Os scope animal-systems-5 (1)

Oakland Schools Science Scope

Grade 5

Unit 4 – Animal Systems


Life Science Grade 5 Unit 4 Animal Systems 1

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.



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


Contents

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

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

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

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

Engage and Elicit Activity 1: Introduction to Systems ................................................................................................ 6

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

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

Elaborate

Activity 5: Body Systems ............................................................................................................. 12



Unit 4 – Animal Systems 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.

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



Learning Cycle: Body Systems, Organs, and Interactions

Introduction The 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 Objectives Students 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 Description Students are asked to identify the parts of the body used to eat an apple. Student misconceptions

and prior knowledge are identified.

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

Duration One 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 Preparation The 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.




Explore Activity 2 – Systems of the Human Body Purpose To explore body systems and the organs associated with specific systems.

Activity Description Through 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 Question What 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 Preparation

1. 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

Purpose Students 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 Description Students 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 question How do the parts of a system affect the whole?

Duration Two class periods

Materials

Classroom set of article

Teacher Preparation 1. 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 Procedure 1. 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.


means


you visualize while

reading the text

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.


means


you visualize while

reading the text

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.


means


you visualize while

reading the text

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 Purpose To 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 Description Students 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 Question How 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 Preparation

1. 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 Procedure 1. 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 Description Students 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 Question How 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 Preparation 1. 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 Procedure

1. 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: ____________________________________________________________

Body Systems Activity



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 Rubric

Name: _________________________________

Activity: _______________________________

Hour: ___________

Body Systems Activity Rubric

Name: _________________________________

Activity: _______________________________

Hour: ___________



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 Systems Notes and information







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 Function

arteries, 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.

Body Systems

Notes and information-mod



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 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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