Lesson 1
Content Objective
To recall and explain information from
text.
IN State Standard(s) and Indicator(s)
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Interdisciplinary and Curricular Connection
Health, Language Arts, Reading
Assessment of this Objective
After reading and discussing the book
The Magic School Bus: Inside the Human Body,
students will work independently at their
desks making a list of the concepts they
remember from the story and make notes of
any questions they still have. Students will
then each take the corresponding computer
test from the Accelerated Reader program. By
doing this, students are not only assessed
on their retention of the story but they
also get credit towards their Accelerated
Reader points for the nine weeks term.
Lesson 2
Content Objective
To research and explain the function and
location of their assigned body part(s).
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Standard 2: Scientific Thinking:
Students use a variety of skills and
techniques when attempting to answer
questions and solve problems. Students
describe their observations accurately and
clearly using numbers, words, and sketches,
and are able to communicate their thinking
to others. They compare, contrast, explain,
and justify both information and numerical
functions.
-- 5.2.7 (Science) – Read and follow
step-by-step instructions when learning new
procedures.
Standard 4: WRITING: Processes and Features:
Students discuss and keep a list of
ideas for writing. They use graphic
organizers. Students write clear, coherent,
and focused essays. Students progress
through the stages of the writing process
and proofread, edit, and revise writing.
-- 5.4.5 (English) – Use note-taking
skills when completing research for writing.
Interdisciplinary and Curricular
Connection
Health, Language Arts, Science,
Technology
Assessment of this Objective
Students will be researching information
in order to create their PowerPoint
presentation. Students’ research of their
assigned body part(s) will be assessed at
the completion of the PowerPoint creation.
Half of the final PowerPoint grade comes
from accurate information, three interesting
facts, and the function and location of the
researched body part(s).
Lesson 3
Content Objective
To design and create a PowerPoint
presentation about their assigned body
part(s).
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Standard 2: Scientific Thinking:
Students use a variety of skills and
techniques when attempting to answer
questions and solve problems. Students
describe their observations accurately and
clearly using numbers, words, and sketches,
and are able to communicate their thinking
to others. They compare, contrast, explain,
and justify both information and numerical
functions.
-- 5.2.7 (Science) – Read and follow
step-by-step instructions when learning new
procedures.
Interdisciplinary and Curricular Connection
Health, Science, Technology
Assessment of this Objective
Students will create a PowerPoint
presentation about their assigned body
part(s) using the information they
previously researched. Half of the final
PowerPoint grade comes from the layout and
functionality of the PowerPoint
presentation.
Lesson 4
Content Objective
To explain and summarize the function,
location and additional facts which pertain
to their assigned body part(s).
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Standard 7: LISTENING AND SPEAKING: Skills,
Strategies, and Applications: Students
deliver focused, coherent presentations that
convey ideas clearly and relate to the
background and interests of the audience.
They evaluate the content of oral
communication. Students deliver
well-organized formal presentations using
traditional speech strategies, including
narration, exposition, persuasion, and
description. Students use the same Standard
English conventions for oral speech that
they use in their writing.
-- 5.7.1 (English) – Ask questions that
seek information not already discussed.
-- 5.7.6 (English) – Use volume, phrasing,
timing, and gestures appropriately to
enhance meaning.
-- 5.7.13 (English) – Emphasize points in
ways that help the listener or viewer follow
important ideas and concepts.
Interdisciplinary and Curricular
Connection
Health, Language Arts
Assessment of this Objective
Students will present their PowerPoint
presentation to the class. As students are
making their presentations, students in the
audience will be responsible for taking
notes on the presentation and recording the
information in their folders. At the
conclusion of the presentation, the students
in the audience will be allowed to ask the
presenters questions about information not
covered in the presentation, or perhaps
information that was skipped over too
quickly, in order to complete their folder
work. Students giving the presentations will
be required to explain and summarize the
function, location and additional facts
which pertain to their assigned body part(s)
as is outlined in the rubric.
Lesson 5
Content Objective
To describe the blood's trip through the
body and the function of the heart.
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Interdisciplinary and Curricular Connection
Health
Assessment of this Objective
At the conclusion of the active
demonstration of blood’s trip through the
body, students will write a paragraph that
explains the main path of the circulatory
system. Students will be responsible for
dictating not only the main components in
the circulatory system but also describing
them in the correct order: Oxygenated blood
from the lungs enters the heart through the
left atrium. From there it travels into the
left ventricle. The blood then travels out
to the body’s extremities, using up its
oxygen and trading it for carbon dioxide.
The carbon dioxide-filled (used) blood from
the body enters the heart through the right
atrium. From there it travels into the right
ventricle. The blood then travels back into
the lungs to get oxygen and repeats the
process again.
Lesson 6
Content Objective
To describe food’s trip through the
body.
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Interdisciplinary and Curricular Connection
Health, Language Arts
Assessment of this Objective
In groups, students will be writing a
story “What Happens to a _____?” and
modeling it after the book we read as a
class, What Happens to a Hamburger?.
In each group of four, there will be one
student assigned to each of the following
jobs: Researcher, Writer, Illustrator, and
Editor. The Researcher is responsible for
checking back in the book What Happens to
a Hamburger? or checking the board for
information and bringing the correct
information back to the group; the Writer is
responsible for actually writing the story;
the Illustrator is responsible for drawing
pictures for the story; and the Editor is
responsible for keeping the group on task
and making sure all information is correct
and the book makes sense.
Lesson 7
Content Objective
To measure and record various body parts
and bones.
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Standard 5: The Mathematical World:
Students apply mathematics in scientific
contexts. They make more precise and varied
measurements in gathering data. Their
geometric descriptions of objects are
comprehensive, and their graphing
demonstrates specific connections. They
identify questions that can be answered by
data distribution, e.g., “Where is the
middle?” and their support of claims or
answers with reasons and analogies becomes
important.
-- 5.5.1 (Science) – Make precise and
varied measurements and specify the
appropriate units.
Interdisciplinary and Curricular
Connection
Health, Science, Mathematics
Assessment of this Objective
Students will be working with a partner
and taking measurements of a variety of
different body parts and recording their
measurements on their measurement worksheet.
Students will be using a metric ruler and
recording their measurements to the nearest
centimeter. For certain body parts (such as
the length around their wrist) students will
be using paper strips to measure and mark
off the length and then use their ruler to
measure the marked off strip.
Lesson 8
Content Objective
To create graphs from collected data and
draw conclusions based on the graphs.
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Standard 3: Algebra and Functions:
Students use variables in simple
expressions, compute the value of an
expression for specific values of the
variable, and plot and interpret the
results. They use two-dimensional coordinate
grids to represent points and graph lines.
-- 5.3.7 (Math) – Use information taken
from a graph or equation to answer questions
about a problem situation.
Interdisciplinary and Curricular Connection
Health, Mathematics
Assessment of this Objective
Students will begin by using tally
charts to collaborate class data from the
previous lesson. They will use this
information to create 4 bar graphs: femur
length, foot length, wrist circumference,
and span length. They will then complete a
worksheet which compares certain information
found using these graphs. Students will be
answering questions such as “How many more
students had a femur length of 35cm than a
femur length of 31cm?” and “How many
students had a foot length of 25cm or more?”
Lesson 9
Content Objective
To analyze a lung model and describe the
function of the diaphragm in the respiratory
system.
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Interdisciplinary and Curricular Connection
Health, Language Arts
Assessment of this Objective
After allowing students to manipulate
the newly created lung model, students will
explain in a paragraph of no less than four
sentences the function of the diaphragm in
respiration and will include the terms
expand, contract, inhale, and exhale (or
variations of those terms) as they relate to
the diaphragm and lungs. For example, when
the diaphragm contracts air is inhaled and
the lungs expand with air. When the
diaphragm expands, the lungs contract and
the air is expelled or exhaled.
Lesson 10
Content Objective
To review all the body system
information and write a letter defending one
particular body part’s role in the human
body.
IN State Standard(s) and Indicator(s):
Standard 1: Health Promotion & Disease
Prevention: Students develop knowledge
of the importance of assuming personal
responsibility for health behaviors, the
relationship between health behaviors and
health, interrelationships between the
dimensions of health, the basic structure
and functions of body systems, the influence
of external factors on health, causes of
disease, ways to prevent injury and illness
among adolescents, and basic health terms
and concepts.
-- 5.1.4 (Health) – Describe the basic
structure and functions of the human body
systems.
-- 5.1.9 (Health) – Explain key health
terms and concepts.
Standard 5: WRITING: Applications: At
Grade 5, students write narrative (story),
expository (informational), persuasive, and
descriptive texts. Student writing
demonstrates a command of Standard English
and the research, organizational, and
drafting strategies outlined in Standard 4 —
Writing Processes and Features. Writing
demonstrates an awareness of the audience
(intended reader) and purpose for writing.
-- 5.5.4 (English) – Write persuasive
letters or compositions that:
·
state a clear position in support of
a proposal
·
support a position with relevant
evidence and effective emotional appeals
·
follow a simple organizational
pattern, with the most appealing statements
first and the least powerful ones last
·
address reader concerns
Interdisciplinary and Curricular Connection
Health, Language Arts
Assessment of this Objective
To review for the final Unit Post-Test
students will be working with their
teammates at their desk clusters to compete
in the Body Systems Jeopardy Review. Teams
will take turns choosing and answering
questions as we circle the room. Students
will work with their teammates to decide on
a particular answer for their question and
will gain “points” accordingly. Upon
completion of the review, students will
write a letter to the Human Body
Corporation, defending their position as a
particular body part, using the body part
assigned to them at the beginning of the
unit. They will use the information they
researched to convince the Human Body
Corporation not to fire their body part by
explaining the importance of their role and
how life would be without that body part.
The letters will be assessed according to
the criteria given to the students as well
as validity of their arguments. |
