Oakland Schools Science Scope
Grade 5
Unit 4 – Animal Systems
Oakland Schools Science Scope
Grade 5
Unit 4 – Animal Systems
About Our Scope Unit/Lesson Template
This template is designed to serve several teaching and learning principles considered as staples
of state-of-the-art science instruction. Here are the key principles in summary:
 It’s critical to elicit prior knowledge as a unit or lesson begins.
 Key questions should drive student explorations and investigations.
 Activity Before Concept – Student inquiry-based explorations which give personal
experience with phenomena and ideas should precede a presentation of science ideas.
 Evidence is the heart of the scientific enterprise. Students generate evidence and
analyze patterns in data that help to construct scientific explanations around key
questions.
 Concept Before Vocabulary – Attaching science vocabulary to concepts developed by
student investigations yields more success than beginning a unit or lesson with a list of
science vocabulary.
 Talk, argument, and writing are central to scientific practice and are among the most
important activities that develop understanding.
 Application of the ideas provides review, extends understanding, and reveals relevance
of important ideas.
 Assessment of knowledge, skill, and reasoning should involve students throughout the
learning process and be well-aligned to the main objectives and activities of the unit.
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The Scope Science template is designed to put these principles into practice through the design
of the SCOPE LEARNING CYCLE FOR SCIENCE. Each unit has at least one cycle. The
components are listed below:
The Key Question for the
Unit
Engage and Elicit
Explore
Explain
Elaborate
Evaluation
Life Science Grade 5
Each unit has one open-ended driving question that relates to all the
content and skills of the unit. The Key Question is presented at the
opening of the unit and revisited at the unit’s conclusion.
Each unit begins with an activity designed to elicit and reveal student
understanding and skill prior to instruction. Teachers are to probe
students for detailed and specific information while maintaining a
non-evaluative stance. They also can record and manage student
understanding, which may change as instruction proceeds.
A sequence of activities provides opportunities to explore phenomena
and relationships related to the Key Question of the unit. Students will
develop their ideas about the topic of the unit and the Key Question as
they proceed through the Explore stage of the learning cycle.
Each of the activities may have its own Key Question or central task
that will be more focused than the unit question. The heart of these
activities will be scientific investigations of various sorts. The results,
data, and patterns will be the topic of classroom discourse and/or
student writing. A key goal of the teacher is to reference the Key
Question of the unit, the Engage and Elicit of the students, and to
build a consensus especially on the results of the investigations.
Each unit has at least one activity in the Explain portion of the unit
when students reconcile ideas with the consensus ideas of science.
Teachers ensure that students have had ample opportunity to fully
express their ideas and then to make sure accurate and comprehensible
representations of the scientific explanations are presented. A teacher
lecture, reading of science text, or video would be appropriate ways to
convey the consensus ideas of science. Relevant vocabulary, formal
definitions, and explanations are provided. It’s critical that the activity
and supporting assessments develop a consensus around the Key
Questions and concepts central to the unit.
Each unit cycle has at least one activity or project where students
discover the power of scientific ideas. Knowledge and skill in science
are put to use in a variety of types of applications. They can be used to
understand other scientific concepts or in societal applications of
technology, engineering or problem solving. Some units may have a
modest Elaborate stage where students explore the application of ideas
by studying a research project over the course of a day or two. Other
units may have more robust projects that take a few weeks.
While assessment of student learning occurs throughout the unit as
formative assessment, each unit will have a summative assessment.
Summative assessments are posted in a separate document.
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Grade 5
Unit 4 – Animal Systems
Contents
Unit Introduction ........................................................................................................................ 4
Learning Cycle: Body Systems, Organs, and Interactions ............................................ 5
Learning Objectives ..................................................................................................... 5
Key Question ............................................................................................................................... 5
Engage and Elicit
Activity 1: Introduction to Systems ................................................................................................ 6
Explore
Activity 2: Systems of the Human Body ........................................................................................ 7
Explain
Activity 3: Teams and Systems: Text in the Middle ...................................................................... 8
Activity 4: The Organ Trail .......................................................................................................... 11
Elaborate
Activity 5: Body Systems ............................................................................................................. 12
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Unit 4 – Animal Systems
Unit Introduction
In this life science unit, students investigate the body systems of animals and explore the purpose
of each system. They describe how systems work together to help the organism survive. Students
design and conduct scientific investigations that demonstrate how selected systems work
together in a variety of activities.
The resources and opportunities to address these topics are of such abundance and quality that
the unit has the tremendous potential to be a highly relevant, real-world, and investigation-rich
experience for students. As teachers look for ways to have students use real-world data, apply
interactive technology to real-world questions, and foster meaningful tasks for reading, writing,
argumentation and mathematics and framed by the Common Core Curriculum Standards, the
issues here provide abundant opportunity. The main limitation is the class time available given
other content demands.
On the Common Core State Standards for English Language Arts and Literacy in Science
All science teachers will find the Common Core State Standards of ELA a tremendous asset for
reaching learning objectives in science education. Reading, writing, argumentation, and
discourse are central proficiencies necessary for success in science. All teachers should become
fluent with the document and are likely to find it validating.
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
These standards are best reached with science instruction that connects content to real-world
problems and experiments, complimented with scientific writing, challenging questions,
processes for classroom discussion and debate and use of scientific text.
It is recommended that teachers require students to use an interactive science notebook to
support learning in this unit. Here are some features and policies to consider:
 Use a bound notebook – cut and paste some other materials into it.
 The right facing page is for teacher content; the left is for student reflection.
 Leave four pages for a table of contents.
 Leave the notebooks in the room.
 Quad-ruled notebooks work well for the graphing activities.
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Learning Cycle: Body Systems, Organs, and Interactions
Introduction
The body is made up of systems that work interdependently to perform life functions. Each
system and its organs work together to perform simple tasks.
Learning Objectives
Students will be able to:
 Identify the various animal systems (digestive, circulatory, respiratory, skeletal,
muscular, nervous, excretory, and reproductive).
 Explain the function of each of the animal systems.
 Explain how each bodily need (movement, get and use food, distribute heat, remove
waste, respond to the environment, produce offspring) is achieved through the activities
of more than one system.
Key Question: How do animal systems function together?
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Engage and Elicit
Activity 1 – Introduction to Systems
Purpose
To elicit student knowledge and questions regarding how parts of a system work together to
perform a task.
Activity Description
Students are asked to identify the parts of the body used to eat an apple. Student misconceptions
and prior knowledge are identified.
Focus Question
How do the different parts of the body work together to carry out a body activity?
Duration
One class period
Materials
 AAAS. “Systems of the Human Body.” Science Netlinks. November 19, 2010.
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=385
 Paper and pencil
 Apple (one apple for demonstration by the teacher or one per student or pairs of students)
Teacher Preparation
The website provides the teacher with necessary background information for the lesson.
Classroom Procedure
1. Hold up an apple and ask the students, “What am I holding in my hand? If I were going
to eat this apple, what parts of my body would I use?”
2. Have students discuss the body parts used to bite, chew, swallow, and digest an apple.
3. The teacher or students may create a chart to organize ideas, such as:
 Body parts for biting
 Body parts for chewing
 Body parts for swallowing
 Body parts for digesting.
4. Ask the students, “How do the different parts work together to eat the apple?” (Each part
has a specific role. When one task is completed, the next part can perform its task.)
5. Ask them, “What happens if one part is missing?” (For example, if the teeth are missing,
the food could not be chewed sufficiently to swallow without choking.)
6. Have students engage in a discussion to discover that when a number of different parts
work together to perform a task, it is called a system. Students name a system (i.e.,
school, bicycle, and computer) and identify the parts that belong to the system.
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Explore
Activity 2 – Systems of the Human Body
Purpose
To explore body systems and the organs associated with specific systems.
Activity Description
Through an interactive game, students discover that organs within a system work together to
make that system function. When all body systems work together, the human body functions
properly. This lesson introduces the digestive, respiratory/circulatory, skeletal, muscular, and
nervous systems. The focus of this activity is to teach that systems work together; it does not
focus on names and purpose of each organ.
Focus Question
What is needed for a system to work properly?
Duration
Two class sessions
Materials
 “All Systems Go” student E-Sheet and interactive game on website
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=385
Teacher Preparation
1. Access website for “All Systems Go” and familiarize yourself with the game and
materials.
2. Make class copies of “Learn More” student sheets.
Classroom Procedure
1. Have students access the interactive website to identify organs and group them according
to various body systems.
2. Pass out the “Learn More” student sheets.
3. Ask students to answer the questions on the “Learn More” sheet.
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Explain
Activity 3 – Teams and Systems: Text in the Middle
Purpose
Students read an article confirming the interrelationships of the systems in an organism. An
analogy of a sports team is used to show the interdependence.
Activity Description
Students read text describing systems and how they relate to each other. Students write their
interpreted meaning of each section of the article and also write or draw what they visualize as
they read the passage.
Focus question
How do the parts of a system affect the whole?
Duration
Two class periods
Materials
 Classroom set of article
Teacher Preparation
1. Make classroom set of the article.
2. Be familiar with the text-in-the-middle teaching strategy.
3. Identify method for students to select partners (assign partners, person on left, right, in
front, etc.).
Classroom Procedure
1. Ask class to read the article.
2. After completing each section, fill in the left and right columns.
3. When finished with all sections, ask students to pair with a partner and reach a consensus
on each section.
4. Conclude by selecting a few teams to share their understandings with the whole class.
In my own words this
means
Text
Write or draw what
you visualize while
reading the text
The Body Team
Have you ever played on a team, like a
baseball team, or a soccer team? Every team
has team members and a purpose.
Our bodies are like teams. Each body system
is like a member of the team. The purpose of
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the team is decided by what must be done for
the team to win. Some teams win by scoring
the most points. That team’s purpose is to
find ways to score more points than the other
team. Some teams win by finishing the
fastest.
The body team wins by keeping our cells
alive and healthy.
In my own words this
means
Text
Write or draw what
you visualize while
reading the text
A team has different jobs for different
members of the team. All the members of the
team must work together. Working together
and doing the assigned job is called
teamwork. A runner in a relay race must not
only run fast, but also have a good handoff to
send the next team member along.
Teamwork is a must for the success of any
team. The body’s teamwork, with every
system doing its job, keeps the body and its
cells healthy.
Winning teams also have members that assist
each other. Tipping a basketball shot by a
teammate into the hoop is called assisting.
The teammate shot, but the assistant helped.
In my own words this
means
In my own words this
means
Life Science Grade 5
Text
Write or draw what
you visualize while
reading the text
The body has assistants, too. Our muscular
system helps push food through the digestive
system. The two systems are teammates with
the digestive system doing its job and the
muscular system assisting. When a team
wins, every member of the team is a winner.
But one teammate that is not performing
correctly will prevent the team from winning.
Winning the Super Bowl is the goal of every
football team. The winning team gets a big
cup, and every member of the team gets a
winner’s ring.
Text
Write or draw what
you visualize while
reading the text
The same thing is true for our body team. If
our body teams win by keeping the cells
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alive and healthy, every body system wins by
having healthy cells. However, if one body
system doesn’t do its job, it affects the whole
body. If our respiratory system is not
working correctly, none of our cells will be
getting the oxygen needed to stay healthy.
Cells from our entire body will be harmed.
As you see, our body systems work like a
team, keeping our body cells healthy. Our
body team members must work together,
assist the other systems, and do their jobs in
order for our body cells to remain alive and
well.
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Elaborate
Activity 4 – The Organ Trail
Purpose
To understand that body systems contain organs that perform specific functions. The body is
made of cells, which form tissues. Tissues form organs, and organs form systems.
Activity Description
Students will research an assigned body organ and make a “Wanted” poster to share with the
class that informs the class of the organ’s parts and function.
Focus Question
How are cells organized into organisms?
Duration
Two class sessions
Materials
 “The Organ Trail” updated February 2011
http://mrscienceut.net/TheOrganTrail.html
 “The Organ Trail” assignment guide
 Access to computers for online research
 Markers, colored pencils, or other materials to create “Wanted” posters.
Teacher Preparation
1. Prepare a list of body organs (one for each student or for a team of two) to research.
2. Prepare a rubric for grading the Wanted posters (include their presentation to class).
Classroom Procedure
1. Assign each student (or team of two) an organ of the body.
2. Have students research the organ and create a Wanted poster to share with the class. They
will include the following information in their research/poster:
 What system contains your organ?
 What are the organ’s main functions?
 How does your organ work with other systems to keep the body healthy?
 Which diseases or disorders affect your organ?
 Can a person live without your organ?
 Other interesting information about your organ.
3. Give each student or team 2-3 minutes to share their poster with the class.
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Elaborate
Activity 5 – Body Systems
Purpose
Students will understand that body systems work together to perform daily activities.
Activity Description
Students work in teams to select an activity to research, identifying the systems and organs
involved in the activity, and the role of each participating organ as well as the effect of organ
failure or loss.
Focus Question
How much of my body is needed to carry out an activity?
Duration
Three to five class sessions
Materials
 Bicycle
 Body Systems Activity Handout, Rubric, Checklist, and Note Pages
 Optional: chart paper for larger body diagram
 Colored pencils, markers, etc.
 Access to Internet
Teacher Preparation
1. Have bicycle or similar exercise equipment available for class.
2. Determine group size prior to class.
3. Plan for Internet access for at least two days.
Classroom Procedure
1. Have students review prior knowledge regarding body systems and organs associated
with riding a bicycle.
2. Have students work in groups, choose a common activity, and conduct research regarding
the organs, systems, and interaction associated with the chosen activity.
3. Have each team present the body system research to the class, focusing on how body
systems work together to perform the activity.
4. Have each team include the consequences of one system failing, not working properly, or
missing.
5. The “Animal Systems Checklist” is used to assess the activity.
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Body Systems Activity
Name_____________________
Date_____________Hour____
Directions:
1. Choose an activity that you enjoy (like snowboarding or eating pizza!).
2. Name the body systems used during your chosen activity.
3. Label the location of these systems on the diagram below.
4. Describe (in detail) all of the systems and organs involved in doing the activity you
chose.
ACTIVITY: ____________________________________________________________
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Body Systems Activity
Rubric
Name: _________________________________
Activity: _______________________________
Hour: ___________
Please refer to the following rubric before you submit your final copy of the Body Systems Activity.
Side One: _______/2
 Name of Activity (large and visible)
 Your Name/hour
Side Two: _______/8
 All major systems involved in activity listed
 Accurate description of how system is involved in your activity (be specific)
Overall Appearance: _____/5
 Final Copy Format
 Neat and Decorative (large and visible)
 Rubric included
Total Points: _______________/15
Body Systems Activity
Rubric
Name: _________________________________
Activity: _______________________________
Hour: ___________
Please refer to the following rubric before you submit your final copy of the Body Systems Activity.
Side One: _______/2
 Name of Activity (large and visible)
 Your Name/hour
Side Two: _______/8
 All major systems involved in activity listed
 Accurate description of how system is involved in your activity (be specific)
Overall Appearance: _____/5
 Final Copy Format
 Neat and Decorative (large and visible)
 Rubric Included
Total Points: _______________/15
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Body Systems
Notes and information
Name_____________________
Date____________ Hour_____
Directions: Use the information that the class has compiled to fill out your chart comparing the
different body systems.
System
Life Science Grade 5
Organs
Unit 4 Animal Systems
Function
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Life Science Grade 5
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Name_____________________
Date____________ Hour_____
Body Systems
Notes and information-mod
Directions: Use the word bank and information that the class has compiled to fill out your chart
comparing the different body systems.
System
Organs
Function
arteries, veins,
capillaries, heart
(organs involved in
transporting and
pumping blood)
Body’s transport
system. Gives
nutrients and oxygen
to the cells and
takes in carbon
dioxide, water, and
waste.
esophagus, stomach, Breaks down food into
intestines
protein, vitamins,
minerals,
carbohydrates, and
fats that the body
needs for energy,
growth, and repair.
glands (pituitary, Group of glands that
thyroid, adrenal,
produce the body’s
thymus, pineal),
long-distance
pancreas,
messengers, or
reproductive organs hormones (chemicals
that control body
functions like
metabolism and
growth).
mucous membranes
Body’s defense system
and skin, lymph
against infections
nodes (which
and diseases.
produce white blood
cells)
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vessels that help
circulate body
fluids
Also a defense system
for the body.
Filters organisms
that cause disease,
produces white blood
cells, and generates
disease-fighting
antibodies. Vessels
carry fluids and
drain excess to
prevent tissues from
swelling.
none. muscle tissue Made up of tissues
makes up various
that work with the
organs in the body. skeletal system to
control movement in
the body. Can be
skeletal (help body
move), smooth
(involuntary and
found in organs), or
cardiac (in heart and
involuntary).
brain, spinal cord Body’s control
system. Sends,
receives, and
processes impulses
throughout the body.
Tells muscles and
organs what to do and
how to respond to
environment.
sperm, egg,
Allows humans to
reproductive
produce children.
structures for
males and females
nose, trachea,
Brings air into the
lungs
body and removes
carbon dioxide.
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bones, ligaments,
tendons
Shapes the body and
protects organs.
Works with the
muscular system to
help the body move.
kidneys, ureters,
bladder, urethra
Eliminates waste from
the body in the form
of urine.
Word Bank
Digestive Immune
Urinary
Muscular
Respiratory
Life Science Grade 5
Reproductive
Nervous
Skeletal
Lymphatic
Unit 4 Animal Systems
Circulatory
Endocrine
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