grade 5 science unit - teaching...
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Grade 5 Science Unit
Human Organ Systems
Based on the Ontario Curriculum
This cross-curricular science unit allows teachers to meet the Ontario Science
expectations when teaching this complete unit.
Created by Teaching Rocks!
Lisa Papa, Loriana Romano, Elita Saulle
© 2012
TABLE OF CONTENTS Unit Overview 1
Assessment For and As Learning & Differentiated Instruction 2
Breakdown of Unit 4
Expectations Covered Grade 5 5
Lesson Breakdown 9
Lesson 1: Understanding Human Systems: An Introductory Lesson 13
Lesson 2: What is a living system? First Round of Centres 15
What Organ Systems do you see? 17
Human Body Systems Graphic Organizer (Determining Important Ideas) 18
Centres Task Cards and Handouts: Human Organ Systems 19
Lesson 3: Second and Third Round of Centres and Assessments 34
Lesson 4: Understanding the Circulatory System: An Introductory Lesson
First Round of Centres 35
Word Wall Labels 37
Centres Task Cards and Handouts: The Circulatory System 39
Lesson 5: Second and Third Round of Centres and Assessment 56
Lesson 6: The Human Body Fitness Circuit 57
Lesson 7 & 8: Looking at Digestion: First Round of Centres 69
Parts of the Digestion System Images 71
Centres Task Cards and Handouts: The Digestive System 80
Lesson 9: Second and Third Round of Centres and Assessment 97
Cause and Effect Homework 98
Lesson 10: The Digestive System in Action 99
Digestive System Role Playing Game Student Sheet 100
Lesson 11: Muscle Action! 101
Building a Model Arm 103
Lesson 12: Looking at the Respiratory System in Detail:
First Round of Centres 105
The Breathing Process, Inferring Activity 107
Centres Task Cards and Handouts: The Respiratory System 109
Lesson 13: Second and Third Round of Centres and Assessment 124
Lesson 14 & 15: Raising Awareness through Public
Service Announcements 125
PSA Choice Board, Rubric, Planning, Research
and Assessment Sheets 128
Lesson 16: Public Service Announcement Presentations
and Rubric 135
Culminating Task and Rubric 138
Graphics Information 141
Technological Aspects 142
Unit Overview
This unit is designed for grade 5 Human Organ Systems, which is found under the strand of Understanding Life Systems in the Ontario curriculum. The Ontario Curriculum Guide Grades 1-8: Science and Technology (2007) formulates the expectations around three “big ideas”: Human Organ Systems:
• Organ systems are components of a larger system (the body) and, as such, work together and affect one another (Overall expectations 2 and 3)
• Organ structures are linked to their functions (Overall expectations 2 and 3)
• Systems in the human body work together to meet our basic needs (Overall expectations 2 and 3)
• Choices we make affect our organ systems and, in turn, our overall health (Overall expectations 1 and 3)
© 2012 www.teachingrocks.ca 1
Breakdown of Unit
• Timeline: 18 days (9 weeks with two classes per week; however, this is very flexible and can be changed to adapt to your needs)
• Lessons include the following: o Learning centres: students work in small groups or individually
to rotate between three centres over the course of the activity (five types of centre activities: iPad integration, technology, reading/writing activity, creative response, and a fun or hands-on activity);
o Whole class lesson/discussion followed by either small group activities or whole class activity
o Cross-curricular integration with other subject areas • Co-curricular integration with the following subjects:
o Language Arts (Reading, Writing, Oral Communication, Media Literacy)
o Drama o Physical Education o Art o Health
• Assessment: o Assessment For and As Learning: Student self-assessments and
group assessments, exit slips, anticipation guide, project planning sheet
o Formal Assessments: Journal writing, worksheets, cumulative group project, centres booklet
o Reading Strategies (Making Connections, Determining Important Ideas, Inferring, and Drawing Conclusions)
• Differentiated Instruction is achieved through: o Learning Centres o Choice boards for end of unit project o Co-Curricular integration to meet various learning styles
(kinesthetic, visual, or auditory learners) o A variety of hands-on activities/labs
© 2012 www.teachingrocks.ca 4
Expectations Covered Grade 5
Expectation Week
1 2 3 4 5 6 7 8
Sci
ence
S
cien
ce
assess the effects of social and environmental factors on human health, and propose ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial
X X X
evaluate the effects, both beneficial and harmful, of various technologies on human body systems, taking different perspectives into account
X
follow established safety procedures for physical activities
X X
use scientific inquiry/ experimentation skills to investigate changes in body systems as a result of physical activity
X X
design and build a model to demonstrate how organs or components of body systems in the human body work and interact with other components
X X
use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication
X X X X X X X
use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes
X X X X X X
identify major systems in the human body and describe their roles and interrelationships
X X X X X X
describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems
X X X X X X X
© 2012 www.teachingrocks.ca 5
Expectation Week
1 2 3 4 5 6 7 8 S
cien
ce identify interrelationships
between body systems X X X X X X identify common diseases and the organs and/or body systems that they affect
X X X
Vis
ual
Art
s use a variety of materials, tools, and techniques to determine solutions to design challenges
X X X X
use elements of design in art works to communicate ideas, messages, and understandings
X X X X
Dra
ma
engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places
X X
Ora
l C
om
mu
nic
atio
n
demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups
X X X X X
identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts
X X X X X X
demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions
X X X X X X
communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
X X X X X X
Rea
din
g
demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details
X X X X
use stated and implied ideas in texts to make inferences and construct meaning
X X X
© 2012 www.teachingrocks.ca 6
Expectation Week
1 2 3 4 5 6 7 8 R
ead
ing
extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
X X X
make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views
X X X X
Wri
tin
g
identify the topic, purpose, and audience for a variety of writing forms
X X
generate ideas about a potential topic and identify those most appropriate for the purpose
X
gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
X X X
sort and classify ideas and information for their writing in a variety of ways
X X X X X
identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies and organizational patterns
X
write longer and more complex texts using a variety of forms X X X produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions
X
Med
ia L
iter
acy
describe in detail the topic, purpose, and audience for media texts they plan to create
X
identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message
X
© 2012 www.teachingrocks.ca 7
Expectation Week
1 2 3 4 5 6 7 8 M
edia
Lit
produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
X X X
Hea
lth
& P
hys
Ed
identify the components of health-related fitness and the benefits associated with developing and maintaining each of them
X
assess a specific component of their health-related fitness by noting physical responses during various physical activities, and monitor changes over time
X
perform controlled transfers of weight in a variety of situations involving static and dynamic balance, using changes in speed and levels, with and without equipment
X
describe how advertising and media influences affect food choices, and explain how these influences can be evaluated to make healthier choices
X
© 2012 www.teachingrocks.ca 8
Topic: Human Systems and their Functions
NB: Power Point presentation on ZIP file Lesson 1:Understanding Human Systems: An introductory lesson Overview: Through a PowerPoint presentation, students will understand how complex our bodies are and how they function to ensure we survive. Objectives: Students will: -Understand that our bodies are made of interdependent systems -Work collaboratively to identify and distinguish organs that are found internally and externally -Make connections between body reactions/change to how our body systems work -Be introduced to some human systems and attempt to connect organs to the appropriate system Learning Goal: We are learning that our bodies have systems that work together to ensure our survival Materials: Science Notebooks, Chart Paper Markers Projector and access to use Power Point Program Activities:
1. Proceed through the first 3 slide of the PowerPoint presentation. 2. Students are to create T-Charts in their science notebooks. Give
students 3-5 minutes and allow them to work in pairs or groups. 3. On Chart paper, have a whole class share session and record all the
organs they have come up with. (slide 4) 4. Ask students to record the ones they do not have on their initial lists. 5. Display slide 5, and allow students time to discover what happens.
Ensure they record what parts of the body they used and what changes or reactions they discovered. Allow students to work in pairs. Allow 5-7 minutes for this portion of the lesson.
6. Regroup to a whole class discussion and have students share their information. It is essential that students share reactions or changes
© 2012 www.teachingrocks.ca 13
Name: ______________________
Fill in each circle from this graphic organizer with the important information for each body
system we have discussed.
Human Body
Systems
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Centre task cards and
rotation schedule
(laminate for increased
durability)
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Materials List: iPad (App: Educreations)
Computer with internet connection
Get into science: craft paper roll, variety of materials e.g. construction paper, tape, tissue paper, plastic bags, straws,
balloons, pipe cleaners, glue, tape, etc.
© 2012 www.teachingrocks.ca 20
iPad
Integration Tech
Connection Read All About
It Get Into Science
Creative Crea-tions
Rotation 1
Rotation 2
Rotation 3
Rotation 4
Rotation 5
© 2012 www.teachingrocks.ca 21
Using the iPad App “Educreations”, begin to summarize all the ideas you have about human organ systems so far.
The “Educreations” app allows you to turn the iPad into a recordable white board, so your group can record text, drawings, and voices to create an interactive, multimedia summary of your
ideas so far. Try to include text, images, and voice explanations. Also, can
you make any connections between organ systems? How does one organ system affect another one? How is one organ system
dependent on another system?
© 2012 www.teachingrocks.ca 22
Student worksheets for centres (photocopy and
make a booklet
© 2012 www.teachingrocks.ca 27
Centre Activities for the Human Organ System
Work with your group only!
Stay on topic!
Respect different opinions!
Contribute to the activities!
You are responsible for YOUR work!
Do not disrupt other groups!
Have fun!
Name: ___________________
© 2012 www.teachingrocks.ca 28
Graphics http://teachersclipart.blogspot.ca/
Teacher Instructions:
Cut out the task cards and set them up around the gym or an outside space
Divide students into small groups, so that groups rotate between stations
Each student will need their own worksheet and a pencil
Each group will need a stopwatch or timer
Each station requires about 5 minutes of time, making this activity about 45
minutes long
Depending on the age and skill set of your class, provide them with the
number of sets and reps for the various activities. There is a spot on the
student worksheet to record this information.
Your upper arms are made up of different muscles that work in
combination: the triceps allow you to straighten your arm by
extending the elbow joint, while the biceps contract to bend your
arm at the elbow joint.
Try this! Lie face down with hands extended about
shoulder width apart. Keep your body straight,
slowly lower your body to the ground by
bending your arms at the elbow.
Raise yourself off the ground by
extending arms at the elbows.
Repeat.
© 2012 www.teachingrocks.ca 59
Human Impact on Health: An Anticipation Guide For each statement, select “agree” or “disagree.” Once you are done, go
back and see if your feelings on the statements have changed as a result of your class discussion.
Before
Discussion Statement After Discussion
Points Mentioned During Class Discussion
Agree
Disagree
Food and exercise do not play a role
in how healthy you are.
Agree
Disagree
Agree
Disagree
You cannot control your health.
Agree
Disagree
Agree
Disagree
Diseases are not preventable.
Agree
Disagree
Agree
Disagree
Technology does not play any role in
our health and well-being.
Agree
Disagree
© 2012 www.teachingrocks.ca 129
Name: _____________________________
Note-Taking Worksheet Use the following chart to record important points you learned from your research. Topic I am researching: Interesting Points: My thoughts based on the
information I read…
How this will help me with my project…
Resources I used (be specific):
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© 2012 www.teachingrocks.ca 145