THE BUSY BODY!
Cheryl Meyer and Anna Dorgan
Topic Statement: This is a mega-unit on the systems of the human body, which
explores each of the six main systems individually, and as a complete interconnected
being.
Grade Level: 5
Approximate # of students: 25
Unit Overview
IRP Prescribed Learning Outcomes
 Student will describe the basic structure and functions of the human respiratory, digestive,
circulatory, skeletal, muscular, and nervous systems
 Students will explain how the different body systems are interconnected
 Students will make predictions, identify variables, and describe the steps involved in
experiments that explore the human body
General scope and sequence of science content
The major focus in the life science domain of grade five is on the structure and functions of the
human body systems: Muscular, Skeletal, Digestive, Circulatory, Respiratory and Nervous. As an
introduction, students will learn that the cell in the basic unit of life and that thousands of different
kinds of cells make up our body. This unit is then broken down into the individual systems,
beginning with the skeletal and the muscular system, because they make up the “meat and bones” of
the body. Without these two systems, the rest of the body would have nothing to build on. Students
will learn about the different types and composition of bones. Students will also learn about body
movement by describing the functions and locations of different types of muscle. The digestive
system provides the body with the nourishment it needs to function and grow. Through this, students
will recognize the importance of proper nutrition and its affects on our body. Moving onto the
circulatory system, students will gain an understanding of the function and flow of blood, which will
allow them, sequentially, to understand the importance and function of the lungs and respiratory
system. The unit concludes with the nervous system, which is a fun system that controls the basic
functioning of the previous systems. We end the unit with two lessons that illustrate how all the
systems interconnect and work together. As students work through each system of this unit, they will
create 2D images of key organs from each system so that they can construct a life size mobile of the
human body during the final lesson. This unit will be integrated with Art class, to allow time for this
activity.
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Objectives of Individual Lesson Explorations
1) Introduction to the Human Body: Students will be able to identify the six main systems of
the human body, describe some vocabulary from each of these systems, and explore
interactive stations on each of the systems.
2) Composition of a Bone (Cheryl’s Process Skills Focus): Students will be able to describe
what makes up our bones and why calcium is important to the health of our bones, by
exploring how vinegar reacts with the minerals in our bones.
3) The Human Skeleton: Students will be able to identify the major bones in the human body
by viewing a real skeleton and by creating their own skeleton with paper plates.
4) What kind of muscle are you? Students will be able to classify muscles in the human body
as voluntary or involuntary, and as smooth, cardiac, or skeletal, by first exploring activities
that engage some of these muscles. After viewing images of different muscles, students will
be able to draw and label the major muscles.
5) Fitness Center Experience (Cheryl’s Field Experience Focus): Students will be able to
participate in muscle strength and flexibility exercises and describe how weights and certain
machines at the gym work to build our muscles. Students will create a fitness collage, which
describes how we can keep our muscles healthy in our everyday lives
6) Foods Journey (Cheryl’s Reading & Writing Focus): Students will be able to identify the
pathway of food through our body, by describing the main components and functions of the
system. They will be able to write the sequence of events as food travels through the digestive
system.
7) Nutrition: Students will be able to categorize the four main food groups and nutrients
necessary for our body’s growth. They will record their typical daily intake of food and create
their own healthy daily diet charts. They will be able to demonstrate how food is broken down
in the body by identifying the main job of each nutrient.
8) The Circulatory System (Anna’s Process Skills Focus): This lesson focuses on the heart and
its significance to the entire body. Students will find and test their heart rate before and after
mild exercise. Students will also be able to label and identify parts of the heart on diagrams
and models.
9) Types of Blood Cells: This lesson focuses on the composition of blood: plasma and different
types of cells. The students will understand the flow of blood through the body by drawing a
life size human outline and illustrating the pathway of blood through arteries, veins and
capillaries.
10) The Respiratory System (Anna’s Reading & Writing Focus): The students will be able to
recognize the significance of the respiratory system by testing their lung capacity, and
recognize the role of oxygen and carbon dioxide research and experimentation. Students will
explore their own breathing habits and make comparisons between themselves and others.
11) Respiration continued: The students will be able to identify and label parts of the respiratory
system by producing a functioning model lung. The students will be able to explain what is
happening to make their lung function (muscle contraction, inhale/exhale, etc.) Student will
also explore how the respiratory system interacts with the rest of the body by illustrating and
narrating the travel of an oxygen molecule from the environment to an individual cell.
12) A Visit to the Pool (Anna’s Field Experience Focus): The students will be able to test and
explain the affects of exercise on the heart and breathing rates by exercising (swimming) and
recording rates before and after exercise. Students will also understand the importance of
healthy clear lungs by partaking in a CPR demonstration.
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13) Nervous System: An introduction to “the control network.” The students will be able to
explore the body’s autonomic and voluntary actions by testing reflexes and reactions to
various stimuli, and by observing their own bodily functions. Students will identify how the
brain allows us to function in day-to-day activities, and identify the parts of the system (brain,
spinal cord, nerves) by drawing and labeling a life-size body map.
14) The Senses: Students will be able to explore the function of the sensory nerves in our bodies
by testing their taste, touch, smell, hearing and sight. By limiting their sensing ability,
students will gain an appreciation for their senses and empathize with those who have
impairments to their senses (blind, deaf etc.).
15) How it all Works Together: With all the accumulated knowledge students will play a web
game that challenges students to see the connection between different organs and systems.
The student must be able to justify their link in order to receive points.
16) The Body and all of its Systems: Students will be able to create a life-size hanging mobile of
their body’s, then put together all the systems of the body using the 2-D image cut-outs of the
major organs, as created in Art class. Students will be able to explain how the systems are
interconnected.
Safety issues
Some things to consider when preparing for this unit:
 Children with medical issues (asthma, allergies, etc.) may be limited or unable to participate
in some activities, and should be closely supervised at all times.
 Students must follow proper experimental procedures, use equipment safely, and wash hands
before and after all experiments.
 During physically strenuous activities, students must be aware and respectful of their body’s
limitations.
Resources
http://cas.umkc.edu/casww/brethexr.htm,
http://www.selfhelpmagazine.com/articles/stress/breath.html → For “Respiratory System” lesson
http://www.iit.edu/~smile/bi9711.html → For “Composition of a Bone” lesson, Activity 3 on this
website.
(1999). Discovery Works: The Body’s Delivery Systems. Boston, MA: Houghton Mifflin.
Campbell, Steve (ed.). (1999). Science and Technology: The Human Body. Toronto, Ontario:
Addison-Wesley.
Parker, S. (1994). How the Body Works. Dorling Kindersley Ltd.; London, UK.
Perrin, D. (1995). Body Systems: A unit on how the human body works. Vancouver School Board;
Vancouver, BC. → For sample assessment worksheets/diagrams/tests/etc.
Wiese, J. (2000). Head to Toe Science. John Whiley & Sons, Inc.; Toronto, ON.
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The Skeletal System – Composition of a Bone
(Cheryl’s Process Skills Focus)
Objectives
Students will be able to:
 Describe what makes up our bones and why calcium is important to the health of our bones,
by exploring how vinegar reacts with the minerals in our bones.
Safety Considerations
It is important that teacher clean raw chicken bones well. Students must either wear gloves or wash
their hands extremely well after touching chicken bones, as there is salmonella on raw chicken bones.
The teacher should boil bones first.
Materials


Advanced Preparation:
- prepare chicken bones by cutting off meat and cleaning thoroughly
- bones must be soaked in vinegar for five days prior
List of materials:
- paper or plastic skeleton (taken apart)
- 12 chicken bones (drumsticks work best)
- six jars of vinegar
- cross-sectional images of bones and real bones (if available)
Engage

Assembling skeleton puzzle challenge – Students split into four groups. Each group must try
to complete the secret challenge as quick as possible, while the rest of class watches the clock
to time them. Record times for each group on board.
Explain

Introduce the first system of the unit: the skeletal system. Discuss and have students writing
down facts that the class knows about the skeletal system.
 Include some of these skeleton facts:
o The skeletal system is made up of approximately 206 bones.
o Bones make up about 20% of our body weight.
o Some of the bones help to protect other parts of the body (ribs protect the heart and lungs,
cranium protects the brain).
o Bones support the body so that we can stand and they are connected together so that we
can move.
o Bones grow and are alive.
o We need calcium to build strong healthy bones. 90% of the calcium in our bodies is in the
bones. It is especially important when you are younger, to help grow bigger, stronger, and
healthier bones.
 Introduce the objective of today’s class
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Explore
Prerequisite Skills: Students are able to conduct experiments, independently and in groups, and
understand that an experiment consists of variables, making observations, and predictions.
Students know to make all observations and experiment notes in their Science journals.
Safety: Students must wash hands very well after handling the chicken bones.
 Divide students into groups of four or five. Each group receives a jar with a chicken bone soaked
in vinegar and a chicken bone that has not been soaked in vinegar.
 Explain instructions to the class: In groups, individuals will first make and write down their
groups’ predictions about what the difference will be between the two bones, if any, and then
they will list the variables in the experiment (independent=soaking in vinegar,
dependant=strength of chicken bones, controlled=same size and type of bone). Students remove
the bone from the vinegar and record observations, noting the difference in flexibility/strength.
 Once students have observed enough, they make one Venn diagram for the group to hand in,
which compares and contrasts the two bones.
Elaborate


In groups, students make inferences about what is happening. As a class, groups share their
observations and inferences with class, and interpret the significance of their results, with
guidance from teacher.
Science content: The vinegar contains an acid, which dissolves the calcium phosphate in the
bones. Without calcium, bones will lose their hardness and will become weaker. The vinegar
actually removed minerals from the bone, therefore that bone went through a chemical
change.
Extend


Show some cross-sectional images of bones and pass around some bones (if access to bones).
Explain the different parts of a bone using a diagram, including, from external to internal:
o the periosteum (outer covering of bone containing blood vessels, nerves and boneforming cells)
o cartilage (covers the part of the bone where there is a joint; slippery, and white)
o compact bone (made out of calcium and phosphorous minerals)
o layers of cancellous bone (spongy)
o yellow and red bone marrow (yellow bone marrow in central cavity of large bones; red
bone marrow at ends of bone, where red and white blood cells are manufactured)
Evaluate


Groups hand in Venn diagrams, which compare/contrast chicken bones, and Science journals.
Criteria for marking based on quality notes that show accurate use of process skills of
observing, predicting, inferring, and identifying variables.
Students will have to label a diagram of both a full-body skeleton and a cross section of a
bone after final lesson on skeletal system, as system evaluation.
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The Muscular System – Fitness Center Experience
(Cheryl’s Field Experience Focus)
Objectives



Students will be able to:
Participate in muscle strength and flexibility exercises
Describe how weights and certain machines at the gym work to build our muscles by going to
the gym
Create a fitness collage, which describes how we can keep our muscles healthy in our
everyday lives
Safety Considerations
Fitness centers contain a variety of heavy equipment that can be very dangerous for young children.
Children under the age of 14 or 16 (depending on the facility) are not allowed in a gym unless
supervised by an adult. It is important that students remain close to the teacher/trainer at all times,
and may not touch or use equipment unless instructed to do so. These safety issues should be
discussed in class prior to leaving for the field experience as well as at the beginning of the lesson.
Materials


Advanced Preparation:
- call local fitness center/gym and book a trainer to instruct exercises and explain
machines for one hour
- organize transportation to and from fitness facility
- send home field experience permission forms
List of materials:
- students’ personal body charts, pencils
- exercise clothing
- construction paper, glue and scissors (enough for 25 students)
Engage


Prior to going on field experience, students will weight each other, measure height, and find
out body mass index (a number that determines healthy body mass, according to ones height
and weight), in pairs.
Individually, students create their personal body charts, and then fill in their height, weight
and BMI.
Explain


Explain to class that the purpose of the personal body charts is so that they can record their
strength and flexibility during certain exercises at the fitness center.
Review rules and appropriate behavior during field experiences.
Explore
Prerequisite Skills: Students understand the rules when going on the bus and to an outside venue
for field experiences. They have already learned the major muscles and types of muscles
therefore will have a better understanding of the vocabulary that the trainer will use.
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Safety: Students must not touch or use any of the gym equipment unless instructed to do so.
 Introduce trainer that will give class a tour of the gym. Begin with flexibility exercises in the
aerobics room. How close can students get to touching toes? Students record their stretches in
their personal body charts.
 Have trainer demonstrate some strength training exercises, using dumbbells. Allow students
the opportunity to try up to ten repetitions with weight-appropriate dumbbells. Students
record their dumbbell weight and number of reps for each exercise.
Elaborate


The trainer quizzes students as to which muscles they are using for each of the flexibility and
strength exercises.
Students get a tour of some of the strength training machines in the gym. The trainer
demonstrates how to use each piece of equipment then picks one or two volunteers per
machine (different volunteers each time) to try some reps. Students will predict and discuss
which muscles are being worked on each machine.
Extend


Students will create a fitness collage, using text and images found in old stacks of fitness and
muscle magazines. The fitness collage will reflect activities and ways in which students can
work their muscles, to keep them healthy and growing, in their everyday lives outside of a
fitness center.
Students will write a reflection in their Science journals. They will answer these three
questions:
1. Summarize in a short paragraph what you learned at the fitness center.
2. What was your favorite part of the field experience?
3. Name five exercises (flexibility, dumbbell, or machine) and what muscles they were
working.
Evaluate



Teacher observation of appropriate behavior and participation during field experience
Students will hand in personal body charts, Science journals, and fitness collage. Criteria for
marking Science journals based on quality notes that show accurate reflections, observations,
predictions, and identification of steps involved in experiment. Personal body charts are
presented in an organized manner and fitness collages properly reflect the assigned task.
Students will complete a worksheet after this lesson on the muscular system, as system
evaluation.
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The Digestive System – Foods Journey
(Cheryl’s Reading & Writing Focus)
Objectives


Students will be able to:
Identify the pathway of food through our body, by describing the main components and
functions of the system
Write the sequence of events as food travels through the digestive system
Safety Considerations
When working with the cooking oil and bread during the peristalsis activity, students need to be
careful not to spill the oil. The teacher should measure out 1 oz. containers of oil for each student to
work with. In addition, it is important to use plain white bread, as some bread has certain nuts in
them to which students may have allergies. During the final activity of this lesson, students can have
cheese, unless they are unable to eat cheese, and so they can have apple.
Materials


Advanced Preparation:
- measure out 1 oz. containers of cooking oil
- photocopy and accumulate student resources on the digestive system
List of materials:
- a ruler, meter stick, tube, 20 ft. hose, and long rope
- one balloon, slice of bread, and 1 oz. of cooking oil for each student
- numerous age-appropriate non-fiction books, internet articles, and encyclopedia
photocopies on the digestive system
- pieces of cheese or slices of apple
- poster paper
Engage

Guess the length – The teacher presents the class with numerous objects of a variety of
lengths (a ruler, a meter stick, a tube, a hose, a long rope). Students will write down on a
piece of paper a statement that describes which object they believe demonstrates the length of
our entire digestive tract, from mouth to anus, and why.
Explain

Teacher makes a tally of all the guesses, and then will choose two volunteers to hold either
end of the hose (approx. 20 ft. long). Use a meter stick to measure out the typical lengths of
each region (mouth=3”, pharynx and esophagus=10”, stomach=6”, small intestine=13-16’,
large intestine=4’). At the same time, have students guess how long it might take for food to
pass through each region (mouth=5-30 sec., pharynx and esophagus=10 sec., stomach=3
hours, small intestines=3 hours, large intestines=up to 2 days).
(Refer to page 84 in How the Body Works by Steve Parker)
Explore
Prerequisite Skills: Students are able to conduct experiments, independently and in groups.
They are able to follow the established ‘start’ and ‘stop’ signals, in order to allow the teacher
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to give instructions after each step. Students know to make all observations and experiment
notes in their Science journals.
Safety: Students must use the cooking oil carefully, avoiding unnecessary spills.
Distribute 1 oz. of cooking oil, a balloon, and a piece of bread to each student.
Have each student first cut off the closed end of the balloon, and then pour the oil through the
inside of the balloon. They rip out the middle part of the bread and make it into a ball, no
bigger than a marble.
Students stick the ball of bread into the balloon and begin pushing the ball with fingers of one
hand, then crossing the other hand over the first hand and continuing to squeeze the balloon.
Elaborate


Once students have pushed the ball of bread through to the other end of the balloon, have
students write their predictions in their Science journals as to what is happening and how this
experiment reflects an aspect of the digestive system.
Write on the board the main vocabulary words involved in this experiment, and have students
find, read, and paraphrase the definitions from the dictionary. Then explain to the class how
this experiment demonstrates digestion (Science content): This activity simulates peristalsis,
the wave-like contractions of the muscles lining the digestive tract that pushes food through
the digestive system. Once swallowed, the ball of food, called the bolus, triggers peristalsis in
the esophagus, pushing the food down into the stomach. This movement continues throughout
the digestive tract. The cooking oil acts as the mucus, which aids digestion and protects by
lining the entire tract with a slippery substance.
(Refer to pg. 44 in Head to Toe Science by Jim Wiese)
Extend


Give each student a piece of cheese or a slice of apple and ask everyone to bite down halfway
through the cheese/apple, leaving teeth imprints. What is the function of our teeth? (tears up
food, breaks down into smaller pieces). Next, students try to eat cheese/apple without moving
their tongue. Could they do it? What is the function of the tongue? (pushes food down) Have
students imagine trying to eat that cheese/apple with a completely dry mouth. Could they do
it? What is the function of saliva? (moistens food to aid swallowing, begins breaking down
starch in food)
Divide class into groups of four or five students. Each group decides on a food that they want
to be (spaghetti and meatballs, carrot cake, peanut butter sandwich, etc.). Groups will research
the digestive pathway and the function of each part of system, using numerous student
resources provided by the teacher. Then groups will write a one-paragraph story and draw a
corresponding pictorial map/image on poster paper, which shows the sequence of events for
their particular food item traveling through the digestive tract. Students will read these stories
aloud at beginning of next class.
Evaluate




Teacher observation of in-class participation in group work, discussions and individual work
Groups hand in their stories about sequence of events through the digestive system
Students will hand in science journals. Criteria for marking based on quality notes that show
accurate observations, predictions, and identification of steps involved in experiment
Students will have to fill in a diagram and sequencing chart after last lesson on digestion, as
system evaluation.
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The Circulatory System
(Anna’s Process Skills Focus)
Objectives
Students will be able to:
 Describe the basic structure and functions of the human circulatory system, specifically the heart,
by finding and testing their heart rate before and after exercise
 Carry out experiments on the functions of the parts of the system, and predict and record results.
Safety Considerations
Children with Asthma or other health conditions should be cautious when partaking in physical activity
and be supervised at all times.
Materials

List of materials: student science journals, stop watch, rubber balls, paper and pen to record,
model heart, stethoscopes
Engage


Have students squeeze s rubber ball and release it in their hand. Have them predict how many
times they can squeeze and release the ball in one minute. Have students record their predictions
and observe the results. Have students try to squeeze the ball 70 times in one minute, see how
many consecutive minutes they can go squeezing and releasing the ball. Explain that the average
heart rate is 70 beats per minute. What does this tell you about the heart?
What do we know about the heart already? From our muscle system we know that the heart is
the most important muscle in the body! Also we know about the three different types of muscle;
cardiac, skeletal, smooth.
Explain



The heart provides the force that the circulatory system needs to function. The entire body
depends on the heart to function.
(Show picture/model of heart). Each half of the heart has an upper chamber called the atrium
that receives blood from the body. The bottom halves are called ventricles; they are responsible
for pumping blood out. Each half of the heart works separately to pump blood to different areas
of the body. The right (and smaller) ventricle pumps blood to the lungs, while the left to the rest
of the body. The heart muscles contract or squeeze together to pump blood and keep it moving.
The movement of blood is called circulation. The circulatory system includes the heart, blood
vessels, and blood.
Why does blood need to move? The heart, blood vessels and blood work together to carry
nutrients from food and oxygen to cells, and to carry waste away.
Explore
Prerequisite Skills: Students already have experience conducting experiments both independently
and in groups. Students know that experiments consist of variables, observations, and predictions.
Students also know to make all observations and experiment notes in designated science journals.
Safety: Asthmatic students and students with other health conditions must be cautious when
partaking in physical exercise. Students should use caution when exercising in the classroom. Make
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sure there is enough personal space. For example: running on spot or in small area- not haphazardly
around the classroom. Make sure students take it easy!
Demonstrate how to find a pulse. Find own and see if you can find a partners. What is a pulse? The
pulse is the throbbing you can feel in a blood vessel caused by the beating heart. Count how many
times your own heart beats in 15 seconds (multiply by four to get beats per minute). Record results
in log book/science journal. Have students predict whether the heart rate will change after exercise.
Run in place for one minute, immediately afterward find pulse and calculate bmp and record. How
do the rates compare? How does it compare with your prediction? Infer why exercise might cause
changes in heart rate.
Elaborate


The heart beats up to 100,000 per day! Why doesn’t it get tired? The heart is made up of a different
kind of muscle (cardiac vs. skeletal). In order for muscles to function they need energy. Muscle
cells also use oxygen when they work. When your muscles work hard, the heart must pump faster
to get oxygen to the muscles so that your muscles can work properly. The muscles in your hand (for
example) got tired because the oxygen supply couldn’t keep up with the muscle movement. When
the supply is shorter than the demand, the muscle gets tired. The heart receives oxygen with every
breath you take!
Why do you think the heart is so close to the lung? Would it make sense for it to be far away? Close
access to oxygen, after all it’s the most important muscle in the body.
Extend


Using stethoscopes have students close their eyes and listen to each others heart beat. Try and
identify the “lub-dub.” The “lub” is the when the valves between the atria (upper chambers) and
ventricles (lower chambers) close. (show model) When the valves in the pulmonary and aortic
arteries leaving the heart close, a "dub" sound is heard followed by a longer pause. The pause is the
blood filling up the upper chambers.
Why would exercise be good for you? Exercise helps strengthen circulatory and respiratory
systems. What else might affect your heart rate? (relaxing, adrenaline) Is your heart rate the same in
the morning as at night? Is it the same laying down as standing? Have students think of other
questions and pick one, plan an investigation and test it. Share results with the class.
Evaluate



Completion and quality of science journal/log book, demonstrating appropriate use of process
skills (predicting, recording, inferring and observing).
Planning and testing of “What else might affect your heart rate?” Quality of experiment and
accuracy of results. Sharing results and participation in collaborative discussion.
Quiz on structure and function of the circulatory system, as system evaluation.
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The Respiratory System
(Anna’s Reading & Writing Focus)
Objectives


Students will be able to:
Recognize the significance of the respiratory system by testing their lung capacity, and recognize
the role of oxygen and carbon dioxide research and experimentation
Explore their own breathing habits and make comparisons between themselves and others.
Safety Considerations
Asthmatic students or students with other health conditions should be cautious when participating in
breathing exercises and should be supervised at all times. Experiments should take place in an open area
where water spills can be managed appropriately. Spills must be cleaned up immediately.
Materials

List of materials: 4 liter milk jug or plastic jar, masking tape, 500 ml measuring cup, marking
pen, water, plastic tub, 1 straw per student, 60 cm of flexible plastic tubing, glass, distilled water,
bromothymol blue, straw, timer.
Engage


Breathing is something that the brain automatically controls (autonomic), we breathe without
thinking. When we think about it (voluntary), we can control our breathing! Have students plug
their ears, close their eyes and sit quietly and listen to their own breathing. You can hear your
lungs taking air in, and pushing air out (inhale/exhale). Take a deep breath and listen. Do a
couple of breathing exercises with the class. Why do you think breathing exercises help relax
people? Increase oxygen intake by large deep breaths rather than short shallow (normal) breaths.
We have learned that the body is capable of storing lots of things, fats, minerals and vitamins.
Oxygen is one thing that the body cannot store for more then a few minutes. We can go without
food and water for a few days, but we can only go a few minutes without oxygen. How do we
get oxygen into our bodies? The respiratory system provides our bodies with oxygen and helps
remove a waste product, carbon dioxide.
Explain

The body gets oxygen to the rest of the body via the lungs. The respiratory system includes the
nose, throat, trachea (windpipe) and lungs (Show diagram/model). As you breathe in, you
draw in fresh air full of oxygen. The air enters via the nose or mouth. The nose has tiny hairs and
mucus that filter the air and keep larger particles from entering the lungs. Air then moves into the
trachea (windpipe) which branches into two bronchial tubes that lead to the lungs. They
continue to branch into smaller and smaller tubes called bronchioles until they reach the alveoli.
The alveoli are small pockets where the oxygen is brought into very close contact with the blood
vessels that take the oxygen to the heart and then throughout the rest of the body to each
individual cell. This close contact also allows for the waste product carbon dioxide to leave the
blood, and escape out the lungs. If carbon dioxide did not escape, the accumulation of it would
be poisonous to the body. When you exhale you are breathing out carbon dioxide and small
amounts of water.
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Explore
Prerequisite Skills: Students already have experience conducting experiments both independently and
in groups. Students know that experiments consist of variables, observations, and predictions, and
they know to make all observations and experiment notes in journals.
 Testing lung capacity: In small groups, have students create an experiment to test their lung capacity.
Procedure: add 500 ml of water to the jug and mark each 500 ml until the jug is full. Fill the large tub
until it is about ¾ full. Insert the straw into the plastic tubing and attach with tape. Cover the mouth
of the milk jug and quickly turn it upside down into the tub so that the mouth in submerged under
water and remove hand. Keeping the mouth of the jug under water, slide the end of the plastic tube
into the jug. Take a big breath and blow into the straw. The breath will force the water out of the jug.
Using the markings on the side of the jug measure how much water you forced out and how much air
you pushed in. Change the straw for the next person.
 Have students predict and record how much air they push out in a normal breath. Test and record
actual results. Refill the jug and do the same test for deep breaths. Make class chart allowing students
to compare their lung capacity to others. Do all lungs hold the same amount of air? What might affect
your lung capacity? (age, health) What does this tell you about your breathing rate and lung capacity?
Elaborate
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Too much carbon dioxide in the blood can be harmful. Sensors in the blood vessels detect a high
level of carbon dioxide and send a message to the part of the brain that controls respiration. The
result is increased breathing rate, or deeper breaths. Why do we yawn? Yawing enables us to take in
a big breath, thus more oxygen getting into the blood and to the brain to give it an extra bit on
energy! Wake up!
You can see the carbon dioxide in your breath through this experiment: Fill a glass with distilled
water, add a few drops of bromothymol blue to the water (turning it a light blue colour). Place the
straw in the water (CAUTION: do NOT drink water or inhale!) and exhale into the straw casing the
air to bubble in the water. The water will change from blue to a green-yellow. Recall from the first
activity (lung capacity): The amount of air you breathe out (co2) depends on the amount of air you
inhaled!
Science content: Bromothymol blue is an acid indicator used in fish tanks at home! The more acidic
a solution the more yellow it will turn. Carbon Dioxide and water form a weak acid, so the more
Carbon dioxide the more acidic the water.
(Refer to Head to Toe Science by Jim Wiese)
Extend
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
Research: how does the environment affect the human respiratory system? (smoking, pollution,
pollen, etc.) Supply a variety of resources for student research: internet, journals, stories,
encyclopedia, etc. What can we do to help? Research and present information in a brochure.
Students can share what they have discovered in small group presentations.
Evaluate
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Participation in breathing exercises and experiments
Completion and quality of science journal/log book, demonstrating appropriate use of process
skills (predicting, recording, inferring and observing)
Completion of individual brochure
Quiz on respiratory structure and function, as system evaluation
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The Respiratory System- A Visit to the Pool
(Anna’s Field Experience Focus)
Objectives
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
Students will be able to:
Test and explain the affects of exercise on the heart and breathing rates by exercising
(swimming) and recording rates before and after exercise.
Understand the importance of healthy clear lungs by partaking in a CPR demonstration.
Safety Considerations
Students with Asthma or other medical conditions must be cautious and supervised at all times.
Students who are not strong/confident swimmers must be cautious and supervised at all times.
Materials
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
Advanced Preparation: Book swimming pool, arrange licensed lifeguard for demonstration,
organize transportation, permission forms, parent helpers
List of materials: student science journals, stopwatch, appropriate clothing and swimwear, lunch
arrangements
Engage
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
Students will test how swimming will affect their bodies. In small groups, students will take
turns taking and recording each others resting breathing and heart rates. Students will take turns
swimming for one minute. They will then take and record their own heart rate, while a partner
records their breathing rate. What do you notice about your heart rate before and after exercise?
What about your breathing rate?
Knowing that exercise has an affect on the heart rate, students should be able to infer what kind
of affect swimming will have on the rest of the body (muscles, heart rate, breathing rate).
Explain

Review: When the body is exercising the muscles need a steady supply of nutrients and oxygen.
The heart rate and breathing rates increase so that muscles can be supplied with oxygen and
nutrients.
Explore
Prerequisite Skills: Students will understand the rules and regulations of field experiences.
Students will also apply what they already know about the respiratory and circulatory systems to
understand the affects of swimming on their breathing rates, heart rates and other body effects.
Safety: Students must be aware of their body’s limits and not push to extreme. Students with
health conditions must be cautious and supervised at all times.
 Have student see how long they can hold their breath under water. Have students predict, record,
test, and record. Have students do one minute of exercise and attempt to hold breath underwater
immediately after. Have students predict, record, test, record. What happened? Why was it much
more difficult? (Emphasize safety).
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Elaborate
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Review: Your body must take in a fresh supply of oxygen all the time because it cannot store
oxygen in the way it stores fat. We must take in oxygen and release the carbon dioxide. When
we exercise, our muscles need more oxygen in order to function properly. When we use more
oxygen, we must rid of carbon dioxide also. When we exercise our breathing rate automatically
increases because our brain tells it too. Holding your breath is much more difficult during
exercise because our bodies need more oxygen than we do at rest.
Take a deep breath in and hold it- lie on your back floating, try to do the same after completely
exhaling. What do you notice? Record the results.
Have students watch carbon dioxide escape! Wearing goggles have students sink to the bottom
on the pool and watch a partners air bubbles escape from their mouth and nose. Since oxygen
and carbon dioxide are lighter than water, they escape and rise to the top. Observe your partners
lung capacity when they exhale under water!
Extend
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What happens if we do not get enough oxygen? Have a lifeguard demonstrate CPR. What is
Cardiopulmonary resuscitation? It is a combination of rescue breathing and chest compressions
used if a person is not breathing or circulating properly. Without oxygen, permanent brain
damage can be done within 8 minutes! Be sure to tell students they should be properly trained by
taking a course.
Show students ABC’s of CPR. A is for Airway, the airway must always be clear. B for
Breathing, when a person is not breathing- mouth to mouth can help restore breathing. This
might be a good time to reiterate that exhaled air does contain some oxygen. Finally, C for
Circulation; Chest compressions restore proper circulation.
What can we do to help people? Be safe; be knowledgeable.
Evaluate



Completion and quality of science journal/log book, demonstrating appropriate use of process
skills (predicting, recording, inferring and observing)
Quality of observations of how swimming affects the body. Students should notice things other
then heart rate and breathing rate increasing- such as muscle use, nervous system autonomic
responses
Teacher observation of student participation in the CPR demonstration
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The Busy Body! - Assessment
Rationale
The human body unit will be assessed in several ways:
A variety of assessment methods will be utilized for the individual system evaluation
portion, including worksheets, diagrams, fill-in-the-blanks, sequencing charts, and quizzes,
depending on its appropriateness to the content covered in that system. For example, a sequencing
chart is more appropriate for a system that has a pathway, rather than for a system that does not,
such as the skeletal system. Using a number of different methods will help accommodate different
learning styles, but will also expose the students to different memorizing and testing techniques.
Assessing after each individual system ensures that the intended learning objectives are being met
along the way, breaking down the learning for students in a more comprehensive way.
While exploring each individual system within this unit, students will have to complete and
turn in assignments. The criteria for these assignments are listed below in the general criteria
section. Again, there are a variety of writing, reading, and hands-on assignments to accommodate to
a variety of learning styles.
Students will use science journals throughout the year for all science experiments. They
allow students to keep record of the steps involved in experiments as well as to record observations,
predictions, and results. Journals allow for evaluation of students’ ongoing progress and
understanding.
Participation is also an ongoing assessment tool that is primarily based on teacher
observation. Since much of this science unit involves observation, discussion and group work it is
important that students learn to cooperate and contribute within small groups and the entire class in
order to get the most out of the experiences.
A final unit test acts as cumulative method of evaluating the students’ overall understanding
of the body’s structure and function. The test will consist of the same evaluation methods as used
for the individual system evaluations, so that the format and content is familiar. The familiar
materials will allow students at this age to recognize and recall information learned during the
hands-on lessons more readily. Because there is such a variety of assessment methods in this unit,
having the final test made up of the same worksheets, diagrams, etc. as used in class allows for
some consistency. In addition, since the students are in grade five, cumulative testing methods will
better prepare them for later grades.
It is important that there is a variety of assessment strategies, rather than only a few, so that
students have more opportunities and ways to show what they know.
General criteria for all areas of evaluation
High:
o communicates and contributes a lot of relevant ideas and questions during class and group
discussion
o puts forth extra effort when completing individual system evaluations and assignments
o exceptional quality of written work, including Science journals notes, observations and other
written assignments
o Science journals demonstrate highly accurate and detailed observations, predictions,
inferences, and identification of variables and steps involved in experiment, as required.
o demonstrates a lot of interest and enthusiasm in the experiments and tasks during each
lesson
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o completion of system assignments, evaluations and final unit test show a high understanding
of science content and unit prescribed learning outcomes
Medium:
o communicates and contributes some relevant ideas and questions during class and group
discussion
o completes individual system evaluations and assignments as required
o average quality of written work, including Science journals notes, observations and other
written assignments
o Science journals demonstrate accurate observations, predictions, inferences, and
identification of variables and steps involved in experiment
o demonstrates some interest and enthusiasm in the experiments and tasks during each lesson
o completion of system assignments, evaluations and final unit test show an average
understanding of science content and unit prescribed learning outcomes
Low:
o communicates and contributes few relevant ideas and questions during class and group
discussion
o often does not complete individual system evaluations and assignments as required
o low quality of written work, including Science journals notes, observations and other written
assignments
o Science journals do not contain all necessary information, including observations,
predictions, inferences, and identification of variables and steps involved in experiment
o demonstrates little interest and enthusiasm in the experiments and tasks during each lesson
o completion of system assignments, evaluations and final unit test show a low understanding
of science content and unit prescribed learning outcomes
Total unit marking scheme
Human Body Unit
Areas of Evaluation
Individual system evaluations
-worksheets
-diagrams
-sequencing charts
-quizzes
Science journals
Participation
-discussion
-group work
-experiments
Individual system assignments
-group
-written
-created
Final unit test (Cumulative evaluation of all individual
systems)
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Percentage of total unit
grade
20%
15%
15%
25%
30%
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Slides for lesson two – composition of a bone
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Microscopic view of cross-section of haversian system (osteon) in compact bone
Longitudinal section of decalcified bone: compact bone interposed between marrow on
the left and skeletal muscle on the right.
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NAME: _____________________________
LABEL THE DIAGRAM
Name the lettered parts of this diagram of the digestive tract.
A. _____________________________
B. _____________________________
C. _____________________________
D. _____________________________
E. _____________________________
F. _____________________________
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LABEL THE DIAGRAM KEY
Name the lettered parts of this diagram of the digestive tract.
A. Esophagus
B. Stomach
C. Liver
D. Small Intestine
E. Large Intestine
F. Rectum
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