Melanie Hook
 Grade Level: Fifth Grade
 Subject: Life Science
 Topic: Body Systems, specifically Digestive, Circulatory, Respiratory and Skeletal
 Connections To Michigan Curriculum Framework: III Use of Scientific Knowledge From the Life Sciences in real-world contexts, Standard 2.4 How selected Systems and processed work together in plants and animals.

 In this Unit, the students will begin with a lecture period in which they will outline the body systems. The teacher will concentrate on the four systems, digestive, circulatory, respiratory, and skeletal. Other notes will be given for body systems to show the interrelated connections between the systems. Students will also complete a worksheet called, “If I was A…” similar to a KWL designed chart. Students will progress through a number of activities including  building a town based on the properties of the digestive system, creating a replica of their own skeleton, and going on a virtual field trip through the circulatory system. In this two week span, the concentrations are on digestive, respiratory and circulatory systems.

Assessment Process: Students will be graded on a number of assignments, according to an attached rubric.

Outline through the unit Plan:

Day One: Students will begin by formal lecture, teacher will read the story The Magic School Bus: Inside the Human Body, by Johanna Cole. Teacher will then pass out and outline for the students, designed to help the students take notes that will help them with future assignments.

Day Two: Students will begin with Lesson Plan One, designed to begin with the digestive system. Students will create a city using the digestive system metaphorically.  Students will be asked to design a brochure on their city

Day Three: Students will finish up the final touches on their cities and brochures and will present them to the class in formal presentation.

Day Four: Teacher will begin will Mini-Lesson Two. Students will begin with a “If I was A?”  worksheet Teacher will guide the students in dissecting what they know about the respiratory system.  Students will then go over their notes on the functions and organs on this system. Students will complete “How do lungs work” experiment and do a formal write up in their science logs.

Day Five: Teacher will introduce Lesson Plan Three. Students will go over their notes on the skeletal system and complete the “If I was A?” worksheet. Students will then go over the bone song, and build a skeleton with brass fasteners.

Day Six: Students will finish with their skeleton labeling and then will be asked to complete a task which asks for the students to come up with real life comparisons to bones and the environment around them. Students will work in pairs and then be asked to share in presentations.

Day Seven:  Teacher will introduce the investigation “How does the circulatory system work?“ Students will perform the experiment and activity write up that goes with it.

Day Eight: Teacher will introduce Lesson Plan Four. Teacher will begin by reading the book Heartbeats,  and will have the students relate the book to the investigation from the previous days.  Teacher will then aide the students in a virtual field trip on the website http://library.thinkquest.org/10348. The students will visit the circulatory system and then fill out the 2.3 Circulation Worksheet A.

Day Nine: Students will work in groups of two and create a poster showing the blood flow through the circulatory system. They will be asked to make connections between respiratory and circulatory systems. Students will present posters to the class.

Day Ten: Teacher will give a wrap up Mini-Lesson Five. Teacher will have students Relate their “If I was A” worksheets to what they have learned within the four systems.  Students will write up a “If I was A” paragraph deciding which system they would like to be most and why. Finally, students will complete a fun ‘Body Systems’ Crossword Puzzle.
 

References:

http://www.choice2000.org/Smith/LifeSci/worksheets/worksheet1.html
http://myworksheets.com/cgi-bin/MasterPFP.cgi?doc=http://myworksheets.com/science/human/if/
Houghton Mifflin Life Science Textbook 5, Systems in Living Things
http://www.twingroves.district96.k12.il.us/Healthweb/homework/Handouts/6th%20grade/body%20system%20notes
 

*Book references made in individual lesson plans
 
 

Math Connections:
Students will learn the math connection with taking pulses.
 

Language Arts Connections:
Students will be exposed to a number of science literature collections, they will also be asked to do a creative writing assignment with regards to the systems.

Social Studies Connections:
Students will make connections between how a city is run as a system, like all of the body systems studied.
 

Art Connections:
Students will be asked to draw and design  replicas of the body systems. Students will also design brochures.
 
 
 
 
 
 
 
 
 

 
1.Melanie Hook
 Grade Level: Fifth Grade
 Subject: Life Science
 Topic: Body Systems, specifically the Respiratory System
 Connections To Michigan Curriculum Framework: III Use of Scientific Knowledge From the Life Sciences in real-world contexts, Standard 2.4 How selected Systems and processed work together in plants and animals.

2.  A. Anticipatory Set:
 Teacher will go over the notes addressed in the outline under the respiratory system
 B. Learning Objectives:
 After this lesson students will under stand the function of the lungs and how they work in the human body.
 C. Relationship in the Learning Cycle and Multiple Intelligences
 Teacher will ENGAGE students by asking them to feel the muscles contract in their body as they breath. The students will EXPLAIN what they know by filling out a “If I was A” worksheet. Students will EXPLORE by completing the experiment. The students will ELABORATE by describing what they did in their journals. The teacher will EVALUATE by reading the journal entries. Emphasis is on logical and naturalistic intelligences.

3. Materials for the Lesson:
 The worksheet, “If I was A”, the worksheet, “How do lungs work?”, balloons (one per student), empty two liter (one per student), scissors, (one per student), science log.

4. Lesson Development:
 A. Input
 Teacher will have students watch one another breath in and out. Teacher will discuss the movements the children can feel. Teacher will hand out “If I was A worksheet”, and have students perform “How do lungs work” experiment. Teacher will then have students write up their findings in a journal.
 B. The teacher will model for the students by showing how his/her body contracts and he/she breaths. Teacher will also show students how to perform experiment.

5. Guided Practice:
 Students will fill out “If I was A” worksheet while teacher discusses hints to aid in completion.

6. Independent Practice:
 Students will perform experiment.

7. Closure:
 Students will write findings in science log.

8. Assignment:
 No assignment for this mini-lesson

9. Assessment:
 Teacher will read and discuss student entries with the class.

10. Teacher Reflection
 
 
 
 
 

1.Melanie Hook
 Grade Level: Fifth Grade
 Subject: Life Science
 Topic: Body Systems
 Connections To Michigan Curriculum Framework: III Use of Scientific Knowledge From the Life Sciences in real-world contexts, Standard 2.4 How selected Systems and processed work together in plants and animals.

2. A. Anticipatory set:
 Teacher will begin by asking the students their favorite activity from the last two weeks.
 B. Learning Objectives:
 After this lesson, students will have tied all of the major important parts of the four body systems studied together.
 C. Relationship in the Learning Cycle and Multiple Intelligences
 The teacher will ENGAGE the students by oral reflection. The students will EXPLORE by listening to each others ideas and accounts. The students will EXPLAIN and ELABORATE by writing their own mini-essay on their favorite body system. The teacher will EVALUATE by reading their essays. Logical, naturalistic and interpersonal intelligences are focused on in this lesson.

3. Materials for the Lesson:
 Science Log, and Body Systems crossword puzzle.

4. Lesson Development:
 A. Input
 After students have reflected aloud their personal experiences in the last nine days,  the teacher will have the students create their own “If I was A” mini-essay. The students will be asked to examine which system they feel is most important and why they feel that way.
 B. The teacher will model by using another system not covered in this unit. He/She will show a sample either written or oral, depicting the efforts desired in this assignment.
 C. The teacher can pose many questions to the class in order to get them brain storming. Example: Is the heart the many reason we are moving and alive? Who does the heart depend on?

5. Guided Practice:
 The teacher can have the students briefly brainstorm in groups of two or three. The teacher can pose suggestions as he/she listens to ideas.

6. Independent Practice:
 The students must write a ten-twelve sentence essay explaining their feelings and discoveries.

7. Closure:
 Teacher will have students work on the fun body systems crossword puzzle.

8. Assignments:
 There are no assignments with this lesson.

9. Assessment:
 Students will hand in two week packet of assignments.

10. Teacher Reflection
 
 
 
 

Grading Sheet:
 

1. Note Taking Outline                           _____pts               worth ___10___pts

2. Digestive System City                        _____pts    worth ___15___pts

3. Digestive System Brochure                 _____pts    worth ____5___pts
 
4. “If I was A” (Respiratory System)       _____pts       worth ____5___pts

5. How do lungs work science log entry  _____pts       worth ___10___pts

6. “If I was A” (Skeletal System)             _____pts       worth ____5___pts

7.  Skeletal Diagram and Presentation      _____pts       worth ___10___pts

8. Circulatory System Activity                 _____pts       worth ____5___pts
 
9. Circulatory System 2.3 Worksheet       _____pts       worth ___10___pts

10.Circulatory System Poster                   _____pts       worth ____5___pts
 
11. “If I was A” Mini-Essay                     _____pts       worth ___15___pts

12.Body Systems Crossword Puzzle        _____pts       worth ____5___pts
 
 
 

Total Points Earned           _________               Out of  100        Grade ___________