Life Science: Human Body Systems
Through the duration of this unit the students will be working towards creating a Gallery Walk (mini fair)that
will be an exhibit of the body systems they have learned about throughout the unit. Each system (or pair of
systems) as the two systems work together, will be experienced in the same way- a mini unit -KWL chart,
anticipation guide, basic overview of facts, vocabulary, question/answer experience, experiments, venn
diagram, some activity anchor pieces.
To begin this unit- opening experiences
1. View “The Magic School Bus”- Inside the Human Body. Use the handouts to guide the viewing.
2. Play “I Have, Who Has” game- this is a game that works in a circuit, each card has an answer and a
question on it. The answer is the response they would have given to the question asked by another
student from the card they have. There is a first card identified.
3. L-J activity- (done daily or weekly depending on how it is set up) using the vocabulary from the unit;
using the vocabulary as it relates to a system to be studied. Have a body systems bulletin board
displayed. As the students choose the vocabulary words they then attach them to the system that it
belongs to.
4. Create questions of what they would like to know about the systems being studied? These could be
the Big Questions that can then be used to develop and guide the learning.
5. *The body brochure-students create a body using a template that has a page for each of the systems
being studied. The front is decorated as they wish and each section inside is used to label, define,
illustrate the system, graph, etc.
6. “Catch a Clue” reading that gives a brief overview of various systems, with a concept web that shares
what they know, some vocabulary, some questions that are literal, inferential, and connection based
and a ‘logical’ task based on the systems to be learned.
7. Jump Start vocabulary- 30 different vocabulary jumpstarts that you can do each day. The terms will
be learned during the unit at some point so this gives some prior knowledge each day.
8. Science in a box- Inquiry learning stations (0ngoing set up according to differentiated learning styles
and interests.
9. Body Makeover- review activity
10.I Don’t Belong Here- activity- sort of systems- review tool
11.Organ Bingo- review tool
Resources:
Human Body-Classroom Complete press
Human Body- Carson-Dellosa
The Human Body- TCM
The Human Body-thematic unit
Science in a box- Mailbox Magazine- as a framework
Quick and easy Science Fun- Mailbox
25 totally Terrific Science Projects
Integrating Science with Reading Instruction- Creative Teaching Press
Easy Make and Learn Projects- Human body
The Body Book- models that teach- by Donald M. Silver –Scholastic
The How and Why – The Human Body Book
Various library books- non-fiction and fiction that are about the systems of body, the maintaining of the the
healthy body,
Virtual tours- internet resource
Bill Nye The Science Guy videos
Magic School BusWebquests
Teacher tube videos
WWW- a handout is also accompanied in this document that identifies sites that are working at the time of
making this unit.
Science Grade 5 Life Science- Human Body Systems
Goal:
Outcome: HB.5.1 Analyze personal and societal requirements for, and impacts of, maintaining a healthy human body.
Indicators:
References and Resources and strategies needed for lessons
http://www.medtropolis.com/VBody.asp
Assessment Tools
http://yucky.discovery.com/noflash/body/
http://www.bbc.co.uk/science/humanbody/
a) Examine methods and
perspectives of various cultures,
including FNMI which have
contributes to knowledge of
maintaining a healthy
body(Medicine Wheel)
Define culture in a basic way. Take a look at the ways in which our students, as
part of our culture think about how they maintain a healthy body (health
curriculum discusses this in detail). Use the knowledge they have to either build
on or fix as a new learning. Create a concept map or chart to add to as the unit
develops.
Take time to understand and learn about the Medicine Wheel.
http://www.spiritualnetwork.net/native/medicine_wheel.htm
http://www.mountainman.com.au/Seven_Arrows.htm
Once a basic understanding of the Medicine Wheel is present then compare the
ways of maintaining health in the FNMI culture to ours. A Venn Diagram may be
used to compare the data collected.
5
4
3
2
1
b) Identify local knowledge, including
the effects of traditional lifestyles
that contribute to human
understanding of maintaining a
healthy body.
5
4
3
2
1
c) Analyze the role of the skin (eg.
Protection, heat regulation,
absorption and evaporation) in
maintaining a healthy body.
Appendix- How does our skin help us lesson:
d) Analyze how the body’s defenses,
such as tears, saliva, skin, certain
blood cells, and stomach
secretions, work to fight against
infections.
http://kidshealth.org/parent/general/body_basics/immune.html
http://www.slideshare.net/kemitsdarf/ms-mitsdarffer-4-410
http://science.jrank.org/pages/3524/Immune-System.html
http://www.bacteriamuseum.org/cms/How-We-Fight-Bacteria/our-immunesystem-fights-against-bacteria.html
http://www.medicinenet.com/dehydration/article.htm
e) Describe the function of
technologies (defibrillator, soaps,
exercise equipment and safely
equipment.
This will be included when the body systems are being studied.
5
4
3
2
1
5
4
3
2
1
f)
Relate the effects of common
diseases to the organs or body
systems they affect or are related
to (e.g. heart attacks affect the
circulatory system , epilepsy
affects of nervous system,
gallstones affect gall bladder,
asthma affects the respiratory.
http://www.buzzle.com/articles/diseases-and-disorders/
http://neurology.health-cares.net/
http://www.emedicinehealth.com/rheumatoid_arthritis/article_em.htm
http://kidshealth.org/parent/general/body_basics/heart.html
http://www.medicinenet.com/dehydration/article.htm
http://cysticfibrosis.about.com/od/cysticfibrosis101/a/organs.htm
http://www.merckmanuals.com/home/sec17/ch193/ch193a.html
http://www.mamashealth.com/organs/lungs.asp
http://www.disabled-world.com/artman/publish/digestive.shtml
http://respiratory-lung.health-cares.net/
g) Predict how the failure or removal
of a specific organ in the human
body system would affect an
individual’s health
This will be incorporated in the study of the body systems in the next outcome.
Once we have looked at the systems and how they function students will be
able to accomplish this indicator.
h) Compare personal diets and those
of people who live in different
communities and countries
worldwide to Canada’s Food
Guide and Canada’s Food Guide –
First Nations, Métis, and Inuit.
This is also addressed in the Health Curriculum.
i)
This is also addressed in the Health curriculum.
As a class, create the chart that will be part of a guided discussion. In the chart
include the pieces from the indicator that you want to focus on.
Keep track of the minutes of exercise, food servings (quality and quantity), and
amount of sleep, t.v., video gaming, and others as class decides, for a 2 week
period.
Analyze the charts and see what can be changed and what needs to stay the
same based on the idea of maintaining a healthy body.
Use this information to create an action plan (parallels the health curriculum)
Assess the benefits of lifestyle
choices (e.g., daily physical
activity, proper nutrition,
adequate sleep, appropriate
hygiene practices, regular medical
check-ups, and using safety
equipment) that contribute to
maintaining a healthy body.
Create a chart that has the heading of the communities, or countries, and FNIM,
in which are very different in order to compare diets. Compare information
found to the food guides of Canada and FNIM.
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/keeping_healthy.shtml
j)
Propose actions individuals can
take to minimize the harmful
effects and maximize the
beneficial effects of natural- and
human-caused environmental
factors (e.g., West Nile Virus,
mosquitoes, pesticides, air quality,
noise pollution, food safety, and
water and wastewater treatment)
on human health
Appendix: Information sheet 3.1
Discuss what natural and human caused environmental factors are.
Decide what can be done locally.
http://www.hobart.k12.in.us/jkousen/Biology/impact.html (this site is quite
detailed but gives the topics for discussion)
k) Research the roles of different
individuals and organizations
within their communities that help
support personal and community
health.
Brainstorm the organizations that are in the area. Find out what their support is
personally and within the community.
Outcome: HB5.2 Investigate the structure, function, and major organs of one or more human body systems such as the
digestive, excretory, respiratory, circulatory, nervous, muscular and skeletal systems.
During the learning of this outcome the systems are looked at in pairs, which
two work together; each system will be looked at in the same way in order to
build and develop a knowledge base that will enable us to work towards the
final product of the Gallery Walk, mini fair that will display the learning of all
students. Students will have to decide the format of their product. We will each
learn the same basics and have a similar experience but then the presentation
could be different.
KWL/Anticipation guide/basic information text/vocabulary/chart to fill instructure, function, organs/videos, poems, articles/stories
Indicators:
a) Explain at least two functions of
the human digestive, excretory,
respiratory, circulatory, nervous,
muscular, or skeletal systems.
http://yucky.discovery.com/noflash/body/
References/Resources/Strategies:
Chart to fill in.
KWL chart
Anticipation guide
b) Create a written and/or visual
representation of the location of
the major organs of at least two
human body systems within the
entire body.
Body brochure
Brochureprocess/product
c) Model the structure and/or
function of one or more organs
from the human digestive,
excretory, respiratory, circulatory,
nervous, muscular, or skeletal
system.
As part of the mini fair.
Assessment during and
after final product for
the mini fair.
Bring in examples from SMART board, health district,
http://kids.niehs.nih.gov/air.htm
http://www.brainpop.com/health/seeall/
http://www.pbs.org/wgbh/nova/heart/troubled.html
http://medmyst.rice.edu/
http://www.bam.gov/sub_diseases/index.html
d) Assess, in collaboration with other
students, a model of an organ
from a human body system in
order to refine the model.
e) Critique models in science, such as
models of human organs, as
representations of natural
phenomena, objects, and/or
physical processes.
f)
Suggest the processes scientists
might follow to investigate
questions related to the structure
and/or function of human body
systems (e.g., Which factors affect
breathing and heartbeat rate?
How does the digestion process
work? How much air do your lungs
hold? Why is blood red? Where
does my food go?).
g) Rephrase questions to investigate
related to the structure and/or
function of one or more body
systems into a testable form.
h) Design and carry out procedures,
including identifying and
controlling variables, to
investigate the structure and/or
function of one or more body
systems (e.g., the influence of
exercise on heart rate, the role of
simulated saliva in starting the
digestion process, and factors that
influence a person’s response
time).
Develop BIG questions from here as well.
This becomes the task. Each system has a place on the chart for this as well.
Questions
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/keeping_healthy.shtml
The big Questions are used as part of the research done by students as they
work toward the min-fair.
NOTE: H-J Create a data collection for each of the body systems based
on the ideas from the structure, function, ect . as stated in the indicator. Use
these as a guide for the topics in the data collection.
http://www.biology4kids.com/files/systems_regulation.html
Questions
i)
Compile and display data from
investigations related to the
structure and/or function of
human body systems in
appropriate formats such as
frequency tallies, tables, and bar
graphs.
j)
Suggest explanations for patterns
and discrepancies in data
collected during investigations
related to the structure and/or
function of human body systems
k) Imagine how a human body might
function or look if it did not have
one or more of the major body
systems.
Data Collection
http://yucky.discovery.com/noflash/body/
Tie into a writing experience- journal topic.
Outcome: HB 5.3 Assess how multiple human body systems function together to move, grow, and react to stimuli.
Indicators:
a) Pose questions to investigate
or practical problems to solve
related to human body
systems (e.g., How are the
various systems connected to
each other? Could one system
live without the other
systems? If not, why not? Why
do we need to eat? Could we
breathe without a diaphragm?
Which organs work hard
during exercise? Why do
people sometimes become
paralysed due to an injury?)
b) Relate body changes, such as
acne on the skin and growth
of body hair, to human growth
and development from birth
to puberty
c) Represent, physically,
dramatically, or visually, the
interactions between the skeletal,
muscular, and nervous systems
that produce movement of the
body or parts of the body.
Question/research/resp
onse
http://kidshealth.org/teen/sexual_health/changing_body/puberty.html
http://www.brainpop.com/health/seeall/
http://www.biology4kids.com/files/systems_muscular.html
http://www.biology4kids.com/files/systems_skeletal.html
d)
Research how the respiratory,
digestive, and circulatory
systems work together to
move oxygen and nutrients
throughout the human body
e) Investigate the
interdependence between the
nervous systems and other
body systems for reacting to
stimuli and controlling body
systems.
f) Explain how the digestive and
excretory systems work together
to make certain the body makes
use of food that is eaten and
disposes of waste.
g) Propose alterations to the human
body that might enable humans to
function more effectively to accomplish
one or more typical daily tasks.
http://www.medtropolis.com/VBody.asp
http://www.biology4kids.com/files/systems_circulatory.html
http://www.niehs.nih.gov/kids/air.htm
http://www.pbs.org/wgbh/nova/heart/troubled.html
http://kidshealth.org/kid/
SMARTboard pages
http://www.biology4kids.com/files/systems_nervous.html
http://www.health-lesson-plans-teacher.com/digestivesystem.html
http://www.biology4kids.com/files/systems_digestive.html (you will love the
opening line of this)
Information Sheet 1.1 - How our skin protects us
Question
Materials
How Does our skin protect us?




Two red apples in good condition
A knife
A sewing needle
A black felt marker

With the knife, make two or three cuts about 4 cm long in
the skin of the first apple. Use the needle to poke a few
holes in it in another place. Strike the apple against a solid
table, to bruise it, but without breaking the skin. Use the
black marker to circle the cuts, punctures and bruises.
Leave the second apple untouched. It will be the "control"
sample for the experiment.
Put the two apples aside for a day or two.
Procedure
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

Observations
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
Reflection
Ask the students to compare the two apples: What has
happened on the outside of the first apple in the spots
where it was damaged and where it wasn’t "injured"?
Record observations or ask the students to draw in their
notebooks what they observed.
Cut the apple open to reveal the inside. Ask the students
to compare the damaged and undamaged areas again.
Record observations.
Discuss what the students have observed and ask what
they think has happened (bacteria and germs were able to
enter the apple where its skin was damaged, and began
rotting those parts of the apple that were now more
vulnerable).

Conclusion
J. Read Information Sheet 3.1 — "A Case Study." Ask the
students to identify what poor choices Lin made. Can the
students explain how these choices could present risks to Lin's
health? Invite the students to brainstorm possible consequences
of her poor choices. Suggest that they think of short-term
consequences (what might happen on that day), and long-term
consequences (what might happen in a few days or even later).
Responses might include:
she might be tired at school because she did not
have enough sleep;
o she will not be able to focus on her work;
o she might get in trouble with her teacher and her
parents because of that;
o she might be stressed just thinking about getting
in trouble;
o she will be cold because she is wearing shorts and
sandals on a rainy and windy day;
o she might catch her dad's cold;
o ...
Ask the students to imagine Lin a few days later. It is time
to go to school again and she is entering the kitchen
where her parents are finishing breakfast. But Lin is not
feeling well. She is getting sick. Suggest that the students
role play this scene.
o

Ask the students how our skin and the skin of an apple are
alike
Notes
Assessment: Observe the students' ability to project
consequences of Lin's poor choices.
Explain to the students that this list will be a useful resource
later in this unit, when they look for information on controlling
illnesses.



After the role play, discuss what the students did to show
that Lin was sick (sneeze, rub their swollen eyes, cough).
Record their responses on the chalkboard or chart paper.
Explain that those visible signs of sickness are called
symptoms. Write this word down as the heading of the
list. Invite the students to think about various illnesses
they know. Ask if they can suggest symptoms that have
not been mentioned (being tired, having a sore stomach,
having a headache, having sore joints, being pale, running
a fever, having a rash, etc.)
Ask the students what Lin should do now that she is sick.
Responses might include: she should rest, drink plenty of
fluids, see the doctor, take some cough syrup or a
medicine, etc.
In small groups, have the students write a new version of
the case study scenario, one in which Lin doesn't put her
health at risk and avoids all the negative consequences of
her poor choices.
Information Sheet 3.1 - A Case Study
Lin gets ready for school
"Lin! It's time to get up and get ready for school!" called Lin's mother.
But Lin was really tired this morning. She had gone to bed very late. She opened one eye,
but then fell back asleep. A few minutes later, she heard her mother again, calling "Lin!
You're going to be late! Hurry up!"
She got out of bed, yawning, and peered out the window. It looked awful outside, rainy and
windy — not warm and sunny like yesterday. "Oh, well," she thought, "Mom said I had to
hurry..." She quickly pulled on the clothes she had been wearing the day before: her
favourite T-shirt, shorts and a pair of sandals.
She went in to say goodbye to her dad, who was staying home that day with a bad cold. "Hi,
dad! Still sick?" she asked, giving him a big kiss. Before her father could answer, she dashed
downstairs and quickly gulped down a glass of chocolate milk and a cookie. "Whoops!
There's the bus. No time to brush my teeth or wash," she thought. "I guess it doesn't matter
just this once. I'll do it tomorrow." And she grabbed her school bag and ran to catch the
bus, splashing through the puddles on the way and getting herself soaked. Now she was
ready to start her day at school!
Life Science Unit
Body Systems
Life Science Unit- Body Systems
Outcome: HB.5.1 Analyze personal and societal requirements for, and impacts of, maintaining a healthy human body.
I CAN…understand why it is important for me to maintain a healthy body.
I CAN…examine what is offered in our society to help me maintain a healthy body.
Outcome: HB5.2 Investigate the structure, function, and major organs of one or more human body systems such as the digestive,
excretory, respiratory, circulatory, nervous, muscular and skeletal systems.
I CAN…investigate & understand:
Digestive system
Excretory system
Respiratory system
Circulatory system
Nervous system
Muscular system
Skeletal system
Outcome: HB 5.3 Assess how multiple human body systems function together to move, grow, and react to stimuli.
I CAN…understand how body systems:
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

Move
Grow
React to stimuli
Life Science-Body Systems
Outcome HB5.2- Investigate the structure, function and major organs.
System-
System-
Structure-
Structure-
Function-
Function-
Major Organs-
Major Organs-
Skeletal System
Muscular System
Digestive System
Excretory System
Respiratory System
Circulatory System
Human Organ Systems
Human Body Adventure - great web site from Life Science Connections
Math Hunt Game - The Human Body - a journey to five web sites about the human body. At each stop, use the facts you find to solve a math question.
(from Scholastic)
Body Matters - from BBC Online - Information about some of the major body organs and systems. The reading level is good for grade 5 but the information
is not detailed.
Human Body - another excellent interactive site from the BBC
Human Body - click on the "Mr. Bones" activity to learn how the human skeleton and the muscles work.
Organ System Game from Kinetic City web site
Inside the Human Body - The Respiratory System - from the Canadian Lung Association
How the Body Works From KidsHealth.org. (requires Shockwave plug-in) This site has animated presentations about the Circulatory, Digestive and
Respiratory Systems but the information is not very detailed.
Your Gross and Cool Body This site definitely appeals to kids and deals with all the "yucky" stuff they want to know about. The information is
interesting to students but accurate.
Canada's Food Guide This site presents complete information about the Food Guide and how to use it. (version française
Click here to go back to
for over 4,000 more lesson plans!
Title - Dem Bones
By - Amber
Primary Subject - Science
Secondary Subjects - PE-Health
Grade Level - 4-5
Objectives:
 The student will participate in an activity to help them name the major bones in the body.
Time Frame: 30 minutes
Materials:
 Dem Bones tradebook, by Bob Barner
 Teacher overhead of skeleton/skeleton poster
Standards:

STANDARD 3: LIFE SCIENCE - Experiences in grades 3-5 will allow all students to build an understanding of biological concepts through
direct experience with living things, their life cycles, and their habitats.
o Benchmark 1: Grade 3 and 4 students will develop a knowledge of organisms in their environment.
 Indicator 1: The students will compare and contrast structural characteristics and functions of different organisms.
ENGAGE:
 The teacher will ask students to name the 3 functions of the skeleton (protection, support, and movement).
 The teacher will tell the students that they will be playing a game to help them learn the names of the major bones in the human body.
EXPLAIN:
 The teacher will read the book, Dem Bones, leaving out the musical lyrics.
 As each bone is described in the book, the teacher will label the bone on the overhead so students can associate the bone name with the
visual representation of the bone. The skeleton poster may be helpful during this review time.
 Once the teacher has read the book, she will ask students to sing along with her as they reread the lyrics. The song may be practiced several
times if time permits.
EXPLORE:
 The teacher will tell students to stand up behind their desks.
 The students will be playing a version of Simon Says, where they point to the name of a certain bone when "Simon" tells them to do so.
 The object of the game is to be the last student still standing that has correctly identified all of the proper bone names.
 If time permits, the winner of the game can be "Simon" for the next round.
ELABORATE (extension):
 After playing the game, the teacher will give each student the opportunity to share the name of one bone name they learned by playing the
game.
 This serves as a helpful study review and informal assessment.
EVALUATE:
 The teacher will make informal observations during the game, and take notes as needed.
 If students seem to struggle with bone names, more practice should be given.
 This activity serves as preparation for unit assessment.
Modifications: If the game finishes early, more rounds of Simon Says can be played. Students may also journal what they learned from the game.
Slide show1.
2.
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4.
5.
6.
Explain that if germs are able to get inside the body, they may keep it from working properly. Understand that for defense against germs, the human body has
tears, saliva, skin, some blood cells, and stomach secretions. Also note that a healthy body can fight most germs that invade it. Recognize, however, that there are
some germs that interfere with the body's defenses.
Activity:
http://www.indianastandardsresources.org/files/sci/sci_4_4_10.pdf
Vocabulary
o Germs – a microorganism, esp. when disease-producing; microbe
o Defense- resistance against attack; protection
o Nutrients-nourishing; providing nourishment
o Digestion-the process in the alimentary canal by which food is broken up physically, as by the action of the teeth, and chemically, as by the action of
enzymes, and converted into a substance suitable for absorption and assimilation into the body
Background Information
The purpose of this lesson is for you to be able to explain that if germs are able to get inside the body, they may keep it from working properly and understand that
if germs do get inside the body it has defenses against the germs.
You must first understand what processes are constantly going on in your bodies. (Example: breathing, heart beating)
You also need to know that you come in contacts with millions of germs each day and it is possible for them to get inside of your body.
Materials
o For the teacher: apple, chalk, chalkboard
o For the students: paper, pencil, copies of Black Line Master (BLM) Tiny Invaders
Pre-activity Preparation
In the box you will find:
o Paper
o Pencil
o Tiny Invaders Worksheet
o Directions
o Apple
o Hand Sanitizer
Activity: Germs Keep Out!
Does anyone know what processes are going on in our bodies right now?
Our bodies are constantly digesting food for energy, pumping blood and oxygen, processing signals from the nerves to the brain, and much more.
Is there ever a time when our bodies do not work properly?
When we get sick our bodies slow down or change how they work.
What makes a person sick?
There is a group of organisms that can make our bodies break down and not work properly and that they are called germs. Germs can cause diseases, but not all
diseases are caused by germs.
7.
Activity: Germs Keep Out
How do germs get into our bodies?
Germs can enter the body through
many places like your mouth, nose, eyes,
or broken skin.
Look at this apple. Is it possible that when this apple was growing on its tree, that it could have become infected by germs? How could the apple get an infection?
Can one volunteer please come up and take a bite of this apple?
8. Activity: Germs Keep Out!
Do you think germs would have had an easier time infecting the apple if its skin was broken?
The skin of an apple protects the apple much like the skin of a human protects the human from germs and disease. Once the skin is
broken, it is easier for germs to get inside and hurt the body (and the apple).
What happens when germs get inside the body? What happens when your body gets an infection?
Once germs invade the body, they stay for a while and draw
energy from the body. They take nutrients and energy and
produce wastes.
9. Activity: Germs Keep Out!
You come in contact with germs everyday. If you come in contact with so many germs why are you not sick all of the time?
The body has special defenses to fight off germs and today we will learn a few of them. Can I have a volunteer write the following words on the chalkboard: tears,
saliva, skin, white blood cells, stomach secretions.
How do you think these things help fight off germs?
Tears wash germs and particles out of the eye; saliva in a person’s mouth is made of substances that kill germs; unbroken skin serves as a protective barrier so
that germs cannot enter; some white blood cells find and attack invading germs; stomach secretions are liquids in the
stomach that contain chemicals that kill germs.
10. Activity: Tiny Invaders
o Think about a time when you were sick. Now you will write a short story about this time. Before writing your story on the colored note card, use the
worksheet , Tiny Invaders, to help brainstorm ideas for your story. When you finish we will share our stories with the group.
11. Review Questions
o How does the skin of an apple work like the skin of your body?
o How do our bodies fight against germs?
o If our bodies have defenses such as our saliva, then why do we still get sick?
12. Resources
http://www.indianastandardsresources.org/files/soc/ss_4_3_6.pdf
www.kidshealth.org
www.germywormy.com