Teacher Resource Pack: WAKE COUNTY, NC
Unit Planning Resources
Subject Area/Grade: Life Science, Grade 5
Unit Theme: Human Body Systems
Conceptual Lens: Students will be able to
make connections on the relationship
between healthy eating habits and exercise
to a well maintained body.
Title: Human Body Systems
Estimated Time Frame: 26 days
GRAPHIC ORGANIZERS:
NC Science Essential Standards; Life Science Domain; Human Body Systems Strand
Atlas of Science Literacy:
Cells and Organs: Volume 2, pages 73, 75
Human Body Systems: Volume 1, page 41
Human Body Systems Concept Storyline
Identify the Big Ideas:
Structures and Functions of Living
Organisms
(Qwiki) graphic organizers:
Cells: http://www.qwiki.com/q/#/Cell_(biology)
Tissues: http://www.qwiki.com/q/#/Tissue_(biology),
http://www.qwiki.com/q/#/Tissue_engineering
Skeletal system: http://www.qwiki.com/q/#/Skeleton
Muscular system: http://www.qwiki.com/q/#/Muscular_system
Circulatory system: http://www.qwiki.com/q/#/Circulatory_system
Respiratory system: http://www.qwiki.com/q/#/Respiratory_system
Digestive system: http://www.qwiki.com/q/#/Digestion
Nervous system: http://www.qwiki.com/q/#/Nervous_system
Enduring Understandings
The cell is the basic unit of life. The human
body is comprised of cells that build tissues,
tissues that build organs, and organs that
build systems. The skeletal system provides
support and structure to the body. A
muscular system helps organs function and
allows movement. The circulatory system
helps to pump blood throughout the body. In
the respiratory system, the body takes in
oxygen and releases carbon dioxide. The
digestive system breaks down food and
absorbs nutrients. The center of the body’s
control and communication is located in the
nervous system. All of these systems are
NC Science Essential Standards
5.L.3. Understand why organisms differ from
or are similar to their parents based on the
characteristics of the organism.
5. L.3.1 Explain why organisms differ from or are
similar to their parents based on the
characteristics of the organism.
5.L.3.2 Give examples of likenesses that are
inherited and some that are not.
Essential Questions
Why are cells considered the
building blocks of life?
What are the characteristics of
unicellular and multicellular
organisms?
How do human body systems
work together to sustain life?
How do nutrition and exercise
affect the systems of the human
5.L.1 Understand how structures of organisms body?
(to include the human body) perform
How are the systems of the
functions necessary for life.
human body related?
5.L.1.1 Explain why some organisms are capable
dependent on each other to maintain a
healthy body. Proper nutrition and exercise
also assist in healthy body systems.
Essential Terminology
GENETICS
Characteristics
DNA
Inherited
Likeness
Organism
Trait
CELLS
Cell
Multicellular
Unicellular (single cell)
Permeable (pass through)
Transport
ORGANS
Bladder
Brain
Ears
Eyes
Heart
Intestines
Kidney
Large intestine
Liver
Lung
Pancreas
Skin
Small intestine
Stomach
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, nervous, and cardiovascular)
in terms of their functions necessary for life.
HUMAN BODY SYSTEMS, GENERAL
Biomedical engineer
Direct evidence
Exercise
Fitness
Food plate
Function
Indirect evidence
Nutrient
Organism
Resistance
Specialized
Structure
SKELETAL SYSTEM
Ball/socket joint
Bones
Cartilage
Cranium
Femur
Flexibility
Fracture
Framework
Gliding joint
Hinge joint
Humerus
Immovable
Joints (ball/socket, gliding, hinge)
Mandible
Marrow
Patella
Pelvis
Phalanges
Radius
Ribs
Scapula
Skeleton
Skull
Spine (backbone)
Sternum
Tarsals
Tibia
Torso
Ulna
Vertebrae
MUSCULAR SYSTEM
Bicep
Cardiac muscle
Contract
Endurance
Exertion
Extend
Flex
Involuntary
Ligaments
Muscles
Musculoskeletal
Resistance
Skeletal muscle
Smooth muscle
Tendons
Tricep
Voluntary
NERVOUS SYSTEM
Autonomic nervous system
Axon
Brain
Brain stem
Cerebellum
Cerebrum
Dendrites
Nerve endings
Nerves
Neurons
Peripheral nervous system
Relay
Signals
Spinal cord
Spinal nerve
Stimuli
Synapse
CIRCULATORY AND CARDIOVASCULAR SYSTEMS
Aerobic exercise
Anaerobic exercise
Aorta
Arteries
Atrium
Blood
Blood vessels
Capillaries
Cardiac
Circulation
Heart
Heart rate
Plasma
Pulmonary artery
Pulse
Red blood cells
Veins
Ventricles
White blood cells
RESPIRATORY SYSTEM
Air sacs
Alveoli
Bronchial tubes
Diaphragm
Exhale
Inhale
Larynx (voice box)
Lungs
Nasal passages
Pharynx (throat)
Respiration
Ribs
Sinuses
Trachea
DIGESTIVE AND EXCRETORY SYSTEMS
Anus
Appendix
Bile duct
Digestion
Esophagus
Large intestine
Liver
Mouth
Pancreas
Rectum
Saliva
Salivary glands
Small intestine
Stomach
Tongue
Identify Misconceptions
*Construct formative assessment probes – see ‘how to’ on pages 85, 102, and 183 in Science Formative Assessment by Page Keeley.
Use formative probes: Uncovering Student Ideas in Science, Volumes 1-4, by Page Keeley
Volume 1, p. 131: “Is It Made of Cells?”
Volume 1, p. 139: “Human Body Basics”
Volume 1, p. 147: “Functions of Living Things”
Volume 4, p. 131: “Digestive System”
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_student_ideas.pdf
http://www.ode.state.or.us/teachlearn/subjects/science/resources/msef2010-formative_assessment_probes.pdf
Unpacked Content
Science For All Americans
Benchmarks
Reference
5.L.1.1
Students know that unicellular organisms
consist of a single cell and perform all life
processes within a single cell. Students know
that multicellular organisms are organisms
that consist of more than one cell and have
differentiated cells that perform specialized
functions in the organism. Students know
that many organisms—including humans—
are multicellular. Students know that in
complex multicellular organisms, only the
surface cells that are in contact with the
external environment are able to exchange
substances with it. Cells within the organism
are too far away from the environment for
direct exchange. This is the reason
multicellular organisms have developed
transport systems.
5.L.1.2
Students know that there are many systems
in the human body. Some of these systems
are
Circulatory System (heart, blood,
vessels)
Respiratory System (nose, trachea,
lungs)
Skeletal System (bones)
Muscular System (muscles)
Digestive System (mouth, esophagus,
stomach, intestines)
Nervous System (brain, spinal cord,
nerves)
Students know that each system performs
life processes function and that systems
work together to maintain health and fitness.
The human body is a complex system of cells, most of which are Cells, p. 111
grouped into organ systems that have specialized functions. These Human body
systems can best be understood in terms of the essential functions systems, p. 136
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. Certain drugs—legal and illegal—can affect the human
body and brain by mimicking or blocking the hormones and
neurotransmitters produced by the hormonal and nervous
systems.
from
http://www.project2061.org/publications/sfaa/online/chap
6.htm
North Carolina Connections: (local and state resources)
NC Museum of Life and Science (Durham)
http://www.ncmls.org/exhibits
433 Murray Avenue, Durham, NC 27704
919.220.5429
Museum of Life and Science (Raleigh)
http://naturalsciences.org/
11 West Jones St. Raleigh, NC 27601
919.733.7450
Catawba Science Center
http://www.catawbascience.org/
243 3rd Avenue NE, PO Box 2431, Hickory, NC 28603
828.322.8169
Discovery Place (Charlotte)
http://www.discoveryplace.org/
301 N Tryon St., Charlotte, NC 28202
704.372.6261
“Inside Out” exhibit
Poe Health Center (Raleigh)
http://www.poehealth.org/
224 Sunnybrook Rd., Raleigh, NC 27610
919.231.4006, toll free: 866.402.4799
Annotated TEACHER Resources:
Sections below contain resource sites for students and teachers, video links, and engineering/technology video connections that emphasize a
focus on biomedical engineering.
Vocabulary Games: 5.L.1.1, 5.L.1.2
www.quia.com
Vocabulary hangman and “Name that Body System” Jeopardy. Go to www.quia.com, click on “Visit Quia Web.” Then, locate the “Find
a Teacher” box. Type in “Carol Wooten.” Click on the name and then school down to the games with the “Human Body” beginning
title.
Teacher References: 5.L.1.1, 5.L.1.2
This site provides resource links about each of the body systems as well as interesting facts.
http://www.kidskonnect.com/subject-index/31-health/337-human-body.html
This site has links to many fantastic resources on the human body. Many of the sites are focused at the student level.
http://www.teachers.ash.org.au/jmresources/systems/body.html
The cartoon videos are from www.kidshealth.org. This “for kids” tab also contains articles, quizzes, word finds, and additional
content activities about the human body. It is an excellent resource for both teachers and students. Direct link to “How the Body
Works”: http://kidshealth.org/kid/htbw/htbw_main_page.html#cat20580
The “Inner Body” site has detailed information for the teacher on each of the body systems.
http://www.innerbody.com/
This site provides teacher content and contains printable handouts illustrating the components of each system.
http://www.enchantedlearning.com/subjects/anatomy
This site provides additional enrichment investigations with the circulatory, digestive, muscular, nervous, respiratory, and skeletal.
http://www.henry.k12.ga.us/cur/mybody/content.htm#circulatory
Cells: 5.L.1.1
This site has a wealth of information about animal cells. It includes a section on the structure of cells and the function of cells in the
human body. “Biology4kids”explains the concepts of cells to tissues to organs to systems.
http://biology4kids.com/
Cells under scanning electron microscope
http://www5.pbrc.hawaii.edu/microangela/index.html
This site shows the function of each call part. It includes a tutorial, quiz, and game.
http://sheppardsoftware.com/health/anatomy/cell/cell_tutorial.htm
“Cell Alive” provides a wealth of content information as well as an animated cell model. The content is beyond fifth grade; however,
the cell model will allow students to view the inner parts of an animal cell.
http://www.cellsalive.com/cells/3dcell.htm
VIDEO: The video contains outstanding information on cells, the building blocks of life.
http://dsc.discovery.com/videos/assignment-discovery-shorts-the-cell.html
Tissues: 5.L.1.1
This website provides in depth content on tissues and also includes visuals.
http://www.exploringnature.org/graphics/teaching_aids/Tissue_identification.pdf
Engineering/Technology Connection: Engineering Tissues
http://news.discovery.com/videos/tech-engineering-tissue.html
Organs: 5.L.1.1
Note: Many of the organs are included in the websites and videos for the system in which they belong
(appendix, bladder, brain, breast, gall bladder, heart, intestines, kidneys, liver, lungs, pancreas, prostate, skin, spleen, stomach,
thyroid, uterus, and voice box).
Interesting and “yucky” information about skin can be found at http://yucky.discovery.com/noflash/body/pg000146.html
This site shows live footage of organs and students have to guess which organ is being shown in the video.
http://www.scienceworld.ca/playstuff/bodyworksgames
Engineering/Technology Connection: Regenerating Organs
http://dsc.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-regenerating-organs.htm
Skeletal System: 5.L.1.2
This site contains interesting information and “yucky” features about the skeletal system.
http://yucky.discovery.com/noflash/body/pg000124.html
Students will be able to build their own skeleton and participate in a brief narrated tour of the skeletal system.
http://www.medtropolis.com/VBody.asp
This site shows a cartoon model with the labeled bones. Audio is added to pronounce the major bones in the body.
http://www.sheppardsoftware.com/health/anatomy/skeleton/Skeleton_tutorial.htm
VIDEO: This animation provides information for students on the role of the skeletal systems in the human body.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59294&cat_id=20607
Engineering/Technology Connection: Artificial Bones
http://science.discovery.com/videos/kapow-superhero-science-artificial-bones.html
Muscular System: 5.L.1.2
This site contains interesting information and “yucky” features about the muscular system.
http://yucky.discovery.com/noflash/body/pg000123.html
In this site, students use the keyboard to control the muscles of a person riding a bicycle. They are able to see how the muscles
depend on each other to ride the bike.
http://www.scienceworld.ca/flash_games/bodyworks/muscle_hustle.html
VIDEO: The cartoon has student friendly vocabulary and effectively explains the functions of the muscular system.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59302&cat_id=20607
Engineering/Technology Connection: Prosthetic Legs
http://science.discovery.com/videos/popscis-future-of-power-prosthetics.html
Nervous System: 5.L.1.2
With this site, students can complete the Stroop experiment online.
http://faculty.washington.edu/chudler/java/ready.html
This site contains interesting information and “yucky” features about the nervous system.
http://yucky.discovery.com/noflash/body/pg000136.html
Smell: http://yucky.discovery.com/noflash/body/pg000150.html
Sight: http://yucky.discovery.com/noflash/body/pg000142.html
Students will be able to expand their knowledge of brain functioning with this website.
http://www.e-learningforkids.org/Courses/Liquid_Animation/Body_Parts/Brain/index.html
This site allows students to explore various views of the brain, learn more about the parts of the brain, and listen to a brief narrated
tour on neurons.
http://www.medtropolis.com/VBody.asp
The online game allows students to assess their reaction time blocking hockey pucks. A content section is also included in the “learn
more section.” Note: The puck travels in kph rather than mph.
http://www.scienceworld.ca/flash_games/bodyworks/slapshot.html
“Neuroscience for Kids” provides detailed content information about the nervous system under the “Explore” tab.
http://faculty.washington.edu/chudler/neurok.html
VIDEO: This animated video provides an overview of the nervous system in student language.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59295&cat_id=20607
Engineering/Technology Connection: Mind-Controlled Robot Uses Human Brain Waves
http://news.discovery.com/videos/tech-mind-controlled-robot-uses-human-brainwaves.html
Circulatory/Cardiovascular Systems: 5.L.1.2
This site contains interesting information and “yucky” features about the cardiovascular system.
http://yucky.discovery.com/noflash/body/pg000131.html
The flow of blood through the circulatory system is simulated with this visual animation.
http://www.kscience.co.uk/animations/blood_system.swf
The heart is a rotating model that allows the use to examine specific parts of the heart.
http://thevirtualheart.org/anatomyindex.html
This site shows an animation of blood flow through the heart. It also provides a brief narrated tour of the human heart.
http://www.medtropolis.com/VBody.asp
VIDEO: This cartoon is a source for great information about the cardiovascular system.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59298&cat_id=20607
Engineering/Technology Connection:
Artificial Heart
http://videos.howstuffworks.com/howstuffworks/40349-the-stuff-of-genius-the-artificial-heart-video.htm
Engineering a Heart Valve
http://www.youtube.com/watch?v=9RMx31GnNXY time from 5:12-5:35
Making Capillaries from Cotton Candy
http://planetgreen.discovery.com/videos/dean-of-invention-making-capillaries-from-cotton-candy.html
Respiratory System: 5.L.1.2
This site contains interesting information and “yucky” features about the respiratory system:
http://www.teachers.ash.org.au/jmresources/systems/body.html
Drag and drop the names of the parts of the respiratory system in this interactive activity:
http://www.kscience.co.uk/animations/lungs.swf
Students will be able to enhance their knowledge about the parts of the respiratory system with this interactive activity:
http://www.e-learningforkids.org/Courses/Liquid_Animation/Body_Parts/Respiratory_System/index.html
VIDEO: “Bill Nye on Respiration” is an entertaining video presentation on the human body’s respiratory system. The video is in three
parts on Gamequarium.
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7328
VIDEO: The cartoon for students provides content about the how the respiratory system works.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59298&cat_id=20607
Engineering/Technology Connections:
Talcum Powder Fights Lung Cancer
http://videos.howstuffworks.com/university-of-florida/3467-talcum-powder-fights-lung-cancer-video.htm
New Device for Lung Biopsy—Mayo Clinic
http://www.youtube.com/watch?v=_x6F_JLhEEo
Digestive and Excretory Systems: 5.L.1.2
This site contains interesting information and “yucky” features about the digestive and excretory systems:
Digestive: http://yucky.discovery.com/noflash/body/pg000126.html
Excretory: http://yucky.discovery.com/noflash/body/pg000128.html
Students are able to assemble the parts of the digestive system in the “Organize Your Organs” section. A short narrated tour
provides basic information about the digestive system.
http://www.medtropolis.com/VBody.asp
This site shows a cartoon model with the components of the digestive system. Audio is added to pronounce the parts of the system.
http://www.sheppardsoftware.com/health/anatomy/digestion/digestion_tutorial.htm
VIDEO: The animated video explains both the digestive and excretory system in detailed but kid-friendly terms.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59299&cat_id=20607
VIDEO: This video on the excretory system, which focuses on urine, explains how the body creates and excretes waste.
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59257&cat_id=20607
Engineering/Technology Connection:
The following excerpts are from http://www.youtube.com/watch?v=9RMx31GnNXY
Engineering a Human Bladder
Time 5:36-6:27
Engineering a Human Liver
Time 6:28-7:19
Printing a Human Kidney
Time 9:22-11:50
WRITING PROMPTS
Imagine that you are in the medical profession and your task is to write a letter to a fifth grade class explaining why cells are
the “building blocks for life.” Devise a letter that explains the relationships among cells, tissues, organs, and systems.
As a nutritionist, you promote healthy eating habits and exercise to maintain a strong body. You are asked to give a speech at
the local biomedical engineering conference. Write a two to three minute speech that will convince your audience of the
benefits of eating healthy and exercise on the human body.
Select two human body systems. How are these two human body systems related? Use a Venn diagram or other graphic
organizer to help explain your reasoning.
Debate: Which system is the most vital for life? If time allows, conduct a class debate where students make claims and
provide evidence for their arguments.
Research how biomedical engineering has helped to improve a body system. Write a news article for magazine Human Body
Times: No Bones About It documenting your findings.
How is the human body like a simple machine? Use illustrations to clarify your claims.
In your biomedical engineering class, you are given the task to design a tool that will help improve one of the body systems.
Create an illustration for your device and write an explanation about how it will benefit the body. (example: prosthetic leg)