North Carolina Science Essential Standards
Resource Pack 5.L.1
Essential Standard:
5.L.1 Understand how structures and systems of organisms (to include the human body) perform
functions necessary for life.
Clarifying Objectives:
5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells
that are specialized to survive.
5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal,
and cardiovascular) in terms of their functions necessary for life.
Vertical Strand Maps:
Cell functions and basic needs: http://scnces.ncdpi.wikispaces.net/Strand+Maps
Atlas of Science Literacy Volume 1 Cell Functions, page 73, Cells and Organs, page 75.
Online Atlas maps
http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1397
http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1405
North Carolina Unpacking:
http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools
Framework for K-12 Science Education:
LS1.A: Structure and Function
How do the structures of organisms enable life’s functions?
A central feature of life is that organisms grow, reproduce, and die. They have characteristic structures
(anatomy and morphology), functions (molecular-scale processes to organism-level physiology), and behaviors
(neurobiology and, for some animal species, psychology). Organisms and their parts are made of cells, which
are the structural units of life and which themselves have molecular substructures that support their functioning.
Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in
which different groups of large numbers of cells work together to form systems of tissues and organs (e.g.,
circulatory, respiratory, nervous, musculoskeletal), that are specialized for particular functions. Special
structures within cells are also responsible for specific cellular functions. The essential functions of a cell
involve chemical reactions between many types of molecules, including water, proteins, carbohydrates, lipids,
and nucleic acids. All cells contain genetic information, in the form of DNA. Genes are specific regions within
the extremely large DNA molecules that form the chromosomes. Genes contain the instructions that code for
the formation of molecules called proteins, which carry out most of the work of cells to perform the essential
functions of life. That is, proteins provide structural components, serve as signaling devices, regulate cell
activities, and determine the performance of cells through their enzymatic actions.
By the end of grade 5: Plants and animals have both internal and external structures that serve various
functions in growth, survival, behavior, and reproduction. (Boundary: Stress at this grade level is on
understanding the macroscale systems and their function, not microscopic processes.)
Science for All Americans:
CELLS
All self-replicating life forms are composed of cells—from single-celled bacteria to elephants, with their
trillions of cells. Although a few giant cells, such as hens' eggs, can be seen with the naked eye, most cells are
microscopic. It is at the cell level that many of the basic functions of organisms are carried out: protein
synthesis, extraction of energy from nutrients, replication, and so forth. All living cells have similar types of
complex molecules that are involved in these basic activities of life. In addition to the basic cellular functions
common to all cells, most cells in multicelled organisms perform some special functions that others do not. For
example, gland cells secrete hormones, muscle cells contract, and nerve cells conduct electrical signals.
BASIC FUNCTIONS in Humans
The human body is a complex system of cells, most of which are grouped into organ systems that have
specialized functions. These systems can best be understood in terms of the essential functions they serve:
deriving energy from food, protection against injury, internal coordination, and reproduction. The continual
need for energy engages the senses and skeletal muscles in obtaining food, the digestive system in breaking
food down into usable compounds and in disposing of undigested food materials, the lungs in providing oxygen
for combustion of food and discharging the carbon dioxide produced, the urinary system for disposing of other
dissolved waste products of cell activity, the skin and lungs for getting rid of excess heat (into which most of
the energy in food eventually degrades), and the circulatory system for moving all these substances to or from
cells where they are needed or produced.
Like all organisms, humans have the means of protecting themselves. Self-protection involves using the
senses in detecting danger, the hormone system in stimulating the heart and gaining access to emergency energy
supplies, and the muscles in escape or defense. The skin provides a shield against harmful substances and
organisms, such as bacteria and parasites. The immune system provides protection against the substances that
do gain entrance into the body and against cancerous cells that develop spontaneously in the body. The nervous
system plays an especially important role in survival; it makes possible the kind of learning humans need to
cope with changes in their environment.
The internal control required for managing and coordinating these complex systems is carried out by the
brain and nervous system in conjunction with the hormone-excreting glands. The electrical and chemical signals
carried by nerves and hormones integrate the body as a whole. The many cross-influences between the
hormones and nerves give rise to a system of coordinated cycles in almost all body functions. Nerves can excite
some glands to excrete hormones, some hormones affect brain cells, the brain itself releases hormones that
affect human behavior, and hormones are involved in transmitting signals between nerve cells.
PHYSICAL HEALTH in Humans
To stay in good operating condition, the human body requires a variety of foods and experiences. The
amount of food energy (calories) a person requires varies with body size, age, sex, activity level, and metabolic
rate. Beyond just energy, normal body operation requires substances to add to or replace the materials of which
it is made: unsaturated fats, trace amounts of a dozen elements whose atoms play key roles, and some traces of
substances that human cells cannot synthesize—including some amino acids and vitamins. The normal
condition of most body systems requires that they perform their adaptive function: For example, muscles must
effect movement, bones must bear loads, and the heart must pump blood efficiently. Regular exercise, therefore,
is important for maintaining a healthy heart/ lung system, for maintaining muscle tone, and for keeping bones
from becoming brittle.
The body's own first line of defense against infectious agents is to keep them from entering or settling in
the body. Protective mechanisms include skin to block them, tears and saliva to carry them out. Related means
of protecting against invasive organisms include keeping the skin clean, eating properly, avoiding contaminated
foods and liquids, and generally avoiding needless exposure to disease.
Benchmarks for Science Literacy:
Cells: Students' experiences should expand to include the observation of microscopic organisms, so the scale of
magnification should increase to 30- or 100-power (dissection scope or low power on microscopes). Watching
microorganisms is always informative, but some events are so rare that prepared materials are a necessity.
Students can observe films of living cells growing and dividing, taking in substances, and changing direction
when they run into things. Some students may reason that because these tiny cells are alive, they probably have
the same needs as other, larger organisms. That can stimulate discussions about how single-celled organisms
satisfy their need for food, water, and air.
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Some living things consist of a single cell. Like familiar organisms, they need food, water and air; a way
to dispose of waster; and an environment they can live in. 5C/E1
 Microscopes make it possible to see that living things are made mostly of cells. 5C/E2a
 Some organisms are made of a collection of similar cells that benefit from cooperating. Some organisms’
cells vary greatly in appearance and perform very different roles in the organism. 5C/E2bc
Basic Functions:
At this level, children can begin to view the body as a system, in which parts do things for other parts and for
the organism as a whole. Models help children to see and touch the internal organs and to know where they are
located in the body. Questions about familiar body systems can be useful in getting students to start thinking
about systems generally. They can then begin to understand that each organ affects and is affected by others.
 From food, people obtain fuel and materials for body repair and growth. 6C/E1a*
 The indigestible parts of food are eliminated. 6C/E1b
 By breathing, people take in the oxygen they need to live. 6C/E2
Physical Health:
Children should explore ways in which good health can be promoted. Here, they can begin to understand some
of the evidence, though not in great detail. They may get their first look at microorganisms through a
microscope.
 Food provides fuel and materials for growth and repair of body parts. 6E/E1a*
Big Ideas:
 There are structures and systems in organisms that are independent as well as interdependent. The
structures in living things function to meet the needs of living things.
 All living things are composed of cell(s).
 All living things have similar needs.
Essential and Guiding Questions:
How are organisms structured to carry on the necessary functions of life?
What do living things need in order to survive?
What life functions do single cell organisms perform?
Why are some organisms capable of surviving as a single cell?
How do the structures of single celled organisms compare to multicellular organisms?
Why do multicellular organism have specialized cells?
What are the structures and functions of the major body systems?
What are some similarities and differences between body systems as it relates to the functions necessary for
life?
Enduring Understandings:
 Living organisms have basic needs that must be met in order to survive.
 Living organisms have unique structures that carry out the necessary functions required for survival.
 Body systems work together to carry out all the functions necessary for life.
 Most cells are so small that they can be seen only with a microscope.
Identify Misconceptions:
 It is easier for students to understand that the cell is the basic unit of structure than that the cell is the
basic unit of function.
 Students think organisms “contain” cells as opposed to being “ made up” of cells.
 Many students think that only certain parts of the human body and other living organisms are made up
of cells.
 Many students think larger animals have larger cells.
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By age 10 children appear to understand that the body contains numerous organs, which function
together in maintaining life.
Upper elementary students can list a large number of organs however many adults have little knowledge
of their location.
Students may hold incorrect ideas about the structure and function of blood, the heart, the circulatory
pattern, the circulatory/respiratory relationships and the closed system of circulation.
Students of all ages think food is a requirement for growth rather than a source of matter for growth.
Formative Assessment Probe information:
Use the alignment guide for formative probes:
http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment
Formative Assessment Probes (articles, how-to, free-online) by Page Keeley, et al
http://pal.lternet.edu/docs/outreach/educators/education_pedagogy_research/assessment_probes_uncovering_stu
dent_ideas.pdf
http://www.ode.state.or.us/teachlearn/subjects/science/resources/msef2010-formative_assessment_probes.pdf
http://uncoveringstudentideas.org/
http://uncoveringstudentideas.org/science_tools
Annotated TEACHING Resources:
 Systems of the Human Body In this Science NetLinks lesson, students use an online interactive activity
to learn about the concept of separate components working together to build a body system. In addition,
this lesson focuses on activities to help students learn that body systems work together to build the
functioning human body. http://www.sciencenetlinks.org/lessons.cfm?BenchmarkID=11&DocID=385
 Inside the Human Body: The Respiratory System This Web site from the Canadian Lung Association
contains an excellent collection of learning resources about the respiratory system for grades 1-12.
http://www.lung.ca/children/index_kids.html
 Circulatory System Skit In this activity, learners act out the flow of blood in the human body! A great
way to get learners up and moving while learning about the circulatory system.
http://www.smm.org/heart/lessons/lesson10.htm
 Digestion animation This animation traces the path of food along the digestive system and explains
how each major organ contributes to the absorption of nutrients and the removal of waste.
http://health.howstuffworks.com/human-body/systems/digestive/digestive-system.htm
 Digestion at Enchanted learning Information and printouts.
http://www.enchantedlearning.com/subjects/anatomy/digestive/
 The Virtual Body A multi media introduction to the Human brain, skeleton, heart and digestive tract.
http://www.medtropolis.com/VBody.asp
 Human Skeleton at Enchanted learning Information and printouts.
http://www.enchantedlearning.com/subjects/anatomy/skeleton/index.shtml
 How the Body responds to Exercise This video segment adapted from NOVA describes the effect of
exercise on the body. It discusses how muscles use oxygen as well as the body’s response to the
demands of physical activity. http://www.teachersdomain.org/resource/oer08.sci.life.reg.exercise/
 From the Heart This video segment describes how the chambers of the heart contract and relax in
synchrony to push blood through the pulmonary and systemic loops of the circulatory system. You'll see
how the heart pumps oxygen-depleted blood to the lungs, where red blood cells acquire oxygen before
travelling back to the heart and then on to the rest of the body.
http://www.teachersdomain.org/resource/tdc02.sci.life.stru.circulator/ (video)
http://www.teachersdomain.org/resource/tdc02.sci.life.stru.lp_circula/ (lesson plan)
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All Systems are Go In this interactive activity from Kinetic City, Arnold is missing all of his organ
systems. Help Arnold identify these important organ systems and put them back into his body where
they belong. http://www.teachersdomain.org/resource/lsps07.sci.life.stru.bodysystems/
Digestion Simulation To reinforce students' understanding of the human digestion process, the
functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is
introduced through a short, introductory demonstration of how these fluids work.
http://teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lesso
ns/cub_biomed/cub_biomed_lesson05.xml
*NSBRI – National Space Biomedical Research Institute
Muscles and Bones10 activities that help students understand how the body's muscles and bones work.
http://www.nsbri.org/EDUCATION-and-TRAINING/Teaching-Resources/Elementary/Muscles-andBones/
Heart and Circulation This guide offers nine activities that help students understand the heart and
circulatory system. Using examples from current research on human space travel, this guide engages
students in authentic questions and investigations. http://www.nsbri.org/EDUCATION-andTRAINING/Teaching-Resources/Elementary/Heart-and-Circulation/
*NASA Resources*
How would Your Body Change in Space? Students complete an activity that demonstrates one type of
effect that a reduced gravity environment produces. http://education.jsc.nasa.gov/explorers/p3.html
Teachers Domain Free digital media for educational use. Search Human Body
http://www.teachersdomain.org/
The Human Body at ppst PowerPoint presentations, games, activities and more about the various body
systems from the PowerPoint station. http://science.pppst.com/humanbody/index.html
Circulatory System song http://www.youtube.com/watch?v=LqhvmUEdOYY
Project Heart focuses on teaching students the basics of the cardiovascular system and cardiovascular
health through a series of lessons and activities. http://www.texasheart.org/ProjectHeart/
The Cells in Your Body Informational text reading on cells http://sciencenetlinks.com/student-teachersheets/cells-your-body/
Life in a Drop of Pond Water Micro Organisms in pond water
http://sciencenetlinks.com/lessons/pond-2-life-in-a-drop-of-pond-water/
Food and Fitness The energy needs of living things
http://www.nsbri.org/default/documents/educationandtraining/food/tso_food_guide.pdf
Amazing Cells Instructional module for grades 5-7 for learning about cells.
https://gsoutreach.gs.washington.edu/files/amazingcellsbook.pdf
Terminology:
unicellular
multicellular
transport
microscopes
Cardiovascular System Pertaining to the heart and blood vessels that make up the circulatory system
Circulatory System
heart, blood, vessels
Respiratory System nose, trachea, lungs
Skeletal System
bones
Muscular System
muscles
Digestive System
mouth, esophagus, stomach, intestines
Writing Prompts:
1. If you were to become a doctor, which body system would you most want to be your area of focus?
Explain your choice and tell what your job would be like.
2. Some people think humans could survive by eating the same three-meal menu daily. Others think there
must be more variability in our diet in order for us to be truly healthy. What do you believe is the case?
Explain your position.
3. Write a story about a character who eats nothing but chocolate all day, every day. Describe this
character in detail and make sure to explain how chocolate came to be the only food he/she consumes.
4. Describe your favorite foods when you were very young.
5. Pretend you are a human body part, organ, or system. Nominate yourself for BOS (body part, organ, or
system) of the year. Explain in your nomination essay the many things that you do to help humans
survive, and why you are the most important body part, organ, or system.