balloon in the neck of the bottle, securing it with
clay making a seal around the bottle
Blow into the straw (windpipe) to see the balloon (lung) inflate
Healthy vs. Unhealthy Lung
Directions
Blow into each of the straws.
What happens to each of the lungs?
What would cause a lung to fill us vs not fill up?
Why are some lungs unhealthy?
X-Ray Sorting
Directions
Using the x-ray pictures, place them on the light box and determine
what part of the skeletal system it comes from.
93
Are some of the bones broken? Sort the x-rays into two groups.
Where do these organs go?
Directions
Using the bulletin board, place the parts of the systems on the human
body. Using the labels provided, identify the parts.
Draw a scene from the movie

Directions
After watching The Magic School Bus: Human Body, draw
one of Arnolds systems the class explored. The class took a

journey through his digestive system, swam through his
bloodstream, and learned about the bones and muscles.
Watch The Magic School Bus
Directions
Watch the Magic School Bus
Books
Directions
Find 10 words you have never heard before
Read the text to find out what these words mean
Stomach Bag
Directions
94
Take one ziploc bag, there will be water/juice inside.

(This represents the acidic content of the stomach)
Crush or tear up food (This represents the food being
broken down by the teeth.)
Place food in bag (this specifically demonstrates the
food being submerged in acid of the stomach and
represents chemical digestion)
Close the bag and squish the bread with your fingers
until all the food pieces are small. (This represents
mechanical digestion {the stomachs walls mashing up
the food})
Observe what the food looks like now in comparison to
how it began before you placed it in the water/juice.
Drain the liquid contents down the drain. (This stage
of digestion demonstrates the reabsorption of water
and vitamins in the large intestine).
The final stage of the hands on activity is to get the
students to place all the contents into the garbage can.
(This shows that waste is temporarily stored in the
rectum.)
Build the Skeleton
Directions
8. Look at the image of the skeletal system
9. Match the bones to their correct places
Yoga
Directions
Read the Utthita Trikonasana Extended Triangle pose sheet
Perform each of the other two yoga positions as shown on the sheets
provided.
While performing each position pay attention to which muscles you
feel stretching or contracting and color them accordingly on the sheets
95
(color the muscles red for those that are stretching and blue if they are
contracting [getting smaller])
Remember to breathe and have fun!
96
Summary
Although the human body is excluded from the next generation science standards in
grade 5 it is still included in the New Brunswick curriculum as aforementioned (propose
questions to investigate how our body functions and the contribution of its components [204-1])
The human body is an extremely important topic because it is important for children to
know how their bodies work and how to keep them healthy. The lesson plans presented here
cover many of the outcomes discussed in the New Brunswick grade five science curriculum in
addition to those covered in the Next Generation Science Standards. We believe that it will take
approximately 2-3 months to cover all of the lessons/outcomes because we believe that science
classes occur two to three times per week.
The outcomes covered address material that some students may not be comfortable with
yet, however, we believe that by the end of the unit the students will be able to discuss bodily
functions in a mature way and be more aware of their body's processes.
Many of our lessons can be cross-linked with other curricular areas such as: literacy, art,
physical education, math, health and social studies. We created these lessons with these other
subject areas in mind so that our students would be able to create connections.
Throughout this unit, we use a variety of assessment methods, both formative and
summative. The assessments are outlined in greater detail and can be found with their
corresponding lessons. All the necessary resources and assessments are found with each lesson
to make them easy to use.
97
References
Den, Liesl. (2013). Digestive System Worksheets. Retrieved from
http://homeschoolden.com/2013/05/08/digestive-system-free-worksheets/
Elizabethtown College. (2015). 1E. Designing Coherent Instruction 5th Grade Science:
Circulatory System Unit. Retrieved from
https://etown.digication.com/laurenthim/5th_Grade_Science_-_Circulatory_System_Unit.
Geiger, A. (2013). Easy Sensory Activity for Kids: Make an X-ray Light Box.
The Measured Mom: Tools for Teaching. Retrieved from
http://www.themeasuredmom.com/easy- sensory-activity-for-kids-makean-x-ray-light-box/
Government of Nova Scotia, Education division. (2011). Combining Science 5 and Health
Education 5: Science 5, Life Science: Meeting Basic Needs and Maintaining a Healthy
Body and Health Education 5, My Body, My Self: Body Function, Growth, and Care.
Retrieved from http://www.ednet.ns.ca/files/curriculum/Science5&Health5Web.pdf
Human Body: Respiratory System. (2012). The Home Teacher. Retrieved from
http://thehometeacher.org/2012/01/human-body-respiratorysystem.html
Henry County School System. (1998). Nervous System Instructional Activities. Retrieved from
http://www.henry.k12.ga.us/cur/mybody/nerv_lessons.htm.
Kids Health. (2015). Muscles. Retrieved from http://kidshealth.org/kid/htbw/MSmovie.html
Kitses, John. (2009). How does your body digest different foods? Retrieved from
http://kitses.com/animation/swfs/digestion.swf
Teacher Planet. (2013). Nervous System. Retrieved from
http://www.teacherplanet.com/resource/nervous.php
98
(2013). Human Body Acitivities-Digestive System. Retrieved from

http://www.parents.com/blogs/homeschool-den/2013/05/08/must-read/digestive-systemfree-worksheets/
(2013). Digestive System It All Starts in the Mouth! Retrieved from
http://www.parents.com/blogs/homeschool-den/2013/04/08/science/digestive-system-it-allstarts-in-the-mouth/
(2013). Human Body Unit: Heart and Circulatory System Activities. Retrieved from
http://thehomeschoolden.blogspot.ca/2011/09/human-body-unit-heart-and-circulatory.html.

Grade 5-Unit 1 The Human Body: Ellen Boyd, Melissa Hernen, Ashley O'Neil, and Karren Williston

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Grade 5-Unit 1 The Human Body: Ellen Boyd, Melissa Hernen, Ashley O'Neil, and Karren Williston

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Ellen Boyd, Melissa Hernen,

February 25, 2015

Systems and System Models

Disciplinary Core Ideas:

Science- The Human Body

Lesson 1: Introduction to the Human Body

Students may believe the body is made up of a single system.

Centres; X-ray sorting, Marshmallow heart rate, Healthy vs.

Differentiation: Dyslexia and Dysgraphia

Read the instructions for all students so they understand the

Instructions will also be provided in a font that is easier to read

By pairing the students together, and asking students to select

Students with dysgraphia may also choose to complete their

The Human Body

What I Want to Know

What I Have Learned

Science- The Human Body

Lesson 2: Introduction to the Digestive System & Mouth and Esophagus

Other prior knowledge/misconceptions will be identified via the KWL chart

Ziploc bags (enough for all students)

modelling clay (enough for all students)

Science observation journal

with the students. This will demonstrate:

Exploration (15 mins)

Apple for each student

Worksheets (http://www.learnnc.org/lp/media/uploads/2010/02/chewing.pdf) [1 per team of 2]

Science Observation Journal

Have a whole-class discussion about the students' findings.

Look at different types of animals' teeth (herbivorous and carniverous)

Differentiation: Dyslexia and Dysgraphia

Instructions will also be provided in a font that is easier to read by students

Students with dysgraphia may also choose to complete their observation

Science- The Human Body

Lesson 3: The Digestive System

MS.Structure, Function, and Information Processing

Other prior knowledge/misconceptions will be identified via the KWL chart

Have a whole-class discussion about the students' findings.

Give each pairing of students a plastic tube and a cracker

Have them wet the crackers and try again.

Differentiation: Dyslexia and Dysgraphia

Instructions will also be provided in a font that is easier to read by students

Students with dysgraphia may also choose to complete their observation

Science- The Human Body

Lesson 3: The Digestive System

MS.Structure, Function, and Information Processing

Students should be introduced to the concept of the human body as many

Other prior knowledge/misconceptions will be identified via the KWL chart

to understand how their own digestive system functions.

Stethoscope (1 per pairing of students)

Have students listen to each other's stomachs through the stethoscopes

Have a whole-class discussion regarding the digestive system hands on

bonds holding the bread together through chemical and mechanical

from the stomach into the small intestine

Differentiation: Dyslexia and Dysgraphia

Instructions will also be provided in a font that is easier to read by students

Students with dysgraphia may also choose to complete their observation

Science- The Human Body

Lesson 4: The Excretory System

Students should be introduced to the concept of the human body as many

Other prior knowledge/misconceptions will be identified via the KWL chart

Water Snake Wiggle Toy