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Oakland Schools Science Scope

Grade 5

Unit 4 – Animal Systems


Grade 5


About Our Scope Unit/Lesson Template

This template is designed to serve several teaching and learning principles considered as staples of state-of-the-art science instruction. Here are the key principles in summary:

It’s critical to elicit prior knowledge as a unit or lesson begins. Key questions should drive student explorations and investigations. Activity Before Concept – Student inquiry-based explorations which give personal

experience with phenomena and ideas should precede a presentation of science ideas. Evidence is the heart of the scientific enterprise. Students generate evidence and

analyze patterns in data that help to construct scientific explanations around key questions.

Concept Before Vocabulary – Attaching science vocabulary to concepts developed by student investigations yields more success than beginning a unit or lesson with a list of science vocabulary.

Talk, argument, and writing are central to scientific practice and are among the most important activities that develop understanding.

Application of the ideas provides review, extends understanding, and reveals relevance of important ideas.

Assessment of knowledge, skill, and reasoning should involve students throughout the learning process and be well-aligned to the main objectives and activities of the unit.

Life Science Grade 5 Unit 4 Animal Systems 1


The Scope Science template is designed to put these principles into practice through the design of the SCOPE LEARNING CYCLE FOR SCIENCE. Each unit has at least one cycle. The components are listed below:

The Key Question for the Unit

Each unit has one open-ended driving question that relates to all the content and skills of the unit. The Key Question is presented at the opening of the unit and revisited at the unit’s conclusion.

Engage and Elicit Each unit begins with an activity designed to elicit and reveal student understanding and skill prior to instruction. Teachers are to probe students for detailed and specific information while maintaining a non-evaluative stance. They also can record and manage student understanding, which may change as instruction proceeds.

Explore A sequence of activities provides opportunities to explore phenomena and relationships related to the Key Question of the unit. Students will develop their ideas about the topic of the unit and the Key Question as they proceed through the Explore stage of the learning cycle.

Each of the activities may have its own Key Question or central task that will be more focused than the unit question. The heart of these activities will be scientific investigations of various sorts. The results, data, and patterns will be the topic of classroom discourse and/or student writing. A key goal of the teacher is to reference the Key Question of the unit, the Engage and Elicit of the students, and to build a consensus especially on the results of the investigations.

Explain Each unit has at least one activity in the Explain portion of the unit when students reconcile ideas with the consensus ideas of science. Teachers ensure that students have had ample opportunity to fully express their ideas and then to make sure accurate and comprehensible representations of the scientific explanations are presented. A teacher lecture, reading of science text, or video would be appropriate ways to convey the consensus ideas of science. Relevant vocabulary, formal definitions, and explanations are provided. It’s critical that the activity and supporting assessments develop a consensus around the Key Questions and concepts central to the unit.

Elaborate Each unit cycle has at least one activity or project where students discover the power of scientific ideas. Knowledge and skill in science are put to use in a variety of types of applications. They can be used to understand other scientific concepts or in societal applications of technology, engineering or problem solving. Some units may have a modest Elaborate stage where students explore the application of ideas by studying a research project over the course of a day or two. Other units may have more robust projects that take a few weeks.

Evaluation While assessment of student learning occurs throughout the unit as formative assessment, each unit will have a summative assessment. Summative assessments are posted in a separate document.



Grade 5

Unit 4 – Animal SystemsContents

Unit Introduction.........................................................................................................................4

Learning Cycle: Body Systems, Organs, and Interactions.............................................5

Learning Objectives ......................................................................................................5

Key Question...............................................................................................................................5

Engage and ElicitActivity 1: Introduction to Systems.................................................................................................6

Explore Activity 2: Systems of the Human Body.........................................................................................7

ExplainActivity 3: Teams and Systems: Text in the Middle ......................................................................8Activity 4: The Organ Trail...........................................................................................................11

ElaborateActivity 5: Body Systems..............................................................................................................12




Unit Introduction In this life science unit, students investigate the body systems of animals and explore the purpose of each system. They describe how systems work together to help the organism survive. Students design and conduct scientific investigations that demonstrate how selected systems work together in a variety of activities.

The resources and opportunities to address these topics are of such abundance and quality that the unit has the tremendous potential to be a highly relevant, real-world, and investigation-rich experience for students. As teachers look for ways to have students use real-world data, apply interactive technology to real-world questions, and foster meaningful tasks for reading, writing, argumentation and mathematics and framed by the Common Core Curriculum Standards, the issues here provide abundant opportunity. The main limitation is the class time available given other content demands.

On the Common Core State Standards for English Language Arts and Literacy in Science

All science teachers will find the Common Core State Standards of ELA a tremendous asset for reaching learning objectives in science education. Reading, writing, argumentation, and discourse are central proficiencies necessary for success in science. All teachers should become fluent with the document and are likely to find it validating.

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

These standards are best reached with science instruction that connects content to real-world problems and experiments, complimented with scientific writing, challenging questions, processes for classroom discussion and debate and use of scientific text.

It is recommended that teachers require students to use an interactive science notebook to support learning in this unit. Here are some features and policies to consider:

Use a bound notebook – cut and paste some other materials into it. The right facing page is for teacher content; the left is for student reflection. Leave four pages for a table of contents. Leave the notebooks in the room. Quad-ruled notebooks work well for the graphing activities.



Learning Cycle: Body Systems, Organs, and Interactions

IntroductionThe body is made up of systems that work interdependently to perform life functions. Each system and its organs work together to perform simple tasks.

Learning ObjectivesStudents will be able to:

Identify the various animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

Explain the function of each of the animal systems. Explain how each bodily need (movement, get and use food, distribute heat, remove

waste, respond to the environment, produce offspring) is achieved through the activities of more than one system.

Key Question: How do animal systems function together?



Engage and Elicit

Activity 1 – Introduction to Systems

Purpose To elicit student knowledge and questions regarding how parts of a system work together to perform a task.

Activity DescriptionStudents are asked to identify the parts of the body used to eat an apple. Student misconceptions and prior knowledge are identified.

Focus QuestionHow do the different parts of the body work together to carry out a body activity?

DurationOne class period

Materials AAAS. “Systems of the Human Body.” Science Netlinks. November 19, 2010.

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=385 Paper and pencil Apple (one apple for demonstration by the teacher or one per student or pairs of students)

Teacher PreparationThe website provides the teacher with necessary background information for the lesson.

Classroom Procedure 1. Hold up an apple and ask the students, “What am I holding in my hand? If I were going

to eat this apple, what parts of my body would I use?”2. Have students discuss the body parts used to bite, chew, swallow, and digest an apple.3. The teacher or students may create a chart to organize ideas, such as:

Body parts for biting Body parts for chewing Body parts for swallowing Body parts for digesting.

4. Ask the students, “How do the different parts work together to eat the apple?” (Each part has a specific role. When one task is completed, the next part can perform its task.)

5. Ask them, “What happens if one part is missing?” (For example, if the teeth are missing, the food could not be chewed sufficiently to swallow without choking.)

6. Have students engage in a discussion to discover that when a number of different parts work together to perform a task, it is called a system. Students name a system (i.e., school, bicycle, and computer) and identify the parts that belong to the system.


http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=385


Explore

Activity 2 – Systems of the Human Body

PurposeTo explore body systems and the organs associated with specific systems.

Activity DescriptionThrough an interactive game, students discover that organs within a system work together to make that system function. When all body systems work together, the human body functions properly. This lesson introduces the digestive, respiratory/circulatory, skeletal, muscular, and nervous systems. The focus of this activity is to teach that systems work together; it does not focus on names and purpose of each organ.

Focus QuestionWhat is needed for a system to work properly?

Duration Two class sessions

Materials “All Systems Go” student E-Sheet and interactive game on website


Teacher Preparation1. Access website for “All Systems Go” and familiarize yourself with the game and

materials.2. Make class copies of “Learn More” student sheets.

Classroom Procedure 1. Have students access the interactive website to identify organs and group them according

to various body systems. 2. Pass out the “Learn More” student sheets.3. Ask students to answer the questions on the “Learn More” sheet.




Explain

Activity 3 – Teams and Systems: Text in the Middle

PurposeStudents read an article confirming the interrelationships of the systems in an organism. An analogy of a sports team is used to show the interdependence.

Activity DescriptionStudents read text describing systems and how they relate to each other. Students write their interpreted meaning of each section of the article and also write or draw what they visualize as they read the passage.

Focus questionHow do the parts of a system affect the whole?

DurationTwo class periods

Materials Classroom set of article

Teacher Preparation1. Make classroom set of the article.2. Be familiar with the text-in-the-middle teaching strategy. 3. Identify method for students to select partners (assign partners, person on left, right, in

front, etc.).

Classroom Procedure1. Ask class to read the article.2. After completing each section, fill in the left and right columns.3. When finished with all sections, ask students to pair with a partner and reach a consensus

on each section.4. Conclude by selecting a few teams to share their understandings with the whole class.

In my own words this means

Text Write or draw what you visualize while reading the text

The Body Team

Have you ever played on a team, like a baseball team, or a soccer team? Every team has team members and a purpose.Our bodies are like teams. Each body system is like a member of the team. The purpose of



the team is decided by what must be done for the team to win. Some teams win by scoring the most points. That team’s purpose is to find ways to score more points than the other team. Some teams win by finishing the fastest.The body team wins by keeping our cells alive and healthy.



A team has different jobs for different members of the team. All the members of the team must work together. Working together and doing the assigned job is called teamwork. A runner in a relay race must not only run fast, but also have a good handoff to send the next team member along. Teamwork is a must for the success of any team. The body’s teamwork, with every system doing its job, keeps the body and its cells healthy.Winning teams also have members that assist each other. Tipping a basketball shot by a teammate into the hoop is called assisting. The teammate shot, but the assistant helped.



The body has assistants, too. Our muscular system helps push food through the digestive system. The two systems are teammates with the digestive system doing its job and the muscular system assisting. When a team wins, every member of the team is a winner. But one teammate that is not performing correctly will prevent the team from winning. Winning the Super Bowl is the goal of every football team. The winning team gets a big cup, and every member of the team gets a winner’s ring.



The same thing is true for our body team. If our body teams win by keeping the cells



alive and healthy, every body system wins by having healthy cells. However, if one body system doesn’t do its job, it affects the whole body. If our respiratory system is not working correctly, none of our cells will be getting the oxygen needed to stay healthy. Cells from our entire body will be harmed. As you see, our body systems work like a team, keeping our body cells healthy. Our body team members must work together, assist the other systems, and do their jobs in order for our body cells to remain alive and well.



Elaborate

Activity 4 – The Organ Trail

PurposeTo understand that body systems contain organs that perform specific functions. The body is made of cells, which form tissues. Tissues form organs, and organs form systems.

Activity DescriptionStudents will research an assigned body organ and make a “Wanted” poster to share with the class that informs the class of the organ’s parts and function.

Focus QuestionHow are cells organized into organisms?

Duration Two class sessions

Materials “The Organ Trail” updated February 2011

http://mrscienceut.net/TheOrganTrail.html “The Organ Trail” assignment guide Access to computers for online research Markers, colored pencils, or other materials to create “Wanted” posters.

Teacher Preparation1. Prepare a list of body organs (one for each student or for a team of two) to research. 2. Prepare a rubric for grading the Wanted posters (include their presentation to class).

Classroom Procedure1. Assign each student (or team of two) an organ of the body. 2. Have students research the organ and create a Wanted poster to share with the class. They

will include the following information in their research/poster: What system contains your organ? What are the organ’s main functions? How does your organ work with other systems to keep the body healthy? Which diseases or disorders affect your organ? Can a person live without your organ? Other interesting information about your organ.

3. Give each student or team 2-3 minutes to share their poster with the class.


http://mrscienceut.net/TheOrganTrail.html


Elaborate

Activity 5 – Body Systems

Purpose Students will understand that body systems work together to perform daily activities.

Activity DescriptionStudents work in teams to select an activity to research, identifying the systems and organs involved in the activity, and the role of each participating organ as well as the effect of organ failure or loss.

Focus QuestionHow much of my body is needed to carry out an activity?

Duration Three to five class sessions

Materials Bicycle Body Systems Activity Handout, Rubric, Checklist, and Note Pages Optional: chart paper for larger body diagram Colored pencils, markers, etc. Access to Internet

Teacher Preparation1. Have bicycle or similar exercise equipment available for class.2. Determine group size prior to class.3. Plan for Internet access for at least two days.

Classroom Procedure1. Have students review prior knowledge regarding body systems and organs associated

with riding a bicycle. 2. Have students work in groups, choose a common activity, and conduct research regarding

the organs, systems, and interaction associated with the chosen activity.3. Have each team present the body system research to the class, focusing on how body

systems work together to perform the activity. 4. Have each team include the consequences of one system failing, not working properly, or

missing. 5. The “Animal Systems Checklist” is used to assess the activity.



Name_____________________Date_____________Hour____

Directions: 1. Choose an activity that you enjoy (like snowboarding or eating pizza!). 2. Name the body systems used during your chosen activity. 3. Label the location of these systems on the diagram below. 4. Describe (in detail) all of the systems and organs involved in doing the activity you

chose.

ACTIVITY: ____________________________________________________________

Life Science Grade 5 Unit 4 Animal Systems

Body Systems Activity

13


Please refer to the following rubric before you submit your final copy of the Body Systems Activity.

Side One: _______/2 Name of Activity (large and visible) Your Name/hour

Side Two: _______/8 All major systems involved in activity listed Accurate description of how system is involved in your activity (be specific)

Overall Appearance: _____/5 Final Copy Format Neat and Decorative (large and visible) Rubric included

Total Points: _______________/15

Please refer to the following rubric before you submit your final copy of the Body Systems Activity.

Side One: _______/2 Name of Activity (large and visible) Your Name/hour

Side Two: _______/8 All major systems involved in activity listed Accurate description of how system is involved in your activity (be specific)

Overall Appearance: _____/5 Final Copy Format Neat and Decorative (large and visible) Rubric Included

Total Points: _______________/15


Body Systems Activity RubricName: _________________________________Activity: _______________________________Hour: ___________

Body Systems Activity RubricName: _________________________________Activity: _______________________________Hour: ___________

14


Name_____________________Date____________ Hour_____

Directions: Use the information that the class has compiled to fill out your chart comparing the different body systems.

System Organs Function


Body SystemsNotes and information

15






Name_____________________Date____________ Hour_____

Directions: Use the word bank and information that the class has compiled to fill out your chart comparing the different body systems.

System Organs Functionarteries, veins, capillaries, heart (organs involved in transporting and pumping blood)

Body’s transport system. Gives nutrients and oxygen to the cells and takes in carbon dioxide, water, and waste.

esophagus, stomach, intestines

Breaks down food into protein, vitamins, minerals, carbohydrates, and fats that the body needs for energy, growth, and repair.

glands (pituitary, thyroid, adrenal, thymus, pineal), pancreas, reproductive organs

Group of glands that produce the body’s long-distance messengers, or hormones (chemicals that control body functions like metabolism and growth).

mucous membranes and skin, lymph nodes (which produce white blood cells)

Body’s defense system against infections and diseases.

vessels that help circulate body fluids

Also a defense system for the body. Filters organisms that cause disease, produces white blood cells, and generates disease-fighting antibodies. Vessels carry fluids and drain excess to prevent


Body SystemsNotes and information-mod

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tissues from swelling.none. muscle tissue makes up various organs in the body.

Made up of tissues that work with the skeletal system to control movement in the body. Can be skeletal (help body move), smooth (involuntary and found in organs), or cardiac (in heart and involuntary).

brain, spinal cord Body’s control system. Sends, receives, and processes impulses throughout the body. Tells muscles and organs what to do and how to respond to environment.

sperm, egg, reproductive structures for males and females

Allows humans to produce children.

nose, trachea, lungs Brings air into the body and removes carbon dioxide.

bones, ligaments, tendons

Shapes the body and protects organs. Works with the muscular system to help the body move.

kidneys, ureters, bladder, urethra

Eliminates waste from the body in the form of urine.


Word Bank

Digestive Immune Muscular Reproductive Skeletal Circulatory

Urinary Respiratory Nervous Lymphatic Endocrine

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scienceresourcebpsteachers.wikis.birmingham.k12.mi.usscienceresourcebpsteachers.wikis.birmingham.k12.mi.us… · Web viewOn the Common Core State Standards for English Language